WELCOME TO

ST
1 GRADE

PANDAMONIU
M!
Classroom Management Plan
Vanessa Levy

TABLE OF CONTENTS
Part I Classroom Organization
Classroom Layout....................................p. 3
Classroom Organization.p. 3
Classroom Operations.p. 5
Recording Keeping..p. 5
New Students...p. 5
Classroom Cleaningp. 5
Displaying Student Work...p. 6

Part II Disciplinary Policies & Professional Ethics

Establishing Initial Group Rules/Expectations.........................p. 7
Consequencesp. 8
Rule Infractionsp. 9
Minor Infractionsp. 9
Student-to-student conflict, disrupting or offending another student during class,
student inattentiveness/lack of motivation, tardiness, not getting work done

Mid Level Infractions.p. 11

Student disrespect to teachers and adults

Major Infractionsp. 11
Cheating, violent or destructive behaviors

Parent/Guardian Involvementp. 12
My Role as a Professional....p. 12

Part III Classroom Routines & Procedures

Student Sharingp. 13
Classroom Helpers.......p. 13
Free Time......p. 14
Field Trips....p. 14
Homework....p. 14
Handing in & Passing Out Papers.p. 15
Extensions/Activities if Students Complete Their Work.p. 15
Dismissal for Recess/Lunch/End of Dayp. 15
Bathroom Procedures..p. 16
Getting a Drinkp. 16
Going to Specials (Art, Music, Physical Education).p. 17

Differentiation Policy........p. 17
Parent Conferences & Communication..p. 18

CLASSROOM
Classroom Layout

Physical Classroom Organization

Welcome to Mrs. Levys first grade classroom! In our classroom, you will
notice there are lots of pandas and jungle inspired decorations around the room.
This is in support of our school mascot, the Oak Hill Panda. By making my theme
align with the school mascot, I am promoting a comfortable and welcoming
environment that supports the overall school philosophy. My room will be
decorated with posters, displays of students work, and displays from the current
unit or lesson we are studying. The room will be colorful and vibrant and have a
very welcoming atmosphere.
My classroom is packed with learning centers, student worktables, and a
closet and cubbies for students to store their materials and belongings. I have three
computers in my classroom and there are also enough tablets for every student to
use. I believe that students need access to technologies to stay current, including
first graders. Having these technology materials and computer area-learning center
in the classroom promotoes students to use approved Internet sites and online
educational applications while learning.
In addition to the computer area, I have a library and reading corner. There
are several bookshelves with books of varying levels and genres , a large circle rug
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for gathering, a couch, and a couple of bean bag chairs for comfy lounging. This
area is designed so students can be comfortable during independent reading time,
literacy lessons, and whole group gathering time.
In the center of my classroom are ten small tables that I have arranged into
pods. Around each of these chairs are four chairs that face each other as well as
the white board and bulletin boards at the front of the classroom. I decided to
arrange the tables into pods to promote collaborative learning among my students.
The whiteboard and bulletin boards at the front of the classroom will contain
information about the class and current lesson. I will be redecorating the bulletin
board at the beginning of each unit. Also at the front of the classroom is a
projector and television, so we have lots of access to audio-visual instructional
equipment. In the front corner of the classroom is my teacher area with my desk,
computer, and filing cabinet. This is where I will store my materials and respond
to school-related and parent e-mails.
We also have an art-learning center in my
classroom. There are several easels, art desks,
and
various art materials outlooking a window of the
classroom. I have markers, construction paper,
colored pencils, crayons, scissors and glue,
glitter, yarn, stamps, hole punches, and several
other art materials in this area. This is designed
so that students feel comfortable expressing
themselves in an artful manner.
We will be conducting most of our whole
group lessons from either the area-meeting rug in
the literacy corner or the student tables at the
center. For small group and pair work, I have an
additional table at the back of the classroom. The
table
is U-shaped, so it allows me to conduct small
group
lessons while keeping an eye on the rest of the
students throughout the classroom.
We also have a class pet turtle! His name is
Louie. While Louie will stay in the classroom, students will have opportunities to
observe him and feed him if they wish.
Overall, my room is designed to be friendly, colorful, and welcoming for all
my students.

