Teaching Your Plan

What is Teaching Your Management Plan?

"Teaching your classroom management plan" means explicitly instructing students on all your expectations, procedures, and response systems from day one. It's about proactively showing them how to behave and navigate the classroom, rather than just telling them or expecting them to know.

Why is Teaching Your Management Plan important?

Teaching your classroom management plan is paramount because it proactively establishes a predictable and safe learning environment, significantly reducing disruptions. When students clearly understand the expectations and routines, they feel more secure and can dedicate their full attention to learning, maximizing instructional time.

How to implement possible steps to establish Teaching Your Management Plan? 

Dedicate Significant Time at the Beginning of the Year: Don't rush this! The first few days and weeks of school should heavily focus on teaching and practicing your management plan. This investment upfront saves immense time and frustration later.

Introduce Expectations and Procedures Gradually: Don't dump everything on day one. Introduce a few expectations or procedures at a time, explaining why they are important (e.g., "We walk in the hallway so everyone can get to class safely and on time").

Explain, Model, Practice, and Reinforce (EMPR or I Do, We Do, You Do): This is the core strategy:

• Explain (I Do): Clearly state the expectation or procedure.

• Model (I Do): Show students exactly how you want it done. You can even model common mistakes first, then the correct way.

• Practice (We Do): Have students practice the procedure multiple times, with your feedback. Think of lining up, asking a question, or distributing papers.

• Reinforce (You Do): Provide immediate and specific positive feedback when students do it correctly. Gently correct and re-teach when they don't.

Involve Students in the Process: For expectations, involve students in discussions about why certain behaviors are needed and what they look like. This fosters ownership and buy-in. For procedures, students can practice and even help you identify sticking points.

Use Visual Aids: Post your expectations, procedures, and perhaps the Zones of Regulation in prominent places. Visual reminders are powerful, especially for younger learners or those with diverse learning needs.

Be Explicit and Specific: Avoid vague language. Instead of "Be good," say "Keep your hands, feet, and objects to yourself." Instead of "Turn in your work," say "Place your completed paper in the 'Done' bin on the back counter, title and name on top."

Anticipate and Address Misconceptions: Think about where students might struggle or misunderstand a procedure and address it proactively. What if someone forgets to put their name on their paper? What if they don't have a pencil?

Consistently Re-teach and Review: Don't assume students remember after the first time. Routinely review procedures, especially after breaks or when you notice a breakdown. Use "spot checks" or quick reminders.

Provide Immediate and Consistent Feedback: When students follow a procedure correctly, acknowledge it quickly. When they don't, provide immediate, calm, and corrective feedback or re-teach. The quicker the feedback, the stronger the learning.

Build a Positive Classroom Culture: While teaching the plan, continuously build positive relationships, show care for your students, and create a welcoming environment. A strong relationship can be the foundation for students wanting to follow your plan.