Preamble

I enjoy developing innovative ways students can learn, and believe in using integrated
curriculum to create stronger, more cohesive units. We learn by connecting ideas and linking previous
schemas to newer ideas; such is the way teachers should also present their lessons. Linking past and
present content is the best way to grasp central ideas. Another important focus of my teaching is both
INSPIRING students to want to learn and ask questions, but also, to teach them to LEARN HOW TO
LEARN. I want my students to walk away knowing that if they failed to understand something in
class, they know where to look to further develop themselves. Essentially, I want them to develop the
skills of a researcher. You can teach your students all the material in the world, but at some point, a
student will come across something they do not know, or have forgotten. At this point, the student
should know what they must do to discover the answer. This requires that students be explicitly taught
the skills and multiple comprehension strategies necessary for accomplishing the task. I want
innovative and resourceful thinkers. This means I will never teach one way to solve a problem. This is
quite an optimistic outlook for children who may only be 7 years of age, but I think in a small more
simplified way, this is still possible. By developing and maintaing a safe learning environment, students
should feel comfortable taking risks. Not knowing the answer to a question should invite opportunities
to learn and solve it together. I want students to feel free to suggest ways to solve a problem, while
utilizing technology, books and outside resources. This means students get more control and autonomy
over their learning environment, which will in turn help them become more intrinsically motivated.
Building a solid classroom community will help to solidify these goals and ideals. Part of being a
researcher is learning to rely on your peers for guidance and support. This surpasses simply respecting
one another's opinion; it means students will understand the benefits of working as a cohesive unit, and
actually utilize the opinions and voices of others. Through classroom management strategies, students
can take the skills they learn in their classroom community and apply them on a macro level, thus,
helping them to become successful caring citizens of our society.
Preventative Techniques
Maintaining a Positive Classroom Environment
Learning cannot occur in an environment that feels threatening. This threat can be a daily reality for
many students who are feeling judged, inadequate, or undervalued. As a form of self preservation,
students put walls up to protect themselves against these self deteriorating elements. This may result in
students acting out aggressively or cause them to behave in certain ways. At this point, learning is no
longer possible. These walls, though important for resiliency, inhibit growth. Thus, careful steps must
be taken to prevent the blockade from building. One way this will be accomplished is through the
SPRAK wall. SPRAK stands for students performing random acts of kindness. This board will actually
be placed right outside the classroom door in the hallway, for other students to interact with if they
would like. Students place a sticky note on the wall with something nice someone has done for them or
visa versa. At the end of each week, some of the notes will be read out loud to the class. This is an
ongoing project that will happen throughout the course of the school year. Many of the other
proactive steps I will implement are taken directly from Wilsons book, Teasing, Tattling, Defiance and
MorePositive Approaches to 10 Common Classroom Behaviors.
Make sure the childrens basic needs are met (including socio-emotional needs).
Build a safe, caring community.
Set students up for academic success.
Establish clear expectations.

Create class rules.

Teach the rules and expectations. (This includes teaching what the rules do and do not look
like in addition to using graphics.)
Use positive teacher language. (Students need constant reminders of what they are doing right.
For every correction, 3 more positive statements should be made in return. Focussing on a
student's strengths is absolutely vital.)

Building Community /Team Building

team building= a save environment= the willingness to take risks= learning
At the beginning of the school year, a major focus will be placed on team building. Team building helps
to establish a safe learning environment, and thus, must take place as soon as possible. During the first
three weeks of school students will participate in team building exercises that occur 3 days a week on
Mondays, Wednesdays, and Fridays. After these three weeks, students will get to participate in a
weekly team building exercise held every Friday at the end of the day. Many of these exercises will
incorporate components of the curriculum. After the team building exercise on Fridays we will regroup
for debriefing. These debriefing periods are called roundups (which will be discussed in greater detail
below). In addition to our Friday roundups, we will also have Monday Meetings. This will take place
for 5-8 minutes at the beginning of every Monday. We will briefly discuss weekend events and then set
a weekly goal for the class. This will be written on the board and referred to each day.
Mara Sapon- Shevin, in Because We Can Change the World, suggests a unique approach for instilling
important values in the classroom community. She recommends that we look towards our social studies
curriculum to build a stronger community. These essential ideals will be used to strengthen my
classroom environment. She notes, But what is civics? Civics can be defined as those skills, attitudes,
and beliefs needed to be a member of a community...The civics curriculum of which I am speaking is
founded on six values that could inform our teaching, our curriculum, and our interactions with
others...civics can be represented as follows:
C-courage
I-inclusion
V-value
I- integrity
C-cooperation
S-safety
(1998, p. 2).
Cooperative Learning
C.M Charles states, in Building Classroom Discipline, Instead of isolating children with seat work,
consider surrounding them with support buddies and teach them how to support each other (p. 130).
This principle is commonly practiced in many classrooms, but will be particularly emphasized within
my own. Students will frequently be working with their table groups referred to as Islands. Each
person at a table will have their own job within that group, which will rotate every other week. This
allows students to feel a sense of responsibility for their peers. Islands will also have the opportunity to
earn points to promote collaboration. If students become too competitive this may be dissolved (which
is further discussed in the Classroom Incentives section). Students will change Islands halfway
through the school year to give them the opportunity to collaborate with other peers. Students will have

