Welcome

to Ms. Shorts Kindergarten Class!

Were
Kindergarteners!

Classroom Management Plan
Amanda Short

Table of Contents

Physical Organization of the Classroom
Learning Centers
Bulletin Boards
Operational
Records
New Students
Clean Up
Mini Nurse Station
Discipline
Consequences
Conflict/Extreme Behavior
Professional Behavior
Classroom Routines & Procedures
Classroom Jobs
Freetime
Leaving Classroom
Differentiation
Parent Communication
Rules




























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Appendix A

Physical Classroom Organization

Our room theme is Superheroes. Students will feel welcome because I will
greet them at the door on the first day and their names will already be on the door
when they walk inside the classroom. Because the classroom dcor will be heroes that
the students are familiar with, the theme will be motivating for them. Desks will be
arranged in groups of four or five students and I will refer to these groups as tables.
This grouping is so that students can easily work in partners or small groups when
needed. The tables are clustered in the center of the room, allowing for easy traffic
flow around them to centers. My desk is in the center of the back wall so that I can see
the entire room and the door from my desk.

After getting to know the students in my class, I can group students according
to abilities, compatibility and other factors. This can be done in groups of like abilities
or mixed abilities in order to best help students learn. In the small group area, I will
have a kidney shaped table where I can work with specific groups of students. These
groups are flexible and able to shift as needed for the best interest of students.
There are easy to set up ways to limit visual and auditory distractions that I
can use in the classroom in various areas at appropriate times. I have trifold posters
in my storage and I can use these for students who need help during certain work
times. There is also space where we can move and exercise in the large group area.
Learning Centers
There are learning centers around the outsides of the room. This serves a
double purpose of spacing out groups during center time and providing welcoming
environments where students can explore specific concepts. The computer/iPad
center allows for students to play literacy or mathematic games. They can also be
creative with some of the available apps. The other option here is for students to
explore timelines/maps via websites that have shortcuts on the desktops.
The listening center is an inviting area where students can listen to music or
audiobooks related to the current theme, unit or student interest. Beside the listening
center is the writing center, which is set up for four students and has low dividers
between each student to limit distractions. The pencil sharpener is right next to these
desks so as not to distract the rest of the class. The art center also has space for four
students at a time and all the supplies for this center are in a cabinet next to it. The
supplies are clearly labeled with both words and pictures.
The science area will have rotating discovery themes depending on the unit or
theme of the instruction at the time. Sensory exploration will also be encouraged here.
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Students can experiment with water, sand, leaves, hay, grass and even mud. In the
dramatic play area, students can act out different parts of the curriculum or create
entire scenarios out of imagination. I will jump in and facilitate if needed in this area.
Costumes and props are encouraged in this area. When students step into this zone,
they should become a character and act out what they have learned. The class pet is
only cared for by the student helper assigned to class pet each week. This helper
should check the pets water and food each day and bedding once a week.
The library is my favorite area and is designed like
Batmans cave but with a lot more lighting. The library has many
books of all different types as well as magazines and newspapers
for students to explore. There is comfortable seating including

beanbag chairs, low benches and pillows all provide a welcoming

environment for students to curl up with their books. The reading in the center is
silent to self or quietly to a partner. There is a soft rug under this area and a bench
toward the edge. There is also a soft light lamp to the area and a string of LED lights in
the cave.
Bulletin Boards
On the classroom walls, we will have many bulletin
boards. These are located in the pet area, the science
area, the writing/listening center and the library. The
pet bulletin board will have different facts, articles and
photos of our pet. It may also have a space for questions
that students have about the type of animal or care of
the pet. The science bulletin board will have questions, facts and ideas about our big
science idea. Students are encouraged to write down questions, ideas or connections
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on post it notes and stick them up in the student part of the board. In the reading
center, the board will highlight the current favorite book or author of up to 4 students
at a time. Each student will be interviewed about their favorite book or author and
their ideas will be shared along with a picture of the student and his or her book.
Student work is displayed on an Incredible Hulk inspired bulletin board for all the
class and our visitors to see. Finally, the word wall will contain words that are
important to our units of study or that students have found in their reading. Students
can refer to the wall easily from around the room.
Operational
Iowa Core Standards
Students will be consistently evaluated based on the Iowa Core standards. Each
activity is designed with those standards in mind, making assessment a simple
procedure. Students work toward meeting the standards through the designed
activities, group/independent work and play or they need work.
Records

I keep a record book of the assignments that each student completes by

percentages according to the rubrics I create for each assignment. The color-coding
helps me to know which standards/concepts that the student has met, is working on
or is struggling with.

