Professional Documents
Culture Documents
I will place students desks where students can easily see the teacher during whole class
or small group instruction.
I will have a strategic location ready for students who need to be isolated from the rest of
the class.
Desks will be in rows facing the teacher.
The work area:
I will arrange work areas and desks so that I can easily see and monitor all the students
and areas no matter where I am in the room.
Student will be able to see me as well as frequently used whiteboards, bulletin board,
I will cover one or more bulletin boards with colored paper and trim, and leave it bare.
The purpose of this bulletin board is to display student work.
I will display my discipline plan in a prominent place.
I will post the producers, assigned duties, calendar, clock, emergency information,
schedules, menus, charts, maps, decorations, birthdays, and students work.
I will post a large example of the proper heading or style for papers to be done in class.
I will post examples of tests students will take, assignments they will turn in, and papers
they will write.
I will display the feature topic, theme, chapter, or skill for the day or the current unit.
The bookcases
I will rotate materials on the shelves, and leave out only those items I am willing
students to handle.
My desk will be closer to the back of the room area where it is not distraction to the
students but were I can see the entire class.
The teaching materials
I will have a letter ready with the materials I want my students to bring from home.
First, students will take the seat of their choice. As the week progress I will continue to
move students.
I will prepare my basic materials ready for the first week of school. These include
books, papers, pencils, rulers, glue, markers, felt pens, stapler, tape, clipboard, crayons,
felt-tip markers, construction papers, instruments, calculators, laboratory supplies,
manipulatives, playground equipment, and computer software. Also, bell and a timer to
use for signals.
Please do not bother or hurt others. Keep your comments, hands, feet, and objects to
yourself.
2.
3.
Please work, talk, engage, and participate when you are supposed to.
4.
Please bring/have materials (books, papers, writing utensil, etc.) ready to use.
Please remember that other rules, guidelines, procedures, and suggestions will be put into
place as situations arise. These need to be followed as well.
Students in this classroom will have high expectations set. Mr. A. will set the tone and
provide a positive environment. If it should become necessary to remind students of proper
behavior it will happen respectfully and in a timely way.
Positive interactions and disciplinary actions (in class and in building) that may be
appropriate are:
Positive Consequences:
Negative Consequences:
A look
A look
Proximity
Proximity
A smile
A frown
Acknowledgements
Time-out in room
Self-satisfaction
Coupon
Token
Office referral
Treat
In School Suspension
Recognition
Restroom Procedures
1. Only one at a time may go.
2. Quietly hold up three fingers and shake your fingers if it is an emergency.
3. Wash your hands.
4. Come right back and enter QUIETLY.
Drinking Fountain Procedures
1. Drink water at recess, lunch, or when your work is FINISHED.
2. Do NOT line up at the drinking fountain outside or inside the classroom AFTER the recess
bell has rung.
3. Maximum 3 people at sink area at any time.
4. Wipe the sink after you drink.
Group Work
1. Greet all group members.
2. be prepared with the necessary tools and resources to be successful.
3. Collaboration is the key to being a successful learning club.
4. All members participate, share, learn from, and help one another.
5. Use same procedures for speaking as you do during class.
6. No one group member is to do all the work.
7. Practice Active Listening.
8. Cooperate.
9. Do your personal best.
Cleanup
1. Check trash cans to see if they need dumping outside.
2. Monitor sink area.
3. Check student desks once a week and notify students if they need attention.
4. Check floors at the end of the day and remind classmates of pick up rules.
5. Supervise clean up after projects in coordination with Organizers.
6. Help Art Teacher in cleaning up.
7. Dust shelves, computers, TV, and counters weekly.
Classroom jobs, - Student Choose Responsibilities
I will let the children decide (after about every month) what needs to be done. We will
brainstorm enough jobs for everyone to have a responsibility for each month.
I like the,-the three steps to teaching procedures
1. Explain. State, explain, model, and demonstrate the procedure.
2. Rehearse. Rehearse and practice the procedure under your supervision.
3. Reinforce. Reteach, rehearse, practice and reinforce the classroom procedure until it
becomes a student habit or routine.
4. Create respectful, supportive learning environment:
I want my classroom to be a place where students of all types can come to learn and interact
with each other. I want the students to feel comfortable to interact rather than be shy. I want to
have the students periodically sit across each other so they can see each other. I want each
student to get involved in the class activities. I want each student to develop a sense of being
able to do his/her work while working with their peers. By developing positive teacher-student
relationship, I will promote students self-esteem, and build group cohesiveness.
Students are invested in their work and value academic success. For example, students
work hard, remain focused on learning without frequent reminders, and persevere
through challenges.
The classroom is a safe environment for students to take on challenges and risk failure.
For example, students are eager to answer questions, feel comfortable asking the teacher
for help, and do not respond negatively when a peer answers a question incorrectly.
Students are always respectful of the teacher and their peers. For example, students listen
and do not interrupt when their peers ask or answer questions.
I will reinforce positive behavior and good academic work as appropriate.
I will have a positive rapport with students, as demonstrated by displays of positive
affect, evidence of relationship building, and expressions of interest in students thoughts
and opinions.
o Students are invested in the success of their peers. For example, they can be seen
collaborating with and helping each other without prompting from the teacher.
o Students may give unsolicited praise or encouragement to their peers for good
work, when appropriate.
o Student comments and actions demonstrate that students are excited about their
work and understand why it is important.
o Students may demonstrate frequent positive engagement with their peers. For
example, they might show interest in other students answers or work.
5. Manage and facilitate instruction:
I will use the big 8 to manage and facilitate instruction. I will use the cardinal principle, if a
student breaks the rule while I give instruction I will write the students name on the designated
area on the whiteboard along with the behavior the student displays. If the student continues to
misbehave I will put check mark next to the students name. Students will sign their name in
behavioral record sheet for two check marks. The record sheet contains name, date, and
behavior.
N = not working
D = disturbing neighbors
O = out of seat
T = talking
F = not following directions
I = incomplete work
THE BIG 8
Instructional Focus
The Strategies (in brief)
Expect
Results
in
Real
Make
sure
students understand and follow
1
Time
your directions
Expectations
Transition Smoothly
Guide students to make efficient physical
and mental transitions from one activity to
another.
Develop Good Habits
Turn procedures and expected behaviors
into habits.
Manage Students Time
Define time requirements (start times, end
2
times) and develop time awareness through
Time
Management
Cueing
Attention
5
Proximity
6
Signals
Voice
8
Tasking
practice.
Support expectations with positive
statements.
Use verbal prompts and physical stance to
get students attention for upcoming
instruction or direction.
Move strategically to maximize proximity
including eye-contact with students.
Give students ways to signal that they are
ready, finished, or need help.
Raise and lower your voice to deliver
information with interest. Always choose
clear and appropriate language.
Shape questions and devise activities to
engage students directly in responding.
Colleagues: I will use the system of buddy room support. I will talk to other teachers in
the school that use the buddy system. By discussions about the students behavior and
ways to promote positive behavior I will be able to interact with my colleagues.
Parents: I will send note, phone calls home catching-students-being-good might be one
effective way to promote positive student engagement.
Weekly newsletter communication to parents.