Ete345learningenvironment 2 2

Early Childhood Education: Learning Environment Project
Kalee A, Katelyn T, Mary R, Hailey E and Grecia M

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Tues/Thurs: 3:00-4:15
I. INTRODUCTION & PHILOSOPHY STATEMENT LINKED TO THEORY – (5 pts)
A. Background:
Background:
Our first grade classroom will be in a low income area which would include a diverse
student population including 46% ELL, and 12% of the student body with exceptional needs.
The school is in a small suburb of Chicago where the student to teacher ratio is 24:1. In our
specific class, we have nine ELL students and two students with learning disabilities in reading.
This is a self-contained class, however, there are additional adults which include a push- in/pull
out ESL teacher and a reading specialist to assist when necessary. Typically, the resource
teachers spend 30 minutes in the classroom and pulls the students out for 60 minutes.
B. Philosophy:
Our Beliefs:
1.All students can learn

2.Know students to teach them
3.Families play a huge role and should be include
4.Fun and interactive and differentiated
5.Motivation, enjoy coming to school
6.Family life and school life are connected
7.Learning should be open ended not only curriculum
8.Free to learn in the way that best fits them
9.Family members should be involved
10.Every child wants to learn
11.Teachers teach more than classroom curriculum
12. It’s okay to make mistakes
13. Students should be challenged
C. Our Philosophy Statement

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We believe in using patience and understanding to create a safe environment in which families,
life skills, and mistakes are valued in a community based classroom. We believe that each of
our diverse students have the desire and capability to learn. Our beliefs are grounded on the
theories of Bruner, Vygotsky and Wenger, who all believed in a community of learners who
utilized discovery practices for learning.
II. EXPECTATIONS & CONSEQUENCES – (20 pts.).

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Helpful information for this section: Wong Video Part III – “Discipline & Procedures,” Jones
Chapter 6 – first part (pp. 167-178) & Chapter 8 under Classroom Procedure for Responding to
Defiant Behavior (pp. 297-303).
A.
1. Be kind to one another

Consequence: If you are unkind to a peer or teacher, there will be a discussion
between the two students and the teacher. The unkind student will need to do his or her
best to understand how their actions were unkind. Following this understanding, the
student will be able to chose how he or she would like to apologize. Either in writing,
verbally, or with actions.
2. Treat yourself, others, and all property with respect
Consequence: A lack of respect to yourself, a peer, or a teacher will require that
you fix what you have done. A discussion will take place in order for the student to
understand that their actions were disrespectful and it will be the student’s responsibility
to chose a way in which to remedy the disrespect. For example, apologizing, cleaning
property you have damaged, encouraging yourself after disrespect to yourself, etc.
3. Always give your A+ effort
Consequence (positive): When students show that they are giving their best
effort, a verbal or written praise will be given to that student to acknowledge their hard
work.
Consequence (negative): When students are off task or not focusing on work, a
gentle one word reminder such as “Jimmy, your paper” will be given in order to refocus
the student.
4. Be responsible for your actions, words and materials.

Consequence: Point system for responsible behavior in the hallways, lunchroom
and classroom. Class sets a goal for the number of points they are working towards each
week. Points earned when whole class is behaving responsibility, however points can be
taken away for class acting irresponsible as a whole.
B. Concisely explain how the classroom rules/expectations & consequences support your
philosophy statement and students with exceptional learning needs (ELN) (e.g., behavioral,
emotional such as Bi-Polar, ASD, ADHD, etc.) or may be ELL. Address how the RTI model fits
with the expectations and consequences established in your classroom.
Our philosophy is centered around the inclusion of all students to ensure an education that is
best fit for each student. Our classroom rules embody the characteristics needed for creating a
positive classroom environment. By promoting kindness and respect to others and oneself, we
are laying the foundation for tolerance which in turn promotes responsibility. The consequences
are not so excessive that they intimidate the students, but rather address the issues head-on
and allow students to evaluate their actions. Our consequences are grounded in Rudolf Dreikurs
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Social Discipline Model which recognizes that humans are decision making creatures, all
behaviours serve a purpose to the child, and that the basic goal of behaviors is to belong. The
first Tier of RTI screens all students that are at risk for failing. These students are taught
effective learning strategies that can promote differentiation, taking responsibility and being kind
to each other. Tier 2 focuses on small group learning which will attend to all the needs of the
students. Students will give their A+ effort and be supported with verbal praise. Tier 3 will be
used to help struggling students who need more one-on-one attention to focus on the different
rules and regulations of the classroom.
C. Develop a plan for crisis intervention of situations where you may be required to address
more aggressive, defiant, and violent behaviors (pp. 297-303).
On the first days of school, it’s important to establish the procedures. The teachers in the
classroom will look for warning signs that start the aggressive behaviors. These signs may
include: “when the student looks upset, talking under their breathe or they are disengaged”
(Jones 301). Our plan will include:
1We will decide if we need to engage in this situation
Discuss the matter calmly and in a private setting
a. Have supportive nonverbal behavior that is calming to the student such as
engaging in active listening behaviors
Show empathy and acknowledge the students feelings.
b. Ask the student to identify how they are feeling, what happened and how they
plan to solve the situation
c. If the student does not have the words to verbalize their feelings offer them
some: “Your clenched fists and tears tell me that you might be angry right now”
d. Accept the students feelings, if they are angry let them know it is okay to be
angry
Address the expectations and consequences in a positive way
e. For example, “I know you are angry right now, but I expect you to tell me using
your words, not by hitting or kicking”
Give the student options on how to solve the situation in a calm and collective manner
f. Give choices and positive consequences
g. Choice example: “Mary and Katelyn I can’t focus well on my reading when you
are talking during silent reading time. You two can decide to have your
conversation after quiet time or pick a new place to read where you’ll be less
tempted to talk so that you can enjoy your book more”
Tell the student what you expect them to do
h. It’s okay to be angry but I expect you to express your feelings with your words
not by hitting or kicking.
Have the students take a break
i. Run an errand
j. Read a book or work on a puzzle in a location that they will be able to cool down
k. Use the tools in the sensory cool down area
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List strategies students can resort to if the problem cannot be resolved:

