Classroom Management and Guidance Plan

Sarah Harrison
EDT 474E, Section B
November 11, 2015

EDT474EDr. Bob BurkeFall Semester, 2015

CLASSROOM MANAGEMENT AND STUDENT GUIDANCE PLAN [CMSGP]
Responses to All Questions Are Required in the CMSGP
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Print this Document and Bring It to Every Class Meeting--Use It for Class Discussion
and Notes
Section 1. Explanation of Your Core Beliefs about Children, Teachers, and
Education: In Section 1 you are to explain with clarity and detail your
basic beliefs and values about the following questions and topics. Your
responses to the following questions in Section 1 should be based on your
personal experiences and your informed professional opinion!
a. What assumptions do you make about the inherent nature of children
[e.g., at birth, is every child inherently good-or are some children born
evil-or is every child neutral in this regard?is every child born with a
disobedient will that must be broken?]
My core belief about the inherent nature of children is that all children are born
inherently good. I believe that when all children are born, they have the ability to
lead a good life. However, childhood, family, and circumstances along the way can
shape children in a positive or negative way. If a child was abused or neglected, this
may cause a negative transformation in the childs life. There is always a cause or
reason behind a childs negative actions and behaviors. If a child is aggressive,
there is probably a reason for this. The early experiences in a childs life play a huge
role in their behaviors and actions later in life. In addition, I believe that students
are able to change their direction throughout their life. Because children are
inherently good, they are able to overcome and strive in life despite negative
circumstances. When children are faced with positive experiences and positive
relationships, they are able to strengthen their good qualities. Because of this, I am
excited to be a teacher. I will be able to redirect students negative paths and have
a positive impact on my students.
b. To what extent can children learn self-control [physical, emotional,
intellectual, and behavioral]? What actions by significant adults
[especially parents/guardians and PK-6 teachers] promote a childs
development of all domains of self-control?
Self-control is a disposition that develops, as children get older. Children develop
self-control as they grow older and develop maturity in physical, emotional,
intellectual and behavioral domains. I believe that children learn a lot about selfcontrol through their guardians. Children imitate many behaviors and actions that
they see within their parents or guardians. Children will learn how to control
themselves physically, emotionally, intellectually and behaviorally through watching
their parents. In addition, children will learn through direct instruction of how to
control behavior. Parents who teach and practice what good behaviors and choices
are will help their children develop these behaviors and choices. However, if parents
do not provide this support and direction, children may find other models for selfcontrol. Children may base their actions and behaviors off of their peers, teachers or
other family members. In order for self-control to be developed, students must be
provided with a model, instruction and feedback. Teachers may model these
behaviors and explicitly point out instances where self-control is being practiced. In
addition, teachers can provide feedback and strategies for students to develop this
self-control. Lastly, teachers may need to provide incentives for students to develop
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these behaviors. Students may receive positive recognition or rewards for practicing
self-control. For example, if a student is struggling with controlling their behaviors,
the teacher may provide him or her with strategies to release anger. The teacher
would model these strategies and practice with the child. When children make good
choices about their behaviors, then the teacher will reward them or give them
positive recognition.
c. What meaning do you ascribe to learning? How do children learn?
Based on your current understanding, explain your definition of learning
and then explain the basic processes by which a child learns any particular
knowledge or skill.
Learning has great meaning and can come in many different forms. Learning in a
basic sense is gaining new information and organizing this new information to make
sense of the world. Learning can also be gaining new insights or perspectives about
topics, people, and places. Children are constantly learning, especially when they
are young. Many of the things that children learn when they are younger come
directly from observing others and imitating them. Children pick up on vocabulary
words at a high rate from listening to people talk and use words. They also pick up
on behaviors and actions from imitating others. Children learn how to hold utensils,
walk, and so many other things from observing the people around them. In addition,
children also learn from direct instruction with lots of repetition. When children are
learning how to use the restroom, they have to be taught what to do with repetitive
practice. However, not all learning is mastered through guardians. Children learn
every time they have a new experience or interact with a new person. Children are
constantly experiencing new things and making sense of their new experiences. It is
important for children to be provided with learning experiences so they can explore
and make sense of the world. It is important to remember in classrooms that
students need modeling and direct instruction, but they also can learn a lot through
exploring and inquiring.
d. What can/should a K-3 teacher do to promote healthy psychosocial
development?
