Day One

Objective: The intern will develop a classroom management process which includes rules, rewards,
consequences, procedures and monitoring.

1. Warm-up:

(1) Index card: concern on front, hope to learn on back.

(2) List three behaviors which would disrupt the learning process.
(3) List the rules you plan to implement in your classroom.
(4) List 2-4 consequences you plan to use.

2. Welcome, Goals & Expectations

3. Classroom Management/Rules

DISCLAIMER: STRESS THAT TEACHERS MUST COMPLY WITH DISTRICT POLICIES

REGARDING RULES, REWARDS, AND CONSEQUENCES.

• Put interns into 3 groups (EC-3; 4-8; 9-12). Give each group 3 pieces of chart paper. Each group
makes one continuous list of (1) disruptive behaviors, (2) rules, and (3) consequences on the chart
paper. There should be no duplication or repeating on these lists.

• Refer students to Rules Checklist p.3 and as a whole group go through each chart and cross off
those that don’t meet the criteria. The ones that have been crossed off are usually expectations.

• Each group now looks at their “Disruptive Behaviors” chart and compares the behavior to the
Effective Rules pp.4-5. They put the applicable rule number beside each behavior listed. Instructor
stresses that these are rules that work!! Use Popsicle strategy to solicit impressions.

• Each group uses their chart of Consequences and applies Checklist of Consequences on p.7.
Cross off any that do not meet the criteria. Make modifications as necessary. Dice strategy to
solicit group impressions.

• They Must Be Taught! p.6. Direct teach by instructor by modeling the suggested procedure.

• Sample Action Plans pp.17-18. Have interns silently read. Have Table discussion of when this
might be used and where it would fall on the behavior management plan.

• Sample Classroom Management Plans pp.10-15. Have interns silently read over and put
checkmarks by the things they might use.

• Independent silent read of Rewards p.8 and highlight what they like. Partner-share reasons for
your preferences.

• Documenting Behavior Infractions p.16. Instructor direct teaches this.

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 • 30-30-30 Activity & Share.

• Discuss homework: Classroom Management Plan.

• Closure Activity.

4. Procedures

• Have interns to imagine have to teach a child how to brush teeth, make a peanut butter sandwich,
bounce a ball, crack an egg and separate the yolk from the white, etc. Have them write down the
steps in the procedure. (Making a connection and emphasizing the point that just writing and
reading something does not teach.)

• Ask, “Tell me what you know about procedures.” Use “Popcorn” strategy to solicit responses.

• Instructor produces a poster or chart paper of the steps for Class Visitor/Interruption (copied from
p.29). Instructor models teaching the procedures to the group. Make them practice the
procedures. Ask them to tell you what they are going to do when a visitor enters the room, or if
class is interrupted.

• Instructor models dividing the group into 8 groups using colored index cards or “counting-off”
(Students are grouped by color of cards or each student has a blank index card and writes number
on index card when assigned. Then like numbers are grouped together.) Give each group a piece
of chart paper and assign:

(1) Finishing Work Early p.29

(2) Asking for Help p.29
(3) Transition from Floor to Individual Seats p.30
(4) Ways Students Can Be Sent Back to Their Seats p.30
(5) Going and Coming from Class p.30
(6 When Absent p.30
(7) Moving Into Groups p.31
(8) Moving to a New Center p.34

4. Homework

• Refer Interns to the list of student procedures and teacher procedures on pp.16-17 of Day 3.
Have each intern select one of these procedures to write the steps for homework.
• Complete the Classroom Management Plan pp.36-37.
• Bring Harry Wong Book to class.
• Need to bring 4 Poster Boards and Markers to class tomorrow (to create rules to be displayed in
your classroom).

5. Overplanning – If time allows: Cooperative Study Groups p.24.

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 Classroom Rules Checklist

1. Is the rule stated in simple terms?

2. Is the rule observable?

3. Is the rule realistic?

4. Is the rule able to be enforced consistently?

5. Is the rule able to have logical consequences assigned to it?

6. Is the rule able to be documented?

7. Is the rule able to cover a vast majority of student misconduct?

8. Can the rule be taught?

9. Are the rules few in number?

10. Are they stated in the positive?

*If rules are abstract or open to interpretation, they are not rules.

Examples: Respect others.

Be nice.
Treat others like you want to be treated.
Be ready to learn.
Act appropriately.

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 Effective Rules
(These work!)

1. Destroy nothing.
2. Wait Your Turn to Talk.
3. Keep Your Hands and Feet to Yourself.
4. Attend to the Task Assigned.
5. Use Only School Accepted Language.

# 1. Using this rule will include desks, books, bathroom fixtures, others’ belongings, school property,
other’s feelings, one’s own work, etc.

# 2. Using this rule should result in students not talking when the teacher is talking, not interrupting
others, not talking during peer presentations, etc. If you try to use Raise Your Hand to Talk, you get
inconsistency in enforcement due to cooperative learning, choral response, brainstorming activities, etc.

