Classroom Management Goals 1.

I will provide a safe, fun, and positive learning environment for all students to become productive, self-disciplined, and self-sufficient members of society. 2. I will increase the knowledge and skills of students and myself to be productive in various social and working environments. 3. I will model and encourage students to develop problem solving, conflict resolution, and skills of analysis. 4. I will provide an environment that is conducive to differentiations needed for a diverse classroom of individuals. 5. I will use detailed records to track student progress as well as my own. 6. I will incorporate but not depend upon technology across curriculum, research, and communication. 7. I will use appropriate formative and summative assessments for students. Classroom Rules Be Responsible! What is means to be responsible? 1. Be prepared-listen and follow directions -keep your work organized and turned in on time - plan before you act.

2. Be a friend -speak the truth -wait your turn -be kind to others and their things - treat others with respect and dignity. 3. Be a big kid - take care of yourself - do not be afraid to ask for help but do as much as you can on your own. 4. Be a solution finder - think about possible consequences to your actions to prevent problems - use problems solving steps or conflict resolution to solve problems as they arise. 5. Smile and have fun! Practical Examples of Rules and Consequences

Expected Conduct Whisper or use a soft speaking voice to talk to your neighbor.

Consequences Speaking loudly disturbs others trying to work.

Raise your hand and weight for the teacher to come to you.

Getting up out of your seat disturbs others trying to work.

Use signals if you need to talk to the teacher across the room. (this can be cues they make up themselves as long as the teacher understands what the cues represent)

The teacher might be able to answer more quickly with a return signal.

Possible Solutions for Offenses What if people speak loudly while you work? Stop, look, listen, and speak only loud enough to be heard by the person you are speaking to. Move close enough to them to speak in a soft voice. What else can you do to communicate quietly? What if people keep walking past you while you are working? Stop, look, listen, and think about why you are getting up. Do you need help, have a question, or need to use the restroom? Can it wait until the count of 10? If not quietly get up. What else can you do to communicate without getting up? Would it take less time to use a signal or get up and ask a question? Stop, look, listen, and think about why you need to speak to the teacher. Is it urgent? If it can wait until the count of 10 use the signal. If not quietly

Walk softly with your hands close to your body

Treat materials, work, and classroom with care.

Be kind to everyone.

Running, skipping, stomping, and swinging arms are distracting to others trying to work. You might trip or fall and get hurt, harm another person, damage materials, or bump desks and furniture. Materials, work, and the classroom will get messy or damaged if not treated with care. Kindness makes everyone feel as they belong.

get up. What else can you do to communicate quickly? Stop, look, listen, and think. When is a good time or place to run, skip, jump, stomp, or swing our arms? What can you do to remember how to move around the room in a safe way?

How can you be sure to treat materials, work, and the classroom with care? How can we be kind?

Many schools have a similar discipline plan set in place to track student behavior and encourage responsibility and accountability. This will show up on your childs report card each grading period under conduct. The following grading scale is used for conduct. E- Excellent S- Satisfactory N- Needs Improvement U- Unsatisfactory The Explorers Responsibility Accountability Record sent home with a detailed list of responsibilities in the Friday Communication Folder each week. The students behavior is recorded daily with the Going the Distance Accountability Chart. There is a graphic of a hill posted next to the whiteboard. The letter E is at the top of the hill and the other letters lined up below. Each students name is printed on a graphic of hiking boots. Each day the students start out at the top of the hill. Children are given the opportunity to correct their behavior and solve problems equitably. The first instance of a minor infraction (talking) results in a responsibility check. A responsibility check is when the student is notified of his or her behavior and asked to correct it. The second instance of the same infraction will result in the child moving his or her boots down to S. The first instance of a moderate infraction (not following directions) results in a responsibility check and the child moving his or her boots down to S. The student must write his or her infraction with the date on a card. Major infractions (chronic misbehavior or disrespect) will result in an automatic N. The student will be asked to write a reflection during recess and

review the steps for conflict resolution with any concerned parties. A note will be sent home with a copy of the childs reflection for parents to sign. Sever infractions (total disregard for rules or respect for others) will result in an automatic U. The student and all concerned parties will work on conflict management with the school counselor. Parents will be called. Positive Consequences Students will receive verbal affirmation daily. Students will receive a written affirmation to student and parent weekly. Students will receive lunch with the teacher monthly. The student may also receive special recognition from the principal. Students will receive free night of bowling for the family semiannually. Beginning Day Procedures soft music plays on a prerecorded CD. The music signals that the class is to remain quiet in their seats. 1. Students arrive and quietly put away coats, hats, book bags and lunchboxes on hooks with their student number. 2. Students turn-in homework from their homework binders to the homework basket on the supply table in front of the teacher desk. Students place all other communications in the communication basket next to the homework basket. 3. Students open up their homework binders and begin morning work. On Mondays the teacher places a new morning worksheet in each binder and then places the binders or the correct desks before students arrive. Collect the homework and communication baskets. Place them on the supply cabinet to the right of the desk. 4. Turn off the CD for the morning meeting and snack time. Speak clearly but only loud enough for all to hear and say 1, 2, 3, eyes on me it is time for our morning meeting. Put

