Ms.

Klings Classroom Management Plan

Lower Elementary

Ashley Kling
13 April 2017
Organization and Management
Grand Valley State University
Ms. Klings Classroom Management Plan

Professor Keith Vree

Table of Contents

Teaching Philosophy..3
Classroom Rules..5
Rules Narrative....7
Classroom Procedures...8
Procedures Narrative.......17
Materials/Prep for First Day of School..17
Community Building Activities...21
Visuals of Classroom Management Approach24
Evaluation of Management Strategies..27
References/Resources.28
Brochure..29

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Ms. Klings Classroom Management Plan

Personal Statement and Philosophy

Education is no longer just learning academics; it is learning social,
emotional, and life skills as well. Schools have adapted programs, such as Second
Steps, to guide teaching social and emotional skills. I believe that teachers are more
than just teachers; we are caregivers, mentors, role-models, and much more. I do
not just want to teach, but build relationships with my students. Fayes Love and
Logic philosophy align with my values and beliefs well. I believe that students
deserve more than just academic information; they need to feel loved, cared for, and
safe at school.
My top priority in my classroom is making my students feel safe. By caring
and loving my students, they will feel comfortable in our classroom knowing that
their teacher, I, will always be there for them. I know that some students at home
have parents and siblings who are not home all the time. My students might have
parents who could care less about what they did at school, unfortunately. Some
students may have parents that are divorced so they sleep at a different house every
other night. Whatever the case may be, school is consistent. Student can rely on
school, their teacher, and their classmates when they might not be able to rely on
anything else.
Love and logic is about consistency; being consistent in the way I talk to my
students, being consistent in the consequences I give students, and being consistent
with the responsibility I give my students. Along with consistency, I want to show my
students that I respect them. My classroom will not be my classroom. Our classroom
will be a community where everyone will take responsibility and respect the people
and things in our classroom. My expectations for my students follow the love and
logic philosophy: I teach when there are no distractions or problems, I listen to
students who raise their hand, and I will continue to respect you.
Students will take on responsibility. Love and logic is about students taking
responsibility. They will gain independence and problem solving skills. When
students made bad decisions, I will say, Im sorry you made that choice. What are

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you going to do about it? In my teaching assisting semester at Grand Valley, I was
placed in a kindergarten classroom. I have tried this method with my students, and
they responded well. For example, one of my students decided that he was going to
continue to play on his iPad 5 minutes after it was time to clean up. My CT told him,
Sorry you made the choice to play on the iPad and not clean up. What are you
going to do about it? After he said he would put the iPad away and clean up, she
added that he would lose 5 minutes of iPad play on Friday because of his choice.
Another aspect of love and logic that suits my personality is speaking
privately with students and walking away. When a student makes a bad choice, I find
it important to take them into the hallway or coatroom where other students are not
able to hear our conversation, out of respect of the student I am talking with. When a
student is upset about anything, they can get riled up. To avoid any situation to
escalate, I say to my students, Ill talk with you when your voice is as calm as mine,
or Please go sit down in the coat room and I will check on you when you are calm.
My kindergarten students in my teaching assistant placement know that my CT and I
will not yell at them, but we will also not talk to them if they are yelling at us or
throwing a fit. I respect my students too much to argue with them, and they know
that.
My voice is, and will always, be calm with my students. I respect my students
to much to yell at them or demand anything from them. Word choice is important as
a teacher. Students will respect a teacher less when they demand students to do
things all day, every day. For example, instead of saying, Be quiet!, I say to my
kindergarteners, I will start when it is quiet. This also puts the responsibility back
on the students. Word choice is not just for dealing with poor choices and quieting
down the class, but it is also for positive reinforcement. With positive reinforcement,
I as a teacher will praise my students for achievements and milestones, as well as
making good choices. In my kindergarten class, I will give students who are sitting
quietly positive reinforcement by saying, Molly, I love the way you are sitting and
ready for school. Most of the time, my other students will straighten up and sit
crisscross applesauce for a chance for me to recognize them.

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Ms. Klings Classroom Management Plan

Love and logic, as well as positive reinforcement, are glimpses of my

personality. I am a loving caring person. I try my best show everyone in my path that
I genuinely care about them and whatever they are going through. I think that
kindness goes the distance and that showing people genuine care and compassion
builds relationships, as well as brightens days.