# 3. Using this rule is self-explanatory. This means out and off of other’s desks, bodies, etc.

# 4. Using this rule is self-explanatory. If you try to use Follow Directions, again, it cannot be enforced
consistently. Remember that it is often the teacher’s fault that students do not understand. Learning styles
dictate that directions need to be given in a variety of ways, need to be checked for understanding and
often need to be repeated several times. Think about how often we adults do not follow directions because
the person who is giving them did not make them clear. Do we adults ever have to ask for clarification?

# 5. Using this rule includes “ugly” notes, facial gestures, hand gestures, racial slurs, put-downs, oral
profanity, innuendoes, etc.

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 Effective Secondary Class Rules

1. Neither destroy nor deface anything.

2. Use only school-accepted language.

3. Attend to the task assigned.

4. Wait your turn to talk.

5. Discuss disagreements with the teacher calmly and privately.

6. Stay within your space.

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 They Must Be Taught!
(Suggested Procedure)

• Put a different rule on a separate sheet of bulletin board paper.

• Have students brainstorm the types of unacceptable behaviors that would fall under each rule.

• Record these behaviors under the appropriate rule.

• You can reverse the above order.

• First brainstorm – What behaviors cause teachers to reprimand students and students to “get in
trouble”?

• Then post the 5 sheets of bulletin board paper.

• Lead students and have them categorize the behaviors and place under one of the rules.

• Keep the results of the brainstorming posted for several weeks.

• Finally roll up the charts and store them. Pull them out whenever “re-teaching needs to be done.

• Keep the 5 rules posted in a prominent place in the room.

• Number each of the rules. Then you can refer to the rule by number. You can also record the
number of the rule broken when you document.

• Color-coding is another way to refer to the rules. Write a different rule on different colors of
sentence strips. Use colors and/or numbers to help students keep track of their behaviors as well
as to document behaviors.

This works!

Although you may have “school rules’ they are often expectations.
Your rules are what you need and expect in order for
you to teach your students.
Be sure your rules, rewards, and consequences

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 do not violate any school or district policy.
Check with your team leader.
Consequences

• Must be logical

• Must be able to be enforced

• Should impact student behavior

• Should be intended to change behavior

• Should teach students to choose between acceptable and unacceptable actions

• Should not include academic penalties

• Should be easily documented by date and offense

• Should be in a hierarchy of severity

• Should include a “severe” clause

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 Rewards Worth Consideration
Individual

ƒ Individual Happy Notes

ƒ A positive note mailed straight to the student's home
ƒ Work as a classroom aide
ƒ Go to a lower level class to help or read
ƒ Sticker on class poster
ƒ Lunch with teacher, principal or other special adult
ƒ Citizen of the week
ƒ Keep "the stuffed animal" or other class "mascot" at their desk
ƒ Wear a special button
ƒ Free homework night
ƒ Free tardy
ƒ First in line
ƒ Bonus coupons for weekly drawings
ƒ Lead the pledge
ƒ Pass out papers
ƒ Choosing a game
ƒ Being team captain

Make a list of possible rewards and keep them posted.

When rewards are earned, let them have a choice of the one they want.

Class

ƒ Popcorn party
ƒ Special lunch
ƒ Cook something in class
ƒ Special arts and crafts project
ƒ Go outside under the trees for a class
ƒ Field trips
ƒ Public recognition by principal
ƒ Special guest speaker
ƒ Earned free time
ƒ Weekly drawings
ƒ Free homework night
ƒ Play radio during class

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 Documenting when Class Rewards are Earned
Marbles in a Jar:

Determine a standard of conduct toward which the class will work. When appropriate behaviors are being
exhibited drop a marble in a jar. The sound reinforces the good behaviors. Each marble equals one point.
When the class earns a pre-determined number of marbles in a set time, they earn a reward. This idea can
be modified and used for individual behaviors, also. At the end of each day, count the number of marbles
and keep a running total on a chart. Challenge them to earn more marbles the next day.

This strategy is effective for increasing compliance with homework, for all arriving on time, all prepared with
necessary supplies, etc.

If students change classes, use a different color marble for each class or a different color jar. This can be a
challenge to get more marbles than the other class. This could work too when students are assigned teams
or groups within the class and are working on a task together.

Use peer pressure:

When no one gets their name on the board or in the conduct book, award 5 marbles at once.
Peer pressure can also be used to help an individual child. Make a plan that the whole class will earn a
reward if this certain student improves his behavior. Be certain that it is set up requiring the class to be
helpful and supportive, not demeaning. When the child earns the set number of points, the class wins!

For every time Brenda can go to recess without getting into an argument, the class will earn a point. When
the set number of points is earned, then Brenda gets to pick the reward for the class. This will help others
not provoke her or to get in an argument with her. It can also strengthen “ignoring” skills.

For every hour that Jim does his work without talking back, blurting out, or getting out of his seat, the class
earns a point. Set one criteria.

Be sure that the behaviors and time limits can be obtained. Always build toward success.

Grab Bag:

Students earn tickets or bonus coupons and drop them into a bag. At end of day or week, draw 3 names
out and they get a reward.