additional opportunities to collaborate with other members in the class and will sometimes be allowed
to choose their own partners etc. As mentioned in Because We Can Change the World, benefits of
cooperative learning include, a celebration of diversity, acknowledgement of and respect for
individual differences, active learning, practice in conflict resolution, learning to give and receive
constructive peer feedback, and learning how to value, respond to, and take responsibility for other
people (Sapon-Shevin, 1998).
Engaging Curriculum
Swan said it best in her book, Concept Oriented Reading Instruction, The difference between a
classroom where students are engaged and one where they are not consists in the teachers
instruction...The key to long term success is building coherence throughout the days and weeks of each
term. Coherent instruction is teaching that helps students make connections throughout their day.
Coherent instruction connects reading with writing with spelling and the use of the English Language.
Reading and writing , in turn, connect to science, social studies, and math. These content areas, in turn,
connect to students' interests and questions, which are at the motivational hub for genuine
learning...Coherent instruction cultivates student engagement because...it is the process of connecting
(Swan p.13). Swan's engagement principals include:
Real-world interactions (hands on activities)
Inquiry based learning
Interesting texts
Learning and knowledge goals
Autonomy support (choice)
Collaboration support/ cooperative learning
Strategy instruction (includes modeling)
Interests
These principals will guide my teaching to ensure that students receive a more realistic/genuine
learning experience, that inspires motivation. In the text, Building Classroom Discipline, the author
explains, Discipline cannot succeed in an environment where students are coerced to endure boring,
tedious lessons and activities (Charles, 2011 p.93).
Class Jobs- rotate on a weekly basis

Mail Carrier/ Messenger- responsible for carrying notes to the office and delivering returned
work back to classmates
Trailblazer- line leader
Distributor- passes out daily worksheets
Librarian-keeps book corner tidy, responsible for keeping the students volume down while
attending the school library, helps make book suggestions, and keeps track of the book checkout catalog
Weather Reporter- looks up daily forecast projected on the smartboard, then announces daily
forecast in a unique voice of choice
Electrician- responsible for turning lights off when leaving the room and during smartboard
usage
Sanitation Team (2 students)- responsible for giving out hand sanitizer before lunch and
cleaning the sink area
Lunch Monitor- collects lunch boxes and returns them to the room and makes sure lunch table

is free of trash
Greeter- responsible for greeting volunteers or visitors in the classroom and getting them up to
speed on what we are doing as a class. This is so whole group instruction does not have to stop.
This job does not include greeting school personnel.
Operator- answers incoming calls to the classroom

Table Jobs- rotated every other week

Distributor- passes out the paper to each table and makes sure everyone gets a sheet
Direction Experts- listens carefully to answer classmates' questions (if these can not be
answered by this person, then the student with the question may come up and address the
teacher)
Collector- picks up papers and turns them in for their group
Polisher- makes sure tables are picked up at the end of class and cleans table surface when
asked
Tree Hugger- monitors trash and recycling at the table, each table has its own mini trash can
(this person needs to be sure there are no scraps in the surrounding area)
Mufflers- reminds peers about table talk when it gets too loud (otherwise they may lose points)

Class Meetings- roundups and Monday meeting

Roundups: Every Friday

Team Building Game Reflection
Accomplishments (individual and group)
What needs improvement (individual and group)
Drop Box issues (this is a special place where students can submit something they want
addressed, it can be anonymous or not)
Bid farewell to one another in a unique way (the classroom greeter decides how this will
occur [see class jobs for greeter description] )
Monday Meetings:
5-8 minutes every Monday morning
class sets a weekly goal