Classroom Rules:
Our classroom rules will mostly be determined by my students. I think it is
important for students to take responsibility when it comes to rules. When students
write the rules, I am giving them leadership in our classroom. However, there are
still rules that I will add if the students do not think of them. The following are rules I
will instate in our classroom:
Treat others with kindness and fairness
Take care of classroom belongings, others belongings, and your belongings
Listen to the speaker and raise your hand if you have a question
Take responsibility for your actions
Make good choices
Follow directions quickly
Follow the schools rules and policies

My hope is that my students will come up with most of these rules on their own. If
they do not, I will add them. These rules are for both lower and upper elementary,
and can also work for middle school. These rules will be written on a large piece of
paper with the title Social Contract. This social contract will be placed in the front of
the room for all my students to see. I will also have my upper elementary and middle
school students create a classroom handbook in which they will write the rules and
procedures in their handbook and keep the handbook in their desk or folder.
Students will take this handbook home on the first day and parents will sign the
back page stating that they have read and understand our classroom rules and
procedures. Along with the handbook, I will email parents about how our class

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Ms. Klings Classroom Management Plan

created a social contract and how each student signed the contract agreeing to the
rules of our classroom. I would also send them a picture of the social contract and
students signature.
I will discuss the rules I will instate, if my students do not, with administration well
before the first day of school. If there are any other rules my administration team
would like to see on our social contract, I will gladly add them. The school-wide
rules and policies will be discussed on the first day of school as well.

Reward and Consequence Systems

In lower elementary, I will be using Classroom Dojo where students can earn
points for good behavior, such as listening well or cleaning up others messes, or
they can lose points for poor behaviors, such as name calling or not following
directions. Each student will be able to create their own monster avatar on the first
day of school for their points. Everybodys points also adds and takes away from
whole class points. When students reach certain point levels, for both individual and
whole class points, there will be certain rewards. Some awards for individual points
include:
50-Choose your job for the day
100- A good note home from Ms. Kling
150-Be Ms. Klings teacher helper for the day
200-Eat lunch with Ms. Kling
Whole class rewards include:
100-Play games
200-Pajama Day
300-Fun Friday (which includes wearing pajamas, eating popcorn, and
watching a movie)
400-Pizza Party
Along with earning points, students can also lose points. I can customize the point
system on classroom dojo so students can lose points for increasing offenses. For
example:

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Ms. Klings Classroom Management Plan

The first offense, after a warning, students will lose 1 dojo point.
The second offense, students lose 5 dojo points and free time in the afternoon.
The student will also have a conference with me to talk about their behavior
The third offense, students lose 10 dojo points and I will make parent
communication
On the final offense, the student will lose 20 dojo points, and will have a talk
with the principal.

For more serious behavioral issues, like physical violence or throwing objects, there
will be consequences as severe as the behavior. If the behavior requires
consequences that needs administration attention, with the administration approval,
the student will be asked to go to the office to speak to the principal, vice principal,
or whomever is in the office to take care of severe behavior.
Classroom Dojo is also great for communicating with parents. As a teacher, I
can send private or group messages to parents and they will get notified via email.
There is also a post feed where I can update classroom statuses and share pictures
with parents just like any social media. Only the parents in my classroom will be
able to see classroom statuses.

Rules Narrative
In lower elementary, I want to begin teaching my students about
responsibility and respect. I will teach them that there are consequences for their
behaviors, good or bad. With creating a social contract as a class, students begin to
take responsibility in the classroom. The rules we come up with are not my rules,
they are the class rules.
I choose to use classroom dojo because student love their little avatar and
they also can see their class points. I have seen Classroom Dojo used in a first grade
classroom. The teacher had the avatars on the smartboard and asked students to add
or take away their points. They strive to reach the point goals, which means they will
follow our classroom rules each day. I will be putting responsibility on the students.

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They agreed and signed our classroom contract and if they lose points on Dojo, it is
because they made a choice not to follow rules.

Classroom Procedures
Procedures are important in any classroom. Most procedures will be taught
on the first day of school. Other procedures may not be needed during the first
month of school, such as group work or lunch procedures (if there is a half day).
Students will be expected to follow these procedures daily.

