Mr.

Abbotts Classroom Management Plan

A Teacher affects eternity; he can never tell where his influence stops. Henry B. Adams
Joshua Abbott 04/18/2012

Table of Contents
Table of Contents.1 Management Plan: The Overview..2 Part 1: Classroom Organization..3 A. Physical (See Appendix A for Classroom Layout).....3 B. Operational5 1. Daily, and Center Procedures..5 2. Attendance, and Morning Procedures5 3. Record Keeping6 4. New Student(s), and First Day of School..6 5. Classroom Cleaning...7 6. Displaying Student Work...7 Part 2: Behavioral Policies, and Professional Ethic..8 A. General Rules8 B. Positive Behavior...9 C. Negative Behavior.9 D. Expectations for all Students...11 E. Personal, and Professional Ethic...11 1. Students.11 2. For Myself/Other Teachers...11 Part 3: Classroom Procedures, and Routines.....12 A. Student Sharing Presenting..12 B. Room Helper..12 C. Homework and Paper Collecting..13 D. Free Time.13 E. Newsletter/Announcements...14 F. Bathroom Pass..14 G. Dismissal/Lining up..14 H. Specials..15 I. Field Trips...15 J. Differentiation Policy...16 1. Motivation16
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K. Parental Communication.......16 1. Parent Conferences....17 References...18 Appendix A..

Management Plan: The Overview

As a teacher, we need a plan. Without even a slight glimpse of a plan, we are planning to fail (Wong, 2009). This management plan is designed as a template for my classroom. The topics addressed in the plan range from classroom design, to behavior (both positive and negative), and even how students will get new pencils when theirs are no longer useable. The items included in this management plan will assist my students, as well as myself in having a classroom that runs smoothly and effectively. This management plan incorporates many aspects that are adaptable across grade levels. One of the key features of this plan is that the ideas, and plans expressed, and reflected upon, can be changed, or adapted each year as students, and potentially grade level changes. Ideas can be added, or removed year to year. This management plan reflects my belief in what I think will best benefit my students. It will help create the best environment for them to learn and grow in. It is my belief that the way a classroom is arranged, from its physical set up, to its routines and procedures, are what create an enriching environment. I strongly believe every student has the ability to learn; it is the job of the teacher to help make that a reality by providing all the support, and tools we can. If the items included in this plan are utilized, established and designed in an appropriate, and meaningful way, students have a much better chance at success in their learning.

Learning is finding out what we already know. Doing is demonstrating that you know it. Teaching is reminding others that they know just as well as you. [We] are all learners, doers, and teachers Richard Bach

Part 1: Classroom Organization

A. Physical
My classroom has been designed to reflect a typical elementary classroom and what I feel will make my classroom run as smoothly as possible. I have designed it to make sure I created the best learning experience I could for my students as well as myself. I wanted to be sure to minimize distractions and prevent areas where my students were not in my sight at all times. My desk is located in the front of the room with my back to the wall to ensure that I have a view of all my students and the entire room, and vice versa while sitting at my desk. On my desk I have the classroom phone so students will not be tempted to play with the phone and, if needed, a student can use it in more privacy as it will be away from desks and areas students will be in on a regular basis. The filing cabinet is by my desk as it is for my use to store numerous materials from student information to assignments, worksheets and other resources for the school year. The student desks are located in the middle of the room away from the distractions of shelves, storage and other temptations. Each is positioned to ensure that no students back is to the front of the room allowing each student to see the front board and be focused more easily on their work. The positions allow for all students to easily see the Smartboard and the bulletin board where our daily schedule will be displayed as well as the weeks classroom helpers. The desks are in groups of four so during partner or group work time it will be easy for students to quickly pair up. Having these items here is to enable that all students can see them clearly from their desks or most anywhere in the room. There is also adequate room between the first desks and the front of the room so the Elmo, and T.V. will not interfere with students abilities to see the board, or T.V. monitor, when in use. The computer center is in the front of the room and by my desk so I can easily monitor what students are doing when on the computers. Also, in the front of the room they are easily visible from all parts of the room so if a volunteer, helpers or I are around the room, the computers can still be monitored. The resource center is a storage shelf where students can access work, and resources for math (such as math games, and calculators, science and social studies as the resource storage at this center holds materials for all these subjects. It is located in the back of the room away from the students desks to, again, eliminate distractions. The bulletin board at the resource work center will include math and science equations, vocab and 3

