Management Plan

Name: Olivia Meyer

Teacher Mentor: Rick Vornbrock
Administrator: Randy Spenrath
School: St. Marys Roman Catholic Separate School
Subject(s): Science 7, Math 9, and Math 20-1
Procedures ~
Attention-getting procedures
Record different means of getting the entire classs attention when they are engaged in an
activity. (This may be different for different subject areas.)
I always start off the class with a review activity, be it bell work on the board, or a fun
movement activity for the students. This always reviews what we did the day before. I let
the students work individually, in partners, or in groups. This is always identified on the
slide or in the activity.
While students are working on an activity I will say wrap up in 5 seconds and count
down 5 seconds. Students will be expected to go to their desks and listen. If students are
not listening I will say I need all eyes and ears on me in 3 seconds and they give me their
full attention. Another attention getter is that I will call out their grade to listen. One
method that I find helpful for when students are not listening is to look directly at the
individuals that are not listening. Usually, the students around them will tell them to be
quiet or they will soon get the hint. This method does not always work, but for the most
part it does.
Question-answering procedures
What expectations will you have when students are asking or answering questions? (Remember
that a question should get everyone thinking about an answer and thinking that they may be
expected to provide an answer).

When I ask questions, I give the students some think time and then I will call on students
who have their hands raised. If its the same students answering all the questions, I will
ask others to try and answer. I know that students do not always like speaking in front of
the class so I may get them to share their answer with a nearby student or if they have
been sitting for a while I will do a Hand up Stand up Pair up where the students
need to find another partner around the room so they can have a movement break.
I will strategically place students in their rows based on ability. Their rows will all be
placed with students on the high end and students on the low end. They will get to share
with the students around them the answers to some questions. This is a mixed ability
grouping to encourage peer teaching.

At the beginning of every lesson, I will have questions for the students to answer. They
will be put up on the board and students will try and answer them. I like to mix things up
so sometimes they will be individually answered, partner answered, or group answered.
Whenever I want a student to answer a question they must raise their hand. I will ignore
those who just shout out answers and tell them that they need to raise their hand to
answer the question.

Transition Procedures
What routines will you establish around the
Bell schedule:Students will be expected to arrive before the second bell and be seated in their
desk. Most classes there will be bell work up on the board for the students to complete. I want
them to be working on the bell work. I have chosen to do bell work individually, partner, and
group work. This way, if students did not understand or were absent they still have a chance to
learn the material.
Start of class: I will always have bell work or a starter activity up on the board for the students
to do. This will take a couple of days to establish with the class, but they will get used to the
routine and will know what is expected of them. This gives them the chance to review the
material learned on previous days or to relearn the material from a previous day. I believe in
extending opportunity for student learning - especially for math students who may need lots of
practice to understand how to answer the questions asked of them.
Start of day: I do not teach straight in the morning, so the students will already have a start of
the day.
End of class: I will wrap up the class with a closure activity that will review what they had
learned that day. This will vary from day to day. Some days I will ask them a question that they
have to independently answer or the whole class can answer. Sometimes I will do an exit slip or
sometimes I will remind them what is coming up in the coming days. As long as I wrap up what
was learned that day, the students will know it is the end of class.
End of day: I will always say good-bye to my students and again remind them of what is coming
up for assignments and quizzes.
Change of activities: I will tell them how long they have left for the activity and I will count
down from 10 at the end of the activity for the students to sit back down in their desk or for them
to pay attention to me. I believe in a lot of movement activities so the students are not always
sitting in their desks. I will sometimes use a movement or brain break as a segue to change the
activity.
Distribution of materials: I will hand out any materials that need to be distributed. I will hand it
out to the first person of every row and they will pass it back. I will be using whiteboards as well
in my classroom. In my seating order each student is given a number based on where they sit. So
I may say number 3s go get the whiteboards and hand them out to your row. Number 3s are the
third person in their row.

