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Classroom Management Blueprint

“Education is the most powerful weapon which you can use to change the world,” Nelson Mandela

2015

Alexandra Sargent

Philosophy Statement

I believe that every child is a unique individual and I believe that every child has the ability to learn. I

believe that in order for every child to mature and grow intellectually and socially that they need to be

in a safe, inspiring and compassionate environment. It is my desire as a teacher and educator to help

my students reach their highest potential by providing them with a classroom where they are

encouraged to take risk, feel secure and supports the sharing of ideas. The following are the elements

that I believe have to be involved in the classroom in order to make this kind of environment possible:

guided learning, differentiation and allowing the children to teach me as the teacher.

As the teacher it is my job to guide and support my students. I am not in the classroom to do the work

for my students, but I am there to help guide them on how to do the work and to support their self-

discovery on how they can figure out the correct information which then sparks the students interests

while at the same time allowing for their natural curiosity to take over which in turn is what is going to

keep them interested in the topic at hand. Guiding my students and support self-discovery makes my

students active learners and makes the students responsible for themselves as well as their own

learning.

All students learn at a different pace and learn in different ways and I believe that students need to be

given the opportunities to learn in an environment that allows for learning to take place at the pacing

they may need and the way that they are going to be able to get the most out of it. I believe in some

subjects the students need to have a pretest and be grouped by their prior knowledge so that I can take

my time working with students who may not have as much as a base on the subject as another group.

That being said I can give my students who are already familiar with the subject a quick review and then

provide enrichment for these students. This allows for a classroom where the students are aware that it

is okay to have to take longer on a subject and it is okay to know something about a subject or unit

before we get to it in class. It makes the environment safe for my students—they know they will not get

left behind and they will not be bored to tears if they already know some of the information.

Lastly, one very important thing must happen in order to allow for my ideal classroom environment.

The teacher must allow the students to teach them. I must allow myself to learn from my students. And

my students must be given the opportunity, environment and the role model that allows them to learn

from each other. I believe the classroom needs to constantly be a place where everyone is learning, I

can learn new philosophies or strategies just as my students can and should. This means that I need to

be as open to listening to what my students say just like they need to be open to listening to what their

peers say. If I am not willing to learn how could I expect my students to be willing to learn?

Classroom Arrangements

This is one of a couple different classroom arrangements that I would use throughout a school year.

When the students are placed in groups then they are able to very easily do group work together, or do

things like think, pair, share; things that are fairly quick but important to my classroom environment.

Putting the students in groups also encourages them to work as a team and to be accountable for their

own selves as well as possibly keeping or getting their group back on track if they become off task.

During testing these students would need to get “offices” for tests, quizzes or anything similar to assure

that each student is accountable for their own work.

My desk is in the back in an area where if I am at it I am able to survey and watch over the students and

make sure that they are staying on task and out of trouble.

Student

Desks

Circle

Rug

Board Door

Student

Cubbies

Storage

Teacher Desk

Book Shelves

This is another example of one of my classroom arrangements that I will use in my classroom

throughout the school year. This is a good arrangement, especially during testing or for independent

work and for encouraging the students to be responsible for their own selves. All students are facing

the board so they should all be able to see with no problem.

My desk is still in the back of the classroom where I am able to watch my students and make sure they

are staying on task and out of trouble.

Board

Student’s

Desk

Circle

Rug

Bookshelves Teacher

Desk

Storage

Student’s

Cubbies

Door

This is another example of another way that I will set my classroom up throughout the year. This way

each student is facing forward and easily in pairs for quick things like think, pair, share or simple partner

work. In this kind of setting the students are held accountable for themselves and are able to

encourage their seat buddy to stay on task as well.

During testing these students would need to get “offices” for tests, quizzes or anything similar to assure

that each student is accountable for their own work.

My desk is once again still located in the back where I am able to keep the best eye on all my students to

make sure that they are on task and out of trouble.

Board Door

Student

Desks

Circle

Rug

Bookshelves

Teacher

Desk

Storage

Student

Cubbies

Classroom Procedures

Entering the classroom: Students will need to enter the classroom calmly and collectively. They

need to unpack/gather their belongings for class quietly first and if it is first thing in the morning

they will need to being on their warm-up or if it is during the day like after lunch then they need

to be ready and sitting at their desks quietly waiting for me to give them directions if they do

not already know what they are supposed to be doing.

Beginning work: Students need to begin work as soon as it is assigned to them.

Roll call/lunch count: Students will need to sign in for lunch upon entering the classroom first

thing in the morning. If I have a smart board in my class the lunch choices will be listed and the

students will be able to drag their name into which choice that they would like or into the

packing column. If I do not have a smart board then I will have a printout of the lunch choices

for the day and the students will write their name under their choice or in the packing column.