important concepts as well as a map of the United States and a World map, again to provide students with more resources to help complete work and master concepts. Also in the back of the room there will be a table for group work and guided reading. This is near my desk and again away from other students desks to eliminate distractions and to keep them semi-secluded from other areas so work can be the main focus here. All our storage and shelving will also be along the back wall of the room. This is to keep all of our stored materials, such as writing and art supplies, guided reading materials in one area, away from students learning spaces and in an area were it is visible from all areas of the room so what occurs there can be monitored. There is also our classroom library located here so students can choose their books, but it is separated from their desks so they do not become distracted at looking at the books during work times, as well, it is in a place easily visible from all areas of he room so students can be monitored and made sure they are not there wasting time. The classroom library, independent reading books, will be separated by reading level, to assist students in picking the books that fit their abilities best. The storage areas are along the wall they are as it prevents from creating areas where students wouldnt be visible to me at all times. Above our storage areas, there will be cabinets above for more storage space. The outer parts of the cabinets will also be utilized as a place for students birthdays to be displayed, as well as some informational charts, calendars, or other items of the sorts. Our class meeting area is by our room dry erase board. This is our meeting area mainly as we will utilize the dry erase board for our large group readings and will allow for us to write questions, vocabulary and other important ideas during our readings or class meetings. Students lockers will be out in the hallway, however each student will have a mailbox in the classroom. Next to the mailboxes will be a table where attendance jars will be located (see Attendance), as well as the pencil jars (see Classroom Cleaning). These are along the side wall, and will consist of mailboxes for each student where they will be bale to store take home materials as well as have a place to put their independent reading books. Alongside these mailboxes, at the front corner, is where our class Elmo and T.V. will be stored. These will be on rolling carts and will be in this corner to minimize and area for students to hide and by being here they are easily accessible when they are needed for use. The windows are behind my desk and our storage areas. This allows for the windows to still be utilized, allow light into the room, however it is so students wouldnt be tempted to work right by the windows and look out them. Also, so they wont be able to have their desks there for the same reason. Mainly, it is to minimize distractions of what is happening on the other side of the window. My classroom is designed the way it is to prevent as few distractions for my students as possible. It is also designed in a way that students, helpers, and myself can see the front of the room and one another from anywhere in the room, so contact is never lost. Adequate moving area was also applied to ensure everyone in the room could get around the room freely with few hazards, and it was created so there were no areas where students could hide or not be seen. Ultimately, I designed

my room to create a positive learning environment for my students as well as myself.

Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin

B. Operational
1. Daily and Center Procedures: Each school day can run as smoothly as possible based on a routine that students will be familiarized with. Students will know that our daily schedule will be posted on our front bulletin board. Every night before leaving I will post the next days schedule, such as what specials will be occurring (Huegel, 2012). This will help me make sure I do not forget to change the schedule. This will allow for students to know what we will be doing each day in class. It will also let students know when using our work centers will occur, during subjects such as math, science and social studies. When it comes time to work on our set subject areas, students will know what they should be working on as the task will both be told directly to them, as well as written on the front board. Along with our daily schedule, I will post the names of the students who can use our centers/work stations for the day. Only two names for the computer center, four for the resource work center, and four for the group-work table. These names will change on a daily basis allowing all students the chance to use these areas. The students who can these centers will be subject to change based on behavior, needs of other students, and depending on the activities we will be doing. The resource storage area is available to all students at all times during work times, but first, students will need to complete their other work (see Free Time section). 2. Attendance and Morning procedures: Located by student mailboxes there will be a cut out chart that will hold clothespins with each students name on them. When students come into the classroom for the day, they will move their clothespins from the part of the cut out marked home to either hot or cold lunch, depending on which lunch they will be having for the day (Wong, 2009). They will then head to their desks and begin their morning work. This process allows me to walk over to the cut out and see which clothes pins have not been moved from the home section of the chart. I will always do a face to name check to ensure any student whose clothespin is still on home did not just forget to move their clothespin and that they are truly absent for the day. This will help eliminate distracting students from their morning work and will keep them on task.