One thing that a K-3 teacher could to promote healthy psychosocial development is
create a classroom environment that provides positive development for students. A
teacher can also create a caring classroom environment in which students feel safe
and respected. Students need a safe place where they can make mistakes and learn
from them. They also need to feel comfortable sharing their thoughts, feelings and
answers. Most importantly, students need to know that the teacher and other peers
care for them. If the students understand their basic needs and feelings are met,
they will be able to develop socially, emotionally and intellectually. This will
encourage students to develop relationships within the classroom. In addition,
teachers should provide rules for students so they understand basic actions and
behaviors that are acceptable when socializing. Lastly, teachers should address
problems and empower the students to solve their own disagreements in healthy
and positive ways. Overall, this will help students develop relationships, develop
connectivity with their emotions, and act in a healthy way.

e. What can/should a K-3 teacher do to promote healthy intellectual

growth and development?
In order for a K-3 teacher to promote healthy intellectual growth and development,
they need to provide instruction that meets the development, background and
interests of all students. To do this, teachers must know their students. They must
understand their developmental level, abilities, needs, past experiences and
interests. A teacher may administer a learning style survey in the beginning of the
year and then adapt instruction based on the results. Instruction may have
differentiations with content, process, product, learning environment and learning
styles so every student can be successful. In addition, students should also be given
the opportunities to be active in their own learning. Inquiry, exploration and active
students are essential to intellectual growth. However, teachers should give
appropriate scaffolding to ensure students will be successful in their learning.
Learning should also be relevant, meaningful and authentic in order to fully develop
a students intellect. In order to achieve this type of learning, teachers must
understand that the purpose of instruction is not to meet state standards, but to
promote intellectual growth of students.
f. In what ways might the relationship between a teacher and a student
affect a childs learning and development?
The relationship between a teacher and a student has a huge affect on a childs
learning and development. Because a teacher is so influential on students, a
positive and healthy relationship must be established. Teachers and students need
to build a relationship of mutual trust and respect. Teachers should be highly
responsive and highly demanding in order to promote the learning and development
of a student. By having a relationship like this, teachers can promote a students
development in all domains. Positive relationships promote a students self esteem,
confidence, and behavior. When emotional and mental development is being
fulfilled, then intellectual development can be strengthened. Students are more
likely to work hard and try their best when they have high expectations set for
them. Students succeed when they want to make the teacher proud and they have
the confidence to do so. From personal experience, I understand how much easier it
is to complete challenging tasks when someone believes in you. Overall, developing
relationships with your students is beneficial and rewarding to both parties for a
lifetime.
g. In what ways might the school-home relationship affect a childs
learning and development?
The school-home relationship is just as important to a students learning and
development as a teacher-student relationship. Because student-parent interactions
and experiences are essential to a students learning, it is important to collaborate
with parents. If a teacher is able to collaborate with parents, then parents are aware
of the strengths and weaknesses that their student holds. In addition, parents can
receive information and activities that can help their students reach their full
potential. It is vital that a parent talks with their child to develop vocabulary. It is
vital that a parent reads with their children to promote literacy. It is vital that a
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parent values and stresses the importance of doing well in school and behaving
properly. If a parent acts as your team member or collaborator, the child will be so
much more successful. Children will see connections between school and home and
will continue to develop and learn outside of the school building.
