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Welcome to Ms. Dobey’s Third Grade Class

 

Erin Dobey Beisser

Educ 122 Classroom Management Plan

 

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Classroom Mission Statement

We are a community of learners who strive to do our best by respecting those around us,

taking responsibility for our actions, and welcoming others with open arms into our

classroom. We take pride in everything that we do and will work daily to become a better

leader and role model for tomorrow.

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Table of Contents Part I: Classroom Organization A) Physical Organization page 4 i) Description of Classroom Layout page 5 B) Operational Organization page 6 i) Student Records page 6 ii) New Students page 7 iii) Substitute Teachers page 7 iv) Displaying Student Work page 8 Part II: Disciplinary Policies and Professional Ethics page 8

A) Discipline Procedures page 8 ii) The First Day: Enforcing the Behavior Management System page 9 iii) The Think Tank page 10 iv) Referral to Office page 10 v) Cheating Policy page 11 vi) Flexibility and Adaptation to page 11 Management System B) School Professionalism page 11 Part III: Classroom Routines and Procedures page 12 i) Morning Routine page 12 ii) Bathroom/ Water Fountain page 13 iii) Dismissal for Recess, Lunch, page 13

Specials, & End of Day iv) Classroom Roles page 14 v) Student Sharing page 14 vi) Use of Free Time page 15 vii) Handing in Papers & Homework page 15 viii) Field Trips page 16

Part IV: Differentiation Policy page 16 i) Differentiating for Lower Ability page 17 ii) Differentiating for Higher Ability page 17 Part V: Communication with Parents/ Guardians page 18

A) Methods of Communication page 18 i) Beginning of the School Year page 18

ii) Weekly Newsletters page 18 iii) Parent-Teacher Conferences page 19 References page 19 Sample of Rainbow Fish for Behavior Management page 21

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Part I: Classroom Organization

Ø A) Physical Organization

The physical organization of a classroom is a crucial part to students learning. The aesthetical structure of the classroom should allow students to perform successfully and should reflect each of their interests and pursuits. I believe a classroom should be strategically prepared in a manner that is conducive to student learning and allows for collaboration, comfort, and safety (Wong and Wong, 2009).

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ü Description of Classroom Layout To parallel this philosophy, students will sit in pods of four and will be

encouraged to participate in regular discussion, across a variety of content, with their peers. Literacy will be a core part of our curriculum as students

will be surrounded in a literate rich environment that fosters reading and writing growth in all curricular areas. Students will have accessibility to Readers Reef during independent reading if they choose. Here, I will also have additional books and literacy activities for students to develop their phonics, comprehension, and phonemic awareness. Other subjects, like math, social studies, and science have their centers to support students’ exploration and inquiry. Small group work will be performed either at student tables or at the guided reading/writers workshop conference table when it

is not being used for these purposes. Technology is an essential component to students’ growth. With our accelerated world today, students need accessibility to these materials in order to master technological proficiency and become prepared individuals before they continue their education into middle school, high school, and beyond. Computers and audio equipment are provided as an additional technological support for students learning and academic endeavors. Bulletin boards can be found at the front of the classroom where students’ weekly jobs will be posted, as well as our classroom rules, assignments/calendar, and our Rainbow fish for behavior management (see Part II: Disciplinary Policies and Procedures). At the front of the class you will also find our magic carpet. We will use this for our warm-up activity, review of our daily agenda, and for read-alouds or other curriculum requiring whole group instruction. Student materials such as art supplies, paper, pencils, and other basic utensils, can be found in the teacher storage area. Students can use them for assignments with my permission, or if I choose to bring them out for a class project.

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Ø B) Operational Organization Teacher organization is essential to an efficient classroom so that we can

maximize instructional and learning time. If I am unorganized and unprepared for class then what sort of message am I communicating to my students? By organizing my students’ records, materials, and information, I am instantly able to enhance my possibilities for maintaining a well-managed and successful classroom.

