CLASSROOM MANAGEMENT PLAN

GRADE 2

Jessica Dovichak November 28th, 2012

Ed. 4850 Managing Todays Classrooms Rebecca Adamson

TABLE OF CONTENTS

Classroom Management Checklist...3 Lesson Plan Part 1. 5 Lesson Plan Part 2..8 Mini Lesson #1 Morning Procedure.12 Mini Lesson #2 Washroom Procedure15 Mini Lesson #3 Dismissal Procedure...16 Mini Lesson #4 Fire Drills17 Relationship & Community Building Plan.19 Intervention Plan...21

CLASSROOM MANAGEMENT CHECKLIST:

ORGANIZATION OF SPACE
Teachers desk/space is organized Bookshelves and filing cabinets are cleaned and organized Students desks are fixed, cleaned, and arranged in pods of 4 Ensure teacher can see most students at all times Ensure easy flow of movement for students and teacher (no obstructions) Students name is on a laminated card taped to each desk Students have a locker/cubby/shelf with their name & coat hook Create meeting corner with mats for floor seating

ORGANIZATION OF MATERIALS
TEACHER MATERIALS Filing basket with files labeled: to-do, to copy, to file, to send home, next week. Organize unit binders according to subject Documentation Binder (divider for each student) HOMEWORK Missed work file folders organized according to subject Hand-in basket placed near teachers desk with name clips Homework board organized by subject Hand Back basket Friday Folders laminated, labeled and stapled for each student to take home important things on Fridays. SUBJECT MATERIALS Shelving space & bins for each subject (writing, social studies, math, science) Colour-coded duotangs for each subject; labeled for each student Blank Table of Contents sheets for students to fill out for each unit in each duotang Textbook space organized by subject Bins & Shelving space for extra materials (pencils, glue, scissors etc.) Print Sticky Name Tags for each student (for notebooks etc.)

ORGANIZATION OF PROCEDURES & ROUTINES

Create Morning Soundtrack Morning Procedure Poster Classroom Jobs Chart

4 Name Sticks (for randomizations) Bathroom Sign-out Sheet

BUILDING RELATIONSHIPS & CLASSROOM COMMUNITY

Kindness Tree & Templates Student of the Week letter to parents with instructions Student of the Week Poster Template Student & Parent/Guardian Surveys

INTERVENTION SYSTEM
Behaviour Clip Chart Clips with Students Names Behaviour Clip Chart Tracking Sheets

FIRST DAYS OF SCHOOL! LESSON PLAN

PART 1: BUILDING OUR CLASSROOM ENVIRONMENT
Jessica Dovichak September 1, 2012 60 min

LEARNING OBJECTIVES: 1. To get to know the students and allow the opportunity to get to know me. 2. Create a safe environment of care and support between all students and teacher. MATERIALS: 1. 2. 3. 4. 5. 6. 7. Name tags (with names already on them) Markers & Stickers Student & Parent/Guardian Surveys Activity Sheets Ball of Yarn Kindness tree, flowers and leaves Heartprints- P.K. Halligan

ADVANCED ORGANIZER: 1. 2. 3. 4. 5. 6. Teacher Intro Meet your Neighbor Friendship Web Kindness Tree & Flowers Student Survey Dismissal Procedure

ACTIVITIES: 1. Intro: a. Greeting Students (Before class begins, as students arrive) Greet each student (and parents) at the door Show the students where to find their locker to place their things Show the student his or her seat