l. Identify and validate their feelings
m. Discuss how their feelings impacts their peers
n. Ask them to identify and describe a better way to manage their behavior if the
situation happens again
o. Keep them included in the classroom
D. Prepare materials/handouts, for administration, parents, teacher aids, other collaborating

teachers, students, and classroom posting.
● Expectations and consequences are written out on a poster that will be displayed in our
classroom
● Each student will receive two copies of the expectations and consequences
○ One will go home to their parents, the other will be glued to their desk
● We will give the office a copy of our plan in case a student is sent down there
● Each additional adult in our classroom will have a copy of the expectations and
consequences
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To tape on the student's desk or inside folder:
Our Classroom Rules

2. Treat yourself, others and all property with respect
4. Be responsible for your words, actions and materials
X___________________________________________________________________
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Materials; A copy of this will be sent home to the parents, kept with supporting teachers and
kept in the office in case of emergencies.

Consequence: If you are being unkind to a peer or teacher, there will be a
discussion between the two students and the teacher. The unkind student will need to do
his or her best to understand how their actions were unkind. Following this
understanding, the student will be able to chose how he or she would like to apologize.
Either in writing, verbally, or with actions.
2. Treat yourself, others, and all property with respect
Consequence: A lack of respect to yourself, a peer, or a teacher will require that
you to fix what you have done. A discussion will take place in order for the student to
understand that their actions were disrespectful and it will be the student’s responsibility
to chose a way in which to remedy the disrespect. For example, apologizing, cleaning
property you have damaged, encouraging yourself after disrespect to yourself, etc.
Consequence (positive): When students show that they are giving their best
effort, a verbal or written praise will be given to that student to acknowledge their hard
work.
Consequence (negative): When students are off task or not focusing on work, a
gentle one word reminder such as “Jimmy, your paper” will be given in order to refocus
the student.
4. Be responsible for your actions, words and materials.

Consequence: Point system for responsible behavior in the hallways, lunchroom
and classroom. Class sets a goal for the number of points they are working towards each
week. Points earned when whole class is behaving responsibility, however points can be
taken away for class acting irresponsible as a whole.
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Plan:
On the first days of school, it’s important to establish the procedures. The teachers in the
classroom will look for warning signs that start the aggressive behaviors. These signs may
include: “when the student looks upset, talking under their breathe or they are disengaged”
(Jones 301). Our plan will include:
1. We will decide if we need to engage in this situation
2. Discuss the matter calmly and in a private setting
a. Have supportive nonverbal behavior that is calming to the student such as
engaging in active listening behaviors
3. Show empathy and acknowledge the students feelings.
Ask the student to identify how they are feeling, what happened and how they plan to
solve the situation
a. If the student does not have the words to verbalize their feelings offer them
some: “Your clenched fists and tears tell me that you might be angry right now”
b. Accept the students feelings, if they are angry let them know it is okay to be
angry
4. Address the expectations and consequences in a positive way
c.For example, “I know you are angry right now, but I expect you to tell me using your
words, not by hitting or kicking”
5. Give the student options on how to solve the situation in a calm and collective manner
a. Give choices and positive consequences
Choice example: “Mary and Katelyn I can’t focus well on my reading when you are
talking during silent reading time. You two can decide to have your conversation after
quiet time or pick a new place to read where you’ll be less tempted to talk so that you
can enjoy your book more”
6.Tell the student what you expect them to do
a. It’s okay to be angry but I expect you to express your feelings with your words
not by hitting or kicking.
7. Have the students take a break
a. Run an errand
b. Read a book or work on a puzzle in a location that they will be able to cool down
c. Use the tools in the sensory cool down area
List strategies students can resort to if the problem cannot be resolved:
a. Identify and validate their feelings
b. Discuss how their feelings impacts their peers
c. Ask them to identify and describe a better way to manage their behavior if the
situation happens again
d. Keep them included in the classroom
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Part III:
Link to Philosophy: Our philosophy is centered on building life-skills and a community of

learners. By teaching these procedures, our students will learn the life-skills required to be
successful in life such as, responsibility, patience, and accountability. Having these skills will
strengthen our classroom dynamic by allowing more time for learning opportunities instead of
reiterating basic classroom procedures.
Operating Steps to Why is it important