Accessing of equipment: Whether in a laboratory or classroom, it will be clearly laid out how
the equipment will be distributed and handled. If in groups one member will be responsible for
retrieving equipment for the group and they will also be responsible for the return of the
equipment and its cleanliness. If it is not returned properly then the entire group will have to
clean the equipment. This teaches responsibility and that everyone is accountable, not only for
their own actions but also their group members.
Classroom clean up: Every student will be responsible for their own materials. Following group
work, each group will be responsible for their own clean up. Students will know that if they do
not cleanup we, as a class, will not be doing any more fun activities.
Daily and Safety Procedures
What will you expect of your students and yourself with regard to:
Late arrivals: Late arrivals will have to come in quietly and get involved with the class content.
If being late is happening regularly, I will talk with the student and find out what the problem is.
If the lateness persists, I will talk with administration and find out what the next steps for
lateness are.
Absences: I will have an absent folder containing course work. Anyone who misses a class will
be expected to collect the appropriate material from the absent folder.
Use of cell phones and other communications technology: I like having the idea of using cell
phones in the aid of students learning. My cell phone policy is different for the different grades.
For my 7s and 9s, I told them that I do not even want to see their cell phones unless it is for
learning purposes. My rule is that the first time I see them using it they will get a warning,
second time, I will take it for the class, third time, I will take it for the class and they can come
get it at the end of the day, fourth time, it will be taken away and sent to the office, fifth time,
they will have to get their parents to pick it up from the office. At this point administration will
have to step in to work out a plan for that student. For my grade 11 students, they may use them
as long as it is not distracting from their learning or others learning. They are not allowed to use
their cell phones during note taking or tests.
Bathroom breaks: If the students do not abuse bathroom breaks they will be able to go one at a
time. One girl and one boy can go, after writing their names on the board when they leave. If I
am instructing then everyone will have to wait until I am finished.
Pencil sharpening: Sharpen as needed. Abuse will result in waiting until I am not instructing.
Student telephone calls to home: Students will ask me and then if appropriate they can step into
the hallway to make the call home.
Individual seatwork: Unless I instruct otherwise students will be able to quietly chat with their
neighbors. I will be encouraging students to help each other - Ask three then me. If students

continuously chat and do not complete their work, they will be moved and placed where they can
work by themselves. If the work is not completed in class time then it will be for homework.
Playground and free time rules: There is a school policy for free time that will be followed.
Late homework or assignments: Students will have to spend mandatory flex time with me if
assignments are not handed in. I do not believe in giving a penalty for late assignments, but if it
is an ongoing occurrence further consequences will have to happen. One would be a phone call
home to inform the parents and to possibly have a meeting with the parents to make a plan to get
this student back on track with assignments. I have also installed the app Remind 101 where I
want parents to sign up to get notifications from me about upcoming assignments or quizzes.
This could be an easy way to communicate to parents what we are learning in class. Instead of
parents just asking their children what they learned that day, I can send questions home for
parents to ask their children.
Missing homework or assignments: Same as for late assignments.
Homework reminders: I have installed the Remind 101 app that will let me communicate with
students and parents. I also have a calendar on the board for upcoming assignments, quizzes, and
tests.
Student illness or injury: I will be following school procedures. Send ill students to the office
if that is how the school wants to deal with it. (What does school policy require?) Injured
students will be dealt with according to school policy. I am also first aid and CPR certified so
any injuries that I am able to assess will be dealt with by me, but any serious injuries will be
dealt with appropriately due to school policy.
Fire drills: I will follow school policy procedures. They have always been laid out for me in my
previous practicums.
Lockdowns: Each school has a very strict procedure when it comes to lockdowns and will be
followed. (What is the protocol at St. Marys?)
Positive Relationships ~
Quickly establish a class list and seating plan so that you can begin to learn the names of your
students.
What seating arrangement are you planning and how will you decide who sits where?
I will be using rows for the first little bit and then, from there, I will see what
arrangements will work in the classroom. I am sharing a classroom right now and I do not want
to disturb the arrangement that my Teacher Mentor has in place. I will be arranging my grade 7s
and my grade 9s in a seating order by taking the second letter of their last name and
alphabetizing them. This way I can see which students work well together and what students do
not. Once I know the skill level and behaviour of the students, I will strategically place them in a

better seating order. My grade 11s will not get a seating plan, unless they are distracting other
students and their own learning.
Begin recording student interests. What system will you use to do this?
I will be doing a fun sticky note activity where each student will get four sticky notes. Up
on the board will be four different questions that the students have to answer. The four questions
are: 1. Tell me something interesting about yourself 2. Math/Science is important because 3.
Ask Miss Meyer something 4. One of my goals for the year is Each class is a different
colour so I can identify what each class has answered. Students are required to put their names
on the sticky notes, this allows them to ask me questions as well so they can get to know me
better. This will give the students an opportunity to tell me something interesting about
themselves and I get to see what they think about the subject I am teaching. This way they get
some movement in class and have an opportunity to see what other students put up on the board.
I will also talk to students about different interests they may have through regular, casual
conversations. I may do a beginning or ending activity that requires them to tell me something
they really like or interests them.
What specific things will you do the first day and first week to encourage student-withteacher and student-with-student interactions?
For developing student with teacher relationships, I feel it is a situation that you have to
adapt when you meet the students. I have a down to earth attitude and always aim to
accommodate the personal characteristics of my students. I am open, easy going, and I like to
use humour when appropriate. This has worked well for me in the past, so I have confidence
being myself in the classroom. I have learnt that students relate well to my personality. I am not
their friend, but someone that they can trust. Even students who are not usually enthusiastic
about school work warm up to me - which I find very rewarding. I always attend to student
needs, so if a student is struggling, I will offer help, comfort, and support to help them succeed.
Many student-to-student relationships have been established from years past as my
current students have mostly all been in school with each other for many years. That said, I will
be continuously analyzing and finding out different characteristics of the students and, while not
forcing anyone to be friendly, I will try to find out what makes them tick and encourage them
to share in each others interests. I enjoy learning about the students and what makes them
happy. Instead of ignoring it, I will work with it! I am also using find someone who bingo
cards. This allows students to go around and interact with others in the classroom. This activity
also helps me learn names of the students.

