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Mrs. Hymas Classroom Management Plan

PREAMBLE

Strength lies in differences, not in similarities. --Stephen Covey In my classroom each learner is unique and special. They each contribute to the success of everyones learning experience. It is a collective group of people with different points of view that lead to inquiry and research. In order for this inclusive environment to generate quality work it is essential that the foundation be built on trust. Trust building in the first several weeks should include building a team and a community of caring. Trust builds in efficiency. If you know you can rely on people to get the work done, things move along quickly. It is essential that each learner feel a sense of belonging and purpose. The procedures in my classroom will set them up for success through challenges that are appropriate for them culturally, developmentally, and most important of all, academically. Goals are the foundation of my classroom and trusting ourselves to know what to do!

Table of Contents
PREAMBLE ..................................................................................... 1 Introduction to my classroom management plan ......................................... 4 Classroom Management Plan Hierarchy ................................................... 5 Teacher Role My Responsibilities in the Classroom ..................................... 5
Managing student work and Grading: ................................................................................ 5 Correcting Homework ....................................................................................................... 6 Assignments & Homework ................................................................................................ 6 Acknowledgement of Students Success ............................................................................... 7 Student of the Week .......................................................................................................... 7 Progress Reports/SEPS ..................................................................................................... 7 Helping with Special Circumstances (IEP and 504s) .......................................................... 8 Nomination Process for Team Leaders ............................................................................... 8 Team Leader Roles ............................................................................................................ 9

Team Leader Roles (A Prevention Strategy)............................................... 8

Class-wide Roles ................................................................................ 9

Students in the Listening Position ...................................................................................... 9 Learning Plans (Noble, 2013) ........................................................................................... 10 Beginning of Week .......................................................................................................... 10 End of Week ........................................................................................................................... 10 Teachers Assistant .......................................................................................................... 10 Mail Person ..................................................................................................................... 10 Phone Person .................................................................................................................. 11 Floor Monitor ................................................................................................................. 11 Clip Monitor ................................................................................................................... 11 Birthday Person ............................................................................................................... 11 Pledge Leader .................................................................................................................. 11 Equipment Monitor ......................................................................................................... 11 Lunch Monitor ................................................................................................................ 11 Librarian ......................................................................................................................... 11

All procedures need to be ................................................................. 12 The First Days of School More Procedures to Teach ................................ 12
Welcoming Students ........................................................................................................ 12 Table Points .................................................................................................................... 13 Entering the Classroom.................................................................................................... 13 Beginning the School Day ................................................................................................ 13 Self Start (15 Minutes) ..................................................................................................... 13 Student will be expected to: ....................................................................................................... 13 Transitions ...................................................................................................................... 14 Learning Centers ............................................................................................................. 14 Pulling Small Groups Procedure during Centers ............................................................... 15 Class Meeting Format and Procedure (Held on Mondays for 25 Minutes) ......................... 16

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Cooperative Learning ...................................................................................................... 17 If you Are Absent Procedure ............................................................................................ 17 Asking a Question ........................................................................................................... 17 Indicating Whether or Not You Understand ..................................................................... 17 Maintaining Notebooks ................................................................................................... 17 Leaving the Classroom .................................................................................................... 17 Lining Up Procedure ....................................................................................................... 18 A Good Line ................................................................................................................... 18 Walking the Line ............................................................................................................. 18 Attendance ...................................................................................................................... 18 When you are late ........................................................................................................ 18 When someone knocks or enters the classroom................................................................. 18 When you need help or a conference ................................................................................ 18 An emergency Alert ......................................................................................................... 18 End of Day Dismissal ...................................................................................................... 19 Read Aloud ..................................................................................................................... 19 Mail Box ......................................................................................................................... 19 Dismissal to other Activities ............................................................................................. 19 Transitions ...................................................................................................................... 20 Whole Brain Power Teaching Techniques (Biffle, 2008) .................................................... 20 Listening and Responding to Questions ............................................................................ 20

Attention Getters ............................................................................. 21

Hands and Eyes ...................................................................................................................... 21 Listening position ............................................................................................................ 21 Class? ................................................................................................................................. 21 Ready to Rock? ............................................................................................................ 21 I Phrase the Question, Clap a sequence and say TEACH! (Biffle, 2008) ......................... 21 I say,Hands on top, that means students say, STOP! .................................................. 21

Interventions ................................................................................... 22
One-on-one conversations with students ........................................................................... 22 Parent Conference in regard to Interventions (Mackenzie Ed.D. & Stanzione M.A., 2010) 22 I will follow these guidelines when working with parents or guardians: ............................. 22 Consequences .................................................................................................................. 23 Contracts ......................................................................................................................... 23