Procedure accomplish the to have this
procedure: procedure?
Beginning the 1. Students will come in the This procedure is important

day classroom quietly because students will learn
2. They will put their how important it is to start
backpacks and coats on their work right away and
their hooks use the allotted time for their
3. Students will walk to the assignments. Having the
Smart Board and “pop” students take responsibility
the balloon with their for attendance will teach
name on it to take responsibility and make it
attendance easier for the teacher to take
4. Students will turn in their attendance. Also, they will
homework to the bin start to get into the routine
5. Students will start their which will be used when they
seat work enter the older grades.
6. Write your name and
date at the top of each
paper
7. Students who have
specific learning needs,
or are considered ELL’s,
will have a linear
sequence of small
pictures that outline their
morning routine on the
corner of their desks.
This visual aid will enable
them to be more
independent in
remembering the
procedure.
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Raising hands 1. The teacher will call on Students will develop the
and listen to the one habit of listening to their
person talking. peers.
2. One person will be able
to talk at a time
Centers/ 1. Work at your center the Developmentally

responsibility whole time. appropriate centers allow
for classroom 2. Clean up your materials students to work the different
property before you leave domains and increase their
3. Respect the number of fine and gross motor skills.
people allowed at each
center.
4. Corresponding visual
aids will be posted at
each center to reinforce
the expectations. This will
benefit all students, but
especially ELL students
and those with specific
learning needs.
Line up/walk 1. The line leader will be It’s important to be able to

down the hall the first one in line. walk around the school in a
2. They will walk forward, quiet and respectful manner.
with a “bubble in their
mouths”.
Transition 1. Signal it’s time to Transitions are important

move to a different because they get students
activity from one activity to another
2. Give the direction ( we in the shortest amount of
are going to _____ time.
now)
3. Push in the chairs
4. Have students quiet
down and move to the
next activity.
5. The signal will be
determined based
upon the
responsiveness of the
students. If the
majority of the class,
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along with ELL

students and those
with specific learning
needs respond well to
a train whistle, then
that will be used to
facilitate transitions.
Student jobs 1. Each student will have The variety of jobs teach
a picture on the job students responsibility.
chart
2. Jobs will rotate at the
beginning of the week
3. The pictures will be
labeled and additional
reminders of when
jobs should be
executed will be
provided for ELL’s and
those with specific
learning needs.
Sharpening Pencils 1. Students will quietly Having a pencil procedure

get up from their desks will eliminate distractions
2. Student to walk to the caused by the pencil
pencil area in the back sharpener running while the
of the class teacher is teaching. The
3. Student will place dull student will be able to get a
pencil in the bucket new pencil without disrupting
labeled dull pencil the class.
4. Student will select a
pencil from the
sharpened pencil
bucket
5. Student will return to
their desk
Playground 1. Students will stand in Establishing a playground

line quietly with their routine will provide the rules
hands to themselves and regulations for a safe
2. Children will follow the and easy transition from the
teacher out to the classroom to the playground
playground and stay area. This procedure will
on the blacktop until allow the students to be
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the teacher is finished patient and wait for the

inspecting the teacher’s approval to play as
playground for well as being responsible for
damage and water. listening for the signal from
3. If the playground the teacher.
seems to look safe
and dry, students can
play on it.
4. Students will listen for
the whistle which will
signal it is time to go
inside.
5. Visuals of expected
behavior can be
presented for ELL
students and those
needs.
Bathroom (Group) 1. Students will begin Bathroom procedures are

with the line up important so that the
procedure students can go to the
2. Class will follow bathroom in an efficient
hallway procedures manner. This will prevent
3. 3 students may enter hallway disruptions and allow
the bathroom at a time everyone to have a chance
4. Students will sit along to go to the restroom.
the wall while they wait
their turn
5. When they have
finished their turn in
the bathroom they will
return back to sit
against the wall
Bathroom (Individual) 1. During periods of non- Having a set procedure for

instruction time going to the bathroom will
students can get up eliminate students disrupting
quietly from their by shouting out they have to
desks go to the bathroom or
2. Students will walk to interrupting their peers.
the bathroom sign out
sheet by the door
3. Student will sign and
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write the time they left

for the bathroom on
the sheet
4. Students will take the
bathroom pass with
them to the bathroom
5. When the students
return they will write
what time they arrived
back in the class
6. Students will leave the
bathroom pass on the
sign out sheet
Lunchroom 1. Students will use the It is important to have this

lining up procedure procedure because students
when it’s time for need to know how to conduct
lunch. themselves in the
2. The class will walk in lunchroom. By explaining
the hall quietly to the this procedure, students will
lunchroom know how they line up and
3. Students will line up to act when they are in the
get their lunches. cafeteria.
4. When the students
checkout, they will tell
the lunch ladies their
first name, last name
and teacher name.
5. The teacher will
choose a table for the
whole class to sit at.
6. During lunchtime,
students can talk to
their friends in an
indoor voice.
After work is finished 1. The students will Having a procedure for when
quietly put their work work is done will ensure that
away the students are always
2. The student will pull being productive and not
out the free reading wasting time. It will also help
book that is in their keep students from talking to
desk their peers while they are still
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3. OR the student will trying to work.