For morning work, I will either have the objective written on the front board or have laid out an activity on each desk to prepare students for the day, and to get them into the school mindset. These tasks will be curriculum based, meaning they will be related to a lesson we did the previous day in class, allowing students to refresh their minds on their past knowledge. After the morning bell has rung and school announcements have commenced, we will go through our classroom announcements, and students will begin finishing up their morning work, and we will begin our school day. 3. Record Keeping: For record keeping I will record assignments in a three-line grading book. This will allow me adequate room to record student information. It will be broken up by student, then by subject, and then also by date (Marzano, 2003). I will also keep grades recorded on a computer grading system, either one set up by the school/district, or another online grade system. I know the possibility of losing one or the other is probable so if I use both grade books I will be more prepared for a worse case scenario. Grades will be assigned based on either the traditional letter grade system (percentages decided by school and myself), or will be based on the grade system of the school, and/or district. I will also keep a portfolio for each students work, collecting samples throughout the school year. These portfolios will include activities and assessments from each unit and subject incorporating items from pre, during, and post unit work. This will allow for students, families, and myself to keep track of student progress throughout the year which will help keep track of benchmarks for each student, further helping to find areas students may be struggling in and need more assistance, or where students are excelling and need to be challenged further. 4. New Student(s), and First Day of School: Prior to the first day of school I will plan on mailing a letter home to my perspective students and their families. This letter will introduce myself and welcome them to my classroom. I will be sure to include how excited I am for the year, and how truly wonderful I think the year will be. The letter will let families know that I will be most welcome to volunteers coming in to help in the class throughout the year. Along with the letter, I will include a supplies list, as well as dates for events such as conferences, open house, etc. This will be dependent upon if the school or district has already done so or not. On the first day of class I will greet each of my students outside of our door welcoming them all with a warm, friendly smile and a positive attitude, allowing them to see how excited I am for this year to begin. I will have already placed their names on their desks, hallway lockers and classroom cubbies prior to the first day of school; most likely his will be done by open house. This will help ensure students know exactly where they are to be seated, store their things, and prevent 6

unnecessary movement around the classroom. I will be sure to have begun to learn their names prior to the first day, but will have them all known quickly as this creates a sense of belonging and unity in our classroom. It also helps make students feel important, which is a vital key to a successful learning environment. As we begin our first day I will introduce myself to the class, including what I look forward to this year, and other positive things to help students feel comfortable in the classroom that let them know we are going to have an outstanding year together. I will also explain how each day I will either have written a morning activity on the front board, or will have put an activity on their desks to be completed as they arrive. I will then explain how we will do attendance, where our daily schedule can be found. We will then discuss our classroom rules. As our day progresses we will go over and practice other routines such as line ups, hallway behaviors. All our learned procedures from the first day will be practiced each day and can be modified, and re-practiced as needed as the year progresses. For new students who enter the class during the year I will be sure to have materials ready for them. While preparing for the first day of school, I will be sure to create three to five separate collections of necessary and important items for students, such as, name tags for desks, writing journals, math books, birthday displays, and name tags for lockers, etc. (Taylor, 2012). I will also include the handouts from the first day of school, such as classroom rules, in these collections. Then when our new student joins us, their necessary materials will already be together and ready to go when they arrive. Before starting the new students first day, I will go over the rules and expectations for our classroom with them. This will be done while other students are doing their morning work. Also, just as I did for my other students, I will be sure to learn their names quickly to help them feel welcomed and a part of our classroom dynamic right from the beginning. 5. Classroom Cleaning: During the first days of school the class and myself will go over how the classroom should look. We will go over expectations and procedures for keeping the classroom clean and manageable. Students will know that their desks need to be organized so they can quickly find pens, pencils, books, and notebooks. Students will understand that desks need to be straightened, chairs pushed in and all materials off the floors, and tops of desks, unless said otherwise, before they leave each day. We will also cover how at the end of the day before students can be dismissed to gather their belongings to go home we will have a two minute clean up time, where students will have two minutes to clean up and straighten up desks, chairs, clear the floor of paper and other items. At the end of cleanup, students will need to check their pencils. If students have unusable/unsharpened pencils, they will putt hem in the sad pencil jar. They will then take a new pencil form the happy pencil jar (these pencils will be sharpened, and ready for use) (Huegel, 2012). These jars can be accessed throughout the day when students need a proper pencil to use. They will know when in need, to get up, and swap pencils without disrupting their classmates, as this routine is one that will 7

