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Personal Classroom Management PlanDaniel Koh Chong ChinJoanne Lian Li Fang

RulesDetermining rules and procedures, teaching them to pupils and outlining the benefits of working within them, is a critical up-front investment of a teachers time and energy.These pieces of classroom management plan help to promote appropriate pupil behaviour, prevent pupil misbehaviour and create a sense of order and consequences in the classroom.

Guidelines for RulesRules should be in positive statements and not in negative statements.Positive rules explain what pupils should be doing. Negative stated rules simply tell pupils what to avoid.Rules challenge pupils to find inappropriate behaviours that fall outside the scope of the rule.

Rules need to be stated clearly.Avoid vague rules unless intended to be discuss extensively with pupils.Pupils should be able to understand the behavioural expectation.

Rules should be few.When there are fewer rules, each rule will seem more important. Fewer rules are easier for pupils to remember and for teachers to enforce. Just a few rules will avoid the sense that the teacher is trying to control a pupils every movement.

ConsequencesWhile consequences are often framed as something used only after a rule has failed, they are more accurately viewed as part of the structure that makes rules work.In establishing consequences, the teacher will want to take into account what characteristics make some consequences more effective than others. (Gimbert 2010)

GuidelinesConsequences should be gradual, progressing from less severe to more severe as misbehaviour is repeated.This sends the message that pupils have potential to behave and simply need to understand and choose to follow the expectation. When they repeat the misbehaviour, they choose the more severe consequences.

Consequences should be natural and logical.Natural consequences follow from the event or situation, as pupils are allowed to experience the outcome of their poor choices or behaviour, highlighting the rationale of the rule.Logical consequences are structured learning opportunities arranged to teach appropriate behaviour.

Consequences should maintain the dignity of the pupil.Consequences should be consistent from pupil to pupil and delivery of consequences should always address the particular behaviour in question, not the pupil and his/her behavioural history.

Communication SkillsEffective communication help teachers to show that they care about pupils and want them to succeed. Both verbal and non verbal communication strategies of teachers should reflect the cultures of pupils.Teachers should use communication patterns that are familiar to different cultural groups.

Teachers should use familiar words and expressions and refer to things that the pupils are interested in. To communicate clear expectations, the tone should be firm. Directives should be straighforward. Humor can be used to lighten situations; however, it should be culturally and developmentally appropriate. Sarcasm is inappropriate and jokes should never be made at the expense of individual pupils. (Bondy et al., 2007).