finish any
uncompleted work
from earlier in the day
4. OR student may pull
out a journal for free
writing or drawing
5. A visual aid with
options for free time
will be shown to ELL
students and those
needs.
Passing out books 1. When it’s time to get This procedure is important
books, one person in order to have a smooth
from each table group transition to reading
will be responsible for activities. It also teaches
getting books for the students responsibility.
entire group.
2. Every week, a different
student will be the one
to get the books so
that every student
takes a chance.
Signal for student 1. When the teacher It’s important to have an

attention needs the students’ effective procedure for
attention, he/she will getting the class’s attention
stand in the front of in order to effectively
the class with her transition from activity to
hand raised. activity, or to be able to tell
2. When the students them something.
see the teacher with
her hand raised, they
will be quiet and raise
their hand too.
Fire Drills/emergency 1. For fire drills, students This procedure is important

procedures will all stop what in order to keep students and
they’re doing, line up, faculty safe during
and evacuate the emergencies.
school. They should all
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know where the

class’s meeting spot is
in case they are not in
the classroom when
the fire alarm goes off.
2. For tornado drills, the
students will line up,
go to their designated
spot, and crouch into
the correct safety
position.
3. The sequence of
emergency
procedures with be
depicted using a visual
aid. This will be posted
in the classroom for
ELL’s and other
students to reference.
Delays/ Interruption 1. When the intercom This procedure allows the

(intercom/ guest) goes off, the students students to remain under
will set aside the control during interruptions.
activity they are
working on and listen.
2. When there is a
speaker, the students
will quietly remain in
their seats, unless
instructed otherwise,
and listen.
End of the day 1. Students will turn in The end of the day
procedure their work procedures allow the
2. Students will push in students to reflect on their
their chairs day and get ready to go
3. Children will go to their home.
hook and get their
backpack and coats
4. They will spread out
around the room and
put on their jackets.
5. Students will check
their mailbox and grab
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their folder with

homework or letters to
take home.
6. Students will stack
their chairs on the
tables on Fridays so
the janitors can clean
the floors.
7. Pupils will go to the
carpet where we will
talk about our day
8. Bus buddies will line
up on one side of the
room and pick up pals
will line up on the
other side.
9. A visual sequence will
be used to remind ELL
students and those
needs of the order of
events.
Accountabilit Steps to Why is it important

y Procedures accomplish the to have this
procedure: procedure?
Behavioral 1. On Monday, the class This procedure helps

Procedures will set a goal for the manage classroom behavior.
number of points they
would like to earn for
the week.
2. When the students are
meeting class
expectations, they will
earn a point. When
they aren’t following
expectations, a point
will be removed.
3. If the class reaches
their weekly goal, they
will earn extra recess
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time.
4. This point system can
be visually displayed
so all students can
keep track of their
progress. ELL
students and those
needs will benefit by
witnessing point
distribution. This will
allow them to
understand, more
tangibly, the behaviors
that earn points and
lose points.
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Student Profile:
A second grade student, Renee, is an only child who used to live with her mother. However, due
to unforeseen circumstances, she now lives with her Grandparents. Her grandparents treasure
her and tend to cater to her every need. Her living situation has been unstable, causing her to
feel withdrawn and unable to relate to her peers. Renee excels in school, however she receives
speech therapy for articulation needs.
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IV. FIRST DAY PLAN – (15 pts.)
Timeline of Events:
8am- Welcome into the classroom- hang up coat in cubby, find assigned seat, unpack items into
desk, turn in class supplies such as tissue boxes, ziploc bags, expo markers, etc.themselves.
Some of the questions would be: What is something fun that you did this summer? What is your
favorite food? What is your favorite color? What is your favorite thing to do when you’re not in
school? If time allows, we will start an “About Me” activity where the students will write a little
autobiography about themselves. We will post those autobiographies up on the wall so the
students can learn about their classmates.
9am- Tour of the classroom- in each main area of the classroom, teacher will address
procedures for this area. Carpet sitting procedures in the group area, book checkout procedures
in the library, pencil sharpening at the pencil sharpener, line up procedures by the door, etc.
9:30am- Lesson on what goals are and they’re important to our classroom success. Start by
reading Giant Steps Change the World by Spike Lee and Tanya Lewis Lee. Class will make
goals for the whole year in a whole group setting. The goals will be kept in the front of the room
for the year and updated as necessary.
10:30am- Welcome back to school assembly in the gym
11:00am- Whole class discussion on classroom rules. Children will play an active role in
determining rules that they think are important in the classroom.
11:30am- Recess
12pm- Lunch
12:30pm - “About Me” worksheet: The students will draw a self-portrait and answer questions
about themselves, such as their favorite foods, hobbies, about their families, etc. These
worksheets will all be posted on a bulletin board to encourage the students to get to know each
other.
1pm- Role Play Lesson
2pm- Gym class
2:45pm- Pack up bags, put up chairs, review what we did today and get ready for dismissal
3:00pm- Dismissal
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Lesson:
Title: Role Play Lesson
Rationale:
On the first day of school, it will be crucial to set behavioral expectations that will set the
foundation for the rest of the year. Our philosophy is linked to creating a safe and inclusive
learning environment, so by addressing various classroom issues we can set behavioral
expectations. By doing so, we are promoting the skills needed to independently mediate the
situation to maintain a positive learning environment from the start of the school year.
Objective:
The students will participate in discussion and roleplays on appropriate classroom
behavior
The students are able to identify appropriate ways to handle classroom situations
Standards:
1. 2C.1a Identify ways to work and play well with others.
2. 2C.1b Demonstrate appropriate social and classroom behavior.
Instructional Strategies:
Introduction:
a. The students will all come to the rug after the “About Me” worksheet.
b. Teacher will review the classroom expectations the class created earlier in the
day.
Body:
a. The teacher will project written scenario on the board.
i. You want to read a book that another friend is reading. What should you
do?
ii.
iii. Teacher will then call on volunteers to act out the situation in a way that
meets the classroom expectations, while referring to the classroom
expectations made early in the day.
c. Teacher will repeat this procedure with 5 more prompts
i. A friend cut you in line. What should do and what should you do?
1. Explain to students they don’t need to tattle on their friends, they
can ask them to move back into where they should be in line.
ii. A friend takes a toy or a material you are working with but you want it
back.
1. Explain how you can ask for something back or come to the
teacher. We should not yell or hit.
iii. A friend says something hurtful or does something hurtful to you.
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1. Demonstrate how to express feelings in a calm and constructive

