Classroom Community & Safety Plan

Name Christopher N. Okafor

1. My teaching subject area and grade level:

Physics – 11 and 12 grade

2. Attention to procedures. Use a statement to explain your procedural expectation

for each of the following:

a. How are students to signal that they want your attention and help?

Students are instructed to raise their hand if they need attention or help
from the teacher

b. How do you call on students during question and discussion sessions?

I use Cold Calling - calling students by their name then I ask them a
question

c. How and when are students to enter and exit the classroom?

Students are to enter the classroom quietly and exit the classroom the
same way after cleaning around their seat

d. How are students to obtain the materials for instruction?

Materials are laid out on the material table with instructions

e. How are students to store their personal items?

Bookbags are to be stored underneath the table clear of the walkways.

Liquid bottle is to be put underneath the table also.

f. What are the procedures for students going to the drinking fountain or
bathroom?

Every student is given five passes. The teacher has to punch a hole or
sign the paper every time a student wants to exit the room.

g. What are the procedures during class interruptions?

Students are to respect each other by not interrupting each other or the
teacher when he/she is talking.

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 Classroom Community & Safety Plan
Name Christopher N. Okafor

h. What are the procedures for tardies or early dismissal?

Students are required to bring a signed excuse paper why he/she is late
to class. On early dismissal a call must come from the office to release
the student.

i. What are the procedures for turning in homework?

There is assignment basket and students are required to turn in their

homework on the due date to prevent deduction of points for late work.

j. What are the safety procedures for laboratory activities? What

strategies will be used to remind students of the procedures?

Safety procedures are mentioned on every lab writeup. Students are

instructed to pay attention and follow a stipulated procedure to prevent
safety issues. Safety posters are posted around the class walls for more
reinforcement.

k. What are the expectations for communication between

students/students and teacher/students?

Communication between the teacher and students; student to student is

strongly encouraged. My classroom is a caring community where every
student has equal rights.

l. What are the procedures for making transitions during the lesson?

Connect new knowledge and prior knowledge. Identify prior knowledge

of students and use it as a basis for new lessons.

m. How will the teacher deal with inappropriate behavior or procedure

infractions?

The class has agreed on some norms (rules) and consequences. Every
student knows what is acceptable.

n. How will the teacher reward positive behavior?

I reward positive behaviors by allowing the student to listen to his/her

musin with ear bud while doing his/her work.

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o. What responsibilities will the students have for maintaining the physical
environment?

The students are responsible for keeping the classroom safe. Students
are instructed on where to keep their bookbags and to keep the
walkways clear of any objects. Liquid containers are to be tightly
secured to avoid spills. Any piece of paper should be picked off the floor.

p. What procedures will teacher use to redirect inappropriate behavior?

By standing near the student but keep eye contact with other students
Using non-verbal gestures
Making eye contact with the student and pointing on a poster that
depicts redirection.

q. What are procedures for making up work when absent from class?

I have weekly folders and it is the responsibility of the student to pick up

missed work. Also I use Edmodo to post homework and reading
assignments

3. Develop a set routine for students to gain attention and help during class. You can

find some great resources here: http://ict-in-science-

education.wikispaces.com/file/view/Classroom_Management.pdf (p. 3)

1. Raise your hand if you need assistance from the teacher

2. Place index finger over your mouth to signify silence
3. Point to the garbage can to signify cleaning your surroundings
4. Point to a poster to signify a behavior or safety caution
5. Stand by a student that is not on task.

4. List of student behavior expectations that I will present to my class (no more than

five):

Rule 1: Be on time to class

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 Classroom Community & Safety Plan
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Rule 2: Enter the classroom quietly and sit on an assigned seat

Rule 3: Respect everyone and everything around you and speak kindly

Rule 4: Listen attentively and be on task

Rule 5: Take care of classroom and school property, obey the safety
guidelines and procedures

5. Explanation of consequences for broken rules:

First Offense: Receive a warning.

Second Offense: Write a list of solutions for the problem.
Third Offense: Loose phone privilege
Fourth Offense: Write an action plan and make a phone call to parents.
Fifth Offense: Conference with parents and teacher at school.

6. How procedures, rules, or consequences may vary (if at all) according to the
grade level taught or according to any other criteria, such as in team teaching:
Yes, consequences vary by grade level. Severe consequences are meted on high
school students than elementary school kids.

Physical Arrangement and Evacuation

7a. As a teacher, it is essential that you create pathways through the classroom that
are free of potential tripping hazards). Students should have easy access to the
pencil sharpener, trash and recycling bins, computers, and bookshelves.
Describe the physical arrangement of your classroom.
Tables are arranged with enough space to create walkways free of obstructions.
Students are instructed on where to place their bookbags to prevent tripping.

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 Classroom Community & Safety Plan
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7b. What are the two key aspects of evacuation? And why are they important?
Routes and safe assembly area.
Routes are important because it directs the student on how to get to the safe area.
Safe assembly area is a place that the students are safe of any evacuation
incident or event.

Cooperative Learning

8. How will you incorporate the five components of effective cooperative learning in
your science classroom?
1. Positive With positive interdependence, students value collaborating
Interdepende productively, which follows from the conviction that the learning
nce environment permits everyone in the class to succeed. This is
achieved by creating a non-competitive environment.

2. Promotive Group writing assignments and group programming assignments are

Interaction examples of learning structures in which the members of each group
are positively interdependent. Create group assignments and labs

3. Individual An individual believes that she/he cannot receive a satisfactory rating

& Group by riding on the coattails of other members of the group. Individuals
Accountabilit must contribute to the success of the group.
y

4. Social Working effectively together as a team means that I need to

Skills improve my interpersonal skills
Development

5. Group Our team has to reflect on its performance and think together about
Processing how we might improve.

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Equitable Science Education

9. Many classroom management plans focus on being fair to everyone without

acknowledging the diversity in their classrooms. What does equitable science
education look like in your classroom, and what is your plan for negotiating
students’ communities?
Equity in science education requires that all students are provided with equitable
opportunities to learn science and become engaged in science and engineering
practices.

All students have value. Their voices and experiences are important and
necessary for all of the class to move forward. All students are respected and seen
as a valuable part of the classroom community. Lessons and activities are
designed so that all students regardless of ability and experience have the
opportunity to contribute and discover meaning.

Classroom Culture

10. What are some specific considerations for working in urban contexts?
What size is the city? How might this impact the number of areas of the city to
conduct
What is the size of the specific area(s) of interest within the city?
Is the city a capital of a country or of a province/state/district, which may have
additional layers of authority and influence?
Which are the affected population(s)?
Where are they living/accessing services (eg in or out of camps)?
Are populations of interest clustered in specific areas of the city or living across
multiple area(s)