also be practiced so it too becomes apart of daily behavior. It will be a general understanding that classroom organization and cleanliness is a classroom responsibility, making all students, as well as myself, equally responsible for our classroom looking clean and organized, creating a classroom focused on equality and shared responsibilities. 6. Displaying Student Work: In my classroom, student work and projects will be displayed throughout the classroom. We will also display some pieces in our hallway space to utilize all available space efficiently. Students will be told in advance when a project or assignment will be displayed so they can be sure it is their best work. Displaying students work in our classroom and in our hall space allows for us to showcase the excellent work and time students put into their projects. Displaying student work gives the classroom that feeling of unity and comfort for students. Seeing their work displayed lets them know they are doing a great job. It also shows, and further creates, the feeling of a positive learning environment. It showcases the learning that is taking place within our classroom, and it gives students a feeling of pride to see their stuff displayed for everyone to see.

Part 2. Behavioral Policies, and Professional Ethics

A. General Rules:
There will be 3-5 classroom rules, and they will be located in an area that ensures they can be quickly and easily, memorized by the students (Wong, 2009). A method talked about, and implemented in many schools, is all grade level teachers meeting before the first day of school and creating an agreeable set of rules for each classroom in that particular grade level. This would help ensure student accountability of the rules as all classes will follow the same, or very similar, rules and each teacher will know, and be aware of these rules. This will help increase students following these rules, as will as shared responsibility across grade level teachers, and all their students (Wong, 2009). On the first day of school a copy of the rules will be given to each student for their personal reference. These rules will be verbally discussed, and referred to periodically during the first week of school to ensure our classroom will run as smoothly as possible throughout the year. Discussing, and practicing classroom rules throughout year will be implemented as the need arises, to make sure all students continue to follow the rules. The following will be the general classroom rules. General Classroom Rules: Respect each others space, property, and ideas Eyes and ears on the person talking

Raise hands to talk/share Quick, and quiet transitions

As a class, we will go over the classroom rules, and discuss why these rules are important in our classroom. After going over our classroom rules, we will then discuss school-wide and district-wide rules. Again, students will also receive a copy of these rules as well to keep for their personal records. After, each student will be given another copy of the rules, this time with a place to sign their names. This will be each students contract that establishes they know the rules, agree to follow these rules, and are aware of the consequences of breaking the rules. Our general classroom rules will be changed if needed, or if new rules arise. All rules, (classroom, school, and district-wide) will be reviewed as needed. Classroom, school-wide, and district-wide rules will be sent home with students so that parents/guardians are also aware of the rules their students are expected to abide by. The school office will also receive a list of our classroom rules prior to the first day of school so they know our rules as well. These steps will ensure all parties involved with students are aware of all rules, holding all parties equally responsible

B. Positive Behavior:
In my classroom, positive behavior will be rewarded as often as possible. I believe that by doing this, it not only encourages students to follow the rules, it also helps discourage unwanted behaviors in our classroom. The policy for receiving rewards for behavior will, like all other things, be discussed, and thoroughly explained during the first day or week of school and will be revisited and explained as needed. Rewards will be broken down into three earning categories: individual, by pods (desk groups), and as a whole class. Individual rewards will be given to students who are following all classroom rules, using their time wisely, and doing what is asked of them and overall setting a positive example for the rest of the class. Individual student rewards will be signature cards (signature being mine). When students have completed an entire signature card they will be eligible for a special reward such as a free homework pass, as well as numerous other options that can be changed as the need arises. Pod rewards will be given to the groups who have a tidy space, the entire group is following directions, doing what is asked of them; again setting that excellent example for the other groups in the classroom on what they should be doing/behaving. Pod rewards will be distributed same as individual rewards: all students in the pod will earn a signature on their signature cards. Finally, classroom rewards. The classroom reward system will be given based on the marble jar system (Beisser, 2012). When the entire class is, for example, working silently and on task, I would add one or two marbles from the storage jar into the rewards jar. The classroom rewards will also be earnable in specials, through compliments on hallway, recess, lunch behavior, and compliments from other teachers. Once the jar is full, the nearest Friday will be our classs reward day. These rewards will be voted on by the students, and is subject to change based on reward ideas from students and resource availability, school/district rules, and

guidelines. Some examples for class rewards would be: 15 extra minutes at recess, free time, bring electronics day, or a full reading day. The rewards, and points systems are changeable based on students and the rewards are changeable based on ideas and resources available.