Some assignments will be designed to go into the students portfolios at the

end of each quarter to share with their parents. At the beginning of the year, students
will do their best to write down their favorite items on an All About Me worksheet
and then they will also draw a self-portrait and a family portrait. I collect a
representation of the alphabet written by students and the numbers 1-10 as well as a
visual representation of the students understanding of each number. They will write
their name and also color, cut and trace a couple of different projects to see where
they are developmentally. These will also be done again in the middle of the year and
at the end of the year so that students and parents can see the development and
improvements.

The portfolios will also contain a collection of the students artwork, math

work, reading summaries, and writing samples. Students will then share their
portfolios with their parents at conferences before I meet privately with the parents.
New Students
New students are greeted during morning group when possible. Students have
lots of practice with proper greeting (shaking hands, nice to meet you, etc.) so this
should be an easy process for students. Students will wear nametags until everyone
has learned the names of their peers. The new student will be assigned a
superbuddy. The superbuddy should be responsible and friendly and have a solid
grasp of all classroom procedures. The buddy will help the new student learn the
classroom routines/procedures and make sure the new student has a partner in some
of the activities where support is needed.
Clean Up
Clean up happens at the end of each center time for sure. This is built into the
transition practice. When the timer goes off, students know to clean up their work
space by putting materials in the clearly labeled shelves, drawers or containers and
move on to the next center by the time the timer goes off again (1 minute and 30
seconds for each clean up time). Student work and materials are kept on a shelf near

the student desks to help keep desks clear of clutter. Students should only have out
what they are currently working on at their desks.

Nurses Station
If students do not feel well, they can start by visiting the mini-nurses station.
This station instructs students to get a drink of water, go to the bathroom, get a BandAid, Carmex or get a mint. These can help eliminate unnecessary trips to the nurses
office and unnecessary interruptions to instruction.

During large group, students need to raise their hand and request this station.

During small group or independent work, students may simply walk over and get
what they need from this area and then return to work.








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Disciplinary Policies and Professional Ethics

At the beginning of the school year, our class will spend a lot of time learning,
practicing and mastering the classroom procedures in our classroom. This can take up
to four weeks and even after that time, these may need to be refreshed as the year
goes on.

I will greet students the first day of school and

introduce myself to them. I will explain that when they walk

into our classroom, the seating chart is on the whiteboard, but
they can also look for the desk with their name on it.
I will explain that when students go into the classroom

each day, they will have a piece of writing paper on their desk.

This paper is for the daily assignment and on the first day, students will be instructed
to draw the superhero version of them. Anyone off-task during this time will be
introduced to the concept of time as an economy in the classroom.
Consequences
When students engage in off-task behavior that detracts from instruction time,
they will make up the time during the free choice center time or if its extreme
behaviors, from recess or specials. This is true of inattentiveness and lack of
motivation as well. Students will be reminded that they can do the work in the allotted
time or on their own time.
Students will be given limited choices depending on the specific infraction they
are committing. If students continue to make bad choices, he or she will be removed
from the situation and forced to do the teacher directed activity on their own instead.


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Conflict
If the student is in conflict with the teacher, he or she will be moved away from
the main group to work independently until the situation is defused. If the student is
in conflict with another student, both students will be placed away from each other
and given the opportunity to cool down by engaging in teacher selected activities
instead.
When the student is being disrespectful to any teachers, the rule will be
restated and the student will be given a choice again. If the student continues, he or
she will be removed from the area, activity or person as needed until he or she can
make better choices.
Extreme Behavior
If the behavior is extreme or constant and good limit setting does not help the
situation to improve, then the support team will need to be brought in to help me.
Parents will be notified if a behavior is repeated or if the behavior seems intentionally
disruptive. This will allow me to ask parents for help to best manage the behavior and
gain insights into the behavior. If after calling the parents and holding a conference
with the student and parents, the behavior still continues, the principal will be
notified if not already done.
If students cheat, their work will be entered as a zero and they will need to
write a letter of apology to the student they cheated off of and to the teacher,
explaining the reasons why cheating is not good for them in the long run.




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Professional Behavior
I will have no part in the lounge gossip. I realize the importance of privacy for the
families I work with and will not betray their trust in me by talking about students to other
school staff.
All efforts will be taken to work effectively with all coworkers. If there is a
disagreement between us, I will attempt to effectively communicate concerns and listen
well to the other persons concerns as well. All attempts will be made to work together for
the best interest of students.
The leadership strategies for the school should be aligned with learn theory,
teaching models and research-based methods. If there is something that I do not feel meets
those standards; I will research it independently and then share my concerns with my
leadership team as appropriate.
Classroom Routines & Procedures
Student sharing
I will have a student of the week area in the room where a different student will be
able to share each week. They will share their favorite toys, activities and people
throughout the week in large group time in the morning. This student will bring in a
few photos to put on their wall space for the week as well.
Classroom Jobs

Students will rotate through jobs weekly. Each
Monday, new jobs will be assigned and students will
complete their job at the appropriate time during the
day or week. Some examples of these jobs are:
Captain Calendar: In charge of marking the day off the

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calendar and leading the group in counting the days of

the month so far.

