Management
Plan

 

Ideal Classroom

 

My ideal classroom would be in a smaller city consisting of around 50,000 people.  I would teach a fourth grade class of twenty students or less with close to equal numbers of boys and girls.  There would be a few students with learning disabilities who would be in my classroom most of the day, and I would adjust to their needs accordingly.  I would like students at a variety of learning levels; therefore, the students could work together to improve the academic and social performance.  When appropriate, I would like to encourage student-driven learning to an extent, as I want the students to strive to be independent learners who value education.

  

 

Classroom Structure

   


Behavior Matrix

 

 

Routines

 

Rules

Entering the Classroom

Teacher Directed Instruction

Individual

Work

Moving to and from small reading groups

Small Group Work/Activities

At the end of the day

 

Be Respectful

·   Voice Level:  1

·   Sit in your assigned seat

·   Use the restroom before entering the classroom

 

·   Voice level:  0

·   Raise your hand to ask or answer a question

·   Sit on your bottom in your assigned seat

·   Voice Level:  0

·   Raise hand to ask a question

·   Sit in your assigned seat and follow the directions given by the teacher

·   Voice level:  1

·   Sit and follow directions given by the teacher before moving to your groups

·   Sit on your bottom once you are at your group’s assigned area

·   Voice level:  1

·   Talk to your group members only

·   Only one person in the group talks at a time

·   Voice Level:  0

·   Sit in your assigned seat and wait to be dismissed by teacher

·   Once dismissed, stand in a single-file line by the door

 

 

Be Responsible

·   Place completed homework in the homework basket and mark off your name

·   Be in the classroom by 8:15am

·   If you are early, finish homework or read

·   Keep your eyes on the speaker

·   Take notes if applicable

·   Face forward

·   Complete assigned work

·   Keep your eyes on your own paper

·   Once work is completed, read or work on other homework

·   Bring book, pencil and any other needed materials with you

·   Follow teacher’s directions the first time

·   Converse with group members if additional materials are needed

·   Ask permission to use others’ materials

·   Complete your assigned job for the group

·   Have needed materials with you

·   Place all borrowed materials back to original spot

·   Take unfinished work home to be completed

·   Place things that need to be taken home in your backpack

 

 

Be Safe

·   Walk when entering the building and in the classroom

·   Keep hands at your side

·   Place backpack, coats, etc in your locker

·   Keep hands and feet to self

·   Place feet on the floor

·   Place pencil on your desk when not writing

·   Place unused materials in locker or desk

·   Keep all desk and chair legs on the floor

·   Place feet on the floor

 

·   Walk to your group’s  assigned area

·   Keep hands to self

·   Place unused materials in or under desk

·   If you must move, walk

·   Keep hands and feet to self

·   Remain in your group’s assigned  area

·   Place materials not going home in your desk or locker

·   Once your belongings are gathered, help others clean and pick up the classroom

·   Walk to gather your belongings and when leaving the classroom
 

Voice Levels:

 

 

 

0 à silence – no talking

1 à small groups – 3 feet or less are able to hear you

2 à classroom (inside) voice – people outside the classroom should not hear you

3 à outside voice

 

 

  Classroom Policies

Policy

Description

Homework

Homework is to be turned in on time.  Each morning, students should hand in their completed homework on the table located in the back of the room.  When an assignment is turned in, the student needs to locate their name and the corresponding assignment on the assignment sheet and highlight it to show they have turned it in on time.  Students will be given an opportunity to stay in for first recess to complete any unfinished homework and still receive full credit; however, they must finish it by time recess is over.  After the first recess, I will check the list and the students with highlighted names will receive full credit for the assignment.  Students with un-highlighted names will receive partial credit (see late work policy).  Please refer to Make-up Work Policy for students who are absent from school.

Late Work

Students may turn in late assignments up to three days after the due date.  For each day an assignment is late, the student will lose one letter grade. 

-       One day late, the best score a student can receive is a “B.”

-       Two days late, the best score a student can receive is the highest “C.”

-       Three days late, the best score a student can receive is the highest “D.”

After the three days, the student will receive a zero for that assignment.

Make-up Work

If a student misses a class period, it is the student’s responsibility to check the assignment folder, located on the back table, to see what they missed during the time they were gone.  Extra assignments will be located in a basket next to the assignment folder.  The student will have as many days as they were absent to make up the work.

-       If student is absent one day, they have one day to complete the missed work.

If the student does not make up the work within the grace period, the late work policy is enforced.

Participation

Each day, students will earn 2 points for participation.  One point will be given for attendance (just being there), and the other point will be given if the student brings materials to school, demonstrates they are ready to learn, and demonstrates appropriate behavior.

Food and Drink

Your child may bring one healthy snack to eat during independent reading or work time. 