ü Student Records

I will keep a student record or a grade record book that will keep three basic records: attendance, scores, and a running total (Wong and Wong, 2009). For attendance I will mark either “present”, “absent”, “unexcused”, or “tardy” in my grade book so that I am aware of where my students are. My students’ scores and the running total will be kept current, so that I can quickly refer to it for grading

purposes, discussions with parents, and measurement of students’ progress. Not only will I collect students’ scores and attendance here, but I will also have a copy online for easy accessibility by another teacher, parent, or the district. By collecting this information online, I am as transparent as possible about the students’ strengths, weaknesses, and overall growth with users of this information (likely parents and other teachers/administration if needed). I can also accommodate my instruction based on data driven decisions, which will be helpful and important for parents to see and have at their disposal.

Students will also have their own binders, which I will create at the beginning of every school year. In these binders I will provide monthly reports of the students’ academic progress (running records, writing samples, math records, other various assessments), a record of their behavior, IEP goals for gifted or special education students if applicable, as well as future goals I have for my students. By doing this, I will have a condensed and summative report that students are able to view. I will plan on reviewing this with students around parent teacher conferences so that I am communicating their progress to them, they will know what I will be reporting to their parents, and they know what is expected of them in the future. This also serves as a document that I can show to administration and parents based on data, observation, assessment, and evidential support.

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ü New Students If a new student is assigned to our classroom, it is our job as a class to

make sure that this student feels as welcome and comfortable as possible. I was the new student in the middle of the year when I was in third grade, so I am familiar with how difficult it can be! This is one reason why our class mission statement says that we will “[welcome] others with open arms”. In order for our new student to have a smooth transition into the classroom, several procedures will need to be performed. First, we will prepare a new desk for our student, with a name tag and other essential items. I will personally greet them and introduce them to our class. If we have notice prior to them being here, we will create a welcome sign that we will all sign our names on to make them feel right at home. I will have a student helper who is responsible for transitioning our new student and preparing them for success. They will help teach them our class routines, procedures, expectations, and will be their class buddy. This student should be one that has demonstrated exceptional social ability because they will be responsible for being with the student at all times when they first arrive, and getting them acclimated to their new home away from home. I will immediately add a spot at the end of my student records book for our new student so that I can start gathering a baseline for where they are at in their academics. This will help me gather data to assess their progress further along in the future. I will also start a student folder for them that I will keep marks of academic and behavioral growth.

ü Substitute Teachers In the event that I am unable to make it to class, substitutes will be

provided with a set of materials and resources that will also allow them to feel prepared for the day. They will have their own binder that contains the following materials:

• An attendance list with student names, emergency contact information, health concerns if applicable, those in special or gifted education, and notes on behavioral problems if needed.

• Lesson plans and the schedule for the day (if I have notice that I will be gone ahead of time, otherwise I will email a copy or tell them where they can find it in the classroom)

• A list of class procedures and routines • A description of our behavior management system and how

he/she can choose to use it

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• A list of where certain materials and resources can be found in the classroom

• A section for the sub to report how the day went, what was accomplished, and problems that may have occurred

If I am aware of my own absence, I will prepare my students for the substitute coming the next day. I will stress that a bad sub report means loss of privileges to certain students who were misbehaving. Again, to echo the mission statement, we must welcome ALL who enter our classroom and demonstrate respectfulness no matter the situation.

ü Displaying Student Work Having student’s work displayed is essential for students to feel

welcomed, comfortable, and proud of what they have accomplished at school. One quote that I think truly executes this point, although it is originally intended for describing literature is that, our classroom can “serve as both mirrors and windows, enabling children to see themselves, one another, and the diversity of their world” (Lee & Low Books, 2013).

In order to instill this motto in our classroom, I will update classwork once a month by putting new projects, assignments, and artwork over the teacher storage unit and outside in the hallway, if permissible. I want students to see the importance and value of their effort and feel like they have a community that supports what they are doing. When we do this, students gain more motivation to continue to excel, and can come to learn about the differences between themselves, their peers, and the world around them.

Part II: Disciplinary Policies and Professional Ethics

Ø A) Discipline Procedures

While discipline is never ideal, it is essential for a functioning classroom and it would be ignorant to not have a management system in place. From the very first day, I will emphasize that I will not be tolerant of harassment, bullying, or disrespectfulness in my classroom. Setting these expectations from the beginning and consistently enforcing them should help ensure a successful and cooperative classroom.

