This document outlines the rules, procedures, and management plan for a high school math classroom. It includes expectations for student arrival, cell phone use, bathroom breaks, and consequences. The management plan involves positive reinforcement, warnings, and escalating consequences as needed. It also details sharing the plan with students, parents, administrators, and substitutes to ensure consistency and communication about classroom expectations.

1. High School Math Instructor
Nicole Arrington
Final Revision - 9 June 2014
Prof. C. Johnson
EDCI-553

2. Purpose
 This is a learning
environment where you
are expected to respect
others, strive for academic
success, continue to
question, and become an
active participant in your
education.

3. Rules
1. Be on time to class
2. Bring everything you need for class
3. Respect everyone in the classroom
4. Follow directions
5. Talk quietly when working in a group

4. Procedures
 Arrival
 Cell phones
 Late/Tardy
 Bathroom

5. Arrival
 Upon arrival you are expected to
be in your seat when the bell
rings
 Have your homework out and be
prepared to ask an question you
might have had on the
assignment
 Pass your homework to the front
of the class for collection after
questions
 Get your notes out
 Have your pencil sharpened and
ready to go

6. Cell Phones
 Phones are not to be out in
class unless required for an
assignment and only during
the assignment
 Phones will be taken for the
day if not being used for
school work and the
appropriate consequence
will be given

7. Late/Tardy
 Come into the room
quietly and sit down
 Pull out your notes
 Be prepared to ask what
you missed at the end of
class

8. Bathroom
 Ask to use the restroom
 Sign out on the sheet by the
door
 Go to the bathroom
 Upon returning sign back in
 Return to your seat quietly

9. Daily Lesson
 Will build upon the pervious lecture often given on
the board or other media tools
Homework/Problems
 Individual homework is to be worked on by yourself
but can be discussed in small groups quietly

10. Consequences
 Positive
 Negative

11. Positive Consequence
 Have students explain/teach others
 Let the classroom know when a student is following
the procedures by acknowledge in front of class (IRIS
2012)
 Let the student know he is doing good
 Smile
 Stickers

12. Negative Consequences
 General reminder to the classroom
 Individual reminder
 Warning
 Spend time after school with me doing homework and
talk about what can be done to fix the problem
 Contact parent
 Principal office
(IRIS, part 2, 2012)

13. Crises Plan
 Send a student to the office with a crisis behavior
card (red card by the door).
 Send the rest of the classroom 2 doors down.
 If possible, help the student in crisis to reestablish self-
control.
 Bring the rest of the students back to class once the
crisis has been addressed.
 Notify parents of incident.*
 * Depending on school policy, this step might be
completed by a school administrator
(IRIS, part 2, 2012)

14. Action Plan
 Develop a tool kit
 Teach the plan to the students
 Share the plan with others –
parents, administrators,
substitute, coworkers
 Review the plan regularly – Have
the students help review and add
their input for what is needed
and what is not working

15. Sharing the action plan with Peers
 Give a copy of my rules and
procedures to co-workers
 Make sure management has a
copy
 Make a folder for substitute
and leave a copy inside.
 More information might be
included then in the student
packet
 Research more ideas

16. Action Plan for Students
 Make a hand out at the
beginning of the year
with the information
 Make a classroom
poster with the rules
 Make a poster with
everyday classroom
procedures

17. Action Plan to Share with Parents
 Send home
management plan
home to parents
 Have management
plan at open house
night
 Post management plan
on class website

18. References
 The IRIS Center for Training Enhancements. (2012).
Classroom management (Part 1): Learning the
components of a comprehensive behavior management
plan. Retrieved from
http://iris.peabody.vanderbilt.edu/module/beh1/
 The IRIS Center for Training Enhancements. (2012).
Classroom management (Part 2): Developing Your Own
Comprehensive Behavior Management Plan. Retrieved
from http://iris.peabody.vanderbilt.edu/module/beh1/