WRITE DOWN THE IDEAS CONTRIBUTED DURING CLASS:

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 Sample Classroom Management Plan (K-1st)
Expectations

Be kind and nice

Keep your desk clean and neat
Put up your supplies and materials
Share with others
Listen to the teacher
Learn something everyday

Rules

1. Do your work
2. Keep your hands and feet to yourself
3. Be quite when the teacher is talking
4. Use quite inside voices
5. Wait to your turn
6. Destroy nothing (*)

Consequences

Each day the students begin with a clean slate

1. Warning
2. Move clip to green
3. Move clip to purple and move seat to sit away from the class
4. Move clip to orange and miss recess
5. Move clip to red and call home
6. Move clip to black and taken to the office
(*) If something is destroyed, the item will have to be paid for or replaced by the student or parent.

Rewards

All students who have not had their clip moved by lunch will get a ticket
Students who are on green or blue get a ticket at the end of the day
Students can earn two tickets a day for a total of 10 tickets a week
Five tickets will be drawn each Friday; students who ticket is drawn can choose:

+ Super citizen certificate + Good phone call home

+ Teacher assistant for a day + Happy note mailed home
+ Housekeeping leader for a day + Plant caretaker
+ Eat lunch with the teacher + Errand runner
+ Line leader for a day

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 Sample Classroom Management Plan (Pre-K to 2)
Develop your expectations and rules then go over them in a systematic way each and every morning until
you begin seeing the behaviors you need in order to be able to teach and others to learn.

• Point to each expectation as you say it

• Go back and point to one at a time and have the students repeat after you. Do this at least two
times
• Follow this same procedure for the rules also
• Model what you mean
• Have the students practice and demonstrate their understanding

Appropriate Expectations

1. Be nice to others
2. Do not interrupt the teacher
3. Share with your classmates
4. Do what the teacher asks
5. Learn something new every day

You could state the expectations in the first person like a class pledge:

1. I will be nice to others

2. I will not interrupt the teacher when she is talking
3. I will share with my classmates
4. I will do what my teacher asks me to do
5. I will learn something new every day

Appropriate Rules

1. Wait my turn to talk

2. Do my work
3. Keep my hands and feet to myself
4. Be silent in the halls
5. Walk in the halls

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 Sample Classroom Management Plan (EC-4)
RULES

1. Destroy nothing
2. Keep hands, feet, and other objects to self
3. Use only school accepted language
4. Attend to the task assigned
5. Wait my turn to talk

POSSIBLE CONSEQUENCES

ONE DAY

1. Warning, name and rule # recorded in conduct book

2. Warning, check and rule # next to name
3. Time out 3-5 minutes and X next to name
4. Notify parents and 5-8 minutes time out and PC next to name
5. Three time outs in one day = office referral

ONE CLASS PERIOD

1. Warning, name and rule # written on daily log/in conduct book

2. Warning, name and rule# for both offenses recorded on home conduct note
3. Private conference, all rule #’s recorded and dated on an office referral discipline slip and parent called.
Parent note also sent home to be signed.
4. 4th offense during one class period = office referral
5. If reaches step #3, hold the office referral slip and add offenses during the week as they occur.
6. Reaching step #3 twice in one week = office referral

ONE DAY- Early Primary

1. Warning – rule # recorded

2. Turn over blue (sad) card and rule # recorded
3. Turn over yellow (caution) card and rule # recorded
4. Turn over red (danger) card and rule # recorded
5. Time out 2-5 minutes and private conference
6. Contact parent
(When you document, it will be helpful to record the time of the offense as well and the activity during which
it occurred. The more data you have the better the chance of finding a solution for changing the behavior.)

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HALF DAY FOR GRADES 2-4

1. Warning, rule # recorded

2. Private Conference, rule # recorded
3. Time Out for 15 minutes, rule # recorded
4. Change in seating and rule # recorded
5. Parent contacted and loss of a privilege
6. Severe clause: Injury to another person will result in immediate
removal from class and a mediation conference

Warning awareness
A. Blue Card
B. Yellow Card
C. Red Card

ONE DAY

(Use an over the door shoe bag. Every student has a pocket. Use colored tongue depressors, Popsicle
sticks or laminated colored strips. This will also work if each student has a can or cup on his desk.)

1. Warning
2. Blue stick in pocket or can
3. Yellow stick in pocket or can
4. Red stick in pocket or can
5. 5 minutes time out
6. Contact parents
7. 3 times out in one day = office referral

(The rule # will be recorded in the conduct book at the time of the offense)

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 Sample Classroom Management Plan (4-12)
Classroom Rules are intended to allow the teacher to teach and others to learn without interruptions. The
following is our Classroom Management Plan.

Teacher Expectations

Arrive on time.
Be prepared to learn.
Have necessary materials and supplies.
Learn something new everyday.
Treat others with respect.