Arrival Procedures
After greeting their teacher, students will go to the coatroom or their lockers
and hang up their jack and their book back on the hooks. They will unpack their
backpack and bring in anything they may need for the day, including their folder
with any homework or notes. They will hand their folder to me so I can make a note if
students who did not bring their folders or homework to school. If they have library
books, they will place their library
book in our class return basket by
the door. Students will indicate
their lunch choice by moving their
name on the smart board. Any
name not moved indicates an
absent student. After moving their
name, students will review their
job for the. Students will then read
a book until it is time for morning
meeting.

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Ms. Klings Classroom Management Plan

Folder and Homework Procedure

Every morning, students will bring
back their folders with any notes,
homework, and lunch money. Homework
will be placed in the left-hand side and any
notes or money will be on the right hand
side. When students walk into the
classroom in the morning, they will hand
their folder to me so I can quickly open and
check for their homework. If they do not have homework that they should have, I can
ask them about it right away since I am opening their folder in front of them. If
students do not have their homework, they will receive a pink slip. A pink slips
purpose is for me to have documentation of why the student did not have their
homework. The date, students name, and my name will be on the pink slip, as well
as the reason students did not bring their homework back. In kindergarten and the
first half of first grade, I will fill out the pink slip and keep it to show parents at
conferences or at any meetings. The reasons on the pink slip are:
I did the assigned homework, but did not bring it to class
I chose not to do my homework
I forgot to do my homework
I did not have the appropriate materials at home
Other-please explain below.
This pink slip places responsibility on the students. In kindergarten, I am planning to
send homework home maybe every other week. I will expect my students and their
parents to practice math facts, reading, and writing at home, but I believe that
homework in kindergarten should be limited. First and second grade students will
be expected to read daily, and will be expected to complete homework or projects
once to twice a week. The pink slip can be found in Harry Wongs The first days of
school: how to be an effective teacher.

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Ms. Klings Classroom Management Plan

Morning Meeting
After I take attendance, check folders for homework and notes, and mark
lunch, I will call students over to the carpet to start morning meeting. Students will
have a different seat each morning. Students will sit on the card with their name. At
morning meeting, students will greet their neighbor to the right by saying Good
Morning [Name]. This builds classroom community. We will then read our
classroom newsletter together. An example of the newsletter, which I will write
daily, would be, Good morning class! Today is Tuesday March 14, 2017. Today we
have a school assembly. This afternoon we have music and book buddies! Lets have
a great day! Love Ms. Kling. This lets students know if there is anything special
happing that day. I will then call on 4-6 students to share good news. Good news is a
way for students to share a fun experience or toy they received. It is another way we
will build classroom community. We will then do calendar, weather, and an alphabet
chart (kindergarten and first grade).
With our calendar, we will sing the days of the week, talk about the month,
then count to the day. For example, if today is March 14, we would clap on Tuesday
while we sang, talk about March and special events in March, then count to 14. The
calendar manager will point to the days as we count. We will then have our
meteorologist check the weather. If it is nice weather well say hooray!, if it is
gloomy weather, like dark clouds and rain, well say Oh brother. We will then sing
Zip-a-de-do-da, with these words:

Zip-a-de-do-da, zip-a-de-ay,
My oh, my what a wonderful day
Plenty of [type of weather], coming our way
Zip-a-de-do-da, zip-a-de-ay,

Whatever weather we have, we will place in our song. For example, if there it
is raining we would sing Plenty of raindrops, coming our way. With our alphabet
chart, students will create new words each month that relate to the month we are in.

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Ms. Klings Classroom Management Plan

For example, in February, H could be hearts and A could be arrows. We will then,
with the ABC president, say the letter name, a word that starts with that letter, then
the letter sound. For example, A, apple, /a/. We will then do a brain break and get
ready for the next activity.

Jobs
Classroom jobs in the lower elementary will be changed daily. There are jobs for
upper elementary that would not be suitable for lower elementary. Some lower
elementary jobs would include:
1. Line leader
a. The student of the week will be line leader for the entire week
2. Caboose
a. Student who gets to be the last one in line.
3. Librarian
a. The student who takes the books down to the library to return
4. Lunch Monitors
a. The two students who carry the lunch basket down to the cafeteria
5. Weather Reporter
a. The student who checks the weather during morning meeting
6. Morning MC
a. The student who leads the class in the month and days of the week
song, and counting to the day of the month
7. Messenger
a. The student who delivers the lunch and attendance count as well as any
special messages to the main office.
8. Door Holder
a. The student who holds open the door for the class

Other jobs can be added or substituted depending on school policies and any
special schedules.