Section 2. Statement of Your Core Beliefs and Practices Related to
Student Guidance: In Section 2 you are to explain with clarity and detail
the basic beliefs, values, and strategies that serve as the foundation of
your overall approach to your work and relationships with children. You
should base your responses on: the knowledge and skill you read about in
the EDT474 required textbooks and class conversations; what you have
learned in other courses; lessons learned from life experience; and
information learned during field placements, etc. In this section be sure
to include the following:
a. Based on the knowledge and skills you have learned thus far in your
academic career and life experience, what can you identify as your Top
Ten Beliefs and/or Strategies about Classroom Management & Student
Guidance? First, identify the source [at least five of your Ten Beliefs
and/or Strategies must come from the Guidance of Young Children
textbookfor each of these, include the page number]; second, succinctly
state the belief or strategy in your own words [do NOT insert a direct
quote--instead, paraphrase the idea in your own words] ; and third, briefly
explain your reason for choosing each Belief or Strategy.
1. I believe that a classroom should be filled with high
responsiveness/warmth and high demandingness (GYC, 6).
The Guidance of Young Children elaborates on how parenting styles can deeply
affect a child. I believe that these practices should be carried over into the
classroom. Teachers should be highly responsive. Students should know the
developmental levels of students and always meet their needs. Teachers should
give students warmth, so they understand they are cared for and worthy of love.
Children that do not receive warmth are often aggressive. When teachers interact
with students they should explain their reasoning so students are more cooperative.
In addition, classrooms should be highly demanding. Children should have realistic
expectations set for them. By doing this, students will have the most positive
outcomes. I added this as one of my core beliefs because then my students will feel
safe and secure, but they will also develop responsibility and independence. I will be
sure to build a relationship with my student that is built on love and care, but within
this relationship I will hold them to high standards that I know they are able to
achieve.

2. I believe that modeling should be used within the classroom to help

support student development. (GYC, 20).
The Guidance of Young Children elaborates on how children learn through watching
others and imitating this behavior. Modeling is essential and effective for students
learning how to do things. I believe that modeling is an important tool within the
classroom because it helps students be successful in all domains of development. If
a teacher models acceptable behaviors, students will start to imitate these
behaviors. In addition, when presenting new concepts through instruction a teacher
should use modeling to support cognitive development. A student can see how the
concept or task is supposed to be completed so they are sure of the expectations. I
included this in my strategies and beliefs because I think modeling is an effective
way to help support student learning. I will be sure to model appropriate behaviors
for my students. I will also model appropriate strategies to deal with conflict and
situations. Lastly, I will model for my students activities and how to do concepts
within the classroom.
3. I believe that teachers and students should practice using I-Messages
when dealing with conflict within the classroom. (GYC, 46)
Using I-Messages when conflicts arise in the classroom is a great way to deal with
conflict and address a problem without attacking the other party. By using IMessages the person can clearly address what the problem is, iterate the effect it
had on you, and focus on how this behavior can be changed. By presenting conflict
with I-Messages, there is no blame happening. This is a respectful way to deal with
conflict. Teachers should model doing this in the classroom when problems arise. By
modeling this conflict resolution, students can see an example of how to deal with
conflict and problems in a healthy manner. This avoids further conflict or hurt
feelings. I like this strategy and wanted to include it because it is easy for teachers
and students to deal with conflict in a hurtful way. I would like to practice this more
in my own life. I will be sure to approach situations in my own classroom by using
the I-message and not blaming or attacking any of my students.
4. I believe that praise should be used effectively within the classroom.
(GYC, 51)
There are many different ways to reinforce behaviors or praise students within the
classroom, but not all of these strategies are effective or necessary. When using
praise, it should describe specifically what the child did that you appreciated. In
addition, the praise should be given immediately or shortly after the action or
behavior happened. Lastly, the praise needs to be sincere and honest. It is
important to praise effectively because a students reinforcement, emotional
development and behavior depends on it. When I am in my future classroom I will
remember the above tips when I am praising behavior. In addition, I will not only
praise perfection or difficult tasks. Overall, I think it is important to know how to
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effectively praise students so their motivation and self-efficacy can be

strengthened.
