Marissa Morales Classroom Management Plan Purpose: The purpose of a comprehension management plan is to provide a safe environment for

all students to learn and grow. All students will be respectful and come into the classroom willing to learn. Room Arrangement (for 20 students) The desks would be arranged in pods of four and there would be five pods. I would try to separate students that tend to talk a lot so that there would not be a noisy group. The teachers desk would be located in the front left corner of the room next to the white board/ Smart Board. The pods would be spread out in the middle of the room. In the front right corner of the room would be a half-circle table for working with a small group of students. In front of the white board/ Smart Board will be a mat or a carpet for the students to sit on during circle time. A book shelf will be located on the back wall, which will have a variety of books for the students to read. The left side of the room (where the windows are) will be where the students mailboxes will be located. There will be a reading area in the back left corner of the classroom which will have comfortable seats and lamps; the students can sit in this area to enjoy reading a book. Along the right side of the classroom will be the play area. This area will have a variety of educational toys for the students to play with. The play area gives the students an opportunity to interact with others, and gives them a break from the academic part of the school day. Managing Student Academic Work The teacher will keep a grade book to keep track of assignments turned in by the students. Each assignment will be handed back with some kind of grade on it. Students will be handed biweekly progress reports that show grades for assignments, missing assignments, and any additional comments that are necessary; these will be sent home with the students.

Rules: Rule 1: Come to class on time. Rule 2: Raise your hand if you have a question. Rule 3: Keep your hands and feet to yourself. Rule 4: Walk quietly in the hallways. Rule 5: Respect other students and adults. At the beginning of the school year, we will write and develop the rules as a class so that they can voice what they would like to see in the classroom. The rules will be typed and displayed on

the wall so that everyone in the classroom can read them. If changes need to be made, we will discuss the rules and make changes accordingly. Procedures: Turning in homework: Before school starts, take your homework out of your backpack. This will cause fewer disruptions once class has begun. Positive consequence: Give students verbal praise for remembering to take homework out of their backpack. Negative consequence: Remind all of the students that they need to take their homework out of their backpack. Write your name in the upper right hand corner of your paper. By writing their names, it will take less time to grade the assignments and to pass them back after they are graded. Positive consequence: Smile at the students for putting their names on their assignment. Negative consequence: Remind each student that does not write their name. Place your homework in the correct basket on the teachers desk. The baskets will be labeled for each subject. Positive consequence: Place a sticker on the homework chart for turning in the assignment on time. Negative Consequence: Take away part of the students free time away and have him or her finish the assignment. Wait quietly at your desk for class to begin. The students will be ready for class after they have turned in their homework. Positive consequence: Give verbal praise to the students that are sitting quietly at their desk. Negative consequence: Remind students that they need to sit quietly at their desk at wait for class to begin.

Calendar Time: When it is time for Calendar Time, stop what you are doing at sit on the mat. The students will have 15 seconds to sit on the mat. Positive consequence: Give verbal praise to the students for quietly sitting on the mat. Negative consequence: Remind the students to stop what they are doing and sit on the mat; if it continues to happen for multiple days, have the

student(s) pull their first behavior strip (starts with a smiley face, then a green strip, then a yellow strip, and finally a red strip). Raise your hand to answer a question or if you have something to say. By doing this, Calendar Time will run smoother and there will be fewer disruptions. Positive consequence: Smile at students for raising their hands. Negative consequence: Remind students to raise their hand if they have something to say; if students continue to shout out answers, have them pull a strip. Sit quietly when the teacher is talking. The students need to sit with their legs crossed, mouths closed, eyes on the teacher, and hands in their laps. Positive consequence: Make comments about how well students are sitting; only call on students that have been sitting quietly. Negative consequence: Remind students to listen to the teacher when she is talking; have a student move to a different spot on the mat if he or she continues to talk to their friends.

When a student is absent: Check your mailbox for any papers that you missed. All worksheets and assignments will be placed in a students mailbox when he or she is absent. Positive consequence: Give the student verbal praise for remembering to check their mailbox for missed worksheets. Negative consequence: Remind the student to check his or her mailbox for any missed worksheets or assignments. Put any papers that were in your mailbox into your backpack. The teacher may have graded assignments that need to be passed back to the student. Positive consequence: Smile at the student and give him or her any other papers that need to be passed back. Negative consequence: If there are more papers that the student needs to pick up, remind the students to come to your desk to get them. Put all missed assignments and worksheets into your backpack to finish at home. By doing this, the student will not lose the papers and can take them home. Positive consequence: Give verbal praise to the student for remembering to put the papers in his or her backpack. Negative consequence: Remind the student that all papers need to go in his or her backpack.

Consequences: Negative: There will be a flip chart system for misbehavior. The order or the cards are a smiley face on top, then a green card, yellow card, and finally a red card. When a student misbehaves, he or she will be asked to flip his or her card. The first card flipped is a warning. If a student flips their next card, he or she loses part of their recess. If a student flips their green card, he or she must go to the office. If a student flips their yellow card, a phone call is made to the parent describing the misbehavior by the student. Negative consequence Steps (Option number two): Level 1 Remind the entire class of the rule that was not followed. Level 2 Remind the individual student of the rule that was not followed. Level 3 Move the student to a seat in the front of the room if he or she continues to not follow the rules. Level 4 Level 5 Level 6 Take away part of the student's free time. Make a phone call to the parent about the student's behavior. Give the student an after school detention.

