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Classroom Routines

Lauren Daus
Behavior Norms
* One mic: When one person is talking, everyone
else should be listening.
* Four walls: If someone shares something
personal, it should stay in the classroom.
* Step up, step back: e courageous to share our
thoughts, but also allo! others to share theirs.
* Dont down it, crown it: "veryone#s thoughts and
ideas are important, even though !e may not agree
!ith them.
* heck ourselves be!ore we wreck ourselves:
$hink before !e act. Will our actions positively
affect those around us%
lass"#unnin$ #outines
* How should students enter the classroom?
I !ill !elcome students at the door. $here should be
no running, pushing, or shoving !hen !alking into
the room.
* What is the start-up activity?
&tudents !ill have a 'Do (o!) or cultural energi*er
that pertains to the topic that !ill be covered in
* What supplies will students need for your class?
&tudents !ill need a pencil and eraser, pen,
notebook, and paper.
* What items are not allowed in your class?
No dru$s, alcohol, or weapons%
* How will seating be determined in your class?
&tudents can choose their seats on the first day.
Wherever they sit !ill be their seats for the first
!eek or t!o +this !ill allo! me to remember
students# names,. -fter observing ho! students
!ork and act, I !ill create a ne! seating chart for
the rest of the semester. If there are any problems
!ith !here students sit, I !ill determine a ne! seat
for them.
*What jobs will students have in your classroom?
During group !ork, there !ill be a ., facilitator !ho
leads the group /, harmoni*er !ho keeps track of
time 0, materials manager !ho gets supplies that are
needed and 1, recorder !ho takes notes and reports
back to the class. 2obs !ill rotate every !eek or so.
Classroom Routines
Lauren Daus
3ther than group !ork, students have the
responsibility of keeping each other in check.
&esson"#unnin$ #outines
* How will students access and use supplies?
In each group, there !ill be a 4aterials 4anager
!ho is responsible for getting supplies that they !ill
need. 5or individual purposes, students can ask me if
they can access or use supplies. $hroughout the
year, I !ould like to help create a comfortable and
trusting space !here students !ill not need to ask
permission to access or use supplies6 I !ould like
the students to feel like the classroom is their o!n.
* What are the requirements for completing work?
7 8eading% 3ther !riting re9uirements%
&tudents should put their names, the date
the assignment is due, and the title of the
7 8o! !ill students store their !ork%
&tudents should have a binder or
notebook !ith all their assignments.
* What should students do if they finish their work
If they finish early, they should !ork on other
assignments for the class or they can do !ork for
other classes. $hey can also help other students if
they need it.
* How will you collect completed assignments and
distribute graded assignments?
$here !ill be a paper bin for students to turn in their
!ork. I !ill pass out graded assignments.
* How will students keep track of their assignments
and/or grades?
&tudents should keep track of their !ork in their
binders:notebooks. In their binders:notebooks, there
!ill be a cumulative grading sheet as the last page. I
!ill update this sheet throughout the 9uarter or
semester, so the students kno! !hat grade they
have. I !ill also have a !ebsite in !hich they can
access their grades.
'nteraction #outines
* How should students get your attention?
Classroom Routines
Lauren Daus
&tudents should raise their hand. If I am far a!ay
from them and do not see their hand raised, they are
!elcome to !alk over to me. -lso, if I am talking7
distance a!ay, they are !elcome to call out my
*When are questions/comments welcome and not
;uestions:comments are !elcome anytime, as long
as they relate to the topic !e are discussing.
;uestions are especially !elcome to clarify any
instructions for tasks or assignments.
* How will you get students attention?
y using call and response strategies
* What might your policies be about the following?
If students kno! they !ill be absent, they
should let me kno! ahead of time. If absences
subsist, I !ill check in !ith the student
individually and maybe talk !ith their
I !ould prefer that my students still come into
class even if they are late. I !ould rather have
them learn !ith the rest of their peers than <ust
sit in a tardy room doing nothing. ut if
tardiness becomes a problem, I !ill check in
!ith the student individually to see !hy he:she
is late.
I !ill allo! students to drink !ater. I think
food and other drinks !ould be distracting,
plus I !ould like to keep the classroom as
clean as possible. I !ould like my class to
possibly have lunch every t!o !eeks together
in the classroom.
Cell phones
I !ill allo! students to listen to music if they
are doing individual !ork, other!ise, I !ill
provide the music. &tudents can use their
phones to look something up if they need to,
but they should ask me first. (o te=ting or
calling, unless it is an emergency.
Late !ork:4ake7up !ork
Classroom Routines
Lauren Daus
&tudents can turn in late:make7up !ork up
until the end of the 9uarter or semester. If a
student has a problem turning in !ork on time,
I !ill check in !ith him:her individually to see
!hat is going on.
athroom use:leaving the classroom
$here !ill be t!o bathroom passes> one for
girls, one for boys. &o t!o students +boy and
girl, can go to the bathroom at a time. If
students need to step outside for fresh air or
because they <ust need to refocus themselves,
they need to let me kno!. I !ill probably only
allo! students to go to the bathroom about
t!ice a month. If they use all their passes or go
over their t!o chances to go to the bathroom,
they !ill need to make up their time someho!.
If a student copies or cheats, he:she !ill get
*ero credit on that assignment or test.
If students are being disrespectful or disruptive
to the class, I !ill pull them aside to see !hy
they are acting that !ay. If it becomes a ma<or
problem, I !ill hold a conference !ith them
and their parents:guardians.
ullying:use of oppressive language
-s a teacher, I !ill try my best to be a good
role model for the students. I !ould like to
teach a lesson plan about bullying and
oppressive language, and allo! the students to
share their e=periences. If I see bullying or
hear oppressive language, I !ill approach the
student and talk !ith them about !hy they
chose those actions or !ords. I !ould also like
to create a space !here students can check
each other if they are being oppressive. I hope
to implement historical frame!ork in
addressing bullying and oppression.