Works Cited .................................................................................... 24

Introduction to my classroom management plan

During my student teaching year I have spent a great deal of my time observing my site teacher and reading books in order to formulate this plan. This plan is still in progress as I will develop more procedures throughout the school year as the need arises. If I were to connect with one theorist outline in Building Classroom Discipline I would have to agree with William Glasser. It is through choices that students learn good habits and as teachers we should be rethinking how we use boss management and lean towards lead management in the classroom (pg. 191,Charles, 2013). I plan to provide opportunities to lead my students rather than command their learning, and I have set up a hierarchy that places much of the responsibility on my students in the classroom. I have also listed some whole brain (Biffle, 2008) techniques that were adopted by my site teacher and that have come to make the classroom an exciting place to be. I believe that the classroom that I am currently teaching in, is high quality as it embraces many of the principles that Glasser would suggest. I embrace the seven connecting habits of caring, listening, supporting, respecting, encouraging, trusting and negotiating differences that are listed on page 196 (Charles, 2013). These key ideas will help my students as they move throughout the year to become independent thinkers.

Classroom Management Plan Hierarchy Teacher Role My Responsibilities in the Classroom

My role as the educator is to facilitate learning and provide my students with engaging lessons. I am also a leader as I am in charge of: 1. POSTING SCHEDULE & IMPLEMENTING THE DAILY PLAN . In this role I will provide a schedule on the wall in a pocket chart that can be quickly changed at the close of the day. Students will be directed to this pocket chart as needed and explicitly taught its importance in understanding what they will need to look forward to each day. i. Short Weeks and Short days will be handled according to the school and grade level I am teaching. Inasmuch as possible, the regular weekly schedule will be followed as the first day will serve as a Monday and the last day will function as normal Friday. ii. Indoor Recess- I will provide games and independent reading time for students. 1. Students will: a. Play games with a soft indoor voice. b. Attend to classroom rules. Homework will be posted on the white board each day. I will write any assigned homework in the same place each day on the board for students to copy into their Learning Plan. 2. WORK WITH GRADE LEVEL TEACHERS: It is my responsibility to work with my grade level and plan with them each week. We will find time to try to coordinate field trips and projects that will impact the entire grade level in order to provide consistency across all grade levels. 3. TEACH : I will come prepared to teach my students each with lesson plans that are thoughtfully planned and carried out according to the core curriculum standards outlined by my state and district. I will write content objectives on the board for students to be aware of the goal at hand. 4. GRADING : It is in inevitable that I will be grading papers daily. I have a procedure that will help me do this with fidelity and efficiency.

Managing student work and Grading:

Items that will be collected will be: If it is not something I want to review, then I should not assign it. This philosophy helps eliminate non-essential work. The Self-Start will be collected from time to time in order to keep students motivated to work hard when they come. This will not be announced ahead of time, as I would like to know who is intrinsically motivated to complete their work.

6 Daily Math Homework that has been corrected by the students. Written Assignments Rough, Revised Drafts, and Final Drafts. English Language Arts packets from Basal. Notes from Home. Friday Letters. Any assignment that I plan to provide effective feedback or use for assessment of learning. Interim assessments will be used to assess achievement. I will correct homework while students are at specials or during times when I am not teaching. My goal is to get work corrected, provide effective feedback, and stamp it with encouraging words as promptly as possible. I am going to strive to hand back completed work within 1-2 days of receiving it. Late work will be docked 10% per day. Points for assignments will be determined on whether they are formative or summative in nature. o Formative assessments and assignments will count less towards the final grade but will be assigned more often. o Summative assessments or assignments will be worth more points on the grade but will be at designated interims with ample notification being provided to students. Rubrics: rubrics will be reserved for writing and larger projects (mostly). If appropriate, students should help create the rubric on the smart board. I will share a printed copy or display it on the projector to share the expectations with the students during work time. Long term written assignments will be kept in a binder as a portfolio for students to share with parents and students. This binder should demonstrate the students progress with writing over time and serve as a way to encourage their writing.

Correcting Homework

Assignments & Homework

Students will receive procedural, declarative, and conditional knowledge on all assignments. Once an assignment is given it will be written on the board so that students may write it on their weekly learning plan. This will be updated daily and students are expected to be responsible for writing it down. Homework is returned on the following day, and if the assignment is long term it will have a DUE DATE. Student will need to have the assignment written on the learning plan or the learning plan will not be signed the teacher.