They may forget what you said but they will never forget how you made them feel. Carol Buchner

C. Negative Behavior:
Negative behavior will have consequences within our classroom, as well as school-wide consequences. After we have gone over the general classroom rules, as well as the school-wide, and district-wide rules, we will go over the consequences for breaking these rules. For breaking classroom rules we will have two different consequences depending on the severity of the infraction. During the first week of school students will be introduced to the behavioral chart in the classroom. This chart will consist of several different behavioral levels: Good Work!, Warning, Time Out, Office (last strike). Students names will be written on clothespins, which will be attached to this chart. Students will move their clothespins, when instructed, if their behavior changes. For example, at the beginning of the day all students clothespins will start at the Good Work! Level. Then, if Johnny starts distracting his classmates, and it escalates to the point where multiple students are affected, I would say Johnny, please go move your name down. Johnny would then move his clothespin to the warning level. This process will become routine, as it will be practiced, and discussed early on in the school year and then as needed throughout (Huegel, 2012). Consequences are dependent upon the unwanted behavior and are subject to change based on the infractions severity. All issues, if possible, will be dealt with in the classroom or by phone calls/meeting with guardians before being sent to the principals office. The office will be a last resort, unless the behavior is severely repetitive or the behavior is severe enough (Wong, 2009). It will also be covered that certain behaviors, or actions, will result in automatic meetings with parents, myself, and/or principal without moving their clothespin. Some examples of these consequences include fighting on and off the playground, fighting in the classroom, inappropriate touching, inappropriate word uses (dependent upon the severity of these), and disrespecting teachers, principals, and other faculty members. Recess disputes will be handled similar to in class behavioral issues. Once inside from recess, the students involved in the issue, will be talked to both individually, and as a group. Consequences will then be issued as stated above. Depending on the severity of the incident, the consequence will be formatted to match said issue (ex. Fighting results in students being automatically sent to the principals office). Tardiness and absences will be dealt with based on school/district policies. After their first warning, the issue will be brought to the attention of the parents through 10

email or a phone call home. If this continues, it will be brought to the attention of the office, and detention, or time sitting in the office, may be a possibility. If this is a possibility, the student will do class work/homework while there to ensure they stay caught up on their work. Students who are distracting others or are not completing their homework will be subject to the same consequences as above. If students continue to distract others with their work, they will be subject to miss five minutes of their recess time. If they continue to distract, students can lose up to their entire recess time for that day. If a student continuously does not complete their homework or class work, they will stay inside from recess to complete it. If it continues, the student and I will meet to talk about why they are not doing their work. If the issue still continues, a phone call/email will be sent home to let the parents know their student is not completing their necessary work. All rules, consequences, and rewards will be equally applied and used with all students. Certain consequences will be based on the situation and will be evaluated as such (Marzano, 2003). Rules and consequences will be adapted to best suit student safety, learning, and to prevent unwanted behaviors, and distractions. Other consequences can and will be put in play to ensure the best learning environment for all students. Lessons will not be interrupted to discipline a student, I will simply say, clothespin (name) and they will know what to do and what is expected of them to do. If this does not work and the student continues their misbehavior or they fail to move their clothespin, the consequences will increase. Students will be aware of this as this routine will be discussed, and practiced. Each consequence will be situational. Every student knows the rules and consequences so they make their own choice to break the rule(s) and will accept the consequences for their choices.

D. Expectations for all Students

I will have high expectations for my students. Regardless of abilities, past experiences, and backgrounds, each student can and will succeed in multiple aspects and in content knowledge. I will be sure to consistently remind my students of my high expectations I know they can achieve. This will show them I care about each and every one of them, and their success. These expectations will also then relate to their belief in themselves, and they are more likely to fulfill these expectations.