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Ms. Klings Classroom Management Plan

Dismissal Procedures
In our classroom, we will end each day with a good-bye meeting. At this
meeting, we will talk about any special announcements for the next day, including
any homework due or if there is a half day or no school. We will end our meeting
with a good-bye saying where students will repeat what I say. Our goodbye poem
will be written out and posted in the classroom by the door. Here is an example of
the goodbye poem:

See you later, alligator!

After a while, crocodile!
In an hour sunflower!
Maybe two, kangaroo!
Gotta go, buffalo!
Adios hippos!
Chow, chow, brown cow!
See you soon baboon!
Adieu cock-a-loo!
Chop, chop, lollipop!
Bye, bye, butterfly!
Better shake, rattle snake!
Our school day now ends,
So, goodbye good friends!

After we say the poem together, I will dismiss students to the coatroom or to their
lockers. After my students get on their coat and backpack, they will get their folders
out of their cubbies, which will have their name on it, and place them in their
backpacks. Their folders will have any notes from me to their parents as well as any
homework that needs to be completed and any in-school work that can be sent home.

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I will place all of this in their folders during lunch or specials so it is ready for my
students to take home. After my students place their folders in their backpacks and
zip their backpacks up, I will dismiss them to line up by buses first, then parent-pick
up, and lastly after school care, if applicable. When my students leave for the day, I
will give them a high-five, wish them a great night, and tell them Ill see them
tomorrow (or on Monday if it is Friday!).

Transition Procedures
Throughout the day, students will be transitioning from the morning meeting
to learning math, from math to a special, from special to recess and so on. It is
important that students know how to move from one activity to another. Students will
be expected to move quickly and quietly. When moving from anywhere in the
classroom to their seats, students will gather all materials they need then quietly
move to their seats. Materials might include a worksheet, a pencil, an eraser, or
crayons. Common materials, such as pencils and crayons, will be in their table
caddies in the middle of their tables. Other materials, such as construction paper,
will be placed in the front of the room on my chair by the carpet. Students will be
told to grab these special materials before heading to their tables. Worksheets,
lined paper, or writing paper will be placed on each table for the students to trim
time and chaos off of students gather their worksheets from another place in the
classroom.
When students complete their work, they will raise their hand and I will come
to them to check their work. If it is work that I need to collect, I will place it in a
manila folder. If it is work they can take home right away, they will place it in their
mailbox cubbies. I will then place their work in their folders to take home at the end
of the day. Papers I collect will be papers for assessments, writing pieces to make
into a book, or sample work to show parents at conferences.

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Ms. Klings Classroom Management Plan

Getting Attention
Whether we are on the carpet or doing work at the tables, students will raise
their hands to get my attention. To reduce confusion between help and needing to
go to the bathroom, students
will use their fingers to
indicate what they need. They
will put up one finger to go to
the bathroom, two fingers for
a tissue, three for a pencil or
other materials, four fingers
for a drink of water, five
fingers for help or to ask a
question, and they will use
http://peacelovelearning.blogspot.com/ the sign-language sign for e
if there is an emergency, such as if someone is hurt or bleeding. This will let me
know what my students need, and I can easily point to them and tell them they can
go get whatever they need. If the student is going to the bathroom or getting a drink,
they will remove their clothespin clip with their name on it from the ribbon in front of
the room. I will wear the clothespin on my shirt so I know the student is in the
bathroom. If the bathroom is outside of the room, the student will take the wooden
bathroom pass that reads Ms. Kling Room # Bathroom Pass.
When I need to get my students attention, I will use a call back. Some
examples of call backs are:
Teacher: Students:
All Set? You Bet!
Hocus Pocus Everybody Focus
Peanut Butter Jelly Time!
Holy Moly! Guacamole!
Mac n Cheese Everybody Freeze!
Scooby Dooby Doo Where Are You?

