Miss

Speakman

Kindergarten Classroom Management

A. Classroom Procedures
1. Timetable
a. Clear bell and subject schedule is in teacher planning books.
b. Clear schedule for students with pictures is ready at the front of the classroom.
Students will be introduced to this during staggered entry and will be addressed
at the beginning of every class (am/pm).
2. Attention Getting Procedures
a. Eyes on Front:
Teacher: One, two, three eyes on me.
b. Hands down/Stop Moving:
Teacher: Hands on top. (Put hands on head). Students: That means stop!
(Mimic teachers action).
Teacher: Macaroni and cheese! Students: Everybody Freeze!
Teacher: Hands in the air. (Put hands in the air). Students: Like you dont
care! (Mimic teachers action).
Pencils down in 5-4-3-2-1. (Countdown using hand. Can also count down
from 10).
3. Question/Answering Procedures
At the beginning of the year, students entering Kindergarten may encounter a lot
of anxiety when being called upon. As such, the teacher will implement only
extended wait times and ensuring she does not call on the same students
repeatedly.
Depending on the subject and how students are adjusting to Kindergarten, the
teacher may implement one or many of the following:
o think-pair-share
o popsicle sticks
o corners
o inside/outside circle
o mix-freeze-group
4. Transition Procedures
a. Start of the day/entering classroom: Teacher greets students at door and
addresses them by name. Students hang backpacks and jackets on hooks.
b. Start of class: Students attend to tablework as is set out during Staggered entry.
c. Attendance: Teacher takes attendance as students do tablework.
d. Change of activity:
i. Teacher uses attention getting procedure as above and has students put
away materials and line up or go to necessary place.
ii. Teacher will use different ways to have students transition. Examples
include birthday, male/female, table sitting quietly, etc.
iii. If something really did not go well during activity, tell students that it is
not working/did not work, and we need to make a plan together to try
something different.
e. Dispersing materials: Teacher may call on student of the day or one person from
each table to get materials. Teacher may also hand out to tables.

f. Handling equipment: Clear instructions will be given and teacher will model how
to handle equipment including everything from pencils, scissors, erasers, etc.
g. Handing in assignments: Students have drying racks where they will put
anything that needs to dry. They also have buckets that are labeled for various
subjects. Teacher will call on student of day or certain students to collect and put
the assignments away.
h. End of class: Students go to coat hooks first, mailbox second, and carpet third.
i. End of day/dismissal: Students wait until they are called to be dismissed.
5. Routine Procedures
a. Late arrival: Student is to get late slip from office. If they come into class without
the parents will be called at home and panic will arise. Make sure student is
accounted for. Also always welcome and greet late student, so that s/he knows
that you are happy to have him/her despite being late.
b. Absence procedures: The office calls home when student is absent.
c. Use of cell phones/iPods: N/A
d. Student illness in class: Teacher or assistant calls janitor and then decides
whether parents need to be called. No medication can be administered unless
there is signed documentation from doctor. All medication with the exception of
puffers and epi-pens for life threatening allergies, are kept under lock and key in
the office.
e. Bathroom breaks: Students learn to follow stars on floor to get to bathroom.
Students are advised during staggered entry about appropriate volume and
behaviour in bathrooms. Teacher will write name down when student is excused
to track students who leave classroom.
f. Pencil sharpening: Pencils are put in container and students are taught to get a
new one that is already sharp. Teacher or assistant sharpens pencil during
appropriate times.
g. Telephone calls (student calling home for any reason): Teacher or assistant will
help student if a telephone call is required.
h. Seatwork expectations: Students will be expected to sit in their seats or on the
carpet at times. However, if needed students will be given a pacing space. Also,
frequent brain breaks will be implemented as needed.
i. Late/missing homework or assignments: No homework will be assigned.
Teacher will work with students as needed if they miss assignment. Student may
be kept back when vice principal takes others to library.
j. Fire Drills:
i. Everyone is to evacuate to the assigned exit in orderly and single file.
ii. The first person to a closed door is to hold it open by standing behind it
until all of their class have left the building. The person will then close the
door and join their class. All room doors must be closed.
iii. All students are to assemble on the east side of the school in class groups
(on the berm). Everyone must stay at least 50 feet from the building at all
times possible.
iv. Teachers will check attendance register and the assistant will report the
attendance to the administrator on the asphalt.

v. All are to remain outside until they receive an announcement to return.

