Kolb EDUC 461 Fall 2014

Learning Environment Plan

Part A: Classroom Management
It is important and crucial that students feel safe physically, emotionally, and mentally
with their other peers as well as me. I will implement how the students can feel safe and feel free
to express their ideas without being ridiculed by their other peers. There are ways that it would
make my classroom safe for my students so there is more time for learning and expressing ideas
throughout their environment. Some ways I would include in my classroom is motivation,
positive communication with the teacher and the students, strong classroom environment, and
building self-esteem among students.

Motivation: The idea of motivation in the classroom is important for the students
to want to succeed. I want the students to have an idea of something that
motivates them to do well in school and how they reward themselves when they
do something good. Here are some ways I would have motivation in the
classroom:
It is important that when I teach a lesson that it is something to be
excited about. If I can get excited about what I am going to teach
then my students will want to learn more.
I want my students to be part of the learning experience and be as
active as they can. I want the students to find other ways to solve
problems.
Student choice will be a big motivator in the classroom because the
way I teach will be around what they like.
Students will tell me what motivates them and I can instill what
motivates them in my classroom and it also lets me know more
about my students and what they want to achieve as well as I want
them to achieve it.
Positive Communication: I want to instill in the classroom that everyone will
encourage and motivate each other to do their best so there needs to be positive
communication in the classroom.
Encouraging words and statements to students who go over beyond
and above as well as students who improve with academics and
behavior.
When answering questions during instruction time, telling them to
pat their backs and say you are brilliant.
Being consistent in being warm to students during any one on one
discussion time.
Strong Classroom Environment: The students and I will build a strong
classroom environment together to make learning engaging and fun.

I will use partner time, whole group instruction, and small group
instruction during times when they are doing independent work or
during center time.
Students will have opportunities to learn about different cultures
and diversities during the school year to get a sense of their other
peers who are different than they are.
Students will also have an opportunity to be part of out of the
classroom activities like field trips, or speakers to relate back to
their learning in the classroom.
Self-Esteem Building: Students will build self-esteem in the classroom and will
not feel threatened to tell me their thoughts and ideas during instruction time.
I will accept students as they are in my classroom regardless of
their values and customs.
Students will be asked to encourage each other during partner
times or during independent work.
A main thing is to believe in my students and what they can do.

Classroom Expectations: I will have my own set of rules that I expect for the students but as a
class, so they can be active, come up with rules for themselves of how they should act in the
classroom.
Rules of the Classroom:

Be Respectful to yourself, others, the classroom, and the school.

Raise your hand and wait to be called on.
Keep your hands, feet, and objects to yourself
Follow and listen to directions the first time when given.
Believe in yourself.
Behavioral Consequences:

1st Offence- Warning

2nd Offence- One on one discussion during Independent Time (Making better
choices)
3rd Offence- 10 minutes of walk time during Recess, One on one discussion
4th Offence- Call to Family
If severe, sent to the office with a referral and a conference with family and an
administrator

Reinforcements:

Intrinsic:
Offer encouraging praise to students that work when they are asked to.
Give positive behavioral encouragement so students know what the right
thing to do

The excitement of learning something new

Suggesting ideas and solutions to problems they are having
Do a self-evaluation of each student has done during the week and collect
Extrinsic:
Furry Friend of the Week: One student will be recognized each week of
doing well in academics and behavior
Furry Treasures: At the end of the week, students will be given a chance to
pick a prize for doing what they are supposed to doing
Extra Furry Reading Time: Students will be given the opportunity to have
extra time to read or do something from the finished early jar after
completing independent work.

Part B: Non-Instructional Routines and Procedures

My non-instructional routines and procedures will be revolved around how the school
want things done in the morning and in the afternoon. The school is also in charge of we are
supposed to handle safety situations so my procedures for that would have to be in place of how
the school wants it to done.