My helpers will then take the count up to the cafeteria. This is a great way for me to see who is

present and who is absent for the day.

Announcements: Announcements will be made either first thing in the morning at the morning

meeting or right before the students go home in the afternoon so that the students are not

distracted by the topic of the announcements and put off task during class time.

Tardies: Students who are tardy need to get straight to work. They should not be getting on

task students off task. They should show me their tardy slip and ask if they do not already know

what they need to be doing so that they can get right into it. Tardies are no excuse to not get

work done and no excuse to not have work that is needed to be complete for the day.

Absences: If students are absent and their parents request the students work for the day to be

sent home or picked up I will have a sheet to fill out and gather their work and either send it

home with the student of the parent’s choice or send it up to the office so the parent can pick it

up. If missed work is requested I do expect the students to do the work and bring it in the next

day that they are back at school. Students will be required to make up work if they are absent—

whether it goes home the day that the student is absent or if they get it the day they come back

they are still responsible for the work that they missed.

Make-up procedures: Students who had work sent home to them while they were out should

bring it back upon their return. Students need to turn this work in to a “while you were out”

folder where I can either grade it or check it later on without taking time away from my lessons.

If a student misses a test or a quiz when they are absent, then they will need to stay with me

during their activity time (P.E., Art, Music, Library, etc) to take the quiz or test and then they will

be allowed to go to their activity.

If a student and is absent and did not get their work sent home to them then they can pick up

the work they missed from the “here’s what you missed” folder first thing in the morning the

day that they return to school. These students should stay with me during their activity time to

complete their work, or as much as they can so that they are caught up during class time. Once

the students are finished with their work they can turn it in to the “while you were out” folder

so I can get it later on to check.

Teacher’s attention signal: One of my attention signals will be to clap a pattern and have the

students clap the same pattern back to me that way I know they are listening and that I have

brought their attention back to me. Another attention signal I will also use in my classroom is to

say “Hands on top” and the students will put their hands on their head while saying “that means

stop.” This will be effective because it gets the students to drop whatever it is that they are

doing and put their hands on top of their head and it will be very easy to see the ones that are

not paying attention. This will be effective in transition from stations or if it is time to switch

gears—whatever it may be this will also be an effective way of getting their attention and giving

them their next set of directions.

Getting out of seat: Students should not be getting out of their seats while I am teaching unless

it is completely necessary. Urgent nurse visit or needing to grab a sharpened pencil out of the

“sharp” bucket. While students are doing independent or group work

Assignments: Once students are assigned an assignment they should begin working on it

immediately. Assignments should be done to the best of each student’s ability and completed

in a timely fashion.

Getting supplies: Students should come prepared to class each day. If they need things such as

scissors, glue, markers and they don’t have any more or don’t keep them at their desk then they

will be allotted time to get those things quickly and quietly.

Sharpening pencils: I will have a bucket of sharpened pencils and a bucket of dull pencils so if

the students need to either borrow a pencil at anytime I have some available for them or if

there pencil is no longer sharp but I am in the middle of teaching or giving notes for them to

copy they can just go to the bucket and grab out a sharpened pencil that way they are not

getting up while I am teaching an distracting the class by sharpening their pencil.

Using/checking out equipment: If students are borrowing scissors, glue, markers, pencils or

things like that then they may borrow them for the time that they need them and are then

expected to return them after they use them. For the books that are in my library students

need to check their books out when they want to take it home or throughout the day to read it.

When they return it they most check the book back in, this way if a book is not returned I know

who should have it or if the book is damaged I know who to go to.

Getting into groups: Some days I will assign groups randomly and some days I will allow the

students to pick. Students need to work with whoever they are assigned to work with in a nice,

encouraging manner.

Working in groups: When in group’s students should all work together as a team to get the task

at hand completed to the best of their ability. Students should whisper or use their quiet voices

while working in groups.

Independent work: Independent work is to be done quietly and in the student’s seats unless

otherwise told.

Working at centers: When students are working at centers they should be using their quiet

voices and they should be working together to accomplish the task at hand. Centers should be

no more than three students to a center at a time.

Lining up: Students are to line up quickly, quietly and straight. If I am teaching second graders

or below I will have a designated line leader and caboose for the week.

Snacks/water: We will have a designated snack time in the morning. Students may bring their

own snacks if they would like during this time. If the students forget or don’t have a snack I will

have something to give them. Students can only eat in the classroom during snack time (unless

it is a special occasion). Snack time is also a good time to bring birthday treats for the class.