manner. You can provide them with examples by saying “this
hurts my feelings or I don’t like when you do that”.
iv. You know the answer and you want to share it right away, what should
you do?
1. Raise your hand. Should we call out answers?
v. When you want to play something but a friend wants to play something
different.
vi. When you are frustrated or disappointed with the way things are going.
1. Explain that we can always try again or express our frustration
verbally or take a break in the calming corner.
Learning Tasks:
a. The students will gather on the carpet
b. The students will listen as the teacher reviews the classroom expectation made
earlier in the morning
c. The students will volunteer in participating in role plays regarding how to follow
classroom expectations during social situations within the classroom
d. The students will listen and respond to teacher discussion following the
enactment of each situation.
3. Closure:
a. Review the classroom expectations
b. Reiterate why these expectations are important and how they will help them be
successful in the classroom.
Differentiation:
1. The students will read the prompts aloud to benefit auditory learners, or students who
can’t read.
2. Scaffolding will be given as necessary. Some students may need prompting when acting
out what to do in different situations.
Materials:
1. 6 different prompts written out
2. Classroom expectations poster
Adaptations:
1. Utilize visuals to further depict scenario.
2. Direct instruction for individual students with ELN.
Assessment:
1. Anecdotal notes- Notes on what students are saying during the scenarios. Students
actively solved social situations and acted appropriately in the classroom
2. Observational assessment regarding which classroom expectations will need to be re-
explained
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V. MAINTAINING the SYSTEM – (40 pts.)
Introduction:
Our philosophy of building a community of learners and that every student has the ability
to learn. Defiant and disruptive behavior is a distraction to the learning that occurs in the
classroom and causes tension in the classroom. We have created a plan that we intend to
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implement when students are disrupting the learning process. We will first manage surface
behaviors. There are three categories of interventions that we will use to respond to disruptive
behavior: Preventive interventions, initial intervention, and follow-up intervention. Preventative
interventions are used to prevent disruptive behavior before it happens. Initial interventions are
used when disruptive behavior first occurs. Follow-up interventions are used when the disruptive
student is not responding to the previous interventions and needs more direct contact to handle
the situation. After we discuss the intervention strategies we will use, we will discuss how we will
handle defiant behaviors that may occur when our intervention strategies fail. Finally, we will
discuss how we plan to organize instruction in a way that meets the needs of all of our students,
including students with exceptional learning needs, and students whose native language is not
English.
A. Managing surface behaviors