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ü The First Day: Enforcing the Behavior Management System The Rainbow Fish (Pfister, 1992) is one of my favorite books and is

a classic in children’s literature. It promotes many values that I would like my students to have and exposing them to this through text places emphasis on the countless things literature can offer. Because of this, I will do a read-aloud of this to my students on the first day. I would like students to brainstorm personality traits that they see in the “new” Rainbow Fish at the

end of the book. We will write these personality traits on the scales of our Rainbow Fish in class, which will serve as a guideline and reminder to students of the behavior I expect in class from them. As a class, students will also brainstorm a list of classroom rules they think we should have. Because writer’s workshop has high importance in third grade, we will draft, edit, revise, and publish our final rules and post them at the front of the class.

After writing our personality scales and final rules we will begin discussing the behavior management system that is in place in our classroom. Students will each have their own Rainbow Fish displayed on our bulletin board at the front of the classroom. Every day each child will begin with three glittering scales that are stuck with Velcro onto their fish. They will lose a scale for arguing with their peers, being off task, talking back to myself, talking while someone else is speaking, or any other behavior that is disrespectful to peers or myself. This system will be carried out in and outside the classroom. For example if I get a report that during specials, or at recess a student was not listening to the teacher/ aide, then they would be required to remove a scale once they were back at the classroom. However, if they have lost a scale, they will have the opportunity to gain it back by showing respect to others in the class, whether that is being helpful, sharing with others, keeping their table on task, etc. If a student ends each day of the week with three scales, their name will be placed inside our class fish bowl for our prize drawing. Whichever student gets chosen will be our Star Student and will be able to draw a prize from our treasure chest.

honest  

though

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caring  

 

considerate  

friendly  

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ü The Think Tank If a child has received a third offense (removal of their third scale) they will be required to go to the Think Tank. This is considered the table attached to my desk where the student will go to reflect on their decisions and what better choices they could be making. It will include analyzing what the behavior was, the reasons behind it, how their behavior affected others, how they will plan on improving it, and who they may need to apologize to and why. After they reflect, discuss this with me, and apologize to the appropriate parties, they will be required to take it home, get it signed

by their parents, and bring it back for me to sign the next

day. ü Referral to Office If the student receives a fourt offense after they are sent to the Think

Tank or defies classroom rules that is deemed to be of an extreme manner (physical abuse or excessive verbal abuse, destruction to the classroom, etc.) they will be sent to the principal’s office and will receive an email home to mom and dad or the appropriate guardian. It is important that I talk to them individually before I have someone from the office come and pick them up. They are responsible for knowing what the consequences of their actions are and why this behavior is not allowed in the classroom, so that it can be prevented in the future. If this sort of defiance becomes a consistent habit from this student, I will talk to administration and a school counselor or psychologist to come up with an individualized behavior intervention plan and communicate this to parents/ guardians.

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ü Cheating Policy Cheating is something that I have zero tolerance for in the classroom. Not

only does it do a disservice to the student whom is being cheated off of, but it does a disservice to the student who is cheating because they are not showing their true academic capability. Although academics are important, I never want a child to feel like they are so unprepared for a test or assignment that they are left with this as their only resort; that is why I must take some responsibility in their actions because there is something I could have done to make them more equipped for the assessment.

If a child does cheat, the will automatically be sent to the Think Tank and will have to fill out a behavior reflection sheet. This means bringing this contract home to their parents/ guardian and getting a signature so that they are aware of the situation. The student must then bring it back to me after they have followed those procedures (I will also send a phone call/ email to the appropriate parent or guardian). I will discuss with the student about what motivated them to cheat, what I could’ve done to help them feel more prepared, and how we can prevent this from happening in the future. If this becomes a reoccurring problem, than I will bring it to the attention of the administration and parents/guardians to see if they have any advice on how we can help this student and what some more appropriate consequences should be.

ü Flexibility and Adaptation to Management System Even though these procedures may seem rigid, I am always willing to

tailor the management system to students’ individual needs. I will take away scales for students who are off task, those who aren’t completing their work on time, tardiness, and other minor incidents, especially if they have had several reminders for the day. However, if this is a consistent problem I have observed, I am willing to modify the incentives I use for a student and provide supplemental resources and instruction. For example, if a child is consistently off task and doesn’t finish their work, I may rearrange who/ where they sit by, simplify and break down instruction so it is more manageable for them, and provide extra technological time if they are able to complete assignments by predetermined dates/times.