Have student decorate his or her nametag as the rest of the students come inside When the nametag is complete they can stick it on 2. Body: a. Teacher Introduction (10 minutes) Introduce yourself to the class *Practice attention getter: Eyes on Me Show teacher intro PowerPoint Discuss the goals of getting to know one another and creating bonds and relationships. Q: If you have an answer please raise your hand: Why is it important to get to know one another? i. A: We will be spending all year together; we have to learn to get along, its important to know to know how to work together. b. Neighbor Meet (Approx 10 minutes) Handout activity sheets. Students will interview their neighbors with three questions o What is your name? o What is your favourite thing to do? o What was the best part of your summer vacation? Students will write/draw their neighbors answers on the sheet provided. When you are finished, there is a basket on my desk labeled HAND-IN. Please hand in your pictures and feel free to get a book to look at from my library. Post these on a bulletin board later. c. Friendship Web ( 10 minutes) Ok, please put your books away and come sit in the meeting corner in a circle. Students sit in a circle Teacher holds the end of the yarn and explains the game: We will create a web using all of us. We are all important and together we can create something beautiful, like a friendship web. I will hold onto the string and toss the ball across to someone else. You will tell the class your favourite ________. And hold on to your part of the string and toss the ball to someone else, etc. until

we are all part of the friendship web. We can play a couple of rounds for some practice! Repeat the game using different favourites (ice cream, animal, movie, etc.) d. Introduce Kindness Tree & Celebrations (10 minutes) Read: Heartprints By P.K. Hallinan Discuss why it is important to leave Heartprints in people in the classroom. Every week we will be having a classroom meeting around the kindness tree. We will have the opportunity to talk about our relationships in the classroom and how we treat each other. We also have kindness flowers: o If someone does something nice for you. You can nominate them for a flower by writing and drawing on these templates. Once the end of the week comes you can present the flower to them to put on the tree and once the tree is full we will celebrate with a class party/afternoon outdoors/movie. o We will take a vote to see which our first activity is. e. Student Survey Read each item on the survey and the students will fill them out. Volunteer to hand out Friday Folders for the students. Every Friday you will take this home with things in it from the week. Volunteer to hand out Parent/Guardian Surveys Put these inside your Friday Folders please. Volunteer to collect Friday Folders and put away for Friday. f. Practice Dismissal Procedure (see dismissal mini-lesson) 3. Closing: 1. Advanced Organizer (1 minute) After recess we will talk about our classroom expectations and begin to organize our materials. ASSESSMENT: 1. Do the students understand that we all belong in this classroom and that we are all important? (Questioning, Observation, Discussion, Activities)

PART 2: CLASSROOM EXPECTATIONS & PROCEDURES

Jessica Dovichak LEARNING OBJECTIVES: Students will:
1. Life Learning Choices:

September 1, 2012

90 min

a. b. c. d. RESOURCES:

L2.1 demonstrate organizational skills; e.g., notebook organization, desk L2.2 identify personal behaviours that show readiness to learn L2.7 explain why volunteerism is important L2.8 select and perform volunteer tasks in the school

1. Alberta Health and Life Skills Program of Studies- Elementary 2. http://classroomcompulsion.blogspot.ca/2012/07/clip-chart-freebies-yay.html 3. (Morning Soundtrack)- http://clutterfreeclassroom.blogspot.ca/2011/08/classroommanagement-series.html 4. http://www.teacherspayteachers.com/Product/Classroom-jobs-Owls

MATERIALS: 1. 2. 3. 4. 5. 6. 7. 8. Morning Soundtrack Chart Paper Sticky Notes Timer Clip Chart, Clips & Recording Sheet Booklets Friday Folders Job Chart Name Sticks

ACTIVITIES:
1. Intro: a. When the bells rings, students will enter the classroom. b. Explain the order of activities (advance organizer on the board) (5 minutes) Practice Morning Routine (20 min)