Once children learn how to learn, nothing is going to narrow their mind. The essence of teaching is to make learning contagious, to have one idea spark another. Marva Collins

E. Personal and Professional Ethics

1. Students: I will follow all classroom, school, and district rules just as I expect my students too. I will be a positive example and model the expected behavior for my students. 11

This will show my students I believe in the rules and expectations and that I stand behind these expectations. Student tardiness will not be accepted. If it is a continuous issue, action will be taken to address it, such as a note home, or meeting with parents. Cheating will result in the assignment/test, etc. being taken away immediately. I will have a zero tolerance policy for cheating. A note will also be sent home letting the parents know of the incident. The note will then need to be returned with a signature. I will have a zero tolerance policy for bullying in my classroom. Action will be taken immediately if an issue of bullying arises. Consequences will be dependent upon the severity of the bullying done. 2. For Myself/Other Teachers I will stand behind my principal and schools decisions. I will follow all school and classroom rules and procedures just as I expect my students to do. Lounge gossip, or any type of gossip, will not be tolerated. If a professional, and myself do not see eye to eye, professionally or personally, I will act in a professional manner where mutual respect will be shown/given. I will be sure that these differences or feelings do not interfere with my role as a teacher or my beliefs as an educator. These feelings/beliefs will not interfere with my work ethic, and my ability to work with that individual, as being an educator is first and foremost my highest priority.

Part 3. Classroom Routines and Procedures

Classroom procedures and routines assist in making the school day run as smoothly and efficiently as possible. The classroom routines and procedures will be modeled and discussed, periodically over the first few days, and weeks of school. Routines, and procedures will be practiced and discussed after the first days and weeks of school as necessary to ensure that students are continuously following and utilizing the routines efficiently and effectively. The routines and procedures are designed to eliminate unnecessary disruptions during the day.

A. Student SharingPresenting
Student sharing will occur in the front of the room, the same area where I will do a large majority of teaching. This will help set an equal staging area between when I present/teach and when other students/peers present. Prior to the first time students present to their peers we will discuss the procedures/guidelines for presenting. It will be discuss how our classroom rules apply during presenting times. For example, being respectful of others. This will be one of the key classroom rules we discuss, and implement during presenting/sharing times.

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Ideally, students will present or share either a project, piece of work they are working on, or something they have learned, a minimum of once a unit, sometimes more, depending upon the unit and what we are working on. During these times, the standard student consequences will be in effect to help ensure all students are truly following classroom rules and creating a safe, open environment where all students feel comfortable presenting/sharing.

B. Room Helpers
Classroom jobs (room helpers) will be fully utilized. Located next to our daily schedule will be a poster with every students name on it. Clothespins will be clipped onto this chart next to a students name with a designated job on it. At the end of the week (Friday before I leave for the week), the clothespins will be moved to the next student down on the list. For example, if Sally has the Line Leader clothespin next to her name, she will be line leader for that week. At the end of the week the clothespin will be moved to the next student down, and they will be next weeks line leader (Huegel, 2012). Classroom jobs will consist of: line leader, librarian, messenger, paper passer/collector, materials/center supervisor and schedule checker. This method for room helpers will ensure that each student has several chances to have classroom jobs throughout the school year. More jobs can be added as needed, based on need, and/or students and classroom for said year.

C. Homework and Paper Collecting

On the table by my desk there will be a homework turn in bin. This bin will be divided to include individual slots for math, science/social studies, writing, and reading. For any assignments, either homework or in class, students will turn in these assignments into the respective bins based on the assignment. Any time an assignment is not in the homework turn in bin by the end of the day the assignment will be counted as late. The first time, I will simply remind the student that their assignment was late as it was not in the bin (this may have been they simply forgot). However, if it happens again a note will be sent home to parents letting them know their student has missed two assignments. These forms will require a parent signature and will need to be returned to me by the next day. If the issue persists, a phone call, or email home, may be needed, or a parent meeting depending upon if the late assignments become a reoccurring issue. For passing out papers, the paper passer (job) student will assist me, as needed, when papers are needed to be passed out during class time.

D. Free Time
When students finish their tasks for a certain time frame, I will have posted on the front room board several other items that need to be accomplished (these may be cross-content). If all of these items are completed in full, students will then proceed to independently reading their individual book. Another option instead of 13

reading is students can work on activities for the subject specific center (if we are working on math, students can work on an activity from the math center; same for science, or social studies; see above for specific center procedures). For example, if we are working on math, and a student finishes early, they will look to the front board where there will be several other items written, such as math work, writing assignment. Once these two items are completed, the student will then proceed to reading their independent reading book until we move on to our next part of our schedule. The schedule routine/procedure will be taught (explained, and modeled) daily during the first weeks of school. This will help ensure that the routine for our schedule and what is expected becomes second nature to students and they will be able to think for themselves on what they should be doing next during these items. Practicing these procedures will take a little bit of time but soon after students will have made this a natural part and understanding of their daily schedule and routine.