The Beginning and the End of Class:

o In the beginning of the class, students will be seated outside of the room
along the wall. As they walk in, the students will get out their take home
folders and put them in a bin by the door. If the school permits that
breakfast is delivered to the classroom, then I will pick two students to go
get breakfast for the others. If the school has the students eat breakfast in
the cafeteria before coming to the classrooms, then this rule will not be
part of my classroom. Students will be seated and will do their morning
work and if they are finished with morning work then they can read or
they can do an activity from the Early Finishers Jar. While students are
doing morning work, I will check folders and homework.
o Before the students walk in, I will have a two cookie sheets where one will
say HERE and other one will say ABSENT. The students will either
have their names on magnets or their pictures on magnets. They will have
to put their picture or name on the pan when they walk in. Lunch will be
handled by having a pocket organizer with the choices lunch of the day.
Students will either put their name in what lunch choice they want and if
they brought a lunch then they should not move their name. I will submit
the attendance and lunch choices when they are coming to carpet for
morning songs.
o During lunch, the students will be lined up according to what lunch choice
they made that morning. Students with home brought lunches will be
seated at the table first close to where I will be sitting. If I had an assistant,
she will be seated by the middle of the table. Students will eat first and
then they will have a ten minutes to talk before we will be headed out.

o If the student is to be picked up early then it needs to be through the front

office. At the end of class, students will pack up any materials that they
need to put in their desk. For discipline, it will be handled at school and if
it was severe then a note will be sent home. I will put the folders back in
the bin and the students will take them home and they will take all of their
belongings home which entitles to jackets and lunch boxes. The students
will line up according to car riders and daycare van riders. If the school
has bus students stay in the classroom till after 2:15 then they will stay
with me. As long as the student had a note of how they are going home or
it came through the office, then the student will go home normally.

Distribution of Paper:
o When papers are being passed out, they will be passed out by the student
helpers at the tables. Papers will be put on the desks of students that are
absent. At the end of the day, the work of the absent students will be put in
their cubbies until they return to school.
o Homework will already be put in their take-home folders for the week. I
will have their homework attached to their behavior sheets. The behavior
sheet has two columns. The first column will have what homework will
have to be accomplished, and the second column will have
comments/notes including a parent signature place. The parent or guardian
has to have signed that block every day saying their child did their
homework. Homework will include reading and math. There will be no
homework on Fridays.
o Any progress reports/tests will be handled every two weeks. The students
will receive their quizzes/tests stapled in their green assessment folders.
The parents are responsible to sign their progress reports and tests. They
are to make sure that their student brings back the folder the next day.
o Weekly Newsletters will be sent home Friday before the next week.
Monthly Newsletters and lunch calendars will be sent home the first day
of the next month. They are to keep the newsletters and the calendars at
home as important information.

Collection of Materials & Student Work

o The helpers that collect classwork that needs to be turned as other
assessment will bring them to the bin that has the word Classwork.
There will be paper clips by the bin and one helper from one of the tables
will clip everyones paper together.
o Any student work will be put in the Student Work bin which will be
anything arts and crafts or any writing work that we have done. The
student work will be hung up outside the classroom on the wall. It will be
used as assessments to go into portfolios.

Student Helpers/Assistants:
o Each month, I will have a job chart which includes paper pass out, paper
pick up, door holder, door opener, waters plant, and line leader. The paper
pass out and paper pick up will be two students from each table. Those
two jobs will rotate each month. The other jobs will be both be students
who do not have the paper pass out and paper pick up job. Students will
not have two jobs. I will have a checklist of the students who will doing
these jobs.
o If I were to have an assistant in the class, then I would have do folders and
check the homework. She would also help out the students with any of the
activities that are assigned as well.

Routine Tasks:
o Pencil sharpening: the student who passes out papers at the table will also
do the pencil sharpening. There will be extra pencils if the students lose a
pencil or the point goes out.
o Bathroom breaks: If there is a bathroom in the classroom, the students and
I will come up with the bathroom rules together. They may use the
restroom during independent, group work time or center time. They will
be bathroom breaks after lunch and after recess, but there will be no
bathroom breaks during related arts unless it is an emergency or a medical
issue. If there is not a bathroom in the classroom, students will have to
take a furry friend bathroom pass by the door. The same rules still apply.
Sign of using the restroom: Students will hold up two
fingers if they have to use the restroom during
instruction time and independent work time.
Sign of needing a tissue: Students will hold their finger
to their nose and they will be allowed to get a tissue
without verbalizing it.
o Hallway Transitions: Students will be escorted by me when going to
related arts, lunch, and recess. They will be expected to stay on the right
side of the hallway on the colored blocks of the school. Students will have
to keep their eyes forward and their finger must be on their lips. They are
expected to stay quiet in the hallway at all times especially if there is
testing going on.

Emergency Situations:
o Depending on the school how to handle emergency situations or drills, my
students will need to be a straight line and will be expected to do the same
things that they do going down the hallway. I will count the number of
students I have and I will mention students that are out of the room like

resource, speech, etc. Students will be expected to stay quiet during the
situation so everyone can hear the instructions of what to do next.