A.1. Discuss strategies you will use to monitor students’ surface behavior and
how you will handle disruptive behavior promptly and consistently.
Preventative Interventions:
1. Set clear expectations and procedures- discuss and rehearse classroom expectations
and procedures at the beginning of the school year and as necessary throughout the
year when expectations are not being met (Jones, 2001, p.289).
2. Classroom arrangement- If certain students are known to be especially chatty, the
teacher will arrange the classroom so that these students are unable to talk to each
other as easily (Jones, 2001, p.289). This will help prevent disruptive behavior and it
allows the teacher to be able to see all of the students easily.
3. Move around the room/scan- frequently scan the room and move around the room in
order to create a sense of accountability and to encourage students to use appropriate
classroom behaviors (Jones, 2001, p.290). It also allows you to see all of your students
and correct behavior when needed.
4. Modeling positive behavior- As students need reminders of expectations and
procedures, they also need additional reinforcements in other areas. If a particular
behavior is desired, it will resonate more successfully with the students if it is physically
and visually modeled for them on a consistent basis (Sayeski & Brown, 2011). Children
are more able to reference things from an actual experience rather than just a verbal
command.
5. Positive student-teacher rapport - Developing and fostering healthy and positive
relationships with students promotes trust. If a student trusts that their teacher truly
cares about them and wants them to succeed, they are more likely to cooperate. If a
student can sense that a teacher has a negative perception about them, they are more
likely to become defensive and noncompliant (Sayeski & Brown, 2011).
6. Classroom climate - Create an environment that promotes organization, structure,
positivity and a sense of unity in order to for students to feel welcomed and appreciated.
This includes the way that teachers interact and communicate with the students. It’s
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important to make sure that the tone of voice, word choice and overall demeanor remain
supportive and composed. If a student feels comfortable, engaged and not threatened
by the classroom their behaviors will likely be more favorable (Sayeski & Brown, 2011).
7. High student engagement - When students have less unoccupied time, it decreases the
potential for undesirable behaviors. Thus, the more time that students are engaged in
instruction or productive activities the less likely they are to act out. Peaking their
interests and maintaining motivation will keep them focused and on task (Sayeski &
Brown, 2011).
8. Visual supports - It is helpful for all students to have visual reinforcements available in
multiple forms. They can be wall posters, labels, individually lamented sheets or cards
used during particular activities or events, etc. Visuals are especially effective for
students with certain disabilities. A visual is a concise way of communicating ideas and
enables students to process the information with more ease and speed. This can
diminish frustrations and serve as an additional reminder of desired behaviors (Sayeski
& Brown, 2011).
Initial Interventions:
1. Proximity- if students are talking out or engaging in disruptive behaviors, the teacher will
move towards the disruptive students. The goal would be that the teacher’s proximity
would send them the hint that they need to stop their conversation (Jones, 2001, p.290).
2. Ignoring the behavior- Children frequently exhibit inappropriate classroom behavior in
order to receive attention from the teacher or from their peers. In these situations,
ignoring the behavior would be beneficial to stopping the behavior (Jones, 2001, p.290).
3. Praise a student who is positively engaged- select a student who is seated near the
student who needs redirection. By showing students a model of good behavior, it will
help the students who are misbehaving. Also, praise the off-task student when he or she
begins to work on the assignment or focuses (Jones, 2001, p.290).
4. Call on the student- sometimes inappropriate behavior is due to a lack of interest or
engagement in the lesson (Jones, 2001, p.290). Calling on a student can encourage
engagement with the lesson. However, it is important to not embarrass a student. If you
notice they have not paid attention at all and will not be able to answer the question, do
not call them out in that way.
5. Engage the students in lessons by using their names in a story or question (Jones, 2001,
p.291).
6. Non-verbal contact- Facial expressions, gestures, pointing to classroom rules.
7. Connect lessons and activities to things that interest the student such as sports or tv
shows (Jones, 2001, p.291).
8. Create opportunities for collaboration such as think-pair-share activities (Jones, 2001,
p.291).
9.Give the student a short task to do, either in the classroom or out of the classroom. An
example may be having them bring a note to the office (Jones, 2001, p.291).
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10. A student might act out if they are struggling and need assistance. Reach out to the
student to see if they need assistance, and if needed, provide them with assistance
(Jones, 2001, p.291).
Follow Up Interventions:
1. Conference with the student privately to go over their actions and develop an
individualized plan to make the disruptive behavior stop (Jones, 2001, p. 259). The
intervention plan can be tapped on their desk in order for the student to remain focused
on the end outcome.
2. Teachers should try and remain calm when a student is exhibiting disruptive behavior
(Jones, 2001, p. 292). If the behavior becomes a bigger issues, the teacher will discuss
the issue with the student(s) causing the interruption privately. When student’s behavior
is getting out of control, it is important for the teacher to be mindful of her tone to stop
the behavior from increasing. The teacher should calmly remind the student to review
the expectations in order for students to take responsibility for their actions.
3. State expectations clearly (Jones, 2001, p. 292). Requests need to be given clearly,
directly and with a calm tone of voice. Expectations will be printed and displayed in the
classroom, kept in the student's’ folder and at home. Directions will be written on the
board for all students to refer to and be read to the class.
4. The teacher must redirect the rest of the students to the task at hand in order to change
the disruptive behavior (Jones, 2001, p. 295). If the behavior remains disruptive, the
teacher and student will conference privately.
5. Self-monitoring- If certain behaviors become a pattern the teacher will begin a self-
monitoring process( Jones, 2001, p.362). The children will participate in this process as
often as necessary to aide the behavior.
6. Take the initiative to model “I-Messages”- I- Messages are important because it helps
others to understand how one is feeling (Jones, 2001, p.293). It also prevents blaming,
which can help create a positive learning environment.
7. Provide students with a choice when responding to children who are upset (Jones, 2001,
p. 295). This allows them to feel more in control of the situation, which can prevent the
situation from escalating.
8. Remind disruptive students of the positive consequences associated with good behavior
(Jones, 2001, p. 295).
A.2. Next – discuss how you will handle more serious defiant behaviors
(depending on how you did with this in Part II, you can make reference to
Part II or you can be more specific and develop an improved plan from what you did in
Part II.
1. In order to try and prevent serious defiant behaviors, it’s important to establish very clear
and firm expectations that are consistently communicated and enforced on a daily basis.
Having less down time and facilitating a more constant state of engagement and activity
will decrease the amount of opportunities the students have to be defiant.
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2. Collaborate with each individual student who exhibits defiant behaviors to establish a
few, simple and explicit behavioral goals. Some examples of goals are: I will follow
directions, I will accept the word “No”, I will ask for help when I’m frustrated, etc. (Perles,
2012)
3. It’s important for teachers to try their best to anticipate and limit situations that will likely
frustrate or instigate these defiant behaviors. For example, if a student’s defiant behavior
is often triggered by particular circumstances like difficult tasks, loud noises, certain
peers or changes in routine then it would be advantageous to try and circumvent them
by planning alternative procedures for that student.
4. To address serious defiant behaviors, such as hitting, the students involved will be taken
aside to discuss the matter. The teacher will give the floor to the students and listen to
what lead matters to escalate. If the students are struggling to find the words to express
themselves, offer some words to understand their emotions, such as “Your clenched
fists and tears tell me that you might be angry right now”. Along with that, the teacher
must also acknowledge the students’ feelings, for example, “I know you are angry right
now, but I expect you to tell me using your words, not by hitting or kicking”.
5. Once the emotions have been recognized and talked about, the teacher then offers the
students options on how to handle the situation. Choices and positive consequences are
good options to offer students for future incidents.
B. Prevention:
B.1. List two potential or habitual problems that could upset your classroom
organization and/or management.
1. Talking to classmates during instruction or quiet times