Students may drink water with their snack if they bring a water bottle or they may go get water

from the fountain after they are done. Throughout the day the students may go to the water

fountain as they need if there is one in my classroom. If there is not one in my classroom then

students really should be getting water when they use the restroom or when they finish work

early.

Restroom: Each student will be assigned a number in accordance with where their name falls

alphabetically on the class list. I will have all the students’ numbers on a magnet on the board

and a grid that looks like this next to where the student’s numbers are kept.

Helpers Library

Nurse/Office

Restroom

While students are doing independent work or are finished with a test or quiz or anything that is

not while that I am teaching they can place their number magnet in the restroom square use the

restroom and then return back to class.

If students need to use the restroom while I am teaching then they will be required to cross

their fingers in the “R” or “restroom” symbol, that way they are not distracting everyone by

raising their hand and asking if they can go quickly and quietly. No more than 2 people—1 boy

and 1 girl out at a time—out of the room at a time though—at any point.

Going to the office/nurse: I will have all the students’ numbers on a magnet on the board and a

grid that looks like this next to where the student’s numbers are kept.

Helpers Library

Nurse/Office

Restroom

If the student needs to go to the nurse they will be required to ask me first to make sure that

they have a good reason and then they will need to fill out a nurses pass and put their number

in the nurse’s box and then they will be able to go and then return to class. If they are going to

the office to take a note or lunch money for their account or anything that they need to check

with me first that it is an appropriate time to go and then they will need they put their number

in the correct spot and go quickly and then come back. If students need to go to the nurse or

the office there will be no more than 1 student to the nurse and 1 student to the office at a

time, unless it is an emergency.

Heading papers: Students will need to put their name on their paper, their number and the date

at the top of every paper they turn in.

Ex: Name: Alex Sargent #:17 Date: 3/28/15

At the beginning of the year students will be required to highlight their name on their paper

before turning their work in so that they know that they put their name on it. This will only be

done for about the first month or so.

Passing in homework: Homework will not be graded. In the mornings during warm-up time

students will be required to show me their completed homework so that I can make sure that

students are doing the work and getting the practice they need (if students stop doing

homework then it will become a grade). During the subject time (whichever had the homework)

I will go over the homework to make sure everyone understands how to do the problems

correctly.

Passing in papers: I will have trays in the class labeled with each subject and anything that is to

be turned in should be turned in to the correct tray when they are finished or told to turn the

work in.

Graded papers/papers that need to go home: for this student’s will have what is called a

“Thursday Folder.” I will keep the folders in my class until Thursday. Each students graded

papers or notes or forms that need to go home to parents will be filed in a hanging file that they

have access to on Thursday morning. I will put each student’s papers for the week in their file

on Wednesday afternoon, and when the students come into class on Thursday morning they can

get their Thursday Folder and take the papers out of their file and put them in their folder.

There will be a sheet for the parents to sign in the folder saying that they did look through and

see what was in the folder. At the bottom of the sheet with the signature spaces will be a list of

important dates for the parents and students know for that 9 (or 6) weeks. Students will take

their Thursday Folders home Thursday afternoon and then they will need to bring them back

signed and empty Friday morning so that I can keep them for them until the next week.

Exchanging papers: If students are instructed to exchange their papers with other students for

peer review then students should exchange papers with a neighbor close by. When students

are reviewing they should not be telling students if answers are wrong but rather encouraging

them to take a better look at a question that may be wrong or saying things like I don’t know if

that sentence makes sense maybe you want to look at that a little bit more and figure

something better out.

Asking questions: If students have questions then they should raise their hand and wait to be

called on or they should wait for me to come to them if it is during independent work, group

work, testing, etc.

Getting help: Ask 3 before me. During independent work students will be able to ask 3 students

that are seated next to them or near them and if the other students are not able to help then

the students may raise their hand and I will help them

If they need help during a test or quiz they will need to raise their hand and wait for me to come

help them.

Finishing work early: If students finish their work early they will be able to pick from a list of

activities depending on the subject that the work is in. If students finish early they will always

be allowed to read silently at their desk until the rest of the students are finished. If it is during

math time each student will have a “secret math folder” that has several different math

enrichment activities in it—students can hide their folder anywhere in the classroom (but they

have to remember where they put it)—if they finish early they can find their folder and work on

whichever activities that are in the folder that they want too. If they finish during reading or

word study then they can either read or study/sort their word study words.

I will also have a list of “I’m finished…now what?” activities that the students can work on if they

are finished. I will be able to change these out throughout the year as I see fit. These activities

will be laminated and velcroed to a board so that the students can grab them and go and they

will easy for me to change as they all get done or we move on to different lessons.