E. Newsletter/Announcements
We will begin each day by listening to the school-wide announcements. We will then discuss any announcements specific to our classroom for that day. Each Friday I will send newsletters home with students to alert parents of the upcoming weeks events, special assignments or projects students will be doing or turning in. These newsletters will also always include my email address and phone number so parents will periodically have this information in case they have misplaced it. A note from me will accompany this saying I am always available and happy to answer questions or listen to, and address concerns. At the beginning of the week, I will begin our classes by telling students what events and assignments/projects are coming up or due this week (this information to students will match the newsletter sent home to parents). I will periodically throughout the week remind students of these events and deadlines as they approach.

F. Bathroom Pass
Students will become familiar early on in the school year with the bathroom procedures. Students will be expected to use the restroom and drinking fountain after lunch/recess, prior to special classes (physical education, music, etc.) and before school starts. Bathroom passes will be located on the wall next to the door so if needed students can grab the bathroom passes. Before students leave to use the restroom/drinking fountain, they will be expected to either tell me they are leaving for the restroom if I am free from group work or if I am busy at the time they will need to simply show me the pass, wait for my acknowledgment (a simple nod) before leaving (Huegel, 2012). Bathroom passes routines will be practiced and utilized on the first day of school, and practiced and discussed as needed throughout the year. The Bathroom passes will be simple ruler like items so students will be less likely to loose them and so everyone can see the writing on them. Passes will have my name, room number, and either Boys or Girls bathrooms pass written on them. 14

G. Dismissals/Lining Up
Our daily schedule will always be posted in the front of the room where all students can see (see Morning Procedures). Students will always know the order of the days events, such as when lunch, recess, and specials will be occurring. When being dismissed to line up for any of the above, students will be called to line up either by pods or students individually based on who are demonstrating positive behavioral choices. Once all students are lined up facing forward, towards the door, in a single file line, keeping their voices off, and have their hands to themselves; the line leader for the week will then take us to our destination (Taylor, 2012). If students, once in line or while lining up, are not demonstrating they are ready to proceed to our next location, such as being far too noisy, I will say lets try that again, please and all students will return to their seats and we will try lining up again in the appropriate manner discussed and practiced on the first days of school. Lining up will be a routine practiced and discussed on the first days of school. This will allow for transitions from our classroom to other locations will occur as fast and smoothly all year. Practice of lining up will occur as necessary. It will also be know, through rehearsal, that students are not allowed to line up without my permission or the permission of another teacher. It will also be know that the bell does not dismiss students at the end of the day, but I will. Again, practicing these procedures will occur as much as necessary so that lining up and dismissals become a part of each students daily school routine early on in the school year.

H. Specials
Specials will be set up based on the schools schedule system. As stated above, I will be sure to change our daily schedule each day before I leave, so I will not forget to do so in the morning. When in specials, students will be expected to follow the same classroom rules, and behaviors that they would when in our room. Students will also abide by school rules when in specials, and in the halls, again, just as if we were in our classroom. Students will also follow our lining up procedure when going to, and from specials, (see Dismissal/Lining Up section above).

I. Field Trips
Permission slips for field trips will be sent home approximately a month prior to the field trip. The permission slips will include all the information necessary for parents such as when, where, time, costs (if applicable), and any items students will need for the field trip. There will also be a parent volunteer form attached. This form will ask if parents are willing, or able, to volunteer as a chaperone on our field trip. This will allow for adequate time for parents to respond with, or without, permission for their student to attend, and for parents to sign up as a volunteer, if desired. Permission slips, and volunteer forms, will need to be returned no later than three days prior to the field trip (this can

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change depending on the field trip, school, or district). This time frame will help account for head counts, space availability, and for forming field trip groups. If payment is a concern for a student, I will be sure to work with the school to set up a payment option/fund for the student so they can attend the field trip. The student, or parent, will have to provide me with a signed permission slip, and a note or some form of contact, addressing the financial need one week prior to the field trip. This option will be dependent upon the field trip or school/district guidelines for field trips and payments. When on our field trip students will be expected to behave as they would when in our school, by following both school and classroom rules. Field trip expectations will be covered prior to the field trip as well as the day of the field trip. These expectations will be covered prior to each field trip. Students will be told that they are being models for our school and we know they will be on their best behavior and set a positive, high standing examples for our school and for themselves.