9 2. Body: c. Practice Morning Routine (15 minutes) Once seated, introduce the concept of morning soundtrack and the class will practice the morning procedure (see Morning Procedure Mini Lesson). d. Class Contract (Approx 45 minutes) Once the students are proficient in performing the morning routine transition into the classroom contract. Set the timer on the smart board for 5 minutes Q: With your new neighbor ,whom you have met this morning, you have 5 minutes to come up with as many reasons as you can why having classroom rules and expectations is important. When the timer goes off I will ask for volunteers to share. A: It helps the class run smoothly. It makes everyone feel safe. It helps us to get the best possible learning. It helps to make sure we are supporting one anothers learning. It helps us to remember what we should be doing in class, etc. Together we are going to make a classroom contract about our behaviours in the class. Q: Does anyone know what a contract is? A: Its a written agreement that everyone signs to promise that they will do what it says. Today we are going create a contract using these 5 sentences. (Write these 5 questions, each on a separate sheet of chart paper and hang them gallery style): 1. What should kids in our class be doing to make sure our class runs smoothly? 2. What will you need to do in order to be successful this year? 3. What does the teacher need to do to help you be successful this year? 4. Our classroom should be ________ every day. 5. School is important because We will be working on groups a lot this year. You are sitting groups of four. The person beside you is your partner, and the people sitting in front of or behind you make up your quad. Everyone will have a chance this year to work with everyone. There will be no complaining about who you are working with because we all need to be able to work together. Class Contract (45 min) Behaviour Chart (10 min) Job Chart (10 min)

10 When I say go, in your desk quads, you will move around to each poster and fill in the best response to these sentences. You can put as many answers as you can fit into 5 minutes. Its ok to repeat things from another group. Select one reader, one writer, one sticker, a timer in your groups when I reach 0 ( Count from 10) Put your hands up if you are the reader (etc). Ok, who can tell me what you need to do? Show each group where to start, and how to move. (More than one group can be at one poster at a time.) Ok, Go. Start the timer, repeat until all groups have had a chance to stick their answers on each question. When the activity is completed, read out the answers and write down any trends. Turn the class expectations into a summarizing contract on another piece of chart paper and have all the students sign it. Post the contract somewhere in the class.

e. Behaviour Clip Chart ( 10 minutes) Show the students the behaviour clip chart and tell them it is to help keep track of their behaviour throughout the day. Show them that they each have a clip with their name on it that they will clip to the green box on the chart each morning (as practiced in the morning routine). If you are behaving as expected you will stay on the green. This is a good thing and will make me a very happy teacher and we will have lots of fun in our class. If you are behaving poorly, and I need to talk to you about your behaviour, then you will have to move your clip down one colour. If you are behaving particularly well and doing great, then I will ask you to move your clip up a colour. At the end of the day we will record our colours on a sheet that will be in our Friday Folders. These charts will go home on Fridays and come back to me signed on Mondays. f. Job Chart (10 minutes) In our classroom we will be working as a team to make sure our learning is successful. We will all have a responsibility to make sure everything is running smoothly, like we have agreed in our contract. Each week there will be a Student of the Week. He or She will be the teachers assistant. There are also all these jobs that are listed here. Each Monday morning, during housekeeping time, we will have a new SOTW and we will draw sticks for the jobs.

11 You each have a stick in here with your name on it. Lets draw some now to see who will be the first to get their jobs. Draw sticks for the jobs, explaining each one. 3. Closing: 1. Advanced Organizer (5 minute) b. After lunch we will practice the morning routine again as soon as you come in. c. Then we will start to get your supplies unpacked and organized.

ASSESSMENT:
1. Are student able to organize themselves and show their readiness to learn in the morning after the morning routine? (Observation) 2. Do the students understand that they are part of a community and every action contributes to the safe and successful learning environment? (Contract Activity, Behaviour Clip Chart, Observation) 3. Do the students recognize their responsibilities and their roles in the classroom? (Job Charts, Observation)

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MINI-LESSON #1
MORNING PROCEDURE ( 15 MIN)
LEARNING OBJECTIVES: 1. To teach the students the procedure for handing in assignments or homework in the mornings. RESOURCES:
1. Idea: http://clutterfreeclassroom.blogspot.ca/2011/08/classroom-management-

series.html 2. GrooveShark

MATERIALS: 1. 2. 3. 4. 5. Morning Procedure Poster Papers to be handed in. Hand-In Basket Behaviour Clip Chart & Clips Groove Shark Playlist 1 or 2 students choice, 1 teachers choice.