Visitors to the room: If visitors come into the room then students are to be on their absolute

best behavior. They need to be quiet and respectful of that person whether they are in the class

for 5 minutes or an hour.

Responding to fire drills and the like: Students should be quiet in the event of a drill (or the real

thing) and wait for directions. Students should follow the directions and be quiet throughout

the event.

Sudden illness: If a student suddenly becomes sick in my class then the rest of the class needs to

quietly either keep working or read until they can get further directions or if necessary they

need to quietly leave the room for the room to be cleaned.

Cleaning the room at the end of the day: At the end of the day students need make sure that

their chairs are pushed in all the way and that their desk area is cleaned and organized—free of

paper scraps, notebooks, pencils, etc. If desks have moved throughout the day and are no

longer in line or the groups have scooted up closer than they need to be then the students will

need to realign them to be ready for the morning. They need to take any loose papers out of

their cubby at the end of the day and either take them home or place them in the correct folder

or binder. On Fridays the students need make sure that anything that needs to go home is

taken home out of their cubby or desk and they need to do a thorough check to make sure no

food is in their cubby or desk.

Homework: Each student will have a “Homework Folder.” The Homework Folder will go home

with each student every night and it should have any worksheets that are homework for the

students in them, as well as things that they may need to take home that day to either study or

that need to go home to parents that night, so that everything is in one spot and they have to

bring it and everything that’s in it to school the next day.

I will check and make sure the students did the homework for my class in the morning and then

at the time that we are learning or working on the subject we will go over the homework

together to make sure that everyone knows and feels comfortable with it and can see where

they went wrong if they did. Homework will not be for a grade.

Changing classes: If students are changing classes then they need to take EVERYTHING that they

are going to need for the class that they are going to. If they do not bring everything with them

or forget something that they are going to need for class then they will get a “material mark.”

Students will be required to walk in a straight, quiet line to get to their next class.

Dismissal: Students pack up when I tell them it is time to pack up; they will need to gather all

the items that they will need for homework or studying that night. Once the students are

packed up and lined up quietly we will then walk calmly through the hallways to the buses.

In Our Class… …we celebrate each other’s successes

…we create

…we are a team

…we learn from our mistakes

…we respect others

…we try our best every day

Classroom rules

In my classroom these would be my rules for anyone coming into my classroom (they are not listed in

any particular order because each rule is equally important). I have chosen these instead of allowing my

students to help me write the rules on the first day because this way the students know exactly what it

is that I am going to expect from them. The rules are fairly broad, allowing me to go over them with my

students and for us as a class to expand upon them to help the students define which each rule

encompasses. This is important because I am allowing my students to state themselves the things and

the expectations that they have from their classmates with a little bit of guidance from me. It sets the

environment up for the students holding them accountable for themselves as well as their learning.

Going over the rules is something that will happen on the very first day of school. I will present the

students with the rules as I have them written and direct them to the place where they will be located in

the classroom. I will then prompt the students to give me some examples of what properly executing

each of the rules looks like and then an example of what not following the rules or one of the rules

would look like. The students will then be able to write some of their good examples (one per student)

on a small sheet of paper that I will then be able to hang around the original set of rules so if a student

has any question that they can refer to what their classmates expect from them.

Rule #1: In our class we celebrate each other’s successes. This is a very important rule to follow

and to have in my classroom because this small act or lack thereof has the ability to make or break a

classroom environment. If students are not supportive of each other and encouraging then the students

will not feel safe, comfortable or secure in their environment. If a student in a class is really struggling

with something and finally gets it and has that “aha moment” the students can encourage that student

to keep on going by telling him/her “I knew you could get it,” or “Way to go, you’re doing great!” The

students need to lift each other up with every success that happens—do the student score a goal during

their game at recess, did the student move up in their spelling group, or did the student pass their test,

it doesn’t matter what they did, if they are encouraged by it or still discouraged (especially if they have

been discouraged beforehand) the little things should be celebrated. Celebrating one little thing for one

student can have the power to encourage the whole class, as well as promoting team-work, higher self-

esteem and a safe classroom environment.

Rule #2: In our class we create. Whether they are creating a project, a new way for them to study or

just creating their short story for their classroom assignment, every student needs to be creating.

Creating helps students learn and understand material. This rule gives each student in my classroom a

creative license—because there are so many things for them to create—some as necessary as create

good work and study habits, and some as big as possibly creating the phone that is going knock the

iPhone right off the map. As a teacher I should allow each of my student’s opportunities to create and

be creative with their work and projects, but I should also expect them to be creative and be able to

create when they are asked too.