Classroom Rules

1. Wait your turn to talk.

2. Attend to the task assigned.
3. Stay within your space.
4. Destroy nothing.
5. Use only school-accepted language.

Consequences for violation of our classroom rules

1. Warning and name and rule number recorded in conduct book or on chalkboard
2. Check and rule number recorded and action plan assigned
3. Second check and rule number recorded and phone call home
4. Behaviors transferred to discipline referral slip
5. Behavior recorded and office referral

Class rewards

• Eat popcorn while working on Friday if all have arrived on time with necessary materials
• Five names at random selected to draw from the grab bag each Friday if no parent has had to be
called

Individual rewards

Positive notes mailed home Drawing from grab bag

Most Improved certificates Lunch with teacher

Please sign indicating you know the stipulations of our classroom management plan:
Student:
Parent:

Questions or comments:

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 Sample Classroom Management Plan (4-12)
Expectations

• Treat everyone with respect.

• Arrive on time.
• Be prepared to work.
• Be a positive class member.
• Always do your best work.
• Keep classroom clean and organized.
• Never be a quitter.

Rules

1. Stay within your space.

2. Wait your turn to talk.
3. Do not destroy materials or property.
4. Use only school appropriate language.
5. Discuss disagreements privately with the teacher.
6. Follow computer care instructions.

Consequences

1. Verbal Warning
2. Behavioral Essay (50 words and must be signed by parent) or Action Plan
3. Call home to parent (100 word essay)
4. Parent conference
5. Parent Observation
6. Write Up Referral

(All essays are to be completed at home and signed by a parent. Essays are not to be written in class.
Essays are to be returned the next day in class. If they are not returned and signed, a call to the parent will
be made.)

Rewards
• Games
• Bonus Points
• Call Home
• Structured Free time

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 Documenting Behavior Infractions
Reasons

• Gather data of behavior infractions

• Write a discipline referral to the office
• Document parent contact

Points to Remember

• What you write is a legal document

• Can be used in a court of law
• Facts not opinions or suggestions
• Write down what you heard or saw
• Do not include other students’ names

In-Class Records

• Individual index cards

• Conduct book or journal
• One card per student or one card per day
• One page per student or one page per day
• Include the student name, date, time, place, rule #, consequence
• Discipline slip for a running or on-going record to be used if needed

Office Referrals:

• Only the facts

• I saw …
• Another student reported….
• I heard John call a female student a bit…
• John reported that a female student called his mother a prostitute
• Do not put your opinion or suggestion of what you think should happen.

Documentation of Parent Contact:

• Develop some type of form to record every parent contact

• Keep up with it
• Examples: A log sheet, a daily journal

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 Sample Action Plan

Date:

Student: Teacher:

You are to read each of these questions, reflect on the behavior you exhibited today, and record your
responses in the spaces provided. Additional paper may be used if needed.

Behavior(s) reported: _____________________________

Rule violated: ___________________________________

1. Describe the behavior or actions you demonstrated that interrupted my teaching and/or the learning of
other students.

2. What impact did your actions have on the learning atmosphere of this classroom?

3. If I, your teacher, did anything that resulted in you disrupting the classroom and learning environment,
please explain what I did.

4. Please share your thoughts as to what I, as your teacher, can do to help you change your inappropriate
behavior.

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5. Should your inappropriate behavior continue, what do you foresee happening to you as you get older
and move from grade to grade?

6. What plans do you have to change your behavior to be more acceptable and positive?

7. If you have thought about your life in the future, what do you see?

8. If this behavior does not change, what do you feel would be an appropriate consequence for you?

Student Signature:

Parent Signature:

Comments:

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 Sample Transition Procedures (Pre-K-3)

The teacher teaches the procedure following these steps:

• Tells the students the procedure

• Has students repeat the procedure
• Has the students demonstrate the procedure
• Implements the procedure
• Waits, watches and rewards
• If the students do not comply, the teacher has them go back out and come back in following
the expectation
• This may take days to get in place

Returning to class from the restroom, P.E., lunch, etc.

1. Walk into the class.

2. Put your heads down.
3. Do not talk.
4. Wait for instructions.

Transitioning from one place to another within the classroom

1. Stand and push your chairs in.

2. Remain still and quiet.
3. Wait for directions (The teacher waits until the students have done this
Before giving the next set of directions).
4. Walk quietly to your space on the floor when your name or table is
Called.
5. Sit and wait for instructions (The teacher waits until the students have
complied before beginning the lesson).

Returning to desks or tables

1. Return to your table when your name or table is called.

2. Put your heads down.
3. Do not talk.
4. Wait for directions.

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Points to Remember:

• The teacher should follow the same process each time a procedure is taught. Consistency is so
important!

• Model and practice the transition procedure until the students perform the procedure automatically.

• Be careful not to give this age child a series of oral directions in rapid succession. Wait after each
direction to give them time to process what you have said.

• One to three directions at a time is a good rule of thumb. Try having the students repeat the
directions or call on random students to tell you each step.

• For those who have difficulty following directions it works well to go directly to their seat
immediately after directions are given and ask that student to tell you what he/she is to do.

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 Model for Moving Into Groups

Steps in the Procedure

1. You will be working in groups of 4.

2. Each of you has a card that will be used to determine your group.
3. You are not to write on this card.
4. You will need to turn it in at the end of the activity.