Classroom Operations

Recording Keeping
Organization is a top priority of mine. I will have a student record book ready
before the school year begins. I will use this record book to keep track of student
attendance, observations, scores on homework, activities and assessments, as well
as mastered skills. I will also follow any district-required record keeping
procedures. I will bring the record book to school each day and add information
throughout the school day. I will take it home with me each night and input any
student information into the schools online platform so parents and guardians have
access. If you would like me to keep record of any additional information about
your child I did not list above, let me know and I would be happy to accommodate.
Students in my class will practice setting goals throughout the school year.
Students will set goals in reading and fluency, math facts, and desirable behaviors.
Student goals will posted on their desks and throughout the classroom. I will also
keep track of student goals in my personal record book.
New Students
Making new students feel welcome is also very important to me. I will do
several things to make any new student feel welcome. There will be a
decorative poster hung on the students first day as they walk into the
classroom. I will have my students make cards to give to the new student on
their first day of school as well. I will have a table spot labeled with the new
students name and show them their cubby and storage areas are as well.
This will help the new student feel like they have a place in the classroom
and that we have been anticipating his/her arrival and addition to the class.
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Classroom Cleaning
Each of my students will come to understand that they have a role and
responsibility in the classroom. We will use a classroom job chart to keep
track of responsibilities. The job chart will consist of the students names
and their given jobs for the week. We will rotate the jobs during our
morning Monday meetings each week.
Some of the jobs will consist of line leaders,
weather reporters, cleanup crew and inspectors,
whiteboard erasers, caregivers of plants, pet
feeder, pencil sharpeners, and lunch count
keepers. Jobs can be added and changed
throughout the school year. To keep things fair,
every student will have a job each week and the
jobs will be strategically rotated so that students
will have the opportunity to do each of the jobs.
Students will also be in charge of keeping their
workspaces clean and tidy. They will be given
opportunities throughout the day to put away
materials and get clean and organized. Students
will be expected to have unneeded materials and
supplies put away at this time. I believe that students can pay more attention
and work more effectively if they have a clean and organized space. Having
excess materials put away limits distractions and allows students to focus on
the tasks given. Having a clean workspace also helps keep the classroom
feel positive and organized. There is a small cubby under each of the
students workplaces at their tables as well as larger cubbies and lots of
additional storage for their supplies throughout the classroom.
Displaying Student Work

Displaying students work is

very important to me. There
are two bulletin boards at the
front of the classroom that will
be consistently rotated with
students work. I will also
have a couple other jungle and
panda themed bulletin boards
throughout the classroom that
feature students work. I will
make sure every student has a
piece of work on display so
that each student feels
important and like an active
member of the classroom. By displaying work from each child, it eliminates
hurt feelings and the understanding that only the best work is displayed. I
believe that displaying students work also helps build a classroom
community and welcoming atmosphere. I will display students work, as
well as classroom announcements and expectations, the school and class
missions, and student goals. By displaying student goals on their desks and
throughout the classroom, students are constantly reminded of what they
working towards and the purposes behind their learning.

DISCIPLINARY POLICIES &

PROFESSIONAL ETHICS
Establishing Group Rules/Expectations
My class will be spending a lot of time on classroom rules and
expectations at the beginning of the year. I think this is important in a first
grade classroom because it helps establish good routines from the beginning.
We will use and refer to the classroom rules throughout the schoolyear. For
the first couple weeks of school, we will spend ample time practicing and
discussing the classroom rules. We will practice all of the rules as many
times as it will take in order for the students to remember them and have
them be ingrained in their daily classroom behavior.

The rules will be kept short and

manageable so that students do not
become overwhelmed with them during
the school year. My main rules will
consist of listening carefully, following
directions, working quietly and
appropriately, respecting others and the
school, and working safely. These rules
will be stated in positive manner to
encourage respectful behavior.
Students will also have input into what
they want their classroom to look like
and will be asked what they want on the
rule list.