2. Disruptive behaviors such as sharpening pencil while teacher is talking, asking to leave
for the bathroom, etc.
B.2. Give a make-believe example of one of those problems and explain how you will apply
the above (A.1) surface management strategies to handle the problem. The problem can vary
from one student or several students doing it occasionally to doing it all the time.
During instruction time, while the teacher is teaching a lesson, Genevieve and Rachel turn to
each other and start talking about the Girl Scout retreat they will be going on that weekend. This
is a problem that occurs frequently among the girls in the class due to the fact that they are all
also friends outside of school.
In order to handle this situation, the teacher will first take preventative methods. If she notices
that certain students talk more to each other, she will arrange the classroom so that their
assigned seats are not near each other. Hopefully, this will minimize their ability to talk during
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instruction time. If this does not have an effect, and the students continue to talk to each other
during instruction time, the teacher will begin initial interventions.
The teacher will take the next step of initial interventions by using proximity as a tool. If the
teacher hears students talking to each other during instruction, she will walk towards them. The
hope in this intervention would be that the teacher standing nearer to the students will serve as
a reminder to stop talking.
Additionally, the teacher will praise students who are displaying appropriate classroom behavior
that meets expectations. For example, she or he might comment, “Marcus, I can tell you are
focused and ready to learn because your eyes are looking at me and your voice is off”. This
acknowledgement of Marcus’s positive behavior will serve as a reminder to the other students
as to what the expectation is during this time. Additionally, because most students, especially at
this age, aim to please their teacher, they will strive to also earn praise in the same way that
Marcus did.
At this point, if the problem has not been solved, it would be appropriate to readdress the
classroom expectations. In the beginning of the school year, we created a chart with our
classroom expectations. One of our expectations was that the students would treat themselves,
others and property with respect. We would have a discussion about the fact that when talking
while the teacher is talking is not showing respect to your classmates or to the teacher.
Finally, if these surface level interventions are not successful, we will move into deeper levels of
intervention specifically implementing self-monitoring. We will implement the self-monitoring
techniques for the class as a whole initially. This self-monitoring technique will ask that the
children mark off each time they talk out of turn and mark each time they talk when called upon.
This intervention will put the students in charge of their behavior and will also give them a visual
reminder to raise their hands before they speak and to keep side conversations to a minimum.
While we do not expect that these interventions will completely eliminate all side chatter
and all blurting out of answers, we do believe that these interventions will help cultivate a
classroom of respect. In this respectful setting, the children will be mindful of the times they talk
out during class. Ideally, these interventions would cut down talking out of turn drastically, thus
providing for a better focused class.
C. Meeting the needs of all students – Discuss how you will organize instruction that
motivates and supports the success of all learners, including those with exceptional learning
needs (ELN) those who are English Language Learners (ELL) by maximizing on-task behaviors.
Make sure to state how the identified instructional strategies are designed to meet different
levels of ability. What will you do to motivate and encourage all students to learn and succeed?
Refer to the appropriate information in the text (Jones - Chapter 7).
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Motivation and support drives the success of all learners, such as those with exceptional
learning needs (ELN) or those who are English Language Learners (ELL). To maximize on-task
behaviors, tasks must be cognitively challenging and engaging. The student’s academic needs
must be taken into consideration when planning instruction. Their method of learning drives
instruction. Some methods of instruction or strategies teachers can implement to promote high
achievement from his/her learners include:
Academic need 1: Understand and value learning goals- Establish purpose and learning goals
prior to lesson so students know what to accomplish. Collect student portfolios to provide
evidence of growth. (Jones, 2001,p. 225)
Academic need 2: Understand the learning process- Provide accommodations and

modifications in lessons and assessments to meet the needs of all students, including ELNs and
ELLs. Incorporate multiple intelligences into lessons to meet the various academic needs and
learning styles of students. Some examples may include extended time, verbal directions or
translating information to the home language. (Jones, 2001,p. 226)
Academic need 3: Be actively involved in the learning process- Incorporate cooperative group
work in lesson plans to bring together different students to work towards the objectives of each
lesson. (Jones, 2001,p. 230)
Academic need 4: Having learning goals related to their own interests and choices- Present
interest inventories to students to collect lesson ideas to incorporate in thematic units. Allow
students to make choices in order to redirect focus. Apply knowledge from the classroom to
real-world experiences through place-based education, such as field trips. Include culturally
relevant content to reach learners from different cultures. By reaching students of different
cultures, the classroom will be more culturally inclusive. (Jones, 2001,p.232, USC ,N.D.)
Academic need 5: Receive instruction response to the learning styles and strengths-
Incorporate multiple intelligences into lesson plans to reach the academic needs. Adjustment of
environmental factors are required to facilitate instruction of ELNs, such as blocking out
distractions and increasing wait time before calling on students. We would utilize Bloom’s
taxonomy to make personal connections to the content. (Jones, 2001,p. 247)
Academic need 6: See learning modeled by adults as and exciting and rewarding process-
Reading would be modeled by the teacher followed by class discussions based on assigned
chapter books. Encourage participation of students in read aloud and discussion to promote joy
and success in the classroom. (Jones, 2001,p.257)
Academic need 7: Experience success- Differentiate instruction to promote success by utilizing