Positive: If a student keeps their smiley face card for the entire school day, he or she has the opportunity to collect it and put in an envelope that is in their mailbox. On a day that the teacher describes, the students that wish to eat in the classroom with the teacher can cash in seven smiley faces. If a student does not have seven smiley faces, he or she cannot eat with the teacher and must wait until the next time. The students will have the opportunity to eat in the classroom twice every month.

Free and frequent

1. Stickers on perfectly done assignments. 2. Verbal praise when a student does well on a test or assignment. 3. Students are able to keep their smiley faces if they behave.

Intermittent
1. A note home telling the parents how well the student is doing in class. 2. Letting the student pick his or her seat for a day when they get a perfect grade on a test.

Strong and

long-term
1. Student of the week for a student that continues to do well on assignments and behaves in class. 2. Students get to eat lunch in the classroom twice a month if they have seven smiley faces.

What to do in a Crisis: This crisis plan identifies: Who will seek assistance Who will be notified What other students will do What to do after the crisis Crisis Plan Behavioral: Designate a student to notify the office that there is a crisis. Behavioral: Have the rest of the students go into another class and wait for further instruction. Behavioral: Help the student calm down. Behavioral: When the student is calm, bring the rest of the students back into the classroom. Behavioral: Call the parents of the student that had a crisis and explain everything that happened. Medical: Designate a student to notify the office/nurse. Medical: Depending on the crisis, have the students move desks away from the student so that he or she can receive medical attention. Medical: Make sure to constantly watch the student so that the crisis does not worsen. Medical: Inform the students that the student with the crisis will be fine. Medical: Call the parents of the student and explain everything that happened, and if necessary, tell them which hospital to go to.

Action Plan for a Crisis: Action Plan Task: Booster Sessions for Students There is a schedule included for each of the following: Informing teachers Teaching students Introducing to parents Scheduling booster session for students and staff Action Plan Parameters:

Process Three classes can combine and the teachers will demonstrate a fake crisis. During the class, the students will be asked questions on what they need to do in that situation and who they need to notify. Materials Needed A handout telling students what crisis is being reenacted. Intended Date of Completion No specific time, just two times a year so students can practice what they learned. Outcome The students will be able to practice what they have leaned without a real crisis. By doing this, the students will have a better understanding if a crisis were to ever happen. Action Plan Task: Teaching the Plan to Parents There is a schedule included for each of the following: Informing teachers Teaching students Introducing to parents Scheduling booster session for students and staff Action Plan Parameters: Process I will teach the plan to the parents by sending home a packet of information about what the students will be learning. This will include letter outlining what the students will be doing in class, as well as worksheets for the students and parents to do together. Materials Needed A letter discussing what the students will be learning, an outline of the things that the students will be doing in class, and worksheets for the students and parents to do together. Intended Date of Completion By the end of the second week of school. Outcome The desired outcome for this would be for parents to be informed about what the students will be learning to do in a crisis and knowing how to help the student if a crisis were to happen outside of school. Action Plan Task: Plan Toolkit There is a schedule included for each of the following: Informing teachers Teaching students Introducing to parents

Scheduling booster session for students and staff

Action Plan Parameters: Process Inform students that there might be a time that a crisis arises in the classroom, and that they might need to do different things in that situation. Also make sure that their parents f out medical forms in case a crisis does arise. Materials Needed Medical forms for parents to fill out and posters to advertise. Intended Date of Completion At the end of the second week of school. Outcome The outcome is to introduce students to different procedure in a crisis, as well as get medical information from parents in case of an actual crisis. Action Plan Task: Teaching the Plan to the Students There is a schedule included for each of the following: Informing teachers Teaching students Introducing to parents Scheduling booster session for students and staff Action Plan Parameters: Process Each day I will teach the students about different crisis and what they should do during that time. I will give them worksheets about different types of crises. Materials Needed A handout of each crisis that I want the students to learn about, markers so they can color the worksheets, and posters of different crises. Intended Date of Completion By the end of the second week of school. Outcome I want students to learn what to do in a crisis. Also, I want students to learn to stay calm and follow instructions given by an adult. Action Plan Task: Recognition Activities for Students There is a schedule included for each of the following: Informing teachers Teaching students Introducing to parents

Scheduling booster session for students and staff

Action Plan Parameters: Process I will hang up one picture from each student on the wall or bulletin board so that the class can see everyones pictures. By doing this, the students can feel proud of the picture that they created. Materials Needed A stapler and/or tape Intended Date of Completion By the end of the second week of school. Outcome I want the students to be able to take what they learned and create their own fake crisis, then be able to look at other students work that is posted around the classroom. Conclusion: I believe that this plan will create a positive learning environment for the students because the students will help write the classroom rules. I will prompt the students with ideas of classroom rules, but they will be able to voice their opinions about what types of rules that the class should have. The students will know what to expect, and will be rewarded for behaving in the classroom and in the hallways. The students will learn about different types of crises and will know what to do in an actual crisis.