5. I believe that the classroom should have a developmentally appropriate
design. (GYC, 88)
A huge part of classroom management is the physical organization of the
classroom. How the classroom is set up can affect the development of students. It is
important to design the classroom in ways that are developmentally appropriate for
students. For example, the room should have activity areas in order for cognitive
concepts to develop and to give students opportunities to interact with one another.
There should also be places within the classroom that will be appropriate for
individual, small group and whole group learning. The classroom should be
organized logically, so areas support the type of learning taking place. Areas should
consider the noise level, traffic patterns and boundaries. Overall, the teacher should
consider the development and needs of the students when organizing the
classroom. If a student has sensory needs, then those need to be taken into
consideration. I plan on considering all of these things when I am a teacher. I will
make sure the classroom is organized, effective and has the materials organized in
a way that will be beneficial and exciting to my student. Overall, I added this into
my beliefs because the way the classroom is organized can hugely affect the
learning and behavior of a student.
6. I believe that teachers should use effective consequences when
managing student behavior. (RDCM, 148)
When managing a classroom, there will be times that a students behavior is
unacceptable and a teacher will have to offer consequences. However, in order to
effectively use consequences there are certain criteria that need to be followed.
When criteria are used then misbehavior will be reduced and students will become
resilient. Some things that teachers may consider when giving consequences are
whether the consequence enhances the relationship, teaches appropriate behavior,
interferes with instruction, and gives the student a choice to change behavior. I
believe that it is important to consider different types of behavior and what
consequences are appropriate for the behavior. It is easy to make the student stand
in the hallway or miss recess, but these are not necessarily effective consequences.
I hope that in my future I can develop effective consequences when managing
behavior. I believe this is important because it helps build a stronger studentteacher relationship, but also helps the student fix his or her own actions instead of
providing meaningless consequences.
7. I believe that the best way to promote motivation is by having a
positive classroom environment. (RDCM, 109)
As stated in Relationship-Driven Classroom Management, motivation does not
always come from within the student, but the learning environment can promote
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motivation as well. If the classroom environment is one where students can feel
respected, safe and supported, then they will participate more during class. This
happens because if students feel safe and accepted, their basic needs are being
met. In addition, if a teacher provides a positive relationship then students are more
willing to be involved and provide quality work. While I will always strive to create
positive relationships and a positive classroom climate for many other reasons, I
truly believe that this will also help the motivation within my classroom. I added this
into my core beliefs because I think the basis of this statement is truly important. I
believe developing relationships and positive climates are extremely beneficial, but
I also believe that this highly influences motivation within the classroom.
8. I believe it is essential to adapt instruction for diverse learners. (RDCM,
113)
Because learners all have different backgrounds, needs, abilities and interests, it is
essential that teachers adapt instruction. Teachers need to differentiate their
content, process, products, and learning environments to meet the needs of diverse
learners. By doing this, students will receive all of the support necessary for them to
achieve academic learning. There is a variety of different ways to adapt instruction,
but it must be adapted. I plan to do this in my classroom. I will take into
consideration the IQ or developmental levels of my students, their interests,
learning styles and preferred learning environment. I may give my students different
levels of instruction, different options to show their learning and the option of
different learning environments. I added this in my top beliefs because I truly think
that teachers need to adapt their instruction to meet all of the needs of their
students.
9. I believe it is important to have consistent routines and procedures.
(RDCM, 40)
In order for transitions between activities and places to be smooth, procedures and
routines need to be developed within the classroom. These procedures are
established in the beginning of the year. Teachers explain how these routines and
procedures are going to take place and help students practice them. The repetition
of the procedures and routines are essential. Misbehavior is avoided when there is a
consistent routine throughout the day. I will be implementing this into my classroom
because I think it is important for students to have structure while they are at
school. I also think that misbehavior can be prevented through having consistent
routines and procedures. I believe this is a great classroom management technique
and skill to learn in life. I added this to my top beliefs because it helps make the day
go smoother and is essential for good classroom management.