PROCEDURE: 1. 2. 3. 4. 5. Things away. Clip your name. Open your agenda. Hand in any papers. Journal Time.

MINI-LESSON: 1. *Write the morning procedure on a poster & post for the students to refer to. 2. Students come into the classroom in morning. 3. Good morning, grade 2! Before we get started with todays lessons we are going to practice our morning procedure.

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4. When you come in the morning I will have some music playing. There will be 3 songs. You must be in your desk working on your journal assignment when the last song finishes. 5. To help you remember what to do, look at the morning routine poster. a. First you must put all your things away. This means: i. Outside shoes on the rack. ii. Coat and backpack on your hook iii. Inside shoes on b. Then you must clip your name clip onto the green square of the behaviour chart. c. Go back to your desk and open your agendas for me to come and check. d. Then you hand in any papers to me in my hand-in basket. e. Finally, get out your journals. You may chat until the music stops. But when the music stops, you must all be at your desks writing in your journals 6. Lets practice this. If you forget what you need to do, look at our poster, or ask your neighbor. 7. We will do it again, until everyone has done all of the things required. 8. Repeat process until all students have done what they need to be doing and are sitting quietly, writing in their journals when the song is done.

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Morning Procedure
When the morning songs end, you must be in your desk and writing.

1. 2. 3. 4. 5.

Things Away Clip Your Name Agendas Out Hand-in any Papers Journals

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MINI-LESSON #2
WASHROOM PROCEDURE ( 5 MIN)
LEARNING OBJECTIVES: 1. To teach the students how to signal they need to use the washroom and how to document it. MATERIALS: 1. 2. 3. 4. Sign-out Sheet Clipboard Digital Clock Pencil on a string

PROCEDURE: 1. Your recess breaks are when you should be using the washroom. 2. If you do need to use the washroom during instructional time you can make a W with your three fingers and I will let you know that it is ok to go. 3. Everyone practice the washroom sign. Ok! 4. You must sign-out on the clip-board by the door, indicating your name, time out, and where you are going. Sometimes I will ask you to go to the office. 5. When you return sign the time in section so that I know you came back. 6. * Remember to always sign-out when you leave the room during class time.

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MINI-LESSON #3
DISMISSAL PROCEDURE ( 10 MIN)
LEARNING OBJECTIVES: 1. Students will learn to organize the classroom and themselves for dismissal at the end of the day. MATERIALS: 8. Tidy Up Rhumba: PROCEDURE:
1. 2. 3. 4. 5. 6. 7. 8. 9. Before we can leave at the end of the day we must organize ourselves accordingly. When you hear the Tidy up Rhumba play, you have 3:34 to put away what you are working on. You must make sure that everything around your area is cleaned. I will know you are ready to go over homework and announcements when you are sitting quietly with your agenda opened and your eyes on me. Play the Tidy Up Rhumba. (If the students are done early stop the song and praise them for being so efficient). Go over homework. Distributors hand out any forms or sheets to go home. I will ask one group at a time to get their coats and backpacks. You will come back to your desks and wait until I dismiss you. Remember, the bell does not dismiss you. I do. http://www.youtube.com/watch?v=Dhw6JDF4A0Q&feature=fvwrel