Rule #3: In our class we are a team. This rule really speaks for itself I believe, however, the

classroom environment that I believe that students need that is going to provide them with the ability to

learn and grow to their highest potential is one that is safe and caring. If our class is a team and

everyone is a team player then the students can feel safe because they know that they are all in this

together. And if we all work together to learn we will get more out our lessons…the students can learn

from each other and myself, and I can learn from my students.

Rule #4: In our class we learn from our mistakes. This rule is important because every single one of

my students (and even me) is going to make mistakes throughout the school year. The students have to

learn and understand that mistakes are not to get them in trouble and not to embarrass them, mistakes

are for learning and mistakes are for growing. It is impossible to grow or even learn without making a

mistake. By learning from mistakes the students also then learn that it is okay to make mistakes and

that no one expects them to be perfect. This encourages a safe and secure environment, one that

encourages risk-taking and learning.

Rule #5: In our classroom we respect others. This rule is oh so very important in my classroom.

Each and every one of my students needs to have respect for each of their peers, myself, and anyone

else that comes into the classroom. Students need to be respectful to everyone in my classroom in

order to create a community in the classroom. If there is no respect then there is not an environment

conducive to learning and growing.

Rule #6: In our class we try our best every day. I expect my students to try their very best every

day that they are in my classroom. If they don’t do their best then how am I supposed to know if they

are learning? This rule seems pretty simple, but without it I believe that my class would be unable to

obtain the environment that I believe that they need in order to best learn. If I don’t see every student’s

best work or best attempt then I am not going to be able to know if my students are gaining the

appropriate knowledge that they need to learn.

Noise Level Scale:

o 0—No talking/No Sound

o 1—Whisper

o 2—Only the person you’re working with can hear you

o 3—Entire class can hear you

o 4—Outside voice

Discipline Plan

I will use a behavior chart for every student in my classroom, the students will either be able to earn or

lose extra recess time—“Fun Friday.” The marks that each student can receive are put in their agendas,

which the parents will have to initial each night.

Students can get marks for the following reasons:

H—No Homework

B—Behavior not satisfactory

T—Talking after a warning

N—No name on papers

A—No agenda or agenda not signed

M—Missing materials needed for class

If students have received 4 marks throughout the week by Friday, they have to sit out during Fun Friday.

The other students get to enjoy their earned time.

Inappropriate behaviors in my classroom fall into 3 categories or levels of offenses. Each level is addressed either by me, the classroom teacher and is then taken to the school administration if necessary.

Examples of Level 1 Offenses

Handled by the teacher – documentation of behavior is made

Level 1 Offenses

Not following directions Running in hallways

Excessive talking Inappropriate laughing/sneering

Derogatory notes/pictures Teasing/put downs

Inappropriate language

Eye rolling Interrupting

Consistent tardiness Name calling

Misuse of materials Wandering

Mocking

BEHAVIORAL REMINDER. A behavioral reminder is a brief, neutral prompt to help the student to remember and follow classroom behavioral expectations (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).

o When to Use: This strategy is used when the student appears to be distracted or otherwise requires a simple reminder of expected behaviors.

o Examples: Here are examples of behavioral reminders:

The teacher makes eye contact with the student who is misbehaving and points to a classroom rules chart.

The teacher approaches the off-task student to remind him/her of the specific academic task the student should be doing.

The teacher proactively provides behavioral reminders just when the student needs to use them. (http://www.interventioncentral.org/blog/behavior/how-handle-common-classroom-problem-behaviors-using-behavior-management-menu Behavioral0. Reminders)

Level 1 offense will result in a behavior mark for the day after one warning. If students receive 4 or more marks throughout the week then they will be unable to have extra recess on Friday.

If level 1 offenses repeatedly occur throughout a week then the students will need to fill out a behavior contract and a note home that is signed by the parent, student and me, the teacher.

Examples of Level 2 Offenses

Handled by the teacher with documentation of behavior and action. Parent contacted with either a note, email or a phone call home. Student contracts or students writing letters home done if necessary or appropriate.

Level 2 Offenses

Back talking/arguing Inappropriate gestures/language

Taunting Refusing to work

Open defiance Cheating/lying

Throwing objects Hitting

Examples of Level 3 Offenses

Handled by the administration. Direct office referral with accompanying referral form. Parent contacted immediately with a phone call.