Acknowledgement of Students Success

In order for my classroom to be a place where students feel successful I will acknowledge their accomplishment. My procedures for this will be: NOTECARDS: Each week I will highlight 5 students by writing a notecard to them that will be placed in their personal mailbox. I will acknowledge academic, social, and classroom contributions that led to a better learning environment. BONUS OR SCHOOL WIDE POSITIVE REINFORCER: Students who continually model for other classmates the learning position, walking down halls, using excellent answering skills, positive behaviors, timely completion of assignments, and following school wide rules may receive a bonus on an individual basis based on observations. This will be handled intermittently and at my discretion. THANK YOU CARDS: whenever my students or their parents I will remember to write a thank you card for that item give me something. This is modeling for my students that we should have gratitude and how we show gratitude in social circles. CLASSROOM STORE : Students may present their Bonus at preset increments for redemption on classroom supplies such as: o Pencils o Dry erase markers o Erasers o Pencil Sharpeners o Highlighters

Student of the Week

A new student each week will be highlighted on a bulletin board for students to learn about them as people. I will place a picture of the student on the board with things they like and special interests they may have.

Progress Reports/SEPS
A letter will be sent out to parents that will outline the times I can visit with them. I will prepare a folder of notable work for each student with a cover page of recent test scores and grades. This is also a time when I will ask my students to leave their writing portfolio out for parents to look at on the day we have an appointment. I will also list positive comments on this sheet to share with the parent and their students. SEPs should last no more than 15 minutes per family unless arrangements have been made. If a parent misses an appointment I will call them following day to see if we can reschedule.

Helping with Special Circumstances (IEP and 504s)

My classroom will have students who have special situations where they may need a tailored experience. I will work with parents to provide an optimal learning situation for their child according to a 504, IEP, or anything that can be reasonably accommodated. For example, this may include: Seating arrangement Extra time during certain activities to complete work. Adjusted length on written or math assignments. Bathroom breaks Notes from a classmate may be copied if needed and at the permission of that student and their parent. o After school tutoring or working one-on-one with students who need it. o I will provide a challenge for those who are early finishers. I will have packets set up if I see that a student is complete all work early and needs something to continually work on. o o o o o

Team Leader Roles (A Prevention Strategy)

In my classroom it will be essential to identify early on the leaders in my classroom. It is important to note that not all students want to be a leader or possess innate qualities that lend them to roles of leadership. Leadership is developed in those who exude a propensity and desire to be a leader. I will address this is in the first weeks of school that I am looking for leadership in those who wish to do so. I will look for students who model for to the students and judiciously help others attain success at their tables. I will announce to the students that I will be looking for:

Nomination Process for Team Leaders

o Teacher will keep track of table points to see where leadership is strong. Tables will be assessed throughout the first 5-6 weeks until there is strong evidence of leadership at table. o I will work hard to see who is really helping their table as they gather papers and transition their tables to the next activity. o I will announce who is a team leader for a temporary time period to see how they do. o Assistant team leaders will also fulfill these duties as well. They will also go through a similar process and fill in when team leaders are absent. o ONCE THE TEAM LEADER POSITION IS FILLED IT SHALL REMAIN THE PERSON S JOB FOR THE ENTIRE SCHOOL YEAR UNLESS THEY PROVE THEMSELVES INCAPABLE OF MANAGING THEIR ASSIGNED TABLES . Intervention of Team Leader if needed:

9 o This will be handled by having a private conversation with those that need it and if needed an assistant team leader may assume the role while team leaders reflect on how they need to improve. o Team leaders who are under review may write a reflection if there is a pattern that persists, however the ultimate goal is to keep them in this role for as long as possible.

Team Leader Roles

Keep their table on task. Demonstrate Listening Position continuously to table Get a weekly paycheck or bonus. Collect papers and materials from table and place items in basket for grading, this includes making sure that the papers are going the same direction. o Demonstrate leadership. o Nominated by teacher on a trial basis until position is filled permanently o o o o

Class-wide Roles
The entire class has jobs and roles to play within the classroom. There will be a pocket job chart that will be rotated weekly. Each student in my classroom will have a job for the week. The will perform the job using the honor system meaning that unless a problems arises in our learning environment, there will not be any compensation or method of tracking for that assigned job. One job can be assigned to multiple classmates as there should be a certain amount of overlap, however the jobs will be completed, as they are needed during certain parts of the day. Jobs are assigned on Mondays and it is the students responsibility to look at the job chart and adjust accordingly. I will rotate each name every Friday before I leave the classroom to go home.