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Ms. Klings Classroom Management Plan

If my students are being noisy while I am teaching, I will put

my five fingers up. When I put my five fingers up, students
will follow suit by putting their five fingers up and follow the
Give Me 5! poster that relates. Give me 5 means that your
eyes are on the speaker, your ears are listening, your mouth
is quiet, your body is still or not distracting, and your brain
is focused. Students will know Give Me 5! and will respond
https://www.pinterest.
to it when I put my five fingers up.
com/pin/55689831014
6189005/
Absence Procedures
When any student is absent in lower elementary, I will place the in-class work
they missed in their labeled cubby along with a note for mom and dad explaining
how to do the work. The student will complete the work at home and return it the
next day. If a student was absent on a day we took an assessment or created a
special project, they will work on the assessment or project while their classmates
are completing their in class work or reading. When I pass out in-class work, I will
write the absent students names on a blank worksheet, and place it in their cubby
right away.

Independent Work Procedures

When they do work independently, they will work quietly and by themselves.
If they need anything, they will use the hand signals mentioned before. If they are
too distracted by the people around them and talking, they can move themselves to
a one-person table (a little desk or a little table) to prevent them from talking to
others. When students are done with their work, they will raise up a thumbs up and I
will come over, check their work, and either ask them to place it in their cubby if it is
complete and correct, or I will show them what is not right yet, teach them or remind
them of a strategy to use, and give them time to correct it. After they put their work

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Ms. Klings Classroom Management Plan

in their cubbies, they can get a book out and read or they may ask me to get out an
educational game.

Group Work Procedures

My students will be working in groups often. When working in groups, we will
learn how to brainstorm and collect ideas together. We will learn how to be
respectful of others when their idea is the idea the group works with and we will
learn that sometimes our ideas are not the best ones and that is okay. My students
will learn that working in a group will provide outcomes that individual work may
not.
When working in groups, for projects or a group work, students can spread
out in the classroom. I will have clipboards on the back shelf for students to use.
Students will select one or two people to gather materials and bring them back to
the group. If groups need additional materials, one person will need to use the hand
signal and I will let them get more materials. When a group is done, they will give
me a thumbs up and I will come over and check their work. For most group projects,
we will have opportunities to share with the entire class.

Hall Procedures
In lower elementary, the only times students are in the hall are walking to
class in the morning, bathroom breaks (if there is not a bathroom in the classroom),
returning the classs library books, going to the office, and when we walk to specials
or busses. When a student is by themselves in the hallways, they are expected to go
where they said they were going (bathroom, office, or library), and come right back.
If a student is gone for more than 5 minutes, I will call the office or library to see if
the student is still there, or send another student to the bathroom to check if the
student is okay. If the student cannot be found, a call to the office will be made to
notify them of the missing student.
When we are walking in the hallways as a class, my students will walk two-by-
two, if the hallway is big enough. If the hallways are not big enough, or if my

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students cannot handle walking two-by-two, we will walk in one single line. They
will be expected to keep their noise level at a whisper. If at any time the noise gets
to loud, we will walk without talking at all.

Procedures Narrative
With these procedures, like the rules, I am going to teach my students about
taking responsibility and respecting others. In lower elementary, it is important to
start introducing and teaching students about responsibility and how to care for
things and people. Whether it is making sure their coats and backpacks are hung up
and not on the floor to keep them nice, or working in a group and respecting others
ideas, students will learn how to respect their belongings, the classroom
belongings, and their classmates feelings.

First Day Preparation/Materials

Seating Charts:
My students will be seated at a table with 4-6 students per table. On the first
day, I will instruct them to sit wherever they would like on the carpet with all their
belongings. Students will not know which table to sit at yet, or how to hang their
backpacks up, so we will meet on the rug first. I will introduce myself then will go
over how to hang up our belongings nicely. After I explain the coatroom procedure,
the students will meet me back on the rug and we will go around the circle to learn
names. I will teach them all of the morning procedures at this time, then we will
practice. I will demonstrate how to run calendar, weather, and alphabet chart. I will
then show them where they sit by showing them their name on the table.
Along with tables and chairs, I will also have alternative seating for students
who need to move around. Some alternative seating includes bean bag chairs,
swivel chairs, cushioned crates, or students are more than welcome to grab a
clipboard and sit on the floor. Some students need movement while they work. I
want to provide my students with the proper environment they need to learn.

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Mock Seating Arrangement

Learning Teams:
Each table will be a learning team. They can help each other with any work if
it is not distracting another table. I will place a mixture of boys and girls at each
table who have similar reading levels; however, in lower elementary students
reading levels may change drastically or hardly at all in the course of a year. I will
do my best to determine who works will together and who does not by pairing
working habits.