Ø B) School Professionalism

As a teacher it is my obligation to model success and professionalism to my students, their parents, my colleagues, and other faculty and administration. I am a walking advertisement for my school and it is my

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utmost responsibility to set a good example for how my students should act and behave in and out of the classroom. I will put it upon myself to dress professionally and speak appropriately to whomever I may encounter. Because slander is toxic to productivity and a successful school environment, I will do my best to abstain from any gossip that goes on in our school. If I have another problem with a teacher or faculty member and it is deemed appropriate to discuss details with them, then I will do so with the goal in mind of bettering my students, the school, and our community. I find it unlikely that I will never disagree with any of the leadership strategies of my principal. If this is the case and I find it necessary to share my thoughts with them, then I will communicate my disagreement to them in a civil manner and will reciprocate by listening to their ideas. Communication is a key ingredient to any successful environment and when done effectively, can create endless possibilities for the positive direction of our school.

Part III: Classroom Routines & Procedures

ü Morning Routine

The morning can be a hectic and chaotic time in the classroom; students come filing in, are excited to talk to their peers, and learning is typically the farthest thing from their mind. During the first day of school I will model how our morning routine should look and then students will have the opportunity to practice. The morning should look as follows:

1) Students will come in and hang up their coats, backpacks, and remove any materials from their backpack they may need for the day.

2) Students will come to the front carpet and move their magnet from its’ starting position to either hot or cold

lunch, which will also serve as our attendance (located on our bulletin board) 3) Students will come and sit on the carpet and will

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“Give me 5”, which means they are quiet, their eyes are on the speaker, their hands are free from materials, they are still and listening. Here we will start our Morning Meeting (will include some sort of mental math and/or writing activity, calendar work, go over our agenda, listen to any announcements for the day or questions students have)

ü Bathroom/ Water Fountain I will have one bathroom pass for boys and one bathroom pass for girls

that will be located by my desk. Although I am lenient about letting students use the pass when they need to, I just ask that they do not ask to go while we are in the middle of instruction, unless it is an absolute emergency. This is because it interrupts instruction and takes away our time because I have to repeat directions to them. In the event that I am talking with another student or adult and they need to get my attention to ask if they can leave the class, I will teach students sign language during the first day so that they can ask without disruption (see below). Further action will be taken if students are abusing the pass and aren’t going to the intended destination.

ü Dismissal for Recess, Lunch, Specials, & End of the Day The main goal for transitions should be that students are ready to go from

one activity to another quickly, quietly, and smoothly with no difficulties. In order to do this, I will have pods line up according to whose desks are clean, who is facing forward with their chairs on the floor, and if their hands are to themselves. Our line leader (see Classroom Roles) will start in front, and our door holder and light technician will be the last to leave the room. My class expectations are that we will not leave the room until students are quiet, facing forward, and have their hands by their sides. These standards will be expected in the hallway and students should use their walking feet. If students are misbehaving in the hallway or not following these rules, they will lose a scale when we return to the classroom.

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ü Classroom Roles Having classroom roles is a great way

to keep students accountable for being involved in the classroom and teaching them responsibility. At the start of every week during our Morning Meeting, we will rotate jobs. We will switch off so that half of the class has a job one week, while the other half has a job the next week. We will have the following classroom roles:

v Line Leaderà walks at the front of line and models how to walk appropriately in the hallway

v Light Technicianà turns off lights when we leave the classroom v Door Holderà holds open the door for students when we leave the

class and closes it behind them v Librarianà keeps Reader’s Reef tidy and makes sure books are

kept orderly on the shelves v Lunchkeeperà tells teacher how many are getting hot lunch, cold

lunch, and who is absent v Messengerà picks up teacher’s mail from office and delivers any

messages to office/ other classrooms when needed v Paper Passeràhands back student’s graded work and distributes

papers needed for an assignment when teacher says to do so v Classroom Janitorà makes sure that floor is clean at the end of the

day by directing students and helping pick up v Materials Managerà passes out any materials needed for a

particular assignment from the teacher storage unit v Tech Buddyà makes sure all electronic equipment (computers,

iPads) is turned off at the end of the day

ü Student Sharing At the beginning of the school year we will send out a school supply list,

which informs parents of what supplies their child will need. There will be many instances when we are doing classroom work that students will need these supplies to complete their assignments. I will have extra materials in the storage unit in case students are unprepared and are lacking in certain utensils. If this becomes a consistent practice from a particular student, then a scale will have to be taken away. Organization and preparation is a factor that predicts success in the classroom and in life. This is why these high expectations will be communicated and enforced to students.