Check Understanding

1. You are not to move until I tell you to.

2. When I tell you which group you are in, I do not want to hear any complaints,
arguing, or requests to change groups.
3. You will be monitored for “working together.”

Check for understanding

1. You will be working with those who have the same color card as you do.
2. Yellow hold up your card – you will be working together and will meet …..
Pink …
White …
Orange …
Green …
3. When I tell you to, take your materials and move to the designated spot.
4. You will have one minute to get settled be quiet and wait for the next direction.
5. Go to your designated area and wait for the next direction.

Check for understanding

Once in groups go through the procedure you will use to monitor for working together and check for
understanding.

Next set up the academic task in small segments and check for understanding.

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 Sample Transition Procedures (3-12)
Moving Into Groups

Get a set of index cards that are 4 or 5 different colors. Determine how many of each color card is
necessary in order to divide your class into several groups of 4. As the students enter the room let them
choose the color card they want. Do not tell them what it is for. Then follow this script.

1. When you entered, you were given a colored index card.

2. Keep this card with you at all times.
3. You are not to trade it.
4. When I give the signal, you are to take all your materials with you and move
quietly and sit with those who have the same color card as you.
5. Get settled and wait for instructions.
6. Remember- you do not move until the signal is given.

When giving the directions:

• Tell the students the procedures one step at a time.

• Have students repeat the procedures.
• Call out one color card at a time and have all students hold that color up
• When each color is held up, direct the students to look around the room to see who will be in their
group.
• Tell each color group where their group will gather.
• Remind them they are not to move until the signal is given.
• Ask them to repeat what they are to do when they get into their group.
• Have one color group demonstrate how they are to move and get settled.
• Ask if there are any questions about moving to their group.
• Set the timer and tell them they have 1 minute to be moved, settled and quiet.
• Continue going through these steps until they can do it without disruption or a waste of time.
• If they do not comply, continue to model and practice until they do comply.

Detailing a list of directions like this may seem unnecessary, but if you want your classroom to run
smoothly, following such a procedure is a must. Do not assume they know what you expect or will know
what to do with you just telling them. One step at a time!

Caution: It is suggested that you not begin moving students into groups in the first few weeks. Wait until
you have established yourself as the teacher and you are comfortable that the students’ behavior is
appropriate to handle working in groups.

Leaving class at the end of the period

1. The teacher dismisses you, not the bell.

2. Pick up all trash.
3. Remain quiet and wait for me to dismiss you.

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 4. Throw away your trash when you leave.
Some additional procedures you will need to teach in the first week are:

1. Entering class
2. Doing the warm-up when they enter
3. Turning in late work
4. Sharpening pencils and throwing away trash during class

There will be others to teach as the need arises such as:

1. Attending assemblies
2. Fire Drills
3. Computer or Science Lab expectations

The teacher should follow the same steps of teaching, practicing

and reinforcing each procedure.

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 Cooperative Study Groups
(Adapted from Johnson and Johnson’s work on Cooperative Learning)

1. Learner Objective:
• By the end of this class you should be able to…
• By the end of the group assignment you should be able to…

2. Social Skill:
• Every person participates
• Stay on task

3. Academic Task:
• State whatever the learning tasks are; read, work, develop, create…
• Work together to accomplish this task
• One set of answers per group

4. Group Structure:
• One reader: Reads the material and directions to the group
• One recorder: Writes down the groups’ answers
• One materials manager: Picks up and returns materials
• One task master: Keeps everyone on task and monitors time

5. Cooperative Work/Group Interdependence

• One set of answers per group
• Everyone has to agree
• Each group member is to sign the finished paper indicating agreement with the final answers
• Each person must be able to answer and/or explain any question if called on to do so
• Group members are to help each other learn the material

6. Individual Accountability
• Members of each group will be randomly selected to answer a question or explain the reasons for
an answer
• Each student will take a test individually
• If everyone in the group makes a score of 80 or higher, every person in the group will receive 5
bonus points on the test.

7. Criteria for Success

• All students remain on task
• Group members work together
• Any student called on is able to answer the teacher questions
• Everyone passes the test

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 Procedures for Distributing Papers
Teacher Script

“There are so many wonderful new things for you to learn, it is important that we not waste any of your
valuable instructional time. Therefore, it is necessary to establish procedures for all of you to follow so that
our time together can be spent on expanding your knowledge. One of the ways you can help with this goal
is when papers need to be distributed. Let me help you know what I will expect.”

When you are sitting in straight rows:

1. Each person who sits on the outside row closest to the door will count the number
of people in their row.

2. That person will come to the designated place, count out the number of handouts
needed for his/her row then return to distribute them.

3. This is to be done quietly without touching or talking to anyone along the way.

4. Return to your row and pass the papers to the person next to you. Take one and
pass the set to the next person who takes one, etc.

5. To pass in the classroom is not like a pass on the football field. Pass means to
hand the papers to the next person without any action that could be
considered a disruption.

6. Would …… come demonstrate what passing the papers would look like.

D Practice with one person and one row.