Planning Lessons:
Over the summer before the school year starts, I plan on completing 10-25
lesson plans for the beginning of the school year. I will start by looking at the
standards the school uses and start with the I Can statements, which will be posted
daily in our classroom. I will brainstorm ideas and activities as well as find or create
visual aids for learning. I will plan instructional time as well as work time. In my
lesson plans I will include a gradual release model and my objectives for my
students.

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Ms. Klings Classroom Management Plan

Communication with Parents:

Before school begins, I will send out an email to parents with my welcome
letter. I will be sending out weekly newsletters on Fridays telling parents what we
will be doing the following week. Each newsletter will include new sight words,
homework reminders, and specials for the week. When there are special events or
any off days (1/2 days or no school days) I will include that in the newsletter as well.
If parents do not have an email, I will send home a hard copy of the newsletter with
the student in their folder on Friday. If anything extra special is happening at the
school, I will send home little reminder slips or stickers. For example, if fun Friday is
coming up where students have the chance to buy popcorn, I will send a slip of
paper home reminding parents to send in money for their students for fun Friday.
If I need to communicate with a parent privately, for example when a student
has a consequence that involves parent communication, I will call the parents. If
parents do not answer, I will also email them. If needed, I will set up a before or after
school conference with parents to talk about the behavior problem and strategies to
use with the student. Parents can view their childs behavior on Classroom Dojo
every day as well.

Special first day Activities:

In my lower elementary classes, I will take a First Day of Kindergarten, first,
or second grade picture. The students will decorate a frame their picture will go in
with puzzle pieces. When the frames dry, we will put their picture in their frame and
glue a magnet to the back so parents can put the picture on their fridge. We will also
play some icebreaker games. One of the games include four corners. I will list four
objects in a category topic, and the students have to go to the corner they like the
most. For example, if the category is What is your favorite season? the four corners
would be Winter, Spring, Summer, and Fall. Students would go to the corner of the
room they like the most. Students will be able to see who else likes the same things.

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Student Materials needed for the First Day of School:

A folder
Pencils
Markers
Crayons
Caddies
Glue sticks
Camera
Puzzle Pieces
Paper
Clipboards

Supplies Students can bring to help in the Classroom:

Kleenex
Ziploc Bags (all sizes)
Peanut Free snacks (graham crackers, pretzels)
Hand sanitizer
Markers
Crayons
Dry-erase markers
Lined Paper

Substitute Teachers:
Unexpected things happen, so I am planning on being prepared for a
substitute every day. I will have a substitute teacher station with my lesson plans,
supplies, a layout of my classroom, and a map of the school, including fire drill,
tornado, and lock down procedures on the map. I will also include a substitute guide
with information about how many students I have, any special needs my students
may have, how to turn on the computer and projector system, how to get onto
classroom dojo, our classroom rules and procedures, a daily schedule, a list of

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student helpers, and numbers for the office. I will also have a special thank you treat
for the substitute as well! After all, it is not easy teaching someone elses class at the
drop of a hat! My students will follow all our procedures and rules when I am not
there. The morning newsletter will always be written the night before, so students
will still know what their schedule is for the day. They are expected to complete
their work and treat their guest teacher with the respect they give me. Our
classroom is the same whether Ms. Kling is there or not.

Conferences:
To prepare for conferences, I will have my students do a few diagnostic
assessments. I will have them count as high as they can, they will read a passage of a
story, as well as some math problems. I will also be keeping track of their behavior
from the first day. Keeping track of student progress is key in guiding them down the
right path. During conferences, I will discuss student progress in all content areas as
well as their social and behavioral progress.

Community building practices:

There are several ways we will build community in our classroom. Below are
examples of how we will build community. Not all strategies will be used in a lower
elementary setting, however, these are great ways to build a community in our
classroom.

Morning Meeting
Morning meeting is not just a time for me to make announcements, it is also a
time where students greet one another. By greeting classmates, students will be
familiar with their classmates sooner than later. Also, morning meeting is also a time
to share any good news. When students share good news, they are sharing exciting
news to their fellow classmates, who might relate to what the student shared.