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Students will also be granted permission for using the teacher materials on special occasions. In this instance, the materials manager will pass out the necessary utensils to the class. Unless a student has been notified or has asked permission to use said materials, students will not be allowed to go into the storage unit.

ü Use of Free Time If students have completed all necessary assignments and have free time,

there will be many options available to them. First off, independent reading is always something that is highly encouraged in my class and students should feel motivated to take advantage of. They may choose a book from Reader’s Reef, or read one that they have checked out from the library. Otherwise, I will try and keep the inquiry centers as current on activities that are tied to the recent content and curriculum we have been working on. The centers will contain manipulatives, games, worksheets, and many other forms of review for students. They will be encouraged to check out these centers as frequently as possible as a way of assessing their ability in certain concepts and topics. Finally, students can play educational games on the computers or any other electronics we may have.

ü Handing in Papers & Homework

In a designated area of the classroom we will have bins for Reading/ Writing, Math, Science, Social Studies, and our Friday Folders. Students will be expected to place their work in the corresponding bin when they have completed the assignment during the day. I will explicitly state and write on the board the due dates for specific projects/ assignments and will send notes home to parents in their Friday Practice. Friday Folders will be taken home at the end of each week and will contain the student’s practice for the weekend based on what we have been working on. The Practice is expected to be returned the Monday (or first day students are back at school) of the following week. This system will help keep our students and myself organized and prepared for each and every day of our school year together.

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ü Field Trips Field trips are an excellent way to expose students to content that we

have been discussing in authentic and meaningful ways. That being said, there is a lot of preparation and planning that occurs prior, if they are to run smoothly. Once I am aware of specific details relating to the field trip, I will send a letter home to parents/ guardians with the date, a description of the field trip, materials students will need, a spot for parent/guardian signature, and a section for chaperones to fill out. As a class we will discuss how we conduct ourselves on the bus (if transportation is needed), with the chaperones, and while we are at our destination. The management system will still be carried out on the field trip to ensure appropriate behavior is exhibited; I will keep notes of how many “scales” students maintain on the trip and what consequences need to be incurred upon our return to school. Our class will also discuss content related to the field trip, so that we are well informed on the topic of the trip and are able to engage in purposeful learning while we are there. All proper planning and communication with students, parents, and those that are volunteering will be done in advance. On the day of the fieldtrip, I will follow all school policies and procedures in order to ensure a safe and positive experience for our students and volunteers. I will bring first-aid equipment, emergency contact info, my cell-phone, and any other necessary materials we may need. Upon return we will engage in lessons, conversations, and assessments (when deemed necessary) as a class based on what student gained from the field trip.

Part IV: Differentiation Policy

It would be ignorant and unrealistic

for any teacher to expect that there is a “one-size-fits-all” form of instruction. As humans we all have vastly different capabilities, interests, and areas of improvement; so then why would we assume all students learn the same? In order for students to reflect achievement and growth, differentiation will have to be provided, whether they are a student on an IEP or in gifted education.

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ü Differentiating for Lower Ability I never want a student to feel as though

their needs aren’t being met and they aren’t getting the resources they need to be successful. This could mean giving them more time on an assignment, allowing them to complete an assessment orally, breaking up the directions into manageable chunks, etc. If the student qualifies for special education the Special Education teacher and I will make sure they are receiving specific targeted instruction that uses data to track their progress and communicates what has been effective and ineffective for the student. I am committed to exploiting what necessary tools and resources your child requires and ensuring that they maintain adequate progress.

ü Differentiating for Higher Ability Unfortunately, higher ability students are

often removed from our differentiation plans and may not be deemed as students who require alternate instruction/assignments or more challenging content because they are above the standards. That being said, I will intentionally try to challenge my gifted students to excel and reach higher standards. The goal when differentiating for gifted students is not to provide more work, but to guide them to look at the content in a deeper and more inquisitive manner. In regards to Bloom’s taxonomy, I will give students the opportunity to use more product-based assessment that uses those higher levels like analyzing, evaluating, and creating when learning. Having choice in the classroom should always be implemented no matter the ability level, so this will be maintained for gifted students.