Classroom Rules
C.M Charles, in his book Building Classroom Discipline, referred to Harry and Rosemary Wong when
writing about classroom management. He noted, The Wongs suggest you limit the number of rules to
a maximum of five, stated in a positive manner (p.121). I would have to agree. Students need
something clear and concise that is easy to refer back to. A long list posted on the wall will not
encourage children to frequently glance at what is expected of them. In addition, rules should be posted
where everyone can see them. If students are usually facing the front of the room, it's not ideal to have
them posted on the back wall. Rules in my classroom will be short, concise, posted clearly, and
positively. While it is important that children know what a rule does and does not look like, having
them posted in negative phrases such as no fighting, does nothing to curb a future problem. Children
will fight if they do not know the tools to prevent it. A rule that says communicate with your peers
using respectful language duals as a resource; now kids know what to do! The most important aspect
of designing classroom rules, is to include the children in the decision making process. This way

students are more invested and feel mutually respected. In the past I have incorporated this idea into the
social studies curriculum where the students and I created a classroom pledge after learning about the
Pledge of Allegiance. Usually a list develops on the board and from there we mark phrases that fall into
a similar category, then we give that category a title and turn it into an I will statement. Though
classroom rules will not be pre-assigned, this will be done on the first or second day of school so that
students are certain of what is expected of them.
Classroom Arrangement

Seating- Students will start the year sitting in clusters of 6. Depending upon the classroom size,
this arrangement is always subject to change. I do not want 4 groups of 6 and one table of 3.
Each group will be referred to as an Island. Each Island has its own color; for example, one
might be named the Blue Island. To encourage group work and collaboration there is an
incentive system established for the Islands (further discussed in the Classroom Incentives
section).
Bulletin Boards will include:
Daily Routines
Rules and Responsibilities
Objectives
Schedule
Writing Wall
Journal Prompts
Word Study Words
Book Recommendations/ Library Check-Out/ How do I choose a book?
SPRAK Wall (Students, Performing, Random, Acts, of Kindness)
Math and Science Wall
Vocabulary
Google- This is a mini whiteboard posted on the wall, where students can ask any
question puzzling them. When there is time throughout the week, the students and I will
look them up together on the smartboard. This is to encourage the importance of
research as mentioned above.
Technology- includes white board, interactive board, document viewer, overhead projector
and/or any other visual teaching mechanism (which will be at the front of the room)

Classroom Incentives

Islands- My classroom will have two incentive systems in place. I briefly mentioned before that
the students will be grouped by Islands. Each student will frequently have the opportunity to
earn points for their Island. In addition, each Island will be represented on the whiteboard for
easy access. Students can earn points for their Island by working together well, having a clean
table, listening, sitting quietly before lunch dismissal, pushing in chairs, cooperating during
class discussions, or doing a kind deed for someone in their group. This list is not all inclusive,
there are many other ways students can earn points for their team. Students will change Islands
halfway through the school year to give them the opportunity to collaborate with other peers.
The Island to reach 50 points first, will get to draw a ticket from the incentive jar. Each student
at the table will get the chance to draw their own ticket. (One student per day is allowed to
cash in their ticket, just so there are not 6 special needs having to be fulfilled in one day.)
Ticket examples include (but are not limited to):

Computer-Dibs
Job Swap
Teacher's Chair
Stay in for lunch and watch a movie
Listen to music while working
Teacher gets to organize YOUR desk
Move desk near friend for a day
Show and Tell
Pick your own partner
Use pen for a day
Sit on floor with a pillow
Use the teachers supplies
Bring a book for the teacher to read
Have you filled a bucket?- I wanted the students to have an incentive system that focussed on
individual progress in addition to the whole group, so I added a system that could address this
need. Teachers around the country have started to adhere to the system and I found their
testimonials to be rather useful. The system was developed as a follow up to the book, "Have
You Filled A Bucket Today?: A Guide to Daily Happiness for Kids" by Carol McCloud. The
program focusses a great deal on character development, which can really help establish a
positive working community. Essentially, when the students do and say things that are kind,
considerate, caring and respectful they are being a bucket filler. When students are mean,
inconsiderate, uncaring, or disrespectful, they are bucket dippers. Students will get a
sparkler (fuzzy) to add to their bucket when they are participating and being helpful within
the classroom. At the end of the week, each student will empty their bucket into the classroom
bin. When the classroom bucket becomes full, the class will have a celebration. This is a nice
visual way students can see how their individual efforts have helped out the classroom
community, as opposed to points.
Supportive Techniques