10. I believe it is important for students to be active in their learning.
(RDCM, 104)
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It is extremely important for students to be actively engaged in their own learning.

When students are engaged in their learning, they have a deeper understanding
and there is less misbehavior. There are certain ways to maximize how active
students are in their learning. By increasing discussion within the classroom,
students are given more opportunities to be engaged in their learning. In addition,
when instruction happens in a variety of different ways, students are more engaged
in their learning. Lastly, students can be active in learning by exploring and
inquiring. Overall, in my future classroom I will make sure that it is studentcentered. I believe students are more engaged when they are guiding their own
learning and being active in their learning. This is in my top beliefs because I
believe this provides students with meaningful instruction and is an important
classroom management technique.
b. What role/s do you expect to play in the lives of your students?
While there are many roles that a teacher can play in a students life, the two roles
that I believe are the most important are instructor and surrogate mother. The first
role, instructor, is my primary role as a teacher. My main job responsibility is to
strengthen the developmental domains of all of my students. My students are there
to learn from me and gain new insights and perspectives about the world. Without
me, my students would not receive the proper instruction or knowledge about math,
social studies, reading, science or writing. My role is to facilitate their learning. They
also need to have someone in their lives that stresses the importance of learning. I
want them to have someone that has high expectations for their lives and gives
them the opportunities to fulfill these expectations. In addition, I also think I will
strive to be a surrogate mother for my students that need that extra support. I want
them to have at least one person in their life that loves and cares for them. They
need a positive influence. I also want to be the person that they feel comfortable
coming to talk about issues, concerns or anything at all. It is important to be a
surrogate mother for students that do not have these positive role models or
outlets, so we can achieve their basic needs before we can start instruction.
c. What legacy do you hope to leave imprinted in your students minds,
hearts, and souls?
Primarily, I want to leave a positive imprint on my students minds, hearts and
souls. I want them to look back and remember how deeply I care for them. I hope
that when my students look back they remember how I truly wanted each and every
one of them to succeed and tried to do everything in my power to make that
happen. I hope they reflect on their year with me and remember how much joy they
had learning in my class. I hope that some day when my students are asked to
reflect on their best teacher ever, why they chose a career in science or why they
want to become a teacher that they accredit a tiny piece to me.
d. What needs of your own do you anticipate getting met by your work as
a classroom teacher?
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By working as a classroom teacher, I feel that my need to make a difference in

others lives will be met. I truly believe that by being a positive influence in a childs
life, teaching them to love learning, or simply being the first person to believe in
them will be enough for my life. As long as I left a positive legacy and a tiny imprint
on at least one of my students, my life will be complete.
Section 3. Classroom Management: Procedures and Routines--Section 3
should include a clear, detailed explanation of how you will manage the
following aspects of classroom life: Your response for each question below
should be 3 or 4 sentences. Remember, the following routines and
procedures should be designed to assure that they are implemented in an
efficient manner, using the least amount of time possible!
a. When the school bell signals the students to enter the building, where
will you be and what will you be doing for the first 3 minutes of the school
day?
Because the first three minutes can be crucial for the rest of the day, I will take
those three minutes to further build a relationship and rapport with my students.
When the bell rings for the students to come into the classroom I will be standing in
my doorframe greeting my students. I will say Good morning, (Students Name)
and shake their hand. If the student would like to give me a hug, then they may give
me a hug. This extra attention shows my students that I care for them and I am
excited to start a new day with them.
b. How will you manage students lunch tickets and/or money?
