Cassie's Classroom Management Plan

Classroom Management Plan Aerts

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Welcome To

Kindergarten!

Classroom Management Plan Cassandra Aerts


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Table of Contents

My Classroom Mission Statement 3 Physical Classroom Organization 3 Basic Classroom Layout, Features, and Reasons 3-4 Classroom Operations 4 Student Records 4-6 Student Materials 6 Procedure for New Students 6-7 Procedure for Substitute Teachers 7-8 Discipline Procedures 8

Decision Dollars 8-9 First Offense 9

Second Offense 9 Third Offense 9-10

Referral to the Office 10 Classroom Code of Conduct 10

Professionalism & Ethics 10 Routines and Procedures 11 Students Jobs 11-12

Assignments Procedures 12 First Day of School 12-13 Small Group Activities 13 Leaving the Classroom for Services 13-14 Work Time 14 Bathroom Procedures 14

Lunch Choices 14 Student Differentiation 15 Gifted Students 15-16 Struggling Students 16 Parental Involvement 16


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Cassandra’s Classroom Layout for Kindergarten

My Classroom Mission Statement Kindergarteners in this classroom will be respectful, caring, honest, and fair in order for everyone to learn, have fun, and succeed!

Physical Classroom Organization The main purpose of my kindergarten classroom is purpose and efficiency. The classroom is set up in a manner in which the children will learn routine and can perform/learn with ease and little distraction to other students. Basic Classroom Layout, Features, and Reasons The kindergarten classroom is designed to maximize efficiency, space, and student learning. The plan starts up in the right hand corner where the entrance door is. When the students enter the classroom the coat rack and closet is right there. This way neither the teacher, parents, nor the students have to truck across the classroom or disrupt the class if a student is late. There are three large windows over the reading center, teacher’s desk, and computer station. These allow the students to always observe the weather. Trashcans are distributed throughout the


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classroom next to areas that would collect the most waste. The classroom has three storage areas. Two on the back wall near the entrance (sides of the wash sink) and one next to the teacher’s desk, which would provide plenty of storage room for the class necessities. The reading lounge for the students is right off of the reading mat and teacher reading chair. This is also located directly next to the bookshelves so the students are not walking across the classroom and possibly becoming distracted by the science center or toy rug. The teacher’s desk oversees the student’s desks, as well as the whole room, so he/she can observe the students at all times. The toy center is away from the reading center where students are more quiet and relaxed than during playtime. The art and science center are located at the back of the room and next to the wash sink/drinking fountain on the back wall. This way if students were conducting an experiment or art piece, they aren’t far away from washing up. The bathroom is also next to the wash sink, yet away from the desks and children during schoolwork. Finally, the dry erase boards and project wall are next to the reading and computer center so that when lessons are being conducted a board to write on, clarify, and make connection is nearby. These dry erase boards can also be used as an overhead projection screen. Classroom Operations Classroom operations are essential for teacher and student organization. If the teacher is seen organized at all times the students can model this, as well. It is important that the teacher can keep the students, materials, and progress of students in order. This can be accomplished by having a well thought out plan for classroom operations and any surprises such as substitutes or new students. Student Records There are considerations that should be taken into account when deciding what type of records to use for one’s classroom. Some of these may be what the district

expects of you, and making sure the teacher grades with a well-rounded view of student progress, and it is keep confidential. To keep track of student’s records and work, I will use a variety of methods but will always have hard copy, as well as electronic records. The first method will be a grading book or program. This will be specifically for recording and tracking grades, assignments and assessment scores, attendance and