Students in the Listening Position

o o o o Sit up tall. Have their eyes forward. Place hands in front of them read to work. Have feet that are quiet.

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Learning Plans (Noble, 2013)

Daily Procedure between teacher, student and parent. i. Each week students will get a learning plan from the basket near the mail area on Monday. ii. The learning plan will contain places for all homework and goal for the week: Monday Math ELA Writing Science & Social Studies Learning Goal: Tuesday Wednesday Thursday Friday

Progress:

Progress:

Progress:

Progress:

Progress:

Teachers Initials Parents Initials

Beginning of Week
Students will be responsible for getting a learning plan for the week, checking to see what job they have, and getting to work on the self-start. End of Week Students will turn in completed learning plans and the Friday Letter before getting started on their self-start.

Teachers Assistant

This person will be assigned to one person. They will be the person that helps with classroom materials, as I need them. Students will be shown where and what materials are needed when asked for.

Mail Person
We will have mailboxes in our classroom that are alphabetical and labeled for each student in the classroom. A mail person will sort graded work, homework

11 worksheets, and handouts into each mailbox every day when it is time to cleanup. There will be multiple people who will assist with this job, as it can be timeconsuming.

Phone Person
This person will be expected to answer the phone if I am teaching or working with students. They will answer, Mrs. Hymas classroom, how may I assist you? If I am with a student they will take a message.

Floor Monitor
This person is to make sure that floor is free of trash, pencil shavings, and anything that should be put away. There will be more than one floor monitor and this job is completed at the end of the day when it is time to cleanup.

Clip Monitor
In my classroom I will have a behavior chart that will be color-coded and have a clip with each students name attached to it. This chart will serve as three-tiered system that will be used in extreme cases of misbehavior. Many schools use this method as a disciplinary plan. Green means that the student is doing well and is on task, yellow is a first warning and red is a note home. The notes home will be a reflection that the student will get from a basket located in the classroom. This is not part of the clip monitors job description, however it is important to note as a procedure.

Birthday Person
The birthday person will check the birthday calendar each week and notify me, the teacher, who is to be celebrated. I will prepare a birthday card for the class to sign and then present it to the person who is having a birthday.

Pledge Leader
This person will be called to the front of the class and will ask the students to rise and say the Pledge of Allegiance.

Equipment Monitor
This may be job for more than one student and requires them to check out equipment to students using a clipboard with a list. Students will this job will make sure that all equipment is collected after recess as well pump up balls when needed. They will track and maintain all recess equipment.

Lunch Monitor
This is a two-person job. Students will gather the lunch basket with lunches from home and carry it to the lunchroom. They will also return the basket before going to recess once lunch has been eaten.

Librarian
This person will make sure that library is always looking nice at the end of the day. They will straighten and put books back on the shelf. This can be assigned to more than one person. It is completed at the end of the day during cleanup.

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More Prevention Strategies & Procedures that need to be taught

All procedures need to be
(Page 175,Wong & Wong, 2009) Taught State, explain, model, and demonstrate the procedure. Rehearsed Rehearse and practice the procedure under your supervision. Reinforced Remind Experience Practice Do everything until it becomes a habit.

The First Days of School More Procedures to Teach

Welcoming Students
I will have a welcome banner and all the desks will be labeled with names and supplies at hand. o I will go over what my expectations are with the supplies. o I will stress how they will come each day prepared to learn. o I will tell them that they get one pencil to start the new school year and it will be up to them to earn the next one by earning a bonus. o Talk about procedures for pencil sharpening, absences, being late, beginning the day. o I will begin by introducing myself with my pillowcase ! I will have a few items that show them my interests and personality. ! Students will be invited to bring their own pillowcase in for the next few days. It will be assigned as homework. ! Bean Bag Toss Game Take turns sharing o Topics ! Sports

13 ! ! ! ! Hobbies Colors Foods Things they did over summer.

o I will explain that our classroom will be a place to give and receive love. I will go over our class meeting routine and introduce the first character trait of the week that the class will be focused on. This will also be a time to introduce learning plans (See above). I will tell them that this will be a place where they will be successful. o This is another extension to our class meeting. We will talk about daily goals and setting long-term goals.

Table Points
Each table made up of 5-6 students will be listed on the board with a team number. This list of team will acquire points throughout the day for following procedures and displaying cooperative learning. The team with the most points at the end of each day will be first to line-up for every activity on the following day.