the snack out on the supply table. As you take roll each student will come up to retrieve a snack of his or her choice. Mix up the order from time to time so the same children are not always pick first, middle, or last. Snack portions are clearly marked. 5. After about five minutes, begin the morning meeting. Review the teacher notes of reflection from the previous day. Ask if anyone has something to add. Keep it brief so each child has a turn. 6. Students must put away notes and drop all trash in the wastebasket as they exit the room. 7. Tell students to line up in number order. If all are present, the children should line up in the order their names and faces appear on the attendance roster. 8. Each morning the class has a different special to attend. Check the schedule to make for the day and special listed. Hallway Procedures Remind students to be quiet in the halls and keep hands to the side and feet on the floor, look forward and keep one-step behind the person in front of them. Walk the students to the class. Take the most direct route unless otherwise instructed. Stop at the bathroom nearest the classroom or special class. Bathroom Procedures two children may enter each restroom at a time. Ask one boy and one girl (indicated on the classroom manger schedule) to monitor. While students are at specials prepare the next lesson, use the restroom, meet with staff as needed, and take care of any personal concerns. Return to the specials class at the appointed time to retrieve the students. Centers Procedures the centers are labeled. Review the lesson plan to see which students will work together in which station. Some students work as individuals for some

lessons, in pairs, in small groups, or as whole class instruction. Generally, the students that work best together are also seated next to each other. If a student needs to work alone for any reason, use one of the open desks. Once you have given instructions and have received, feedback that the students understand how to precede you may turn the music on. The music reminds students to work quietly. The must move and speak softly. Emergency Procedures When you hear the fire alarm pick up the fire drill manual. It contains a copy of these emergency procedures, the school map, the class attendance roster, and contact list. Tell the students to line up quickly and carefully. Proceed to the southeast access hall. Turn right. Go out the emergency exit. Hold the door until all students are out. Walk to the edge of the south parking lot. Stand in the grass. Take roll and assess the condition of the students. Wait for permission to reenter the building. When you hear the weather, alarms pick up the weather drill manual. It contains a copy of these emergency procedures, the school map, the class attendance roster, and contact list. Listen for the announcement of any additional instructions. End of Day Procedures while students complete daily reflections write homework assignments on the board and pass out in materials needed for homework or parent communication. Remind students to stick the homework in the homework pocket. Write or attach any parent communications to the agenda sheet for that day. Weekly Student Helper Duties

Each week a student is selected to be the classroom manager. If needed he or she my request an assistant manager but the teacher must approve the selection. The students are given on week notice to plan how they will perform or slit the duties. The students will submit their plan to the teacher by Thursday the week before and the teacher will make any adjustments needed. Friday the teacher, the student manager, and his or her assistant will meet briefly to go over the plan. The students will initial the duties completed by the end of the each day.
Student Manager Assistant Duties Paper passer Flower arranger Hall monitor Restroom monitor Messenger Light dusting Playground monitor Lunchroom helper Conflict management

Class Roster/Attendance
Seat # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Picture Name Penelope Clara Emory Leo Mikaili Sowmya Felix Gabby Akin Hannah Jari Janani Asha James Abby Kai Lucy Nehemiah Reagan Has ADHD Berries Absent seizures wheat Has dyslexia Asthma milk peanuts Allergies and medical alerts Date of Birth Jan 5 March 26 June 4 Aug 2 Aug 1 July 10 April 17 March 7 July 8 Dec 2 Sept 27 Nov 28 May 11 March 12 Sept 4 May 20 Oct 23 Sept 23 Feb 14 Attendance Homework Parent Communication Behavior Emergency Contact Mom cell- (555) 555-5555 Home (555) 555-5555 Grandma (555) 555-5555 Dad cell (555) 555-5555

20 21 22 23 24 25

Marie Ajani Folasade Kiefer Carlo Lilly Has ADHD ELL gifted

June 30 July 11 Aug 15 Jan 5 July 2 May 5

Classroom Floor Plan