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a running total (Wong and Wong, 2009). Whatever is recorded in the grade book should also be entered into an electronic database for easy access by the teacher, district, or parents. The grade book (electronic and hard copy) will also provide evidence of student growth, show any patterns or weakness, and/or help the teacher make data driven decisions about students’ knowledge and progress just as Wong and Wong states in their book The First Days of School: How to be an effective teacher. Attendance of students will also be recorded in the grade book. This makes it easy for the teacher to know who was missing on what day, and why an assignment may be late or missing. If a student is gone from school, their column

for that day should be highlighted (in yellow) to remind the teacher which student was missing. Each student will have a folder that will be created at the beginning of the year. This will contain the student’s goals for the quarter, semesters, and year (established the first week of school). In this folder, the teacher should update progress weekly so that students can also see their progress in school and subjects just as the teacher sees in his/he record book. Here any IEP’s will be placed so the students can always be reminded what they are working for. There will be empty space in these folders for the teacher to place “star” assignments in. A child’s behavior good or bad can be noted for the week in the child’s

folder, as well. If the teacher takes a few minutes to write in each child’s folder about their progress in school periodically, the student may feel more connected and cared about in the classroom because it is more personalized. These student folders can be used at teacher conferences to show the child’s progress in school and sample “star” work they have accomplished in kindergarten. The folders remain confidential and personal to the students, but can be easily access when needed. The final method of student records used in my classroom would be class record charts. This will give a sense of community in the classroom as the students will have to work as a team to accomplish the “final goal”. My only concern is if some students have bad grades that he/she does not want the class to see, in which case the teacher could put a sticker in place of the grade. If used correctly, this method


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can motivated the students to complete or master certain instructional material. “An organized grade record book allows you to assess for the learning of every student at any given moment” (Wong and Wong, 2009) Student Materials Student material will be located next to their purpose location in the classroom. For example, art supplies will be located next to the art center and science supplies will be located next to the science table. Subject materials such as markers, crafts, extra paper, rulers will be located in shelves on the wall and retrieved by the teacher when needed. All students will have sleeves on the back of their chair to put their subject books and assignment sheets in. This is because the students are at tables of four/six without cubbies underneath. Students will be expected to keep their tables clean and sleeves in a neat manner. Any supplies the students have such as crayons or scissors can also be kept in their sleeves. Tables have the opportunity to receive gold stars if their whole table and each students sleeve is organized and clean. (Make it a competition to see which table can receive the most gold stars by the end of the day.) All student assignments and project information will be located in the file bins next to the teacher desk. It is important that the teacher keeps his/her desk organized and in a neat manner so that the students can follow suit. *At the end of the day, students will play “Magic Scrap”. The teacher will give the students two minutes to pick up all the scraps on the floor with one “scrap” or piece of paper in mind as the “magic scrap”. Once all the scrap is picked up off the floor and thrown away in the trashcans, the teacher will tell which student picked up the “magic scrap”. Whoever found the magic scrap gets one decision dollar.

New Students If a new student should join at any time in the year, it should be a very easy, smooth transition into the classroom. I will personally make sure this student feels welcome and wanted the first day (I was the new student and remember how it felt). I would hope the students of the class would do the same, as well. Just as Wong and Wong (2009) suggest, I will simply add the student’s name to the end of my record book. It does not matter whether this student is in alphabetic order. I will pick up with the new students grade where they start. The student and I will sit down and fill out their personal folder with goals for the school year together. I will be sure to write a nice note in the folder within the first few days to


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remind him/her how excited I am to have them in my class. The classroom should be well labeled so the student knows where to turn in assignments or find materials. However, the student may not know bathroom procedures or lunch routines. For this purpose, I will pair one responsible student at his/her table to be their buddy for the week and show the new student how the classroom procures and routines work. Substitute Teacher

If I cannot be at school one day to teach for any reason, I will have a substitute folder ready and available when the substitute arrives at the classroom. This will include the following sections to smoothly run the class while I am gone: Welcome: This will thank the teacher for being here that day. It will also name a few trusted students to help run the day, keep other students in line, and essentially tell about the management or procedures that must take place. Emergency Information: This section will inform the substitute of procedures used in an emergency such as where to go for a fire drill or tornado. (There will be a map of the school that can be viewed.) I will be sure

to inform the next door teacher if I am missing one day so that he/she can help guide the substitute in any emergency situations. I will also ask the principal to check in with the class periodically throughout the day for the substitute and to make a presence in the classroom so the students can see they are being watched. Student Information: This section will provide a quick overlook on each student. It

will warn the substitute of any behavior issues, struggles in the classroom, who works well together, who does not, or allergies to be aware of. It will provide the contact information in case of an emergency for each student, as well. Classroom Information: This section will include routines, discipline practices, or common procedures such as bathroom or lunchtime. This will also give an outline of what the day should look like. (What day/time music, PE, lunch, or art is.)