Everyday Procedures
Entering the Classroom
Students are expected to enter the classroom each day ready to work. They will begin by getting their self-start and quietly going to their seat to begin. If they complete their work early they will be expected to read a book silently at their seat. Students should be seated the entire time

Beginning the School Day

Procedures will be handled the same way each school day with the exception of Monday and Friday where additional procedures will take place. Short weeks will be handled according to what day begins the week and what day ends the week. It will be important that each of the daily procedures are handled consistently and efficiently as they impact a students progress.

Self Start (15 Minutes)

A basket will be placed by the entrance where the students walk-in. In this basket will be grammar, math, or review of material that has been taught. Student will be expected to: Come in quietly and pick up a self-start and sit at their desk as they complete the questions. Attendance will be taken at this time. Table Points will be assessed based on how quietly and quickly each table is working.

14 o When most students are near completion the self-start will be displayed on the ELMO overhead. o Students will be called on to share their answers or to come to the front of the class to demonstrate how they arrived at their answer. o This time can be used to reinforce important grammar, math, or content that has been covered in class.

Transitions
Students will be given 1-2 Minute cues to prepare and countdowns as needed to get them to the next item on the agenda. Table points are assessed at this times and team leaders will be expected to help their team in this process. I will cue them in time increments of 1 minute, 30 seconds, 15 Seconds and so on. This is done with attention to announcing what I expect to see at those points until I get complete class room compliance. If a student is not completely ready by the time the countdown is complete they may in extreme cases need to move their clip on the classroom clip system discussed below. I will always scan the room looking for the class to be in a position to move on.

Learning Centers
The expectation once each center is learned is that students are working quietly and not interrupting me at my table. I will ring the bell every 10-12 minutes and have the students stand-up, shake it out, thumbs-up I was on task the entire time, thumbs to the side I was on-task most of the time. You have 30 seconds to move the next center. I will use a countdown of 30, 15, and 10 seconds until I see that everyone is in his or her center and on-task. There will be 5 rotations with efficient and timely transitions. Learning centers will be introduced during the first weeks of school. Students will be introduced to them during the English Language Arts portion of the school day. We will begin with one center at a time until it is mastered. This will be done using a timer and building stamina. I will create a classroom poster of the center that has been introduced to be paced on the wall. I will have the students help me list important dos and donts on the posters that will serve as reminders for the rest of the year. I will set the timer beginning at one minute and working up to 20 minutes in order to prepare them for the time when they will be expected to perform each center for 20 minutes at a time. 1. EEKK- (Elbow, Elbow, Knee, Knee). Students will be sitting with a partner as they read from their assigned

15 story for the week and sit with their elbows and knees together. Students will also be expected to ask and answer questions with their partner. If there are only three team members during this center it is acceptable to have a group of three students working together.

2. Read To- Self (Students will read independently). Students will be expected to read a book quietly in their seat and build enough stamina to read without a break in concentration for the set time. This should be done without any voices. 3. Listening Center- Students will be shown how to use the player and how to carefully care for the equipment. I will select a story each week for them to listen and follow along with in their books. If students are not reading the main story all the way through during independent read, then it may necessary to use the listening center to assist with this or give them something completely different to read. 4. Independent Work Time During Centers- I will prepare weekly packets that assist students with reading comprehension, grammar, sentence writing, and English Language skills. This will compliment what has been taught and learned in class. The expectation in this center is that students will work quietly at their table groups while completing their individual packets. 5. Writing- each week I will give a writing lesson Thursday that will outline what the students will work in their writing center the following week. I will focus on one of the 6-traitsa. Ideas and Content b. Voice c. Sentence Fluency d. Word Choice e. Fluency f. Organization

Pulling Small Groups Procedure during Centers

16 My groups will be formed after evaluating the class over the first few weeks of school. I will get to know my students first. I will assess them using the reading scored from DAZE, individual reading conferences, and listening to each student read. This will be done by ability and labeled by color. I will try to make 5 distinct reading groups as well as assess students who may need extra help with other content areas. I will pull groups during my centers or English Language Arts block. I will follow this procedure using groups: Red= Intensive, Green= Emergent, Blue=On Grade Level, Purple=Above Grade Level, Orange= (Adv.) Above Grade Level needing Challenge, White=Other Student who need help in content areas. Groups will rotate depending on time and each block represents 10-minute intervals. Monday Intensive Individuals Emergent OGL Above GL Advanced Tuesday Intensive Intensive Emergent Emergent On GL Individuals Wednesday Intensive Intensive Emergent Emergent Above GL Individuals Thursday Intensive Individuals Emergent Individuals On GL Individuals Friday Intensive Intensive Emergent Individuals Above GL Advanced