In order to manage students lunch choices and money, there will be a consistent
routine that I use throughout the year. At the beginning of the month, students will
be sent home with a calendar containing choices for lunch so they know what is
available. At the beginning of each week, students will have to bring in their lunch
money for the week. This lunch money will be put into an envelope with the
students name and lunch code written on the front. Once all of the lunch money
has been turned in, I will have one of my students take this money down to the
lunchroom. This student will be the same for the whole month and it will be their
classroom job. In order to collect the students lunch choices, I will use the online
program for my students. The online program will have 3 columns: choice 1, choice
2, and packing. The students will have to drag their names to whichever column
applies to them for the day. This will act as attendance and lunch choices. After they
are done, I will send this into the cafeteria electronically. If there is a substitute,
there will be a paper copy to record how many students want choice 1 or 2 for
lunch.
c. How will attendance be taken?
As briefly mentioned above, I will take attendance and lunch choices the same way.
Students will have to drag their name electronically to whichever lunch choice they
make for the day. Once it gets to a certain time, I will look at who has not made
their lunch choice yet. I will survey the room to make sure they are absent and did
not just forget to make their lunch choice. I will send this information in
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electronically with the lunch choices. If there is a substitute, I will provide a paper
copy on which they check off names for attendance.
d. How will morning announcements be made?
Morning announcements will be made as part of our classroom routine. In addition
to displaying lunch and attendance, the teacher will have any announcements
displayed on the board. When we go over the calendar and their morning work, we
will also go over any announcements for the day. I will do this because it is a
consistent routine and is a good transition for us to start the day. I think it is
important to do this as a whole class because I will have everyones attention. I will
try to make our morning routine fun and exciting, instead of boring and repetitive. In
order to do this, students will be asked if they have any announcements to make as
well.
e. How will you collect students homework?
Students will be given homework on a weekly basis. The students will have a
homework folder and taken home on Mondays. The weekly newsletter and
homework will be in this folder. Students will be expected to return their homework
folder, including their completed homework, on the following Monday. The students
will put their folder in one pile and the homework in another pile. One of the
classroom jobs will be for a student to put new homework and newsletters in the
folders to take home that same day. Later in the day, I will go through and check off
who completed their homework and who did not.
f. How will students line up at the door to leave the classroom for another
part of the building (music, lunch, etc.)?
Students will line up at the door based on the tables at which they are sitting. Each
table will have a color associated with their supplies (blue, yellow, orange, green).
Whichever table is modeling correct behavior (quiet and clean) will be asked to line
up first. Students will line up in a single file line starting at the door. Before we leave
the classroom, the students will be expected to be quiet and practice hallway
behavior. Students will say a chant such as Line up. Line up. Use the quiet sign.
Were ready for the hall and looking mighty fine in order to gain all of their
attention. Students will be rewarded based on their behavior in the halls through
marbles that add up to a prize.
g. How will you manage use of the rest rooms by students throughout the
day?
There will be two scheduled restroom breaks throughout the day. One of these
restroom breaks will be before lunch, in which students will have the opportunity to
go to the restroom and wash their hands. There also will be a restroom break after
specials. However, students will have the opportunity to use the restroom
independently whenever they please. We will have two classroom passes: girl and
boy. A student may grab the appropriate pass, wait for a head nod, and then set it
on their desk. By setting the pass on their desk, I am reminded of where they are.
Students will be given the trust and privilege to use the restroom whenever they
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want, but if it becomes a problem, then specific regulations will be discussed for
individual children.
h. How will you manage student use of the hallway drinking fountain?
Students will be allowed to use the hallway drinking fountain as a whole class when
we have restroom breaks. Other than that, students will not be permitted to leave
the room solely to use the water fountain. However, students will be allowed to
bring in water bottles and leave them at their seats. Students may fill up their water
bottles during restroom breaks, lunch, and recess. This should provide ample
opportunities to drink water and stock up on water. However, in the case of an
emergency, permission to use the water fountain will be granted on a case-to-case
basis.
i. How will you manage student use of the classroom sink [lets assume
there is one]?