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IEP at a Glance: This will provide the substitute with an idea of any student that has an IEP for behavior or academic reasons and may need a closer eye throughout the school day. Substitute Plan for the Day/Activities: This section will include assignments and lessons for the day. If I could not create whole lessons for the day this section would give a list of activities that students could partake in throughout the day and mini lessons to teach. I will ask the sub to fill out the quick sub report at the end of the day to inform me how the day went. Discipline Procedures Teach kids to do the right thing because it is the right thing to do. -Sue Jones A form of discipline is needed in a classroom to maintain order and purpose. It is

important to set these expectations and rules from the very beginning of the school year as Wong and Wong states. There are many approaches a teacher can take for discipline in his/her classroom, but I will utilize a clip system, as well, as decision dollars. I will explain my reasoning for choosing these two intertwined systems bellow. “If you do not have a plan, then you are planning to fail,” (Wong

and Wong, 2009). Five classroom rules will be made as a class the first day. Decision Dollars Decision dollars will be a token economy in the classroom. Students will be able to

earn decision dollars throughout the week for making good decisions, following directions right away, a student with an IEP reaching a goal, anything that should be recognized or praised in the classroom. I can decide what deserves decision dollars and what actions are just expected from students as the year goes on. At the end of the week students can come to the classroom store and buy a prize with their decision dollars, or save up their decision dollars as the weeks go on for a prize that cost more decision dollars. Students can also lose decision dollars for bad decisions or not following the classroom rules. In this case, I would ask the student to give me a decision dollar for the choice they just made.


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Hopefully this will take care of minor problems, but if the issue persists, I may have to take another route for discipline. First Offense In the occasion that a student breaks a classroom rule, is being irresponsible, or cheating the student will be asked to give up a decision dollar as stated above. If the behavior persists, the first time after losing a decision dollar I will ask the student to move their name clip (from the clip they used to pick their lunch at the beginning of the day) down the behavior board to “Stop and Think”. This will be a warning for a minor infraction. I would hope for most students who reach this point of losing a decision dollar and/or clipping down would take the situation seriously and behave better the remainder of the day. The student will be called out and have to move their own clip, to self-monitoring his/her behavior and hold him/her responsible for their own actions. Second Offense In the occasion that a student continues to make bad choices or perform inappropriate behaviors, I would ask the student to clip down (on the behavior board to ‘take a break’) one spot again in which case this child would have to partake in an inclusive time out. There will be a cool down area in the back of the classroom where I can still see the student and observe what they are doing. This student will just not be able to participate in any class activities and have time to think about what they did wrong/cool down. The number of minutes a student will spend in the time out area will not exceed their age. So, for kindergarten, the students will spend no more than 5 or 6 minutes in time out. Third Offense In the case that a student continues to make bad choices and the above methods do not sink in, a child will be asked to clip down (on the behavior board to no recess) and complete a think sheet. I realize that taking recess away from a student is not the most desirable method, but I believe if a child gets to this point in his/her behavior or interruptions during the school day, something of greater punishment must happen than think time. Hopefully this will convince the student and most will not reach this point. But, if one or some students continually reach this point in the discipline pole, I would have to consider my own management in the classroom and reflect to see if there is anything I am doing wrong or