Level 3 Offenses

Fighting Ethnic slurs

Obscene gestures Inappropriate touching

Damaging property Direct and willful disobedience of school

rules and policies

Bullying Threatening/taunting

Threatening bodily harm Stealing

Use of profanity Pulling fire alarm Excessive truancy

Disruptive clothing Disrespect for authority

Harassment, including sexual harassment

Zero Tolerance

Drugs Weapons/facsimile of a weapon/dangerous instrument

Leaving school without permission Assault with intent to fight with another student

DISCIPLINE PROCEDURES

Classroom

Level 1 and Level 2 behaviors handled by the teacher.

The teacher will follow individual classroom hierarchies of behavior management. At least 3 interventions/strategies (one must be a parent contact) must be implemented before

an office referral may be made. o Examples are:

Student contracts (Example included) Parent letters (Example Included) Students write letters to parents about what they did

Documentation and data collected for records

School Administration Level 3 behaviors handled by the administration

Results in a direct office referral. An administrator will contact student’s parent. An appropriate consequence will be given.

In an emergency situation, the student may be brought straight to the office. If the teacher is unable to bring the student, the office will be contacted and an administrator will come to the classroom and remove the student.

Prior to an Office Discipline Referral:

1. Parents and students must know teacher expectations and procedures. 2. Parents and students must know the classroom teacher’s discipline plans and procedures. 3. Teachers must document unacceptable behaviors and consequences imposed, trying several strategies/interventions to stop the inappropriate behavior. A parent contact must be made before an office referral is made. 4. All Level 3/Safe School Violations warrant an immediate office referral. A completed office referral form must accompany the student to the office.

http://www.davis.k12.ut.us/domain/1026 (Discipline Plan--not including agenda marks)

Example of a discipline letter to parents

School’s Name

School’s Address

February 3, 2009

Dear:

Your son, Bill, talks to the people sitting near him in his U.S. History class so much that it

interferes with his learning and with their learning.

I have talked with him about it, but the problem persists.

I have attached a copy of the class discipline plan to this letter for your convenience. As you can

see, the next step is for me to notify you.

If Bill continues to disrupt the class, the next step is suspension from this class for one period

and referral to the office.

From our earlier conversation, I know you have high hopes for Bill. I need your help now. Please

discuss this with Bill. I am sure that we can bring about a change if we work together. If you

have any questions, please call me at 000-0000 between 11:00 am and 12:00 noon, my

preparation period, or call me at home between 7:00 and 9:00 p.m. at 111-1111.

Please sign below and ask Bill to return this to me so that I will know that you received the

message.

Sincerely,

Eric Q. Teacher

cc: Bill Smith

Sample Behavior Contract:

Effective Dates: From 10/20/99 to 12/20/99

Mrs. Jones, the teacher, will give Ricky a sticker to put on his 'Classroom Hero' chart each time he does one of the following:

turns in completed homework assignment on time turns in morning seatwork assignments on time and completed works quietly through the morning seatwork period (from 9:30 to 10:00

a.m.) without needing to be approached or redirected by the teacher for being off-task or distracting others

When Ricky has collected 12 stickers from Mrs. Jones, he may choose one of the following rewards:

10 minutes of free time at the end of the day in the classroom 10 minutes of extra playground time (with Mr. Jenkins' class) choice of a prize from the 'Surprise Prize Box'

Bonus: If Ricky has a perfect week (5 days, Monday through Friday) by earning all 3 possible stickers each day, he will be able to draw one additional prize from the 'Surprise Prize Box'. Penalty: If Ricky has to be approached by the teacher more than 5 times during a morning period because he is showing distracting behavior, he will lose a chance to earn a 'Classroom Hero' sticker the following day.

The student, Ricky, helped to create this agreement. He understands and agrees to the terms of this behavior contract.

Student Signature: ___________________________________

The teacher, Mrs. Jones, agrees to carry out her part of this agreement. Ricky will receive stickers when he fulfills his daily behavioral goals of completing homework and class work, and will also be allowed to collect his reward when he has earned enough stickers for it. The teacher will also be sure that Ricky gets his bonus prize if he earns it..

Teacher Signature: ___________________________________

The parent(s) of Ricky agree to check over his homework assignments each evening

to make sure that he completes them. They will also ask Ricky daily about his work completion and behavior at school. The parent(s) will provide Ricky with daily encouragement to achieve his behavior contract goals. In addition, the parent(s) will sign Ricky's 'Classroom Hero' chart each time that he brings it home with 12 stickers on it.

Parent Signature: ___________________________________

Classroom Discipline Narrative

I believe that this plan of action for discipline in my classroom supports my philosophy and allows my

students to look at themselves and the actions that they are doing and decide for themselves if they are

making good choices for themselves as students, and as a part of my classroom community.