In her book Teasing, Tattling, Defiance and More...,Wilson shares her advice with regards to reactive
strategies, Even with the best proactive work, children will sometimes still break rules and fail to meet
expectations. When they do, we need to respond quickly, effectively, and non-punitively. We want to
stop behavior mistakes from escalating, restore the children to positive behavior as soon as possible,
and keep other students' learning on track (p.28). It's natural that students will need reminders of how
to act appropriately in certain situations. Students will be explicitly taught how to behave and precisely
how I will respond in the event that they do not follow instructions. I will respond using these various
techniques:
Nonverbal cues- to be used mostly during whole group instruction so as to not embarrass the
individual
finger to lips as a silent reminder
shake of the head
teacher look (It's important to use these democratically so students do not feel targeted.)
Proximity- Some students can not see you well enough for a visual cue to be successful. Often
with proximity, nothing needs to be said and students go back to working effectively. In this
case it is important to consider that not all students understand body language the same way, so
if a student does not understand what he or she should be doing I may rest a gentle hand on their

shoulder and then use my visual cue.

Verbal reminder- It's important that this is done in a positive manner, so that the student believes
he/she can succeed. For example;
Show me how we practiced being respectful
What ways can you show me you are ready?
Remind me of what our pledge says about...
I like the way April is sitting quietly with her arms folded (Making a positive comment to
the child sitting next to the one off task is often a great reminder.)
Incentives reminder- Students will be reminded of the classroom incentive system, may lose
Island points or be asked to remove a sparkler from their bucket.
Intervention Techniques

Some children do not respond effectively to supportive reminders and may need a logical consequence
or individual accommodations. In this case some students may receive:
Loss of Privilege- This will be directly related to the issue. For example, a student who talks out
of turn repeatedly will not lose recess time. Instead, they may lose the opportunity to work with
a partner and must work silently and independently.
Reparation- This is essentially the you break it, you fix it rule. In circumstances where a
student accidentally draws on another student's paper or loses another student's pencil etc., that
child needs to make amends. This should not be a huge deal, students should not feel punished,
they simple need to come up with ways to solve the problem.
Positive time-out- Some students need a short break. Often this may even be a whole class
issue. In this case I may have students put their heads down on their desk for 30 sec so they can
regroup and center themselves. In the instance where one student needs a moment, I will direct
him/her to the cool down cubes. They will take a cube out and go sit in the reading corner for a
few moments until they are ready to rejoin the group.
Parent/Teacher/ Child problem solving conference
Student contract
Procedures
Attention Grabbers
Students will get to vote on the one they want at the beginning of the year. Here are some examples:
Teacher- Ba da ba ba ba (McDonalds Theme)
Students- I'm lovin it!
Teacher- Na na na na, na na na na
Students- Hey, hey, hey, goodbye
Teacher- Chicka, Chicka
Students- Boom Boom
Teacher- Hocus Pocus
Students- Everybody focus
Teacher- Ready to rock?
Students- Ready to roll!
Teacher- All set?
Students- You bet!

Teacher- Hands on top

Students- That means stop (put hands on their heads)
(clapping sequence)
(lights off)
(bell ring)

Morning routine (Monday mornings will start with a 5-8 minute meeting and then follow the routine
below)

Students will place backpacks in their lockers, taking anything they may need for the day with
them into the classroom entering the room quietly and saying good morning.
Students will turn in homework into the appropriate box based on subject
Students will begin a self-start every day that they will work on for the first 20 minutes of class.
This self start will always be Journal writing and the prompt will be up on the board
The days schedule and goals will be on the board.

End of the day routine

Last 10 minutes of class students will be responsible for making sure they have successfully
completed their table jobs
The classroom distributor will pass out homework and homework folders
Sanitation team will make sure the drink area is clean
Students will be dismissed by Islands to go grab their backpacks and take them back to their
seat
Before students leave they must put their chairs up and will again be dismissed by Islands
Students will say goodbye at the door with a high- five, hug, shake, salute, or a thumbs up

Lining up/hallway

The person at the head of the line will be the Trailblazer, this job is assigned and changed
weekly. Lining up will vary, but students will always be dismissed by Islands and must push in
their chairs. Sometimes students will line up by hair color, clothing, hobbies, or Island points
(students will never be lined up by gender). As always students are expected to be silent in the
hallway, if a student talks out the entire class will have to return to the classroom and start over.
Sometimes I will pick a mystery walker. Before I leave the classroom students will see me grab
a small chip from a box that has the students names on them. I will not reveal the students
name, and watch that child during the hallways transition. If said student was behaving well,
they will get to add a sparkler to their bucket.

