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Elementary Classroom Systems

Elementary Classroom Systems

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Published by teachingfellows

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Published by: teachingfellows on Jul 13, 2010
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10/25/2012

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PRESENTED BY
Sara Cotner
Third Grade, South Louisiana
Outwit outplayoutlast
 
Systems
UNPACKING
1.How long will students have to unpack in the morning, and what does “unpack” entail?
MY CLASSROOM
I give my students five minutes to unpack, but as they are unpacking I positively reinforce students whoare unpacking quickly. As soon as I opened the classroom door (I had to pick my kids up in the gymevery morning), the timer would start. I would say good morning to each student as they passed throughthe doorway. The students were expected to sharpen their pencils, take their stuff out of their backpacks(everything for the entire day—except money for snacks at recess), hang up their backpacks, turn in brain busters, turn in their library books, take their homework out of their folders, and start their dailyreview. On Mondays, they also had to select new team positions, turn in their independent work, and putnew independent work into their folders.
YOUR CLASSROOM
 ___________________________________________________________________________________  _  ___________________________________________________________________________________  _ 2.What do students do as soon as they finish unpacking?
MY CLASSROOM
My students begin working on their daily IOWA review (the IOWA is the 3
rd
grade standardized test inLouisiana). It consists of two sentences that they must edit and rewrite, one language question (either tocome up with a “juicy adjective” to fit in a sentenceor to alphabetize words), an analogy, a science or social studies question, two math word problems, and the Math Problem of the Day. One of the mostimportant things you can do to ensure an effective and efficient learning environment is to put up thedaily work before the students arrive. I’m dead serious about this one. The problems must be ready for them. Some students will unpack extraordinarily quickly (which you want them to do!) Also, you needto be free to monitor what is going on while kids are moving freely about the classroom. This situationcould spiral into chaos. More importantly, you want to positively reinforce individuals who are meetingyour expectations.
YOUR CLASSROOM
 ___________________________________________________________________________________  _  ___________________________________________________________________________________  _ 3.What do you do if a student doesn’t finish unpacking in time?
 
MY CLASSROOM
I give them the first consequence on my conduct chart for not following directions.
YOUR CLASSROOM
 ___________________________________________________________________________________  _  ___________________________________________________________________________________  _ 4.What if you give a child a consequence and they start to explain what happened (which issynonymous with talking back)?
MY CLASSROOM
When I am teaching my rules and consequences, I also teach the students not to talk back immediatelywhen they receive a consequence. If they have something to explain, they are expected to raise their hands. Most times, students are given the opportunity to defend themselves, but I maintain control in thesituation. I then apologize to the class for wasting their learning time. This point is critical. In your classroom, you want it to be cool to be smart and work hard in. You want the other students to beannoyed by misbehavior. Then the misbehaving students will feel pressure to meet the behavioralexpectations.
YOUR CLASSROOM
 ___________________________________________________________________________________  _  ___________________________________________________________________________________  _ 5.What if you give a student a second consequence and they still talk back?
MY CLASSROOM
At this point I would take the student outside to defuse the situation. I would then talk to them about thedecisions they are making for themselves. I would help them realize that they can make decisions thatare going to bring them up (positive decisions) and decisions that are going to bring them down(negative decisions).
YOUR CLASSROOM
 ___________________________________________________________________________________  _  ___________________________________________________________________________________  _ 6.How do you record consequences?
MY CLASSROOM

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