Super Sharpener: In charge of sharpening pencils in the writing and art area each
afternoon during clean up time.
Super Sorter: In charge of sorting papers for the teacher as needed during afternoon
clean up.
Incredible Caboose: Last person in line, makes sure everyone is out of the room and
shuts of the light when we leave.
Book Boy/Girl: Cleans up library area, makes sure books are in correct area.
Dr. Science: Puts everything away and cleans table of the science area during clean
up time.
Colossal Cleaner: In charge of cleaning/picking up blocks areas during clean up time.
Free Time

If students finish work early (before time for the next
task), they are to go to the Early Finishers board and choose
an activity from the cards there. On this hanging cardholder,
there are brainteasers, math problems, writing prompts and
puzzle activities. The student can choose a card and go back to
his or her seat. When the student has completed the activity he
can put it back on the Early Finisher board and get another
activity. These activities are to be turned in with the regular
assignments for teacher review.



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Leaving the classroom

When students need to leave the classroom for any reason, they will get into

their line order with the Flash in the front of the line and the Incredible Caboose in
the rear. Students will leave the classroom with the goal of not disturbing other
classrooms. Their bodies will be in control, hands at their side and voices off. This is
the same for specials.

During a field trip, all students will

stay with the group throughout the event.

All students will have a buddy to walk with
throughout the field trip. We will do
random buddy checks throughout the trip
where each student needs to find their
buddy and raise their hands together when
they have their buddy with them.

Bathroom Procedures

If there is a bathroom in our classroom, students may go to the bathroom at

any time without asking if the green card is showing on the bathroom door. Red card
means someone is already in the bathroom and at that time, no one else may go to the
restroom until he or she is done. The same is true for getting a drink if there is a
fountain in the room.

If these items are outside, students may grab the hall pass from the doorway,

put it on their desk and go to the bathroom nearest our classroom.

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Differentiation Policy

Our classroom is designed as an inclusive learning environment where each

student is valued and expected to perform to the best of his or her ability. Instructions
will be given verbally and in written form in order to assist students with any
language disorders. All grouping will be flexible so that students are in their best level
in each subject area.

Students who are struggling will work with my individually as time allows. If

students are still struggling, we will rearrange learning groups in an attempt to

facilitate better social learning. These students can be scaffolded by good questioning
in content areas, supplying a different process to get to the goal, different products for
assessment, and the basic learning environments when necessary.

Struggling students may need access to audio books and other materials for

audio as needed. These students may have specialized spelling lists or math
instruction. Reading and math buddies can be used in some instances when social
learning theory may help students to gain better understanding. We may develop
personal agendas for students who are struggling in order to better address their
personal needs. Manipulatives, time and activities can be altered for students in
various situations. We will have one (or as many as needed) quiet work areas for
students who need fewer distractions. We also have places that foster student
collaboration.

Students who are advanced in some areas will be given assignments that delve

deeper into the subject to meet their current level and push them just a little. These
students will mostly be in the classroom, but given tasks similar to what the whole
class is doing with more depth to their work. This will not be more in quantity but
higher level thinking work instead.
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Advanced students will also have varying lengths of time for their tasks in

order to their ability. These students may be asked to be creative in their production
of final projects. Students will work independently and in varied groups to best
support their needs in specific areas. The students will be able to work in the best
manner for their learning preferences as time allows.
Parent Communication

I will make a point to talk to parents early in the year, highlighting the most

positive aspects of their students abilities to learn and interact. If there are problems
in the classroom, establishing this relationship will help us be able to work it out
together. I will ask the parents for their insights and for ideas on how to best support
their child in the classroom.

There is a weekly newsletter that we will work

together as a class to create each week, including

highlights from our student of the week, what we are
learning in school and extension activities that could be
done at home. The student of the week will write a small

note to go in the newsletter. This can include items that

he or she is proud of or their favorite drawing.

To prepare for conferences, I will make sure I have all the paper work

necessary before the meeting starts and that all necessary staff members are at the
meeting place on time. I will have evidence for my concerns and evidence for the
students successes as well. This will include a portfolio of the students classroom
work that demonstrates the students growth throughout the year.

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