Class Meeting Format and Procedure (Held on Mondays for 25 Minutes)

Adapted from Student Teaching Observation (Noble, 2013) 1. LEARNING PLANS- Give students time to fill out their learning plans with a goal in mind for the week. 2. Have each student share his or her individual GOAL. (Look for tables that are ready and begin with that table). 3. Think and ASSESS THE GOALS those students come up with. Are they part of their long-term goal form earlier in the year? 4. CHARACTER TRAIT- Review last weeks character trait and have students share when they have seen other students exemplifying this trait. Give them enough time to share out. I will have character trait posters that I will hold up each week that list the definition for the students. 5. Introduce NEW CHARACTER TRAIT. Give examples of what this might look and sound like. Have students share their own examples they might look for. 6. Talk about ways that you can incorporate it in the classroom. 7. CLASSROOM ISSUESa. What have we improved upon? b. What could we continue to work on? c. Vote on ways to help with the issues.

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Cooperative Learning
The first days of school will be days where we will discuss what working together should look like. Will give examples and non-examples of cooperative group work. I will also talk about the team leader and assistant team leader roles. I will tell the students that I will be looking at tables to see where this happening. We will have table points listed on the board. I will assess tables that are working together well. I will make statements like: I notice that table ___ is in listening position and ready to go. I notice that table ___ has their books out ready to read. I notice that table ___ has their packets our and pencils ready.

If you Are Absent Procedure

Students who are absent will need to follow-up with me on the day of their return. They will have one week to make up any missing work. After a week if it is late there will be a 10% reduction in the points for every day that it is late. Long-term absences will be handled on a case-by-case basis with a parent meeting.

Asking a Question
Students should raise their hands if they have a question during class. Questions that are not related to the lesson at-hand should be done during recess or after school. If a student is asking a question that is not at the appropriate time or that can be handled by asking a fellow classmate then I will say, How could you solve your problem? Or is this the appropriate time to be asking?

Indicating Whether or Not You Understand

My students will use a thumbs up, thumbs to the side, or thumbs down to indicate what they know or are confused with. It will be important to use this throughout the day to check for understanding.

Maintaining Notebooks
Students will be expected to keep notebooks neat and free from any unnecessary writing. I will stress the importance of using space efficiently and not leaving white space. Notebooks will be handed in periodically and points will be assessed based on length and content in comparison to the class norm. Notebooks will be provided for ELA, Math, Social Studies and Science and their name listed on the front.

Leaving the Classroom

Students who need to leave the classroom will give a hand signal known as the Peace sign and wait for the teacher to give them an okay. The student should use a hall pass to indicate that someone has left the room. Students may leave the room for the bathroom during: Emergencies that are not excessive, meaning that they do not happen because the student wishes to take a break. During centers.

18 Independent work time.

Lining Up Procedure
Students will be given a countdown to get ready for the transition. An announcement of what they are lining up for will be given. Tables will be dismissed according to their points on the board. The table with the highest points from the previous day will always line up first. The table that looks and sounds ready will be dismissed to line up one a time.

A Good Line
The key to this procedure is that it is followed consistently and there is no tolerance for those who are talking to their neighbors or touching another person. Hands are to be clasped behind the back and eyes are forward. Once the line is in this position they are ready to precede.

Walking the Line

Students in my classroom will walk with their hands clasped behind them (unless they are carrying something) and in a straight line. I will model for them and have them practice several times during the first week. I will also require them to make 90 degree turns. I will model and teach this as well. Throughout the year I will reinforce this by saying, I am looking for a straight line with hands behind your back and 90 degree turns. I will use I notice statements as I see students who are modeling this for their class.

Attendance
In my class I will take attendance on the computer silently during the self-start and I will do this by looking around the room five minutes after the final bell has rung.

When you are late

In my class you are considered late after I take attendance and will you will need to check-in at the office. You are to quickly come in and begin working on what the class is doing at the time of your arrival. Any missed work can be given to that student during recess or lunch. This work can be completed during recess.

When someone knocks or enters the classroom

Students are to remain seated. They should not engage with the person unless the teacher is introducing them or if they are the teachers assistant, they can ask them what they need at that time and tell the teacher.

When you need help or a conference

This will be done during recess or after school. Students who need a conference will need to come to me. I can set up an appointment with the parent if needed.