J. Differentiation Policy
Students who have either special needs or medical needs will be provided the necessary tools and assistance to ensure they are able to succeed and excel in the classroom. These students may be assigned with a classroom friend, who will (for example) help assist them in reading/understanding directions. Utilizing the available school resources to best assist these students will also be used. For example, using a speech pathologist, or the ELL teacher, are just two examples, or sources, to use for help, or to gain ideas on how to best assist students. Students who are either gifted or struggling learners will also receive accommodated work/assignments. They will not be given more or less work, but work that is tailored to their needs. For example, if a student excels in learning laws in social studies when we learn about amendments, that student may then have to provide a detailed explanation why that amendment was necessary to the law. For my gifted learners, I can provide them with more challenging work, not more work. I will provide them the challenges they need to continue to grow, and learn. For struggling learners providing them with the support they need to excel in the classroom. This will be dependent upon each students needs, but will always come down to what will help them learn the content best. This can be as simple as a graphic organizer when taking notes, or giving them the option to choose how they would like to present their material for a project. Motivation: Apart of my differentiation policy will be concerning student motivation. Everyone has their days when they are not in the best mood. I will be sure to create the environment where students will feel comfortable telling me what may be bothering them and is preventing them from wanting to do their work. This could be either verbally, or as a written note between them and myself. I will then be sure to address the issue to the best of my abilities to help encourage, and enable them to do their schoolwork. 16

Differentiation will be utilized for all students classroom-wide. It will be dependent upon each individuals needs and by subject or project

Fair is not everybody getting the same thingsFair is everybody getting what they need to be successful Unknown

K. Parent Communication
As mentioned previously, a parent newsletter will be sent home on Fridays of each week letting parents know about the coming weeks events, projects, activities, etc. Again, my contact information will always be included in every newsletter. Special items will be included in newsletters several weeks in advance so parents/guardians can respond or acquire necessary items in a timely fashion or with questions, comments, or concerns. Some of these items would include conferences, field trips (accompanied with a permission slip), and school supplies (specialized to an upcoming unit, or in the welcome newsletter prior to the first day of school). I will also provide additional means of communication to accommodate for all parents, such as emails or phone calls. If a newsletter, or other means of communication, has been sent home and no response was received (when needed), I will be sure to send another form home. This would only be crucial for conferences, supplies, or field trips. I will always be sure to include a message at the end of each newsletter encouraging parents to contact me if they need more specific information, clarification, or again, have concerns, or need assistance of any kind. Parent Teacher Conferences: Conferences will be prepared for throughout the school year. Each student will help me in compiling their work into their portfolios. Students will have a role in selecting both pieces of their best and maybe work that needed some improvement when compiling their portfolios for conferences. I will also include students grades. I will be able to show them the three-line grade book, which will allow parents to see scores, as well as missed assignments. Attendance information (if absences, or tardiness are a recurring concern) and benchmarks/standards information for the student will be provided as well. I will compile grades, absences, and standards, and students will compile their own work samples (with guidance by myself, if needed). I will also keep the students parent/guardian information in their portfolios so I can address them by name.

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References

Wong, H., & Wong, R. (2009). The first days of school: how to be an effective teacher. (4th ed.). Mountain View, CA: Harry K. Wong Publications. Marzano, R. J., Marzano, J., & Pickering, D. (2003). Classroom management that works, research-based strategies for every teacher. Association for Supervision & Curriculum Development. Dr. Sally Beisser. PhD, Drake University Education Professor, Des Moines, IA Mrs. Lindsay Taylor, 5th grade elementary school teacher, Waukee School District, Des Moines, IA Mrs. Jen Huegel, 4th grade elementary school teacher, Des Moines Public School District, Des Moines, IA

Quotes, and Pictures:

http://www.accreditedonlinecolleges.com/blog/2010/75-inspirationaleducational-quotes-for-the-classroom/ http://www.egcsd.org/currweb/childrens_search_engine.php http://www.clipartpal.com/clipart_pd/education/school1.html http://sharepoint.naschools.net/roosevelt/lwhitlock/default.aspx

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