Remind kids to keep volume down so they can hear announcement.
k. Lockdowns:
i. Students proceed to safe area (around corner by coat hooks).
ii. Secretary locks front doors. Custodians lock outside doors. Hallway doors
remain unlocked.
iii. Staff checks hallways and gathers students into rooms quickly and locks
door. Teacher turns of lights and covers windows.
iv. Students should remain near ground hiding from doors and windows.
v. Teacher ensures all remain quiet.
vi. Do not open your door or let anyone in. Authorities will use a key to let
themselves into each classroom to end the lockdown.
vii. If outside, always carry a phone for communication purposes. Once
notified either proceed indoors or to FLVT as directed.
viii. If a fire alarm is sounded, remain in the classroom unless there are visible
signs of smoke.
l. Other Crisis Intervention: See crisis response manual.
m. Lining up/Walking down the hall: Use hallway chant. Quiet and hands/feet to
selves.
n. Recess/Snack: When going to recess students will get jackets from coat hooks
and line up. Students will proceed to shoe racks to change shoes. When outside
they will be directed to one playground. Students will line up to return to class
when called. When returning from recess, they will put their shoes on the shoe
rack, return to the class where they will hang their jackets and grab their snacks
from their bags. Students will put their snacks on the table before lining up for
the bathroom. Teacher will give students one squirt each of soap so that they
must go wash their hands before returning for snack. When students are done
eating they must clean up after themselves and read a book until all are done.
o. Computers: Assistant will go log students in prior to class. Students will be given
clear directions before going to computers.
p. Library: Vice principal will come and get students.
q. Change of seating plan: Let students know if something is not working. Allow
them a chance to fix the situation.
B. Positive Relationships
1. Learning Names
Students wear nametags during the first couple of weeks. This allows teacher to
assess if student knows how to spell his/her own name (student will need to find
name tag during staggered entry.)
Teacher will introduce Me Book my presenting her own All About Me page.
Students will do a lot of work with their names in the first month of school. This
will help teacher learn names and students be able to print their own names and
get more familiar with the alphabet.
While a seating plan is a good tool for learning names, students will not be
assigned seats unless changes need to be implemented as that is the norm for
this Kindergarten class. Nevertheless, students will have assigned coat hooks,

shoe rack, and mailboxes wherein there will be another chance for name
recognition for both the teacher and the student.
2. Student Interests
Teacher will use the same grid for anecdotal notes of assessment in order to
track student interests. As the first months unit is All About Mem there will be
many opportunities given for the teacher to learn about the student and for
connections to be made.
3. Specific Ways to Build Relationships
a. Student/Teacher: Greet each student at door at the beginning of class. Welcome
him/her and engage in conversation about an interest or activity that you know
the student did.
b. Student/Student: Introduce students that have similar interests. Model how to
be a good friend.
4. Body Language, Position & Voice
a. Beginning of the Day: Great at door. Look students in eye and bend down so you
are closer to their level (without being below them).
b. Start of Lessons/Large Group Instruction: Stand at front of class. Be poised and
speak clearly. Smile lots. Pause as is appropriate.
c. Small Group Instruction: Sit in between two tables with 3 on each side. Keep an
eye on the remainder of the room and the students who are in centers.
d. Dealing with Inappropriate Situations: Teacher will always model and discuss
appropriate behaviour and try and shed light on the positive. Teacher will also
use positive reinforcement to point out the students who are behaving.
C. Intervention
1. Classroom Rules (and Consequences when they are broken)
a. Rule #1: Respect others.
b. Rule #2: Be polite and helpful.
c. Rule #3: Try your best.
d. Rule #4: Keep the room clean.
2. Strategies for Dealing with Inappropriate Behaviour
a. Talking: Thank the other students who are listening and waiting. Tell the class
we just need to wait until all are ready to continue.
b. Invading personal space: Remind students that they can only control themselves,
and it is very important that they keep their hands, etc. to themselves because
everyone doesnt like to be touched, etc.
c. Off task: If continually is needing attention refocused, remove student from class
and have him or her work with educational assistant in a quiet location (time out
consequence/alternate learning arrangements).
d. Name calling: Use as a learning time to discuss as a class what is meant to be
respectful. Having student apologize one on one.
e. Pushing/shoving: Have the student walk with you at the back of the hall
(proximity consequence).
f. Running in class/hall: Have student return to where they came from and try
again (redoing consequence).
g. Swearing: Ask student why they chose language and discuss that it is not