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inconsistent that is causing the student(s) to reach this point over and over. If one student reaches this point and I have considered my own teacher and find little to change, I could create goals or a behavior plan with the student and create a contract that is more individualized with that particular student. Referral to the Office In the extreme case that a student would have to be referred to the office, I would talk to the student before I take them to the principal about why this is happening. I would not take a student to the principal for behaviors such as crying, talking out of turn, or taking others toys. In the situation that I would not know how to handle the something I would talk to the principal about the condition and what his/her recommended approach would be. This could be if the student is participating in an extreme behavior that is unacceptable for the school setting. I feel that in a kindergarten setting, most behaviors should be handled at the classroom level, but it is always important to have this option and plan of action if needed. Classroom Code of Conduct:

1. I will be Positive 4. I will Participate 2. I will be Engaged 5. My Actions = My consequences 3. I will show Respect

Professionalism & Ethics Professionalism in a classroom filters into ethics in a classroom. Doing the right thing is not always the easy path. As a teacher, I am shaping, molding, and placing ideas/a mindset into children that are the future of this world. Holding myself to a standard and professional outlook on my job at all times in required for anyone to take my job or me seriously. I hope this is a contagious attitude in my district in which case I will earn the respect of the students, parents, other teachers, staff, and community. How I represent myself inside and outside the classroom will also shape my professional approach to education and decisions regarding ethics. I realize that it is near impossible for everyone to get along 100% of the time. This being said, I will excuse myself from school gossip and try to always maintain a neutral side with any situation. If I find myself in an undesirable situation, I will not drag any other teachers or staff into the situation by creating rumors, making the situation larger than it is, or being passive aggressive rather than resolving the issue. Professionalism and ethics tie hand in hand in such that if one is professional they most likely make ethical decisions, and if one is ethical they most likely act in a professional manner.


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Routines and Procedures Establishing routines and procedures the first day (and first week at the latest) is critical to the success of the routines/procedures. If a teacher tries to implement a routine or procedure half way through the year, this may cause problems and uncooperative student participation. Routines and procedures such as student jobs, assignment routines, small group activities, leaving the classroom, bathroom procedures, and lunch choices should all be talked about the first day of school. Clear expectations for these routines and procedures should be stated by the teacher and followed through with during the entire year. “A well managed classroom will minimize your discipline problems” (Wong & Wong, 2009). Students Jobs Each student will be assigned a job in the classroom.

This is proven to give each student a sense or worth and reason in the classroom. This will also teach students responsibility and will hold each student accountable for something. The classroom cannot go on without every student partaking in his or her job! The students will know what their job is for the week if they look on the IHelp “board”. This has numerous student jobs listed and the students names on a popsicle stick will be placed in each pocket indicating which classroom job is theirs for the week. I will have a job for every student in the classroom. If a new student joins the class, I will create another job or stick in the classroom for this student so everyone has a

sense of belonging. Some additional jobs could include… Secretary The secretary takes notes for class discussions or speakers. Absence Recorder This person keeps homework records of assignments for absent students. They are to put this paper on the absent person's desk at the end of the day. Paper Manager The Paper Manager passes out papers and Friday Folders. Equipment Manager This person helps with computers, visual equipment, and audio equipment. Fireman This person shuts off the lights and closes the door when a fire alarm sounds. She/he can tell the office when we are all out of the building. Also, can turn off lights and shut door when we routinely leave the building. Magic scrap is for all students.


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Zoo Keeper This person cares for animals in the room. Librarian He or she checks on bookshelves each day to make sure they are organized. Office Runner He or she takes out attendance to the to appropriate place and runs errands for the teacher. Mathematician This person takes the estimation jar home and fills it with anything he or she chooses over the weekend and brings it back on Monday to let the other class members estimate. The other students estimate throughout the week, and on Friday this person will count the items during class and figure out the closest estimate. The closest estimate "wins" the contents of the jar. The winner is then responsible for the jar the next week. Historian The Historian records the evens that occur within the classroom for one week. He or she records them in our class historian book. The entry must be at least one page long. You can use pictures and drawings. They will read their entry to the class. Neat Freak The Neat Freak keeps the room neat for the teacher/class. This includes math centers, student supplies, and student work areas. Sherlock Homework He or she collects papers and checks off class lists to see if all have turned in assignments. Recess Equipment He or she takes the ball basket out for recess. This person also makes sure we have the same number of balls on the way in as we did on the way out. Banker #1 This person helps with deposits, checks, withdrawals, and bank account balances. This person must be honest and skilled in math. Assignments Procedures