An emergency Alert
Students will line-up according to the abovementioned procedure of lining up and proceed to the meeting spot for the class. Students will be expected to stand in line quietly and proceed. The last student out the door should shut the door after checking behind them to see that no one is in the classroom. This should be done

19 quickly and attendance will be taken at the meeting spot. I will need to grab my student binder and emergency kit before leading my class out of the building. This should be practiced throughout the year and tables assessed upon re-entrance into the classroom.

End of Day Dismissal

Students will be prompted to complete their end-of-day jobs in about 2 minutes. Students will: Clean around desk and get out their learning plans. Fill out their learning plan. Pick up trash. Attend to job if they have one at this time or help others with their jobs. Put chair on desk and be standing behind their desk when the countdown begins.

I will walk around to see that everyone is getting things done and giving cues or reminders as we proceed. I will walk around to each table to sign the learning plan and check that the student has written down all homework from the board and goal progress. Students who not completed their learning plan will not get a signature and will need to look it over before they leave to go home. They can have it signed after the bell rings but it is their responsibility. Tables who are ready are then sent to the carpet for a read-aloud. Points are given for completed learning plans at the end of each week.

Read Aloud
A student will be selected each week to read-aloud at the end of the day to the class. I will decide this as the teacher and the criteria will be that the student displayed reading with expression and fluency during the week. A new student will be selected each week until everyone has had an opportunity to read-aloud. Students will sit quietly at this time to be read to. Side talking will not be permitted and I will monitor how everyone is sitting while the student reads to the class. The mail center may still be active while everyone is listening to the story. When the bell rings, students will be dismissed according to their table points one at a time.

Mail Box
Students will be responsible for checking their mailbox and if they need their learning plan signed, this would a time when learning plans can be signed as well.

Dismissal to other Activities

Students will be dismissed according to table points and looking and sounding like they are ready. Tables will be dismissed one at a time.

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Transitions
All transitions will have a 1-2 minute warning with cues every 30 seconds, 15 seconds, and a countdown from 10 using statements that remind students of what I should be seeing like, 10 seconds, I should be at my desk with my pencil is one example.

Whole Brain Power Teaching Techniques (Biffle, 2008) Listening and Responding to Questions
Students in my classroom will listen and answer questions by raising their hands. I will model for them the format of paraphrasing the answer to my question. They will be expected to respond to Who can tell me with a choral response of I can tell you. This will be done as a way to gage student learning as well as foster oral language skills.

Opening Books
If I want my class to open to page 34 of their book I will say, 34, science book. My class will say 34, science book three times and begin to get our their books or turn to the page. Follow the same timing and reward procedure as above (Biffle, 2008).

Handing in Papers
I say, papers in! My class says Papers in! three times. Everyone snaps several times. The papers are handed in to team leader who stacks them neatly on the table. Follow the same timing and reward procedure as above.

Handing Out Papers

I will say, papers out! and my students say papers out! three times. I will give the team leaders a stack of papers. That student gives it to their table members. No one leaves his or her seat. If a student has extra papers, she slowly waggles the papers over her head. If a student doesnt have a paper, he goes quickly to get one from the paper waggler. All extra papers are handed back in to one student who puts them in a neat stack on your desk. Students give snaps, encouraging each other. (Biffle, 2008).

Sharpening pencils
Pencil sharpeners are wonderful machines for creating chaos in the classroom. Students distract each other on the way to the pencil sharpener, at the pencil sharpener and on the way back. Here is a simple solution (Biffle, 2008). 1. I will have put 100 sharpened pencils in a container. 2. I will put a red sheet of paper on one side of the can, a green sheet of paper on the other side. 3. When the green side faces the class, any student can get up, trade their pencil with a sharpened pencil and sit down. When the red side faces the class, no one can

21 leave their seat to trade a pencil. If students dont have a pencil to trade, they can get a sharpened pencil anyway.

Attention Getters

Hands and Eyes Whenever I want my students to pay close attention to an important point, I will say, "Hands and eyes!" My students should respond with, "hands and eyes!" fold their hands and stare at me intently (Battle, Focuser;hands and eyes, 2013).

Listening position
! ! ! Hand and Eyes (Battle, Focuser;hands and eyes, 2013) I am looking for listening position Eyes forward

Class? I will say "Class?" and see how they respond as a group as they say, Yes. If they are not entirely focused on me I will when they respond, "classity-class-class!" They will respond with, Yessity, Yes-yes and then I will follow up with "hands and eyes!" I will assess tables also during this time to award points for responses (Battle, Focuser;hands and eyes, 2013).

Ready to Rock?
When students are ready, they say, Ready to roll.

