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Classroom Management Plan
Classroom Management Plan
Students will complete a Classroom Management Plan with the components of Rules, Daily Protocols, Consequences, Intervention Strategies,Preventative Behavior Management & Motivation, Implementation Plan, Directed Questions.
Rubric Code:
G5BC32
By
klbevis
Draft
Public Rubric
Subject:
Education
Type:
Assignment
Grade Levels:
Graduate
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Classroom Management Plan
Below Expectations
1 pts
Meets Expectations
2 pts
Above Expectations
3 pts
1.a. Rules
Below Expectations
Rules exceed 5-7 or are so few in number that they fail to reflect aspects necessary to ensure a classroom environment conducive to learning.
Meets Expectations
No more than 5-7 rules are provided that reflect aspects necessary to ensure a classroom environment conducive to learning.
Above Expectations
No more than 5-7 rules are provide that fully reflect aspects necessary to ensure an effective and productive classroom environment conducive to learning.
1.b. Rules
Below Expectations
Some rules are not stated in positive terms.
Meets Expectations
All rules are positively stated.
Above Expectations
All rules are positively stated. Respect for others permeates these rules.
2. Daily Protocols
Below Expectations
A limited number of daily protocols are established, thereby minimizing the potential to produce a fairly well-managed classroom.
Meets Expectations
Daily protocols are sufficient in both number and quality to address aspects necessary to provide for a well-managed classroom, thereby reducing some management time.
Above Expectations
Daily protocols are comprehensive in nature, establishing efficient classroom routines, thereby reducing management time while increasing learning opportunities.
3.a. Consequences
Below Expectations
Less than 3 levels of consequences are provided to stop inappropriate behavior immediately.
Meets Expectations
At least 3-4 levels of consequences are provided to stop inappropriate behavior immediately.
Above Expectations
N/A
3.b. Consequences
Below Expectations
Consequences do not reflect developmental levels of students.
Meets Expectations
Most consequences do not reflect developmental levels of students.
Above Expectations
All consequences do not reflect developmental levels of students.
3.C. Consequences
Below Expectations
Levels of consequences are not sequential and thereby fail to provide more rigorous consequences for repeated misbehaviors.
Meets Expectations
Levels of consequences provide for sequential and more rigorous consequences for repeated misbehaviors.
Above Expectations
All consequences reflect student developmental levels.
4. Intervention Strategies
Below Expectations
Less than 3 positive and encouraging long-term techniques are provided that reduce episodes of misbehavior of students who demonstrate recurrent behavioral problems. Techniques provided are rarely developmental in nature, with the potential to negatively impact student self-image.
Meets Expectations
At least 3-4 positive and encouraging long-term techniques are provided that appropriately reduce episodes of misbehavior of students who demonstrate recurrent behavioral problems. Techniques are developmental in nature,and defer from negatively impacting student self-image.
Above Expectations
N/A
5.a. Preventive Behavior management
Below Expectations
Less than 2 individual and/or 2 whole-class techniques are provided.
Meets Expectations
At least 2-3 individual and/or 2-3 whole-class techniques are provided.
Above Expectations
N/A
5.b. Preventive Behavior Management
Below Expectations
Techniques fail to facilitate appropriate student behavior while minimizing inappropriate behavior.
Meets Expectations
Techniques facilitate appropriate student behavior while minimizing inappropriate behavior.
Above Expectations
Techniques effectively facilitate appropriate student behavior while minimizing inappropriate behavior.
5.c. Preventive Behavior Management
Below Expectations
No incentives are offered and/or fail to reflect a combination of intrinsic and extrinsic rewards.
Meets Expectations
Some incentives are offered and include a combination of intrinsic and extrinsic rewards.
Above Expectations
Several incentives are offered and include a combination of intrinsic and extrinsic rewards.
6.a. Implementation Plan
Below Expectations
The plan does not take into consideration the characteristics of student and the school context, and thereby fails to provide for a smooth implementation.
Meets Expectations
The plan adequately addresses the varied needs and characteristics of student and the school context, allowing for a smooth implementation.
Above Expectations
The plan skillfully addresses the varied needs and characteristics of student and the school context, allowing for a smooth implementation.
6.b. Implementation Plan
Below Expectations
The plan fails to anticipate problems and/or concerns that may emerge as a result of its implementation and/or no solutions are offered.
Meets Expectations
The plan anticipates problems and/or concerns that may emerge as a result of its implementation and/or no solutions are offered.
Above Expectations
The plan fully anticipates problems and/or concerns that may emerge as a result of its implementation and/or no solutions are offered.
6.c. Implementation Plan
Below Expectations
Implementation plan lacks clarity in how the classroom management plan will be conveyed and introduced to students.
Meets Expectations
Implementation plan delineates how the classroom management plan will be conveyed and introduced to students.
Above Expectations
Implementation plan fully delineates how the classroom management plan will be conveyed and introduced to students.
7. Directed Questions
Below Expectations
A minimal attempt is made to respond to directed questions. Responses are brief, and fail to provide support to rationale for contentions. No examples are provided to clarify responses.
Meets Expectations
Responses to directed questions fairly thorough and fail to provide some rationale of contentions. Some examples are provided to clarify responses.
Above Expectations
Responses to directed questions are comprehensive, thoughtful, and provide evidence of critical reflection. Strong rationale is provided in support of contentions. Detailed examples are provide clear illustrations to clarify responses.
Subjects:
Education
Types:
Assignment
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