 

Students are allowed to bring water to have by their desks during the day.  Please assure students bring water in a bottle with a lid.  If a student needs frequent restroom breaks from drinking too much water in class, I will limit the amount of water the student can have or discontinue it.  Please, no ice in the water as it leaves condensation on the area it is sitting.

Leaving Class

Students may only leave the classroom if there is an assigned break, they get adult permission, or if there is an emergency. 

-       Assigned breaks:  the teacher will lead the students to the restroom or drinking fountain, or dismiss the class by groups or tables.

-       Adult permission:  if the student politely asks adult permission to leave the room, they must sign their name on the sign-out sheet by the door and place the pass on their desk so the teacher knows they are gone.  When they return, they must sign back in and hang the pass back by the door.

-       Emergency:  In the case of an emergency, all students must follow emergency plan the school has practiced.  Emergency plans will be posted in classroom to serve as a reminder as well.  If there is a personal emergency, the student must notify the teacher and exit the classroom.
 


Encouraging appropriate behavior within routines/policies

 

 

What will you do to ensure that students are set up for success when it comes to following your rules and routines?

Strategies for success

Description

 

Room Arrangement

I will assure the room arrangement is set up for the type of activities the students will be completing.  If group work is in the plan for the day, the desks will be arranged in a way that is appropriate for the groups to work in and will minimize distractions. 

 

Clear Descriptions

And

Modeling

I will clearly describe what is expected of the students, verbally and visually.  I will model appropriate behaviors and what “following the rules” looks like and does not look like.

 

Practice behaviors

The students will practice the expected behaviors after I have stated and modeled what they are.

 

Praise/Feedback

I will give praise, or feedback, on appropriate student behavior.  I will focus on the verbal positive reinforcement.   When students practice behaviors, I will comment if they demonstrated the rule correctly.  Thereafter, I will praise students when rules are demonstrated during instruction or activities (64).

 
 
     
 

What will you do to ensure that students are set up for success when it comes to following your rules and routines?

Strategies for success

Description

 

Room Arrangement

I will assure the room arrangement is set up for the type of activities the students will be completing.  If group work is in the plan for the day, the desks will be arranged in a way that is appropriate for the groups to work in and will minimize distractions. 

 

Clear Descriptions

And

Modeling

I will clearly describe what is expected of the students, verbally and visually.  I will model appropriate behaviors and what “following the rules” looks like and does not look like.

 

Practice behaviors

The students will practice the expected behaviors after I have stated and modeled what they are.

 

Praise/Feedback

I will give praise, or feedback, on appropriate student behavior.  I will focus on the verbal positive reinforcement.   When students practice behaviors, I will comment if they demonstrated the rule correctly.  Thereafter, I will praise students when rules are demonstrated during instruction or activities (64).

 
 
     

Discouraging inappropriate behavior within routines/policies

 

 

How will you provide consequences to students who do not follow your rules and routines?

What type of hierarchy will you have?

At the beginning of the year, I will model appropriate behavior and students will practice the appropriate behaviors.  I will also have posters around the room that are visible to all students to serve as a reminder of what is expected of them.  If a student chooses to not follow my rules and routines I will have the following hierarchy in place: 

-          1st Infraction à I will praise students who are following appropriate behaviors and ignore the inappropriate behavior.

-          2nd Infraction à I will use proximity to stop the inappropriate behavior without interrupting the instruction.

-          3rd Infraction à I will issue a brief desist, or a verbal warning, and redirect the student to encourage the appropriate behavior.

-          4th Infraction à I will have a conference one-on-one with the student out of the classroom or in an area away from peers.  They will be given a choice to continue working with appropriate behaviors or lose one of their desired behaviors (e.g.  free time, recess time).  Depending on the severity of the behavior and student cooperation, a student-driven behavior contract may be put into place.

-          5th Infraction à Contact parent

-          6th Infraction à The student is sent to the principal’s office to discuss consequences.  This is the LAST resort to solving a problem.

  
     
 

What types of preventions will you have in place for the student(s) who continually break the same rule/routine?

-          Evaluate the classroom à Is the student seated near peers he/she does not get along with?  Will the student perform better if they were seated away from others or closer to the teacher?  I will determine the antecedent of the behavior, if possible, and arrange the classroom in a way that prevents behaviors from occurring.

-          Discussion with teachers à I will talk to the student’s other teachers to see how the student behaves in their classroom.  If the student demonstrates similar behaviors in multiple classrooms, the teachers will work collaboratively to come up with a common solution.

-          Conference with student à The student and I will set up a meeting and together we will design a behavior plan.  In the plan, the student will determine appropriate consequences for their own inappropriate behavior.  Incentives may be added if necessary.  At the end of the meeting, the student will sign a contract to acknowledge the behavior plan and acknowledge an acceptance of consequences for inappropriate behavior.

-          Conference with principal/administration and parent/guardian à I will meet with the principal and other administration to ask for suggestions.  I will contact the parents and involve their opinions and suggestions as well.