I Phrase the Question, Clap a sequence and say TEACH! (Biffle, 2008)
When my students are working through a lesson and I want them to think-pair-share I use this technique and they respond to me with a clap, then they say, OKAY! and they teach each other. I bring them back with, class procedure listed above.

I say,Hands on top, that means students say, STOP!

This is used to end a task where the students are writing.

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Classroom rules
(Battle, Five Classroom Rules, 2013) 1. 2. 3. 4. Raise your hand quickly. Raise you hand for permission to speak. Make smart choices. Keep your dear teacher happy!

Interventions

This should be a last resort an only apply to students who are not able to meet the classroom expectations.

One-on-one conversations with students

In cases where a students is not able to abide by rules and they have moved their clip consistently over the weekly time period it may be time to sit down. Before beginning with a conversation, the student will be asked to write about the situation on piece of paper. This could take 15 minutes or so until the student has calmed down or thought about their actions. This will depend on what recess or break we are in. I will do this privately and without distractions. A brief conversation will take place restating what has been happening and how I might notice how it affects the learning in the classroom will be addressed. A phone call home to the parent requesting a conference will help us head in the right direction. In extreme cases I will use the administrative office as backup support. This means that a behavior has persisted for more than a couple of weeks with no change in behavior. Some problems might be: Refusal to move clip or follow directions repeatedly. Repeated problems at recess or in the lunchroom that have persisted. Angry or emotional outburst in the classroom. Disruptive behavior in the classroom that persists. Violations of school policy. Dangerous or unsafe behavior.

Parent Conference in regard to Interventions (Mackenzie Ed.D. & Stanzione M.A., 2010) I will follow these guidelines when working with parents or guardians:
I will be proactive in that I will be prepared to sit down with them and have information ready.

23 I will set limits on my time. I will not let the meeting exceed an acceptable time limit. I will say, I have 20 minutes and that will be that. We can reschedule if necessary. I will include the child in the conference and show them that we are working as a team to get back on track. I will stay positive and focus on supporting the child. I will keep the conference focused on the task at hand. I will not let it be about items that do not pertain to the issue. I will come prepared to offer solutions to the problems. I will research ideas that are proven to work. I will follow-up after the conference to report and progress or feedback that is useful.

Consequences
All consequences should be logical and practiced with empathy. It is essential that I can communicate this with my students and that I do not destroy the bonds that I have made with my students, (Wilson, 2013). I will use a normal voice when delivering a consequence as I think simply and logically about the situation. I will find something that relates to the behavior and follow through directly. I will use timers for those who waste time. If a student abuses a privilege, they lose the privilege as a consequence of their behavior. If they waste my instructional time, then I will make them stay in for recess. If they are disruptive in class I may ask them to leave the classroom and sit in the hall. I will teach them responsibility by having a classroom rental center that they can give me something from their desk as a fee to rent or buy an item they need.

Contracts
On an individual basis I may have contracts with students who need this type of intervention. I will track its success and conference with the parent on ways to help their child succeed.

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Works Cited

Battle, J. (2013). Five Classroom Rules. Retrieved December 12, 2013, from Whole Brain Teaching: http://www.wholebrainteaching.com/index.php?option=com_k2&view=item&layo ut=item&id=160&Itemid=127 Battle, J. (2013). Focuser;Hands and Eyes. Retrieved December 12, 2013, from Whole Brain Teaching: http://www.wholebrainteaching.com/index.php?option=com_k2&view=item&layo ut=item&id=166&Itemid=126 Biffle, C. (2008, March 4). Whole Brain Teaching: The Basics. Retrieved December 12, 2013, from You Tube: http://www.youtube.com/watch?v=eBeWEgvGm2Y Foxwell. (2012, September 15). First grade in foxwell forest. Retrieved December 12, 2013, from http://foxwellforest.blogspot.com/2012/09/bravo-board-and-couponclassroom.html Mackenzie Ed.D., R. J., & Stanzione M.A., L. (2010). Setting limits in the classroom (Vol. 3rd Edition). New York, New York: Three Rivers Press. Morgan, C. (2013). Mrs. Morgan's Daily Five. Retrieved December 12, 2013, from http://mrs-morgans-class.wikispaces.com/The+Daily+Five: http://1.bp.blogspot.com/vs1425_4bUc/UAxtzvVzTbI/AAAAAAAABsM/MEt_xJxeiu0/s320/EEKK.jpg Noble, B. (2013, August 24). 4th Grade Classroom Teacher- Class Meeting Procedure. SLC, Utah. Wong, H. K., & Wong, R. T. (2009). The first days of school;how to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.