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Classroom Jobs
Classroom jobs give my students a sense of responsibility in our classroom. It
becomes our classroom, not my classroom. Students share responsibility in our
classroom and they quickly help each other out. A community shares and helps each
other, and that is exactly what morning meeting and jobs are for.

Birthdays
As a class, we will celebrate everyones birthday. Birthdays are a great way to
come together for one person. The birthday person will be able to wear a crown on
their head for the entire day. At morning meeting we will sing happy birthday as a
class to the birthday boy or girl. The birthday person may also bring in treats to
share with the rest of the class.

A Round of Applause
Anytime a classmate makes a good effort, the rest of the class will give them a
quick round of applause. We will clap our hands in a circular motion to tell our
classmate they made a good effort! In our classroom, we want to make mistakes.
Making mistakes means that we are learning!

Pledge of Allegiance
After reciting the national pledge of allegiance together, we will recite our
classroom pledge every one helped create. By creating the classroom pledge
together, students work as a whole, as a community. An example of a classroom
pledge would be:

I pledge today to do my best

in reading, math, and all the rest!
I promise to obey the rules,
in my class and around the school.
Ill respect myself and others too,

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Ill expect the best in all I do.

Im here to learn all I can,
to try my best and be all I am!

Tables
My students are sitting in groups of 4 to 6 students at their table while they
work independently or in groups. Students have opportunities to help each other
with individual work and group work every day. They also will have opportunities to
talk about special events at our classroom parties (for Halloween, Thanksgiving,
Christmas, and so on.)

Marble Jar
I will have a marble jar sitting on the conference table. Each time the class
works together to do something exceptional, I will place a handful of marbles in the
jar. When the jar is full, the whole class will get a special reward. They must work
together to fill the jar with marbles.

All About Me
When it is a students turn to be student of the week, they will fill out an All
About Me poster, which I will give to them. They will also bring home a bucket and
fill it with 4-5 of their favorite things from home. When the student comes back to
school on Monday, they will have a spotlight at the morning meeting to talk about
their poster, and their favorite things. Their poster will be hung up in a special spot
for all to see.

Bucket Filler
When students do something kind for another or say kind words, they are
filling that friends bucket. When they do something mean, they are taking from
someones bucket. The goal of this strategy is to fill buckets full so that others can
continue to fill buckets. When your bucket is empty, it is hard to fill another persons

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bucket. Students will want to fill up their classmates buckets, and in doing so, they
will be making their classroom community stronger.

Show and Tell

Every month, we will have a special morning meeting. At this morning
meeting students will be able to show their friends a special object from home. Show
and tell items could be a toy, a picture, or something they bought on vacation.
Students will be able to ask questions about others show and tell objects. They will
build interest in the items that their classmates bring in.
How will you foster a sense of community/climate in your classroom?

Samples/visuals that reflect your approach to classroom management and

organization:

Here is an example of how I would set

up our classroom tables with the
caddies in the middle. There would be
4-6 chairs at each table, depending on
the size of our room. In the caddies
there will be pencils, crayons, glue
sticks, and scissors. I would also love
to have table labels, with team names
the students come up with, above the
table or on the table.

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Ms. Klings Classroom Management Plan

This conference table will be able to

seat 6 students. This table would be
utilized as group and individual
conferences. The circles on the table
are dry erase stickers I will use to
visualize ideas while conferencing. The
chairs would be made with plastic
crates and cushioned cardboard. These
are inexpensive and easy to make!

This is an example of our daily classroom routine.

This will be tailored to our daily activities, including
morning meeting, readers workshop, mathematics,
specials, lunch, and special events like holiday
parties. I will have the cards with the activity and
time. If our schedule changes each day, I will create
activity cards and time cards separately. I will also
have pictures, like the example, for students who are
not quite reading yet. This will help them know our
schedule.

A
The morning routine, on the right,
would be placed near the
schedule. This is a great visual for
students who need to remember
what they need to get done, and
when to get it done. Some students
may forget a step in the first weeks
of school, so this is a great way to
get them into a routine without
reminding them verbally each
day. Students will have
responsibility in the first weeks of
school by getting the morning
routine finished without my help.