Consequences

My class will be using a panda

themed behavior chart to help
manage behaviors. At the
beginning of each day, students will
start on the middle panda. When
the students are on task and being
productive, they will move their
clip to the top panda. When the
students are not following
instructions or are not behaving
properly, they will move their clip
down. If they need to move their
clip down, they will have a quick
check-in meeting with me to make
sure they are making good
behavioral choices for the future.
By having the students move their
clips themselves, it helps them selfmonitor and account for their behavior. This encourages responsibility and
ownership of behavior.
If students have to move their clip again after reaching the bottom panda, a
specific set of consequences will be implemented. Since the class rules are
designed to be manageable and easy for students to master, moving off the
behavior chart should only occur if there are very serious behaviors like
hitting another student or utter disrespect for the classroom property. For the
first offense, I will e-mail or call the students parents to discuss what
occurred in the classroom together. This will help us come up with a plan
that considers both parent and teacher perspectives to correct and work on
the problem. If there continues to be issues after this, I will consider
additional consequences. However, I do not believe in taking anything away
from students like recess or playtime, as I think this only helps further
undesirable behaviors. Rather, I would check to be sure the student is being
accommodated for and supported positively and appropriately. If there are
additional supports that I can provide to help fix the behavioral concerns, I
will implement them. For example, an individual behavioral chart or checkin and checkout system could be used.
The behavior chart will be used daily. Thus, no matter what level the
student ends on the previous day, they will start back on the middle panda
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when they arrive to school the next day. This shows students that regardless
of how they behaved previously, they have opportunity to make up for it and
show that they can behave respectfully while in school.

Rule Infractions
Rule infractions will be handled with appropriate consequences. Minor,
mid-level, and major infractions will be handled with different consequences
to match the severity of the infraction. If a student breaks a rule, I want
them to know how to take the appropriate measures to make a better choice
in the future and not make the same mistake again. If a rule is continually
broken, the student and I will have a mini-conference together to discuss the
issue. We will brainstorm a list of ideas that both of us can do to help
prevent the infraction from occurring again in the future.

Minor Infractions
Student-to-Student Conflict
If two or more students are having a problem or conflict, I will first ask the
students to remove themselves to a separate part of the classroom to solve
their issue. This limits disruptions to other students and
provides a time and a place for the students involved to work
out
the issue. The students will then come up with a
plan
as to how they are going to solve
their conflict. Once they have
reached a plan and decided how
they are going to work
cooperatively with each other in the future, they will raise their hands and I
will come over. They will run their idea by me and I will provide feedback.
This helps the students take ownership and responsibility for their behaviors
and actions. It requires them to take leading roles in solving the conflict
with little teacher intervention.
Disrupting or Offending Another Student During Class
Students who are disrupting or offending other students during class will
first have their behavior clip moved down. They will then have a talk with
me after class or at a time where we can talk independently. I will discuss
with the student what they need to be doing instead of disrupting others. I
will also remind them of our class rule of respecting others. If the
disruptions continue to occur, I will implement additional supports. Students
who cannot work cooperatively with each other may be separated or
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assigned to separate groups during group work. Parents may be called if the
problem behavior persists.
Student Inattentiveness/Lack of Motivation
If a student lacks motivation or is inattentive during class, they will first
have their behavior clip moved down. The student will have a conference
with me to discuss what is going on. I will ask the student what I can do to
better motivate them. If the problem persists, additional supports will be
provided. The student can be given shorter, more manageable tasks for
example. These tasks would still be challenging and assessed to the same
standards, they would just be shorter and differentiated as to minimize
attention issues.
Tardiness
If a student is continuously tardy to class, we will discuss why they have
been late and what needs to be done to help correct the issue. If a student is
continuously tardy, their behavior clip will be moved down. Parents will be
notified if the issue persists. Students may lose computer time, their class
job, or class prizes if the issue continues to persist as well. Students will not
be penalized for being late if their ride dropped them off late to school.
Not Getting Work Done
If a student is not getting his or her work done or not attempting to do their
schoolwork, they will need to find time to make up the work. This may be
during free time or before or after class. I will meet with the student to
discuss why they are not getting their work done. If it is an issue about time
or resources, these problems will be addressed. If the problem continues to
persist, additional supports can be implemented.