Just as establishing student jobs and expectations the first week of class, assignment procedures and expectations will be stated. On the teacher’s desk will be a cubby container (shown in picture) with a different bin for each subject. Students will know to place their completed math/reading/spelling/social studies/science assignments in the correct bins. This provides easy access for the teacher and the teacher can also briefly observe who has turned in their assignments for the day. The students will have mailboxes in which assignments will be returned to them in these. The teacher will file the assignments after the grades have been recorded into the student mailboxes to keep grades confidential amongst students.

First Day of School The first day of school will be vital for the rest of the year’s success as Wong and Wong state. I will stand at the door and greet each student as they walk in. If parents are with their child, I will welcome them to come in as well to explore what


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the classroom has to offer. Each student will be asked to find a book in the classroom library and then sit on his or her name on the ground (names on the big rug). Once all students have arrived for the day, I will begin by introducing my self and telling the students a little about myself. I will bring examples to class to prove that “I do not live in the school” and am just like them, just as Wong tells us in his video. After I have told the students a brief introduction about myself, I will let them do the talking. I will have each student stand up and say their name and what they are most excited for in school. Once this is finished, I will ask all the students to find their name at their round tables and take a seat. I will give them a “get to know me sheet” with questions about themselves. We will complete this as a class by the teacher reading the questions off and each student will write or draw their answer. Once this is complete, we will work on establishing 5 classroom rules together. I will prompt the students on what I think the classroom rules should generally be and see what they come up with. (I may guide their thinking.) Next, we will go over all classroom procedures, routines, and expectations. We will practice routines such as lining up, classroom jobs, or lunch choice. Small Group Activities/Centers Small group activities can take a variety of forms. This particular part of the school day can be very controlled or very wild. Setting the expectation of the students and how to behave at small groups should be established and consistent through the entire school year (Wong & Wong, 2009). Small group activities can take place in any subject, tiered instruction of the content, or can take place with learning centers, literacy centers, exploring centers (such as art or science). Students will know what center or area for small group by looking at the guide on the wall that states where should students should be during small group time. The student’s names are on four different color stars, which indicates which small group the students are in for tiered instructional time with subjects. Leaving the Classroom for Services Some students will have to leave the classroom for various reasons. If a student must leave for services or something of that sort, I believe the teacher should always be knowledgeable of this. To keep track of all students in the classroom, if one or a few students must leave the classroom (rather than the whole class for music or lunch) they must mark where they are going on the location board. This (cookie sheet) can


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have many options of locations in which the student leaving the room would simply move their name to the appropriate location box so the teacher is aware where the students are at all times. Work Times Students will be given time after each subject to complete the assessment portion of the lesson if there is one (worksheet). I will try to allow enough time that if students are using their time efficiently and effectively, they would be able to finish. I realize that students will not all finish assignments in the time given after a lesson. So, I will have to make a judgment if this is because students are talking and not working well, or they simply need more time to finish the assignment. I will try to allow for ten to fifteen minutes at some point in the day where students can work on any assignments and I will be available for help and questioning. If students do not have any homework at this time they will be asked to silent read a book of their choice. Bathroom Procedures Kindergarten is still a young age in which I believe the teacher should know where the students are at all times. With this mindset, I believe that students should not be able to up and leave the classroom, even if they have to use the restroom. There will be a restroom card by the door that students can take and place on their desk when they are in the bathroom so I know who is in the bathroom at what time if they do not mark the location board. Lunch Choices Assuming the school provides lunch for all students and cold lunch is always an option, a method of knowing what students want for lunch is needed. I will have the one (or two options) for lunch from the school cafeteria for the day along with the cold lunch option on three large papers right by the entrance of the door. Each student will have a clothes pin with their name on it. This way, right when the student walks in in the morning they can pick what they want for lunch, place their clothes pin on the paper with the option they chose, and the teacher can submit the choices.