Bathroom/locker

Students will be taught the 3 signal rules on the first day of school (which will also be posted as
a reference). Once called on they may go. The signals indicate:
1 finger- bathroom
2 fingers- drink
3 fingers- pencil
Students do not have to ask to get a tissue

Students who have to use the restroom will also have to sign out. The student will simply
move his/her magnet with his/her student number on it to the bathroom section, this way I know
where the students are at all times.
Students will know that they only have around 2 minutes in the bathroom and must return
promptly, if I notice students are going too frequently the issue will be addressed individually

Transitions

Students will always be told how much time they have to travel to wherever it is I need them to
go. Island points help to solidify smooth transitions. If students can get back to their desks
quietly their Island may receive a point.

Homework

Students must have their first and last name on all assignments. Each day homework will get
turned into the appropriate basket. Students who forget a specific days homework will be sent a
note to take home. The parents must sign and return. Then they will have until the end of the
week to get it in. If I notice homework frequently coming in late a parent conference will be set.
In addition, homework will always be up on the class website. I will not keep students in from
recess to finish homework. That time is needed in order for students to focus throughout the rest
of the day. However, if there happens to be free-choice time going on within the classroom, that
student will be working to finish up his/her homework.

Absences

Parents will be informed at back to school night that they may always request homework early
for their child if the family will be going out of town. Students are always expected to get work
in that they miss. Not doing it altogether is never an option. I do not want students falling
behind. The amount of time they have to get absent homework in will be determined by the
amount of time the student was absent and will be dealt with on a case-by-case basis.
Chronically absent students should not be punished for missing school, but will need special
accommodations to make sure the work gets done. At this point I would set up a meeting with
the principal and create an intervention plan for the child.
Communication with Parents/ Guardians

Phone calls

Parents who were not able to make it to back to school night, will receive a welcoming phone
call
Phone calls will usually be used as a form of positive reinforcement. When a student does
something fantastic I will make a brief phone call.
In addition, phone calls will happen to remind parents of SEP meetings.

Newsletters

A newsletter will go out at the beginning of the school year explaining the basic curriculum
outline and a bit about my teaching style and who I am.

First day of school questionnaire will go out, one for the parents and one for the students. The
students will be asked questions relating to their personal interests and strengths. The parents
survey will ask communication questions and character questions about what their child
likes/dislikes etc.
At the beginning of every new math unit a small letter will go out explaining the concepts
A quarterly news letter will go out about classroom projects and school wide events

Planners/ Homework Folders

Parents are required to sign the students homework folder every night. This means that they
looked over their child's homework and have agreed that the work is complete. Students who do
not get signatures will not be punished, but a note will go home if the signatures stop showing
up. If homework is not complete there will be a comments section for the parent to indicate
what happened and how I can help them.

Class Web Page

Due to copyright laws not everything can be put up on the classroom web page. However, I will
put up as much as possible, including a special help section for parents. That tab will outline
some of the teaching techniques from the Math Edition Teacher's Guide and include resources
for parents to visit to help students with their homework if necessary. In addition to email, there
will be an emergency message section up on the web page for parents to use sparingly.

SEP conferences

Twice a year teachers will conduct conferences with students and their parents to discuss
progress, accomplishments and areas needing improvement.
Goals will be posted in the students personal journal for them to refer back to frequently.

References
Charles, C., & Barr, K. (1989). Building classroom discipline (3rd ed.). New York: Longman.
Shevin, M. (1998). Because we can change the world: A practical guide to building cooperative,
inclusive classroom communities. Boston: Allyn and Bacon.
Swan, E. (2003). Concept-oriented reading instruction: Engaging classrooms, lifelong learners. New
York: Guilford Press.
Wilson, M. (2013). Teasing, tattling, defiance and more: Positive approaches to 10 common classroom
behaviors. Turner Falls, MA: Northeast Foundation for Children.