Mid-Level Infractions
Student Disrespect to Teachers and Adults
If a student is disrespectful to me or other teachers and adults in the school, I
will first have a one-on-one conference with the student regarding his/her
behavior. The student will explain what they did wrong, what they can do to
prevent future disrespectful behavior, and why it is important to be
respectful and make good choices. I will also call their parents at the end of
the day. Once I have discussed the issue with the student and parents, we
will collectively assign an appropriate consequence to meet the level of
infraction. This could include a verbal or written apology to the adult
involved.
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Major Infractions
Cheating
I will stress the importance of being responsible for doing your own work to
my students at the beginning of the year. I believe that students need to take
responsibility of their learning and education and will stress these values
beginning day one. If student(s) are caught cheating, I will immediately
intervene. I will remove the student from the immediate area and have a
conversation with them about academic integrity and honesty. The student
will receive a zero on the assignment. They will have opportunity to make
up the assignment. If a student is caught cheating again, additional
interventions and consequences will occur. The student may need to be
removed from the classroom or assigned a separate test proctor while taking
assessments for example. Parents will be notified at the end of the day in the
event of cheating.
Violent or Destructive Behavior
If violent or destructive behavior occurs, I would first make sure that all my
students were safe and protected. I would have my students quietly gather
and quickly exit the room. They will wait outside the classroom lined up
against the wall. During extreme infractions of violent or destructive
behavior, I will focus on keeping my students supervised and safe to help
minimize potential risks. I will then call for back up support. A parent or
guardian will be notified immediately after the undesirable behavior
occurred. The student may potentially need to see the guidance counselor or
other personnel to assess why the behavior occurred. The parents, guidance
counselor, and myself will collectively decide how to handle the situation
and the most appropriate way to move forward.

Parent/Guardian Involvement
I think communication with my students parents and guardians is extremely
important. Before the school year even begins, I will call or contact each of
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my students and their parents/guardians. I will send them a survey that asks
them to answer a few questions about themselves. This allows me to know a
little bit about you and your child before the first day of school. Before the
school year begins, I will also be sending a welcome letter, supply list, and
letter about me.
I also plan to communicate with my students parents/guardians regularly. I
think regular communication with parents is critical to making sure
expectations match between school and home. I will e-mail or contact
parents on a regular basis, sharing information with them about their child.
This information will be both positive and negative to highlight the students
strengths and areas that need improvement. By communicating with parents
regularly, a connection is formed that serves as functional and cohesive
support network for the child.

My Role as a Professional
I take my role as a teacher very seriously.
As a teacher for young students, I realize
that I am model and someone my
students look up to. I will make sure to
dress appropriately and carry myself
professionally. I will also be sure to talk
respectfully with my students and model
appropriate classroom behavior. I eat
lunch in my classroom every day to
avoid potential gossip amongst
colleagues in the staff lounge. If I am
around when a colleague has a tangent
about a certain student, I remove myself from the situation. I think gossip leaves to
an uncomfortable work environment for all involved.
I collaborate with my colleagues and administration as much as possible. As a
teacher, I try to consult my fellow teachers regarding effective teaching strategies
and frameworks. I think collaboration is crucial to successful teaching because it
helps you see what works and does not work. If I were to disagree with a
colleague or the administration, I would first check to see if the disagreement
impacts the success of the students. For example, if the district or administration is
unwilling to provide necessary supports, resources, and services for students, this

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would be much more detrimental than if the administration invokes a new teacher
dress code. If the disagreement is over an issue that is not detrimental to the
students, I would forget the issue and focus on my career and students. If the
conflict does negatively impact the students, taking my concerns to higher district
personnel or transferring may be necessary.

CLASSROOM ROUTINES & PROCEDURES

Student Sharing
I believe that since we are all social beings,
learning needs to be a social activity as well.
Students will be encouraged to share ideas,
insights, opinions, and beliefs with their peers,
myself, as well as other teachers and school
staff. Students will be encouraged to share
ideas throughout the school day. My
classroom will be welcoming and
accepting so that students feel
comfortable sharing their ideas.
I will also select a student of the week each week and provide them with
the opportunity to share something with the rest of class that Friday. If they
wish to share something they can at this time; otherwise they have the option
to decline for a later date. By encouraging student sharing, a classroom
community is built where all students feel supported and comfortable
sharing their individual opinions.
Classroom Helpers
Students will help out in the classroom with their weekly classroom jobs as
dictated in the previous section. These jobs will instill responsibility and
accountability in the students and show them that they have an important
role in maintaining the classroom and its structure.
Free Time
Students will be given 15 minutes of free time each in the class. They will
be expected to use their free time in a productive manner. Students may
work on computers and iPads, explore the classroom learning centers, read
independently, color pictures, or get caught up on unfinished work. Students
are expected to follow the same classroom rules during free time. By
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designating
be

15 minutes of free time each day, it allows time for

students to do an educational activity of choice, which
contributes to a greater appreciation of leaning. I will
circulating around the classroom and asking questions
during this time.