D Review the procedure by having someone explain the procedure to the class again.
D Practice with the whole class.

When in groups:

The materials manager will count the number needed for the group then distribute the papers to each group
member in the same orderly fashion as detailed previously.

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 Procedures When a Student is Absent

Teach, Rehearse, Teach, Rehearse, Check for Understanding.

Have Students Repeat Procedures. Give Them a Copy.

When you are absent

There are four (4) reasons you might be absent from this class.

1. Personal illness or family business

2. School sponsored activity such as a competition, concert, tournament, field trip, etc.
3. Placement in an alternative setting such as ISS due to disciplinary infractions
4. Counselor’s office, clinic, assistant principal’s office

“I am going to explain the procedures for each of these to you. We will rehearse the procedures frequently
until it is evident that each of you understands the plan.
You may have questions. As I explain the procedure, write down your questions. Wait until I am finished. If
your questions have not been answered after each point is explained, then I will address them.”

“Someone tell me what you are to do if you have questions while I am explaining the procedure.”

“Someone tell me the 4 reasons you might be absent from this class.”

1. Personal Illness or Family Business

ƒ Obtain an admit from the attendance office.

ƒ Place the admit in the basket marked “admits”. The basket will be located …..
ƒ Pick up the admit at the end of class and be sure I have initialed it!
ƒ Look on the board. You will find “This Weeks Work” and “Last Weeks Work” outlined by day of the
week.
ƒ Copy the assignment from the board for the day(s) you missed.
ƒ There will be a folder for each class period attached to the bulletin board.
ƒ Look in the folder, and take out the assignments that have your name on them. (**)
ƒ Take your assignments out of the folder and sign and date the sheet attached to the outside of the
folder. There will be a pencil on a string attached to each folder. Please be sure the pencil stays
attached to the folder.
ƒ If you were absent one day, your work is due the next day. If you were absent two days, your work is
due in two days if absent 3 days; your work is due in 3 days, etc. Place your make-up work in the
basket marked make-up work when you return.
ƒ If you are absent more than 4 days, try to make arrangements to email me or leave a message through
the front office. Your work will be sent to the front office where a member of your family can pick it up.
You will have the same number of days to make up the work as days you were absent.
ƒ Assignments not turned in within the time limit will result in a grade of 50, which will be averaged into
your grades. (***)

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ƒ If you are present the day before a test, and absent the day of the test, you will be expected to take the
test the day you return.

(**) personal organization- when handing out papers to those present, put the names of absent students on
their papers right then and place in the correct folder at that time!!!

(***) you must know your learners and take into consideration “their” situation. If you know that homework is
a problem, the chances are the make-up work will not be done. Build for success. Make arrangements for
these students to come early or whatever you can do to help them.

If Assistance is Needed:

If you do not understand the assignments or need help, you can:

ƒ email me at ……..
ƒ contact …….. (my peer assistant) at …..
ƒ come to my classroom before school beginning at 7:30 AM on Mondays, Wednesdays and Fridays.
ƒ Come to my room after school on Tuesdays and Thursdays.
ƒ Tests will be taken either before school or after school on the days mentioned above.
ƒ In some cases, I may choose to give make-up tests during class time.

Questions?

2. School Sponsored Events

ƒ You will know ahead of time.

ƒ The assignments for this week and the previous week will be written on the board.
ƒ You are to get the assignments from me before you are absent.
ƒ The assignments are due the day you return.
ƒ If your event will be on a Monday and the assignments are not yet written, you will follow the same
procedure as if you had been absent due to personal illness.
ƒ If you miss a test, follow the same procedures as for illness.

3. Alternative Placement

ƒ The assignments will be sent to the alternative placement.

ƒ All assignments are due when you return to class.
ƒ In some cases, the teacher in the alternative setting will take your assignments up daily.
ƒ Non- compliance with work expectations will result in a grade of 50.

4. School Offices or Clinic

ƒ Follow the same procedure as if you had missed my class due to personal illness or family
business.

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Teachers should always check for understanding and reinforce the expectation. Just hearing the procedure
does not get transferred into long-term memory. It does not matter if you are teaching an academic
concept or a procedure, students must hear it, talk about it, and do it in order to remember it.

Checking for Understanding and Reinforcement

1. Look at the procedures outlined.

2. Turn to your neighbor and one of you tells your partner what you are to do if….
3. Your partner is to check the list and help if any steps are left out.
4. Switch.
5. The partner who just explained the steps is now to ask your partner questions about the
procedures.

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 Classroom Procedures
Entering Room

1. Walk into the room quietly.

2. Go straight to your desk.
3. Get out your book, notebook, and pencil. *
4. Put your homework on your desk.
5. Begin work on the warm-up.
* Sharpen your pencil if needed.
* Be seated and working when the tardy bell rings.

Leaving Class at the End of the Period

1. I dismiss you, not the bell.

2. Remain seated and wait to be dismissed.
3. Pick up all the trash around your area.
4. Throw away trash when you leave.