Students will usually not be allowed to use the sink. Students are permitted to use
the restroom and wash their hands multiple times a day, so use of the sink will most
likely not be necessary. Students can use the sink to clean off their dry erase boards
when instructed. Students may be allowed to use the sink if their hands are dirty
from an activity. Overall, the use of the sink will be on an instructional basis.
Students should not use the sink unless told to do so or unless they ask and are
given permission.
j. How will you manage student use of the pencil sharpener?
The pencil sharpener will not be used during the day, with the exception of when
students are packing up. There will be two buckets of pencils. One of the buckets
will be labeled sharp and the other bucket will be labeled dull. If students need
a new pencil or need a pencil to be sharpened, they will place their existing pencil in
the dull bucket. They will then grab a new pencil from the sharp bucket. At the end
of the day, one of my classroom helpers will take the buckets and sharpen the dull
pencils using an electric sharpener and put them in the sharp bucket. This way, the
pencils are constantly being sharpened and replaced. By having a policy like this,
students will always have access to sharpened pencils and there will not be a
disruption to instruction.
k. How will you organize and direct student use of common classroom
supplies?
Each table will have enough classroom supplies for the people at their tables. They
will have a bucket of pencils, markers, crayons, scissors and glue. They also will
have a file folder with their notebooks and folders. On the back of their chairs, the
students will have their homework and work folders along with their textbooks. Most
of the supplies will be communal and will be placed at the students desks.
Throughout the year, students will periodically receive new school supplies to
replace the other ones. If students have markers or supplies that do not work, they
will know where to go in order to replace them without permission. At the end of the
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day, students will be expected to tidy up their areas and make sure all of their
supplies are in the appropriate spots.
l. How will you organize and manage student Classroom Helpers--what
classroom jobs will there be? What procedure will you use to assign
Classroom Helpers?
Every month, there will be new Classroom Helpers. Classroom helpers will be
picked randomly out of a hat, but each student will have a job. They will remain in
their position for an entire month, so they can become good at their job and it can
be consistently performed. After a month, the students will rotate positions so each
person has a different position. Some of the classroom helper jobs will be: calendar
changer, librarian, lunch money person, pencil sharpener, line leader, carpet
cleaner, board cleaner, homework folders, etc. Each of the classroom helpers will
have jobs that are consistent with the classroom routines. These jobs will be a
privilege and they will be expected to complete these jobs daily. If problems arise,
their responsibilities will be taken away for the remainder of the month.
m. How will you collect daily assignments from students?
I will not always collect daily assignments, but when I do I will have a procedure for
how assignments are supposed to be collected. For the assignments that do need to
be collected, students will probably finish at different times so they will have a
basket in which to place their work. When the students are done, they will be
instructed to turn it into the basket. Later, the teacher will go through and sort the
items to grade. The teacher will then return the work to them, put in their mailboxes
or file it away for conferences.
n. As you bring the school day to a close: what will the students are
expected to do--and what will you be doing--during the last 3 minutes of
the school day?
It is important to bring the day to a close. There should be a routine in place so the
chaotic tendencies of the end of the day can be kept to a minimum. At the end of
the day, I will instruct students to put away all of their materials and get out their
agenda. They will then fill in the behavior color that they ended on for the day. After
this, the tables will be responsible for tidying up their surroundings. Students that
have jobs at the end of the day will complete their duties. I will call on a table at a
time to go pack up their things. After all of the tables have packed up, the students
will put up their chairs and line up at the door. The walkers will line up in front, then
the car riders and then the bus riders. If there are any announcements or reminders
for the next day, I will relay those to my students. The students will be released
based on the policies of the school. As they are leaving to go home, I will say
goodbye to each of my students and shake their hands. This will allow the day to
come to a full circle.
Section 4. Implementation of Student Guidance Practices: In Section 4
you should provide clear, detailed explanations about the expectations
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and strategies you will use to guide student behavior so that an optimal
learning environment will be maintained in your classroom.
a. Classroom rules/expectations: By whom--and how--will these be
determined? Once determined, how will you communicate these
rules/expectations to students and parents/guardians?