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Student Differentiation Student differentiation solidifies the fact that learning is not a one-size-fits all approach. Students learn at different rates, by different approaches, and through different experiences. No two children come from the exact same background or have the exact same story (even if children are twins!). Language proficiency, background knowledge, readiness to learn, and learning styles all should be considered when creating and differentiating

instruction in the classroom. Students are expected to learn the same material, principles and skills even if they cannot master it the same way or in the same amount of time. Differentiating for students is a huge task that requires original thinking and approaches. But, if and when teachers master this skill, to differentiate for the sake of all students, they can expect better outcomes and desirable results in the classroom. I am sure this will take much planning at first, but I intend to differentiate instruction for all students. It will not be an easy or fast road, but it will be a road worth traveling on. Gifted Students “The public is wonderfully tolerant. It forgives everything except genius.” –Oscar Wilde. Often times students spend so much time being prepped in college for children with disabilities or children who may fall behind in academics that we forget about the children that are gifted in school. These gifted students can feel as if they are punished or forgotten for being smart or smarter than the rest of the class. In my classroom I will differentiate all lesson plans accordingly, to fit the needs of ALL students. This being said, I think it is important not to give more homework to the gifted students, but rather better quality homework that will expand their learning. I will be sure to have the resources that gifted students


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deserve and the lesson plans that will expand their learning horizon and widen their Zone of Proximal Development. Struggling Students My heart for children with special needs is evident to most all people. I believe struggling students can sometimes be forgotten or pushed aside just as gifted students may be. This being said, just as I will differentiate lesson plans for gifted students, I will do the same for struggling students. This may require much more time, but the benefits and outcomes with this mindset and approach are much greater than a single method for each learning opportunity. Small group instruction in tiered or groups by abilities will be used for maximum academic outcomes. Individual attention may, and will be given to students if needed on any subject or situation in school. Parental Involvement Parental involvement will be included in all aspects of my classroom. Although, I am not a parent yet, I would imagine I would want to be apart of my child’s development in all stages and parts of his/her life. Parent teacher conferences will be one way to stay in touch with the parents. As well as, assignments that call for the parents help and involvement, and weekly newsletters to keep the parents up to date on what is happening in the classroom. I will also encourage visits from the parents to the classroom at the end of the day if they are picking up their child from school so that they can see what the classroom environment consists of. If the class has any play or presentations, I will be sure to remind the parents with a few letters at least a week before the date so that the parents can attend if their schedule allows. Parental involvement is a vital part to a student’s success in school. It is needed in and out of the classroom for the process to work. I realize some parents will not believe this or have the time they wish to give to their child. So, although it is important to be firm and uphold the teacher role, I believe it is also important to be a mother figure to those children missing one in their lives.


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Bibliography:

http://www.education.com/reference/article/teacher-record-keeping/?page=2 http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml http://parenting-today.com/wp-content/uploads/2013/05/Good-parenting-quotes.jpg -Magic scrap: idea adapted from Mrs. Valerie Vandenberg –East Butler Elementary School -Behavior Clip Idea, IHelp, Lunch Count adapted from Mrs. Jenna Lanning –Oak Park

- Classroom Jobs by Kisha Barnes - Bathroom procedure adapted from Sue Jones

Pictures from Pinterest Board (Future Teacher @ Cassandra Aerts) Wong, H. K., & Wong, R. T. (2009). The first days of school: how to be an effective teacher([4th ed.). Mountainview, CA: Harry K. Wong Publications.

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Cassie's Classroom Management Plan

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