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Ms. Klings Classroom Management Plan

I will have plenty of books for my

students in lower elementary to not just look
at, but to also read. My goal for my students
is to make them avid, willing readers. I will
have a new Hot Reads book each week, as
well as some of my favorite books displayed
on the book shelf, much like the left side of
the book shelf. I will have books that my
students can read on the lower selves
categorized by topic areas (ocean, farm
animals, fairytales, etc.). On the top selves of
the book shelf, I will have books my students
might not be able to read yet, but they can
look at the books and create a story with the
pictures. These books will also be
categorized by topics. I will have a little step-
stool for my students to reach the books at
the top of the shelf. I also have stuffed
animals that go with a few of my books that will be displayed next to the books.
Students will be able to cuddle with the characters while reading.

Each table will have a caddy with

pencils, crayons, glue, scissors, and any
other tools needed. These caddies will be
stored on a shelf similar to the one pictured.
Each morning the delivery person will
deliver each caddy to the tables. There are
a few reasons I will store the caddies on a
shelf. In the evenings, it will be easier to
clean the tables while having nothing on
them. Whether I clean the tables, or the
custodial staff clean the tables, there is one
less step when everything is removed from
the tables. Also, it will be easier to add new
crayons, pencils, or glue to each caddy
when needed. I could also add new tools,
such as erasers and markers, when I need
to. At the end of each day, the table captain
will take their tables caddy back to the
shelf.

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Ms. Klings Classroom Management Plan

Here is an example of some alternative

seating I will have in my classroom. I will
have a butterfly lounge chair that will be for
reading only. However, I will have regular
chairs, wobble chairs, pillows, bean bags
and an exercise ball for students to work in.
Some students cannot focus while sitting still;
however, when they are expected to sit still
in regular school chairs, they will start acting
silly to release their energy. When students are provided with alternative seating
where they are free to wiggle and move while working, their energy is productively
being released.

Evaluation of your ability to organize a classroom and mange students

If my students follow the rules, procedures, and are learning efficiently, I will
know that the rules and procedures work in our classroom. If they are not effect, I
will reevaluate and change any rule or procedure that needs tuning. For example, if
students are not walking into the classroom in the morning and getting a book right
away, I would just have the students sit on the rug and watch a short read-aloud
video while I take attendance and lunch count.
I love hearing feedback and opinions about our classroom and the way it is run. I
would love to invite the principal and other lower elementary teachers observe our
classroom for a day to not only critic my teaching, but also the procedures and rules
in place. If a parent has a concern, I will be more than happy to talk to them about
any issues and wok with them to solve any problems. I would also love any feedback
from my college professors on my teaching skills as well as the procedures and
rules our classroom has in place. It is important to me that my students feel
comfortable in our classroom, and if they do not, I will talk about any issues with
them and work out any problems.

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Ms. Klings Classroom Management Plan

Reference/Resources
Bach, Lauri, Wendy Maxwell, and Becky Nicolette. "Teaching with Love and
Logic." Current Practice. Eberhard Center, Grand Rapids. 28 Mar. 2017. Speech.

Barnes, Mrs. "Sunny Days in Second Grade." Sunny Days in Second Grade
RSS. N.p., 2012. Web. 3 Apr. 2017. <http://www.mrsbarnesonline.com/2012-
2013/class-pledge/>.

Halloran, Connie. Classroom Structure. N.d. Morning Meeting and Jobs. Griffin
Elementary, Grand Haven.

Macpherson , Erin. "10 Quick and Easy Ways to Develop a Strong Classroom
Community." WeAreTeachers. WeAreTeachers, 18 Aug. 2016. Web. 4 Apr. 2017.
<https://www.weareteachers.com/10-quick-and-easy-ways-to-develop-a-strong-
classroom-community-2/>.

Pinterest. N.p., n.d. Web. 11 Mar. 2017.

Wong, Harry K., Rosemary T. Wong, and Chelonnda Seroyer. The first days of
school: how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications,
2009. Print.

Wong, Harry K., Rosemary T. Wong, Sarah F. Jondahl, and Oretha F.

Ferguson. The Classroom management book. Mountain View, CA: Harry K. Wong
Publications, 2014. Print.

WeAreTeachers Staff on July 16, 2015 Facebook Pinterest Twitter. "50 Tips,
Tricks and Ideas for Teaching 2nd Grade." WeAreTeachers. N.p., 07 Mar. 2017. Web.
11 Apr. 2017. <https://www.weareteachers.com/50-tips-tricks-and-ideas-for-teaching-
2nd-grade/>.

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