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MINI-LESSON #4
FIRE-DRILLS ( 15 MIN)
LEARNING OBJECTIVE: 3. To teach the students how to react in the event of a fire-drill. MATERIALS: 9. Emergency Binder 10. Bell PROCEDURE: Today we will be practicing our fire-drill procedure. Several times a year the whole school will have fire-drills where we practice what to do in case of an emergency where we have to leave the building quickly. 1. First, always remember to sign the sign-out sheet when you leave the room so that I know who is not in the classroom and where they are. 2. When the fire-bell rings, we will line up at the back of the classroom in these pairs (list off the alphabetical pairs. As each pair is called, have them stand in the appropriate place. This person is your line-partner. You will be responsible for staying with that line-partner when we get outside. 3. You may sit down, again. 4. When I give the signal (bell) please, very quietly, and WALKING, find your place and your partner in line. i. Students practice sitting in their desks, or working in other places in the
room. ii. Teacher gives the signal (pretend bell) and students practice lining up. iii. Repeat several times until they can do it perfectly quiet and orderly. 5. Teacher grabs the Emergency Book (with extra class list and student emergency info) from its place near the sign-out sheet. 6. I will now lead you out of the classroom doors and outside to our meeting point by the big tree. If I am not in the classroom, it is the first pairs responsibility to take the emergency binder and the sign-out sheet. 7. The last pair will check that the classroom is empty, turn off the lights and make sure the door is locked

18 8. We will walk quietly in our pairs in an orderly fashion. There should be no voices in the hall unless you need help. 9. Once outside, I (or whoever has the emerg. binder) will take attendance with the class list. I will also check the sign-out sheet too see if anyone else was out of the room. 10. If you are not in the classroom during a fire-drill, you will join another class as they file through the hallway. You will stay with that class and make sure to notify the other teacher that you are there.

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RELATIONSHIP & COMMUNITY BUILDING PLAN

THE SYSTEM: KINDNESS TREE
The Kindness Tree is a classroom initiative to promote compassion and acts of kindness between our students. There will be an empty tree on the wall in the class. Each week there will be a class meeting where the students will have an opportunity to discuss any issue in the classroom relating to social and emotional interactions. There will also be an opportunity for the students to present kindness flowers for a certain classmate to add to the kindness tree.

THE PROCEDURE:
1. Read the students a story to inspire discussion about compassion, kindness and empathy. 2. Make a list of the kinds of things we can do to be kind. Write/post this list on the tree trunk. 3. Create cut-out flower and leaf templates with the sentence starter: _____ showed me kindness when he/she ____________. 4. Students can take the flowers and leaves and fill them out throughout the week and place them in a collection basket near the tree. 5. Every Friday there is a classroom meeting around the kindness tree where issues of social/emotional importance are discussed and dealt with. This is a chance for students and the teacher to bring up any sensitive issues that need to be solved. (The students are taught the importance of active listening with the listening kanji). 6. Students will have an opportunity to verbally present their kindness tree flower nominations to the recipient who then gets his or her flower on the tree. 7. When the tree reaches 30 (or whichever number is appropriate) blooms the class will get a special activity in the next available time slot. (pizza party, movie party, popcorn party, games day, outside day etc.)

THE RATIONALE:
The weekly meetings allow for an appropriate time to acknowledge and guide the social/emotional health of the students. It is a time to build social relationships in the classroom and learn how to discuss emotions in a mature and healthy manner. The students learn active listening skills and are learning strategies that will help them become more effective communicators. The students will develop empathy by listening to others and imagining how that person feels in his or her situation. The students will also develop problem solving skills by coming up with solutions to certain social issues that may arise in the classroom. The flowers are an opportunity for students to recognize one another for acts of kindness. It allows them the chance to verbally express their gratitude. It also allows the recipient an

20 opportunity to be recognized for his or her act of kindness. It is important for students to know that their actions matter and make a difference to those around them. Having a whole class reward for reaching a quota of flowers is an extra incentive to keep the idea of acts of kindness in the minds of the students. The idea is that the recognition for their act of kindness is the external motivator, however it believe that it is good to really celebrate the good things that happen in the classroom all together, whether the students have made it onto the tree or not, they will be a part of the celebration.

THE SYSTEM: Student of the Week (SOTW)

Each week one student will be designated as the student of the week. The class will spend a few minutes on Mondays to get to know the student of the week a little better and building relationship with him or her. The student of the week will be allowed special opportunities to assist in the class and take leadership roles.