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Part V: Communication with Parents/ Guardians

Ø Methods of Communication It is not enough to only communicate with parents at conferences and

assume that it is adequate. Sustained communication that is periodic and continuous allows students to reap the most benefits because expectations will be equivalent at home and at school. If this is to take place, there will be several means of communication that will take place between myself and parents or other guardians at home.

ü Beginning of the School Year I will contact parents during the summer, after classroom placements

have been released. In this email I will introduce myself, some of my expectations for the school year, methods parents/ guardians can contact me, and then I will ask them to reply with an answer of what contact works best with them for communication throughout the year. This will likely be used to update parents if there is some sort of behavior problem or conflict that occurs just so parents are aware before their child gets home from school. I will also extend an invitation for parents to join their students as there is typically some sort of an event that is held to introduce students to the teacher and classroom. Parents will be encouraged to attend so that we can have face-to-face interaction and I can learn about their child, from them.

ü Weekly Updates Parents/ guardians will be updated

every week on the content we have been learning, any class or school announcements or reminders, who the Star Student was for the week, and what what will be going on in the following week(s). This is important to sustain student growth outside of the classroom and maintain parent involvement. This will be vital in educating parents about what content students’ Friday Practice will be tied to so that they can assist their child to the best of their ability.

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ü Parent- Teacher Conferences This is an especially important time because parents have the opportunity

to see what their child has accomplished thus far and locate where some areas of difficulty are, both academically and behaviorally. While it is beneficial to discuss the weaknesses of the students so that both parties are aware of the struggles the student faces, this is a time to celebrate growth and accomplishments. This is where my Student Binders will be particularly helpful because I have compiled assessments, data, and observation to showcase to parents and help future instruction. A record of behavior will also be in this binder to give evidential support to parents on this particular topic. If their behavior is deemed a problem then we will discuss what incentives we can use with the child or if an alternative behavior management system should be implemented.

References

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.

Pfister, M. (1992). The rainbow fish. New York: North-South Books. Swim Together http://www.pinterest.com/pin/51087776996029557/ Just Be Yourself http://www.pinterest.com/pin/542754192562573649/ Star and Students http://www.clipartbest.com/cliparts/Rcd/G7r/RcdG7rac9.jpeg Readers Reef http://www.pinterest.com/pin/180073685075773973/ Student Data Tracking

http://1.bp.blogspot.com/tRI9jFQhAiE/UwPr9jWqaKI/AAAAAAAAHow/Fi75DWxwJCc/s1600/2.png

Rainbow Fish photo http://www.paracay.com/store/images/detailed/15/ing026.jpg Social Skills Rainbow

http://blog.playdrhutch.com/wp-content/uploads/2014/03/rainbow-fish-series.jpg

Professionalism http://mdm35.files.wordpress.com/2010/01/professionalism.jpg Give me 5 http://www.pinterest.com/pin/245094404693989223/

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Behavior Think Sheet http://www.pinterest.com/pin/441000988485745853/ Maya Angelou Quote http://www.pinterest.com/pin/134334001359095904/ Water Sign http://mykidentity.com/?p=714 Bathroom Sign http://www.showerremodel.org/5256/sign-language-bathroom.html Star and Students http://www.clipartbest.com/cliparts/Rcd/G7r/RcdG7rac9.jpeg Classroom Helpers

http://mcdn1.teacherspayteachers.com/thumbitem/Classroom-Jobs-Banner-Sign-BRIGHT-polka-Dot/original-306952-1.jpg

Homework Bins http://www.scholastic.com/teachers/sites/default/files/posts/u24/images/first15_ladmanhwbins.jpg

Equity http://radicalscholarship.files.wordpress.com/2014/04/equity-vs-equality.jpg?w=800

Special/ Gifted Photo http://www.pinterest.com/pin/112730796897822788/

Special/ Gifted Photo http://www.pinterest.com/pin/414260865696269264/

Classroom News Letter http://www.pinterest.com/pin/314970567663060512/