Finishing Work Early

1. Turn your work face down.

2. Choose one of these:
a. class puzzle
b. read a school acceptable book.
c. work on the “challenge” activity of the day.
d. work on make-up work or long-term project.
3. Work without disrupting others.
4. Be ready to stop at the teacher direction.

Asking for Help

1. Stay in your seat.

2. Put the red cup upside down on the desk.
3. Continue working.*
*Do not get out of your seat.
*Do not blurt out.

Class Visitor/Interruption

1. The teacher will answer the door.

2. Follow teacher instruction.
3. Stay on task.
3. Remain seated and quiet.
4. Wait for teacher direction.

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Transition from Floor back to Individual Seats

1. Sit straight and tall.

2. Wait for teacher directions to return to your seats.
3. Put heads down on desks upon return.
4. Wait for directions.

Ways students can be sent back to their seats:

ƒ By table number
ƒ By table shape such as triangles, squares, circles
ƒ By table colors
ƒ Be cautious when sending the quietest individual students back first. This could take up
instructional time and can result in the same students being the last ones all the time.

Going and Coming from Class

1. Sign out when you leave and record the time leaving.
2. Sign in upon return.
3. Drop your pass into the box next to the sign in and out sheet.
4. Go to your desk without bothering anyone.
5. Wait for direction from the teacher.

Move from Classroom to Another Location

First the teacher instructs students as to the specific materials. Then…

1. Get your materials together and wait.
2. When dismissed, push in chairs and line up without talking.

(Teacher waits until all have lined up then gives the next set of directions)

1. Line up in hall next to wall.

2. Walk silently to …..
3. Follow traffic patterns and walk in one single line.
4. Stop at the door of new location.

When Absent

1. Check file folder with your period on it.

2. Take out work with your name on it.
3. Check class calendar for other assignments.
4. Complete work and turn in within 2 days of absence. *
o You may come in for help on Monday afternoons or Wednesday mornings.

(Note: You might want to consider having a couple of students each week who can be contacted by the
absent student for questions and assignments. They will need to provide email or phone numbers.)

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Moving Into Groups (This one is the teacher’s thought processes)

ƒ Upon completion, students return work/materials and return to original seats.

(This is too general. Which students return materials? Do they just return whenever they feel like it or does
the teacher structure it so that they all move at the same time within a certain time frame? There must be
specific expectations and instructional time must be guarded. Structure-Structure-Structure)

A Better Option:

1. Teacher presents one direction at a time – not more than 3 in one segment
2. Be sure there is a direction for what to do once they get to their new group like “wait for the next
direction”
3. Students repeat instructions
4. Teacher randomly questions 1 to 2 students to check understanding by having them restate the
direction
5. Teacher directs students to move to new group
6. Teacher gives the next set of directions – not more than 3
7. Follow same steps as 1-3

Getting ready to Move Into Groups

1. Stand up by your desk.

2. Remain silent.
3. Wait for directions.

Moving Into Groups

1. Pick up your materials.

2. Go quickly and quietly to your designated area when the teacher gives the signal.
3. Sit down.
4. Wait for directions.

Beginning Group Work

1. Begin work as soon as everyone is seated.

2. Use 12-inch voices.
3. Stay on task.
4. Be sure all contribute.
o Be sure to have students repeat the expectations for each segment as each is explained.

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Not ready for Work/Lack Supplies

STUDY THIS PLAN. IT HAS SEVERAL PROBLEMS. CAN YOU FIND THEM?

1. Notify teacher within first 5 minutes. (This means the teacher should not be planning on dealing
with anything else during these 5 minutes)
2. Obtain supplies as follows: (Can the teacher keep up with all this record keeping and be
consistent? This process could be very challenging!)
a. Writing utensils-trade your shoe for a pencil.
b. Paper-obtain from teacher, sign log.
c. Planner-sign D Hall Slip (is the D-hall slip a school rule? If not- reconsider)
d. Workbook-no homework consequence. (give points instead of taking away
– build for success)
e. Spiral-write on notebook paper, transfer to spiral (what are chances they
will recopy it? What about staple or glue into journal?)

The plan above takes up too much instructional time, is difficult to monitor, and has too many steps.

A suggestion would be:

Supplies and Materials

1. Required supplies are: Paper, pen or pencil, planner, workbook, spiral notebook.
2. 5 participation points per day can be earned for having all supplies and material for a total of 20
points per week. (Build for success instead of approaching from the negative side)
3. Each item is worth one point.
4. No supplies equal no points.

Teacher requires students to have all these items on their desk and walks around with a spreadsheet while
students are working on their warm-up. The teacher checks roll and checks supplies and marks on the
spreadsheet.

Extra supplies are to be borrowed

1. Obtain pencils from the supply can and leave a shoe.

2. Get paper from the supply box. (It is often not worth the battle of trying to keep up with who
borrows paper, etc.)
3. Copy assignments on paper if no planner.