THE PROCEDURE:
1. Each Friday a different student will be chosen to be the student of the week (according to the class list). 2. The SOTW template will be sent home on Friday to be filled out with a parent or guardian. They will also be asked to bring in some pictures to be posted in the classroom. 3. On Monday morning, when jobs are being reassigned, the student of the week will have an opportunity to present their SOTW poster to the class. 4. The SOTW changes his or her job to Teacher Assistant on the job chart. 5. SOTW changes the other jobs as the teacher draws sticks. 6. Throughout the week, if there is any special errand or task the teacher needs completed the teacher will ask the SOTW to complete it. 7. On Tuesday the SOTW has an opportunity to bring something for show and tell. 8. On Wednesday the SOTW gets to choose a story to be read to the class. 9. On Thursday each student writes a letter to the SOTW which will be complied and bound by the teacher for the SOTW to take home on the Friday.

THE RATIONALE:
Highlighting a new student every week allows that student to feel special and feel like they have a place in the classroom community. It allows the other students to get to know things about the SOTW that they may not have otherwise learned. Having the SOTW as the teachers assistant teaches the students responsibility and leadership roles. Also, having the students write a kind letter to the SOTW gives the students practice in using compassionate words and expressing social and emotional feelings in a written for, a nice compliment to the verbal Kindness Tree. The student who takes the book of letters home at the end of the week gets a nice, physical reminder that he is loved and belongs in the classroom community.

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INTERVENTION PLAN
RELATIONSHIP BUILDING:
My hope is to build a safe, caring environment in my classroom where all of my students feel like they belong (see Relationship & Community Plan). Through this I hope to minimize instances of student misbehavior. However, I realize that students are children, and inevitably, they will push the limits and test my authority. The following are my plans for low key interventions as well as higher level reactions to certain behaviors.

BEHAVIOUR CLIP- CHART:

THE SYSTEM:
This system uses clothes pins with the students names to indicate where they sit on the behavior scale. Every student begins on the green in the nest. If a student is found exhibiting positive behavior he or she will be asked to clip their clothespin up one color. If the student is exhibiting negative behavior the teacher will ask the student to move his or her pin down a color. At the end of the day the behavior is recorded on a tracking sheet which will go home to the parents each Friday and come back signed to me on Monday. I will file and document these forms in my documentation binder.

RATIONALE:
This system makes the students behavior visual and tactile, which reinforce the behaviors that are expected. The system also provides low-key and higher level responses by the teacher, so the teacher has less judgment calls to make, as the consequences are clear and obvious to both the teacher and the student.

LOW KEY INTERVENTIONS:

I will use low key interventions in my classroom before moving to the behavior chart. Some behaviors are minor and are not worth the stress for both the student and teacher to move students down on the chart. 1. Non-Verbal Cues for off-task behavior, talking when not necessary, bothering other students.

22 a. Teacher Pauses b. Teacher Looks c. Proximity 2. Verbal Cues for persistence of above behaviors. a. Saying students name b. Reminder of class expectations c. Comment on positive behaviors of others.

HIGHER LEVEL INTERVENTIONS:

If off-task and inappropriate behavior persists, after low key responses from me, students will be asked to move their clips down on the chart that will correlate with certain consequences. I will also use my professional judgment and hold informal meetings with my students to learn the causes of unacceptable behaviors. 1. In class consequences for persistence of negative behaviors, defiance, non-compliance, disrespect. The student moves his/her clip down to Teachers Choice. Teacher chooses appropriate consequence: a. Talking: Moves students seat. b. Disruption during activity: Student sits out from the activity. 2. Out of class consequences happen if the student reaches Contact Parents on the ClipChart, or if the behavior is extreme enough for higher level intervention: a. If student is being disrespectful or attacking another student: Removal to the hall for a discussion with me. b. Student is extremely disruptive: Removal of the student to another teachers classroom. 3. Individual Informal Contracts will be used if the student is persistently troubled behaviourly or otherwise. 4. Formal contracts, or other school wide interventions, will be implemented with a student with severe behavior issues. These will include the student, me, the parents and administration as well as any other outside agencies necessary.