appropriate. If continued problem, and if showing aggression, discuss with

administrators.
h. Copying someone elses work: Have the student stay after class to redo
(reparative consequence).
i. Taking things that dont belong to them: See c. above.
j. Writing on or scratching the desks and other classroom furniture.

Pre-Class Classroom Management Checklist

A. School Policies and Procedures
Done?
Item:
Extra Notes:
1. Do you have the schools policy for


emergency situations? Fire, Lockdown, etc.
2. Do you have schools policies on


misbehaviour?
Violence
Absenteeism
Lateness
Bully Program
3. Are you familiar with the parts of the


school that you and your students may use
and the procedures for their use?
Library
Computer Lab
Assembly room
Supply room
New Media room
B. Before the first class: Classroom Organization and Preparation
Done? Item:
Extra Notes:
4. Do you have a complete class list?


5. Do you have enough textbooks, desks,


and other class materials?
6. Do you know if you have students that


require differentiation in terms of lesson
planning or seat arrangements?
7. Do you have the teachers editions of all

textbooks?
8. Is the technology that you will use set-


up and working?
9. Are the students name tags OR seating

arrangements ready? Do you have room
for unexpected students?
10. Do you have your first and second


lesson plan ready?
11. Have you communicated with


parents/students to introduce yourself
and talk about necessary materials for
the class?
12. Is the classroom organized . . .


With easy access to busy areas

In a way that you want students to?

communicate? (pairs, groups, rows)
With an unobstructed view of all
students?
So that students have an
unobstructed view of you/the
board?
13. Are the classroom walls lightly
decorated to welcome students?
14. Is there a welcome sign for students?

15. Is there a designated area for complete

assignments?
16. Is there a designated area for

worksheets?
17. Is your desk organized with all materials

ready?
Lesson plans
Unit Plans
Grade/Assessment book
Behaviour Note book
18. Do you have all necessary photocopying

done for your first 3 lessons?
19. Do you have all other necessary supplies

ready according to your lesson plans?
20. Do you have extra materials for students

who dont have any? Pens, paper, sticky
notes, etc.
C. Routines and Procedures
Done? Item
Develop rules and procedures for . . .
21. Are all procedures in the appropriate

lesson plans? (Introduced when they are
needed)
22. Have you explicitly included how you

will have your class practice these
procedures in your lesson plans?
23. Have you got a rationale for all

procedures?
D. Classroom Rules and Expectations
Done? Item
24. Have you established what your

classroom rules are? Are they short,
memorable, and all encompassing?

Extra Notes

Extra Notes

25. Have you included how you will teach

classroom rules in your first lesson plan?
26. Are there reminders of classroom rules
built into other lesson plans?
27. Do you know how you intend to react
when rules are broken?
28. Do you have consistent consequences
for not following rules?
29. Are these rules accessible and visible to
students?
30. Do you have a place to record
misbehaviours?
31. Do you have an action plan for serious
misbehaviour?