authentic assessments such as portfolios, project-based learning, and observation checklists.
(Jones, 2001,p.257)
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Academic need 8: Have time to integrate learning- Children reflect what they have learned
through center dailey center activities. Centers will allow students to see the connection
between content areas and practice their new skill.(Jones, 2001,p.262)
Academic need 9: Receive realistic and immediate feedback that enhances self-efficacy-
Implement behavioral and academic conferences to monitor progress and develop a plan for
future goals.(Jones, 2001,p. 264)
Academic need 10- Be involved in self-evaluating their learning and effort- Implement self-
evaluations and open conversations to invite students to reflect and evaluate their progress.
This enables students to set their own goals. (Jones, 2001,p.266)
Academic need 11: Receive appropriate rewards for performance gains- Have whole group
rewards at the end of the week to celebrate good behavior and academic success. (Jones,
2001,p.266)
Academic need 12: Experience a supportive, safe, well-organized learning environment-

Promote respect for cultures and personal differences in the classroom by holding a culture day.
To address the needs of our ELLs, students will work cooperatively with each other and engage
in cross-age tutoring (peer). Different activities such as role play through cooperative learning
will allow students to understand the learning goals and perform according to the assessment.
The benefits of peer tutoring (NEA, 2002) include students working cooperatively to create a
more supportive and safe learning environment. By doing so, the concept of asking for and
offering assistance is increased. (Jones, 2001,p.267- 277, Johnson, 2011)
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VI. REFERENCES
Johnson , D. W., & Johnson, R. T. (2011). What is Cooperative Learning? Retrieved April 12,
2017, from http://www.co-operation.org/what-is-cooperative-learning/
Jones, V.F. & Jones, L.S. (2016). Comprehensive classroom management: Creating
communities of support and solving problems. Boston: Allyn & Bacon.
NEA . (2002). Research Spotlight on Peer Tutoring. Retrieved April 12, 2017, from
http://www.nea.org/tools/35542.htm
Perles, K. (2012). 4 Classroom Strategies for Oppositional Defiant Disorder Teaching.Retrieved

From http://www.brighthubeducation.com/special-ed-behavioral-disorders/88575-
classroom-strategies-oppositional-defiant-disorder/
Sayeski, K., & Brown, M. (2011). Developing a Classroom Management Plan Using a
Tiered Approach. TEACHING Exceptional Children, 44(1), 8-17. Retrieved from
http://nyspbis.org/Regional%20Forum1314/Research%20Articles/Developing%20a%20
Classroom%20Management%20Plan%20Using%20a%20Tiered%20Approach.pdf
Templeton , R. A. (n.d.). Managing Disruptive Behavior: Help for Regular and SED Teachers.
Retrieved April 11, 2017.
USC. (n.d.). Culturally inclusive environment. Retrieved April 12, 2017, from
http://www.usc.edu.au/connect/work-at-usc/staff/cultural-diversity-and-inclusive-practice-
toolkit/culturally-inclusive-environment
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.

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Early Childhood Education: Learning Environment Project

Kalee A, Katelyn T, Mary R, Hailey E and Grecia M

I. INTRODUCTION & PHILOSOPHY STATEMENT LINKED TO THEORY – (5 pts)

1.All students can learn

C. Our Philosophy Statement

II. EXPECTATIONS & CONSEQUENCES – (20 pts.).

1. Be kind to one another

4. Be responsible for your actions, words and materials.

List strategies students can resort to if the problem cannot be resolved:

D. Prepare materials/handouts, for administration, parents, teacher aids, other collaborating

To tape on the student's desk or inside folder:

Our Classroom Rules

1. Be kind to one another

1. Be kind to one another

4. Be responsible for your actions, words and materials.

Link to Philosophy: Our philosophy is centered on building life-skills and a community of

Operating Steps to Why is it important

Beginning the 1. Students will come in the This procedure is important

Centers/ 1. Work at your center the Developmentally

Line up/walk 1. The line leader will be It’s important to be able to

Transition 1. Signal it’s time to Transitions are important

along with ELL

Sharpening Pencils 1. Students will quietly Having a pencil procedure

Playground 1. Students will stand in Establishing a playground

the teacher is finished patient and wait for the

Bathroom (Group) 1. Students will begin Bathroom procedures are

Bathroom (Individual) 1. During periods of non- Having a set procedure for

write the time they left

Lunchroom 1. Students will use the It is important to have this

3. OR the student will trying to work.

Signal for student 1. When the teacher It’s important to have an

Fire Drills/emergency 1. For fire drills, students This procedure is important

know where the

Delays/ Interruption 1. When the intercom This procedure allows the

their folder with

Accountabilit Steps to Why is it important

Behavioral 1. On Monday, the class This procedure helps

IV. FIRST DAY PLAN – (15 pts.)

10:30am- Welcome back to school assembly in the gym

1pm- Role Play Lesson

2pm- Gym class

Title: Role Play Lesson

1. Demonstrate how to express feelings in a calm and constructive

V. MAINTAINING the SYSTEM – (40 pts.)

A. Managing surface behaviors

1. Talking to classmates during instruction or quiet times

Academic need 2: Understand the learning process- Provide accommodations and

Academic need 7: Experience success- Differentiate instruction to promote success by utilizing

Academic need 12: Experience a supportive, safe, well-organized learning environment-

Perles, K. (2012). 4 Classroom Strategies for Oppositional Defiant Disorder Teaching.Retrieved

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