The agenda marks hold each student accountable everyday for getting their agenda signed, doing their

homework, being prepared and keeping them on task and responsible for their own daily actions.

Allowing the students to get a couple marks in a week I believe is important because I believe it is

important to recognize the fact that no one is perfect and that I should not expect my students to be

absolutely perfect every week of the year—if I did that I would be setting myself, and my class up for

failure.

Having simple behavioral reminders for the students I believe is important because sometimes just the

threat of an impending consequence is all the students need to get back on track. If a student requires

2-3 behavioral reminders for the same thing during a short period of time then it is now time for that

student to get a little harder consequence to hopefully prevent the reoccurring of their distracting

action(s). Sometimes just a little note in the student’s agenda or a quick email home is warranted if the

student had a bit of a rough day, but nothing too terribly serious. They are not perfect and they are not

always going to have a good day and I have to be understanding about that. If students are repeat

offenders throughout the week and the same thing over and over again it is then time for us to sit down

and figure out a better plan of action in order to best help the student be successful in school and in my

classroom.

Student contracts, letters home to parents from me, and letters home to parents from the offending

student are strategies that I believe will be helpful in redirecting student’s behavior and giving them the

proper motivation to conduct themselves in the proper manner while they are in my classroom. With

the student contracts the student is able to provide a reward they will receive once they correct their

behavior for a certain amount of time—we could just be working on correcting one issue or there could

be multiple ones—these are completed in a way that is going to provide the best result for the student.

Then the student (who helps the student create the contract) will sign it saying that they agree to work

towards the things that we agreed on. Then I, the teacher sign it, agreeing to carry out my part of the

contract and then the student gets a parent to sign the contract as well saying that they agree to help

and make sure that their child is doing what he needs to do in order to be successful in my classroom. A

student is much more likely to know the things that are going to motivate them to work and do well;

however, if they are unable to follow the contract that they have created they may lose the opportunity

to be a part of the creating of their contract. Every time a student contract goes home, an

accompanying letter to the parent will go home explaining everything in more detail as far as the

behavior that we are trying to correct and how we came to the agreements on the contract and all those

details that parents are going to want to know.

There are going to be some things that I will need an administrators help with as far behavioral

problems and the easiest thing for me to do is to be prepared and know what things I am going to need

to immediately send or take the student(s) to the office so that they can address the problem and help

me know and understand how to best take of the problem. They will then either address the problem

completely or give me suggestions or guidance on what to do with/for the student to help them be

successful.

First Day Plans

It’s the first day of school and there is so much to do and go over—so many first impressions to make!

Here is what my first day of school lessons and activities will include.

7:30-8:00 Students arrive- read letter* from last year’s student’s and then can complete a back

to school word search.

*for first year of teaching the student’s will read a letter from me

8:00-8:30 Begin unpacking and labeling students supplies

8:30-9:00 Students get to know me sheet. Students will tell the class their name and two facts

about themselves. I will also tell them all about me and allow the students to get to

know me at this time.

9:00-9:30 Guess who get acquainted game

9:30-10:00 Bathroom break and snack time. While the students eat I will read them a book called

It Looked like Spilt Milk by Charles Show

10:00-10:30 Understanding that everybody is different activity that goes along with the story.

10:30-11:00 What kind of teacher do you want activity and what kind of classmate activity.

11:00-11:30 Continue unpacking and collect all things that are extra and put them away. Begin

going over rules and procedures.

11:30-12:00 Continue going over rules, procedures and expectations.

12:00-12:30 Recess outside

12:30-1:00 Lunch

1:00-1:30 Time Capsule Activity

1:30-2:00 Go over paper work that has to be returned tomorrow

2:00-2:30 Pack-up and dismiss

**student arrival time, dismissal, lunch and recess times all dependent on school schedule**

The Letter: The students will read the letter from the previous year’s students so that they are

immediately able to feel like they are not alone. This will also provide them with first hand advice, tips,

funny stories, warnings and such to help the students get an idea of what they should expect from being

in my class.

Get to Know Me Activity: I will first start this activity out by showing them a short power point about

myself. I will show them pictures of my husband and my dogs and tell them where I went to school. I

will tell them how many siblings I have and where I was raised. I will also tell them two interesting facts

about myself. They will each get a worksheet asking them the same types of questions about

themselves. There will also be questions asking them about how they learn best and what kinds of

things help them the most. Each student will then each take their turn and say their name and then tell

two facts that they want the class to know about themselves. This will lead us directly into the Guess

who game.

Guess Who Get Acquainted Game: For this game the students become detectives. Each student will get

an index card and they will record 4 clues about themselves (neither one that they presented earlier).