Field Trips
Field trips are welcomed and
appreciated and I try to get the
students
out in the community as much as I
can. Permission forms will be sent home prior to field
trips for parents or guardians to sign. These permission
slips are required by the school and must be returned
prior to the fieldtrip. Parents will be notified of
upcoming field trips a month in advance. If parents
would like to volunteer and come on field trips,
chaperones are always welcome. Students will travel by
school bus to the field trip location and are expected to
have appropriate behavior on the bus as well as at the
destination.
Homework
Students will be given clear and explicit directions in
regards to homework. Assignments will be written on the top left corner of
the whiteboard each day. Students will have a designated take-home folder
they will use to bring their homework and necessary materials in at the end
of each day. We will also review as a class any assignments that need to be
completed prior to dismissal.
Handing In & Passing Out Papers
Students are responsible for bringing their take-home folder to and from
school each day. Their completed assignments should be one side of the
folder and pending assignments on the other. When it is time to turn in
homework, students will be given directions to place their assignments or
completed work in a pile with their three other pod members. I will come
around and collect the assignments and then place them in a designated tray
on my teacher desk. The same will go for passing out assignments: I will
place four of the assignments or papers at the end of each pod for the group
of students to distribute amongst themselves.
Extensions/Activities if Students Complete Their Work
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If students are to finish their work with extra time to spare,

they will have a designated set of activities they can
choose from. They can work on other homework, read
independently, or come see me for additional activities. I
will have writing activities, math fact worksheets, and art
activities prepared at my desk each day for the event that
students finish their work early. Similar to free time, if
students finish their work early, students are expected to
have respectful classroom behavior and not distract their
neighbors who are still working. Students will not be
given rewards for finishing their work early, as I do not
want to convey to other students that they need to rush.
Dismissal for Recess/Lunch/End of Day
Students will hear a school bell ring at the start and end of the day. This is
designed to show students when their school day begins and when exactly
they need to be prepared. At the end of the day, students will hear a
dismissal bell. My students will know that they are dismissed upon my
direction and not the bell. Students are not to get up and leave school
abruptly without cleaning up, placing their chair on their desks, or lining up
as a class. At the end of the day, students will be given 3
and 5-minute warnings before the dismissal bell rings.
Students are to take this time to clean up and line up
quietly at the door of the classroom. Upon my direction, I
will then dismiss my students and tell them I look forward
to seeing them tomorrow.
Dismissals for recess, lunch, library, and specials will be conducted in the
same manner. Students will be given a 3 and/or 5-minute warnings before
they should be lined up at the door. I will rehearse these transitions with
students throughout the year and especially at the beginning so that students
are familiar and see the processes as second nature.
Bathroom Procedures
If there is a bathroom in the classroom, students are free to use it when they
need. Students will turn a sign on the bathroom door to occupied as to
indicate to their peers know that someone is inside and the bathroom is in
use. If the classroom restroom is occupied, students are permitted to leave
the classroom and use the nearby restrooms in the hallway.

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If a student needs to go the bathroom, they will go to

my desk and get a panda pass out of a cup. They
should then put the panda pass on their desk as a
reminder to me that they have left the classroom to
use the restroom. They do not need to raise their
hand or disrupt a lesson asking for permission to use
Bathroom
the restroom, they can simply get up quietly and get
a panda pass themselves. If a student needs to use
Pass
the restroom, they need to go. I will always allow
my students to use the restroom, though I will
encourage them to use the restroom during more opportune times in the day.
There will be a policy that only one girl and one boy can leave the classroom
for the restroom at a time. This is for safety and emergency reasons like for
fire and tornado drills, as it is best to have all