In the beginning of the year, classroom rules will be created as an entire class. In
order to promote democracy and fairness within the classroom, students will be able
to suggest and create rules. Once rules are suggested, students will have the
opportunity to revise and change the rules. At the end, students will have to vote on
all of the rules to ensure that everyone agrees. The teacher will have backup rules
in case students are missing huge chunks of rules that need to be addressed or not
participating, the same process will happen with the teachers rules as well. After all
of the rules have been voted on, students will sign a document saying they agree
on the rules and agree to follow them. Parents will also be given a copy to sign.
Rules will be consistently enforced within the classroom. Students will have a clip
chart with different levels of behavior. They will be told to clip down if they are not
following the rules or clip up if they are exemplifying the rules.
>>For items be below, provide an example of the kind of student
behavior described--then, explain how you would deal the student/s and
behaviors you provide.
b. Level I: Some student behaviors may be off-task but not disruptive to
your instruction or other students learning [e.g., sleeping in class; staring
out the window, etc.]. How will you deal with this type of student
behaviors?
For a level one behavior, a student may be staring off into space while instruction or
activities are taking place. The student in this situation is not on task, but is not
being disruptive to my instruction. I would handle this by giving the student
nonverbal cues to direct their attention and behavior. I may walk over to their desk
and stand by it. I may go over and tap their desk in order to gain their focus. If this
does not work, then I will quietly address the situation with the student.
c. Level II: Some student behaviors will be off-task and mildly disruptive
to your teaching and/or other students learning [e.g., two students
chatting during instruction; two students passing notes back and forth,
etc.]. How will you deal with this type of student behaviors?
A level two behavior that I may experience in my class is two students talking to
each other while instruction is taking place. They are off task, but also disrupting
instruction. In this instance, I would walk over to the students and try my nonverbal
cues first as I did above. If the talking continues, I will give them a reminder quietly,
but not publically in front of the entire class. I think it is important to give them an
opportunity to change their behavior before seeking further disciplinary action. If
they continue to talk, I will talk to the students after class and potentially change
their seating chart.

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d. Level III: Some student behaviors will be off-task and seriously

disruptive to your teaching and every other students learning [e.g., a
student throws a soggy paper towel at you and it splatters against the
chalkboard; a student says loudly, Youre not my mother and I dont have
to do what you say! etc.]. How will you deal with this type of student
behaviors?
A level three behavior that I will most likely experience in my class is a student
purposely not following my directions and making a rude remark about why. When
this happens I will address the situation verbally. I will address whatever rude
comment they made and then tell them they need to clip down on our behavior
chart. When I am done with whole class instruction, I will have a private
conversation with them after class about their actions. I may take away part of their
recess or free time. During this time, I would give them strategies on managing
their behavior or anger.
e. Level IV: Some student [or others] behaviors will pose an immediate,
serious threat to the physical safety of you and/or your students [e.g., 1. a
stranger bolts into your classroom holding a pistol and threatens to blow
you all away; 2. One of your students grabs a pair of scissors and holds
the point at the throat of another student]. How will you deal with the
student or intruder behavior described in your example?
In a level four situation, I might have a student threaten another student physically.
In this instance, I would remain calm the entire time while handling the situation. I
would immediately intervene and insert myself between the students. I would ask
the child to give me the weapon or physically remove the weapon myself. Then I
would remove the child from the situation to ensure that my other students are
safe. I would have another teacher cover my class as I walked the student down to
the principals office. When I returned to the classroom, I would have a discussion
with my students about what just happened so they understand that they can still
feel safe and comfortable within the walls of the classroom
Section 5. Physical organization of your classroom: In Section 5 you are to
provide a computer-generated map of the physical arrangement of your
classroom. Be sure to include all of the items that are typically found in
an elementary school classroom.

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