At the bottom of the card they can sign it with a secret name. I will then collect the cards and shuffle

them really good. I will pass the cards out randomly and challenge everyone to find out whose card they

have. This is an excellent way to learn more things about each of the students and a great way for the

students to see who they have things in common with and who they may want to get to know—or even

learn something about someone they already knew!

It Looked Like Spilt Milk Activity: This activity is to stress how we are all individuals and may all see the

same thing differently. Since we are a school family, this is ok. Before I read this story I talk about how

our experiences shape us and help mold us into who we are. We all have different schema (like to

introduce the word here). Then I read aloud the story and ask if anyone has ever seen a picture in the

clouds and tried to show someone else and the other person couldn't see it? This is because we are

individuals with different schemas. Then I share a piece of paper with one squiggle line, I tell them if I

could add more to the picture I would see a roller coaster ride with flags all around it and people

screaming. Then I ask others to share what they see. Finally students are each given a page and asked

to draw what they see. I encourage using LOTS of color and taking their tie. These will be immediately

glued on to construction paper and hung up in the hall. This is a great way for the students to learn and

understand that each student in their own class is different and that there can be different answers or

responses to the same problem. http://stellar-students.blogspot.com/2013/08/first-day-of-

school-lessons-plans.html

What Kind of Teacher do You Want Activity: At this time I will ask the students what some qualities

they look for in a good teacher. We will create a list that the students suggest or desire to have in what

they think is a good teacher. The list will be posted in the classroom for the year. This helps the

students understand that I am at school to help them learn and that I want to make the classroom as

inviting and helpful as I possibly can for each of them.

What Kind of Classmate do you Want: In this activity the students will again create a list of traits that

they desire their classmates to have. We will create a list and again the list will be posted around the

classroom for the entire year for the students to go back and reference throughout the year if they need

too. By doing this all the students know what kind of standards their classmates are going to hold them

to and they know the things that they expect from each other. If necessary I will add a couple if I feel

the students miss any key qualities.

Going over classroom procedures: Going over the classroom rules, procedures and expectations is done

in the middle of the day so that the students have time to settle back in to the routine of school and get

themselves situated. As a class, we are also a little bit more comfortable with each other and starting to

feel like we know each other.

Time Capsule Activity: For this activity the students will write 5 things that they hope for, 5 things that

they have already accomplished and 5 things that they hope to accomplish. Students will decorate their

page and will add a photo of themselves from their first day of school. I will hide the time capsule

somewhere in the classroom and then on the last day of school we will open it and read what we wrote

and see how we with accomplishing our goals for the year. We will also be able to see how much each

student has grown based on their picture from the first of the year. This allows the students to set goals

and to have something that they are striving for each and every day that they are in my classroom. This

will allow the students to judge their own personal growth over the year and hold them accountable for

meeting their goals and their own expectations.

*****Throughout the first day of school I try to mix up the serious stuff with the get-to-know-you stuff

so that the students don’t get completely overwhelmed on the first day. These are all things that I

believe will help the students get readjusted to being in school and things that will help them

understand the community that is going to be in my classroom.

Some optional first day activities or activities to use throughout the rest of the first week include:

Name Glyph Activity

Name Bingo

I AM activity

Journaling about the first couple days of school

26 Questions

Scavenger Hunt

Do a self portrait

Class Puzzle

Dear Me Letter

Resources

Free Printables-- http://www.elementary-teacher-resources.com/free_printables.html

Educational videos-- http://studyjams.scholastic.com/studyjams/index.htm

Printables, Powerpoints, videos, lessons-- https://www.teacherspayteachers.com/

Random Group Assigner-- http://aschool.us/random/random-pair.php

For students who always want to tattle—create a tattle log…any student who is tattling can just write it

in the book

Student Contracts-- http://www.pbisworld.com/tier-2/behavior-contract/

Classroom Management Tips-- http://everydaylife.globalpost.com/effective-discipline-practices-

elementary-school-8485.html

Anything I could really ever need-- https://www.pinterest.com/

Rubric Maker-- http://rubistar.4teachers.org/index.php

Educational Videos--

http://www.discoveryeducation.com//?ref=streaming&returnUrl=http%3A%2F%2Fstreaming.discovery

education.com%2Findex.cfm

More Educational Videos, quizzes, etc-- https://www.brainpop.com/

Substitute Book-- https://www.teacherspayteachers.com/Product/Substitute-Info-Flipbook-Editable-

Flip-Book-1433224

Printables & lesson ideas-- http://www.scholastic.com/teachers/teaching-resources

Holiday lesson plan ideas-- http://atozteacherstuff.com/