What body language and tone of voice will you use in different situations throughout the
day ~ at the start of class, with large and small group instruction, and when dealing with
inappropriate behaviour?

I will always start the day off with a warm and welcoming tone and body language. I will
continue this tone throughout the day to offer comfort to students. As I am instructing I will be
using this tone and body language unless students are not listening. I will be firm with my rules
and expectations and stick with them. As long as students are following the four respect rules,
they will continue to get the warm and welcoming tone and body language. That warm tone will
still be there when addressing inappropriate behaviour there will just be a more firm side to it.

Interventions ~
Classroom Rules
Record the rules you will establish, whether alone or with your students, and list a few possible
consequences if a rule is not followed. Its good to have student input but be sure to cover all of
the important areas. With consequences, its better to rehearse a few ideas than to think them up
on the spot.
Rule: Respect the Teacher
Consequences: By respecting the teacher the students are not talking when I am talking. They
are being respectful towards me and giving me their full attention. If they do not listen to this
rule they will be asked to listen up and if it keeps happening I will move that student to a
different location in the room. If they continue to be disrespectful, I will ask them to leave the
room to cool off and then I will talk to them personally about the issues that were occurring.
Rule: Respect Each Other
Consequences: Students are required to be respectful to each other. This means that students will
keep their hands to themselves, they will not distract from others learning and they will not be
rude or bully anybody in the class. If this occurs, I will ask the students to separate from each
other and I will talk to them individually about what is going on and then talk to both of them
together to try and work things out. If things are getting out of my control I will get
administration involved to help out with the situation.
Rule: Respect the Classroom and Equipment
Consequences: Students are required to respect the classroom by not leaving garbage in the
classroom and by not damaging anything in there. Students are not to not draw or write on the
desks and should be respectful of school property. Students are not to sit on desks, but should sit
in the desk. Students must go around desks instead of hopping over top of them. Students who do
not respect this rule are required to clean up their mess and potentially help out the custodian
clean after school (with parents permission). Students are also going to be handling lab
equipment and manipulatives so if they are not respectful with these they will not be using them.

Rule: Respect Yourself

Consequences: Students are to be responsible for their own things. So this means that they are
required to come to class prepared and ready to learn. They are there to learn and must pay

attention during class. They are also responsible for completing their own homework and not to
cheat. If they are cheating there are severe consequences as they will not be learning the material
properly. Students who do not come to class prepared must get the required material when there
is time.
Strategies
Record your strategies for dealing with some common student misbehaviours.
Talking: I can tolerate a moderate amount of talking. I do not mind students talking if it is work
time. When I am instructing I expect full attention of the students. I do have to respect the
students that need quiet in order to do their work and will provide some sort of noise level
protection such as headphones or ear plugs.
Off task: Students can easily be distracted and get of task, I will have to do my countdown from
5 1 and refocus the students. I will reiterate that I expect to be respected and I will respect
them as students. I want to create a fun environment and have the students feel comfortable and
relaxed in my classroom, but student learning is always the priority.
Name calling: Name calling is very immature and I will not have it in my classroom or even if I
hear it in the hallways. I will have a discussion in the classroom if it involves my students.
Without making reference to anyone, I will address the situation and go over the rule of
respecting each other and its consequences. I will talk to each student individually if this keeps
on occurring. I will not tolerate bullying in my classroom and in the school.
Pushing and shoving: I would first separate the students and talk to each student independently
and then talk to them together to go over the problem and how this is breaking one of the
classroom rules. If it persists we will have a meeting with parents and if it keeps persisting we
will have to get school administration involved as well.
Running in classrooms or in hallways: Running in the classrooms and the halls is unacceptable
and I will ask the students not to do so and remind them that they are breaking the rule of
respecting the equipment and the classroom. If it keeps happening, I will make a behaviour
contract with that student.
Swearing: Swearing is unacceptable and I will tell students that they are not acting respectful.
They need to be aware that it is rude and can offend other students and staff. Most of the time
students will apologize and try not to do it again.
Copying someone elses work: Copying is an academic offence and should result in a zero or a
redo for that student. We will have a meeting with the student to make sure it doesnt happen
again, but if it does then we will have to have administration and parents involved.
Taking things that dont belong to them: Depending on the severity, they will be either sent to
the office or it can be dealt with in the classroom by returning the item to the rightful owner.

Writing or scratching on desks, furniture, lockers, or walls: I will tell the custodians to come
in and look at it to see the punishment that the students will be given. They will more than likely
help the custodian out with cleaning and have to clean the mess that they had made.
Fighting: I am not legally allowed to physically break up a fight, so I would demand that the
students stop and immediately contact the office for assistance. I would also get other students
out of harms way.