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Getting Started on an Assignment (This is the teacher’s thinking process)

1. Point to the learner objective and read to the class.

2. Tell the students exactly what supplies they need to get out.
3. Tell, show, and explain to students what the assignment is.
4. Have students repeat it – check for understanding.
5. List the expectations orally and point to the visual of the directions.
6. Include the time limits.
7. Have students repeat the directions – check understanding.
8. Give next set of directions.
9. Set student accountability (grades, reporting back).
10. Let students know whether it is individual or group assignment.
11. Check for understanding.
12. Use two-minute rule for getting into assignment.

Sharpening Pencils (Student Procedure)

1. Bring three pencils to class everyday.

2. Sharpen pencils before the tardy bell.
3. If a pencil breaks or needs to be sharpened during class, go to the supply can and exchange your
pencil for a sharpened one.
o This means the teacher will have to keep a set of sharpened pencils in a can but it saves so much
time and prevents the noise of the grinding sharpener. Think about having a student responsible
for keeping pencils sharpened.

o Note: If behavior is under control, it can work to have a procedure permitting students to get up and
sharpen a pencil as needed as long as it is not done when the teacher is talking or a presentation
is being made.
1. Go directly to the sharpener without talking or bothering anyone.
2. Sharpen your pencil quickly.
3. Return to work immediately.

Turning in Individual Work (Student Procedure)

1. Put name and date on the right corner of your paper.

2. Walk to the completed workbaskets without talking or bothering anyone.
3. Place your completed work in the basket marked with your period (or subject for elementary).
4. Return to your desk without talking or bothering anyone.

Turning in Work when Working in a Group

1. Put names and date on all work.

2. Materials manager in each group picks up completed work.
3. Materials manager walks to the completed work area without talking or bothering others.
4. Materials manager places work in the basket labeled with the class period (or subject).
5. Materials manager returns to group without talking or bothering others.

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Working in a Group (Groups Working on the Same Project)

(These are what the teacher has to think about. Look at the original list of teacher decisions and then look
at this expanded list? What differences do you notice? What procedures are set up for the students to
follow?)

1. Teacher assigns students a group.

2. Explain social skill expectations for work in a group and how it will be monitored.
3. Checks understanding by random questioning or student repeating.
4. Explain the behavior expectations regarding volume and stopping work when teacher needs class
attention.
5. Checks understanding by random questioning or having a student repeat.
6. Give the academic learner objective and explain the academic task or expected product (model or
give rubric).
7. Check understanding by random questioning or having a student repeat.
8. Assign roles to group members.
9. Explain roles.
10. Check understanding.
11. Give the amount of time to complete assignment and set timer.
12. Tell students to begin work.
13. Constantly monitor and check progress toward the objective. Monitor for correctness not just on
task.

Procedures for students working in a group

1. Work together to complete the task assigned.

2. Remain on task.
3. Be sure everyone contributes.
4. Keep your voices low.

Students Working in Centers

1. Find your name on the center chart.

2. Go to the center assigned.
3. No more than 5 people in each center.
4. Work quietly.
5. Help each other.
6. Do not fuss and argue.
7. Put your materials away in the correct place before leaving the center.

Moving to a New Center

1. One bell signal, clean up your center.

2. Two bell signal, move to the center to your right.
3. Begin new center assignment immediately.
4. Follow these steps for each center.

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Working in Groups (Centers)

(These are the teacher thought processes. What procedures will be set for the students to follow? It is the
students who need the structure set up for them.)

1. Teach routines for each center.

2. Make sure each center is set so student can work independently.
3. Set expectations for completion in each center.
4. Determine expectations for teacher interruptions.
5. Set student accountability.

Survival Tip:
STRUCTURE – STRUCTURE - STRUCTURE!! CONSISTENCY!
D Check for Understanding. Have students repeat and/or demonstrate procedures.
D Teach procedures one step at a time.
D Teach until the procedure has become a routine.
D Set up expectations before each activity.
D Be consistent.

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Intern name: School:
Grade level: Subject:

Classroom Management Plan

It is now time to develop the classroom management plan. Try to keep all the points and
concepts presented to you. Use this knowledge to develop your behavior management
system and then plan on using it!

Classroom Expectations (List at least 5 class expectations)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10

Classroom Rules (3 to 6 specific rules. Be sure they are not abstract or open to several
interpretations. Remember, rules are intended to allow the teacher to teach and others to
learn without interruptions and pertain to the students while they are inside your classroom.)

1.
2.
3.
4.
5.
6.

Severe Clause (This is a statement of what will happen immediately if certain behaviors
occur.)

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Consequences (Remember, these must meet both school and district and campus policies
and procedures. Each step should increase in severity. Five to ten steps are appropriate
depending on the age of the student and the amount of time you are with the class at any
one time.)

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Rewards (What positive reinforcement will you give when students display appropriate
behaviors? Keep in mind that large chunks of “free time” or a “free day” or a “Fun Friday”
are inappropriate. Instructional time must be guarded at all times.

1.
2.
3.
4.

Documenting behavior infractions and actions (How will you document behavior infractions?
Explain or design your method and include a copy.)

Communicating your plan How will the plan be communicated with the parents and the
administration? Attach a copy of any letters you plan on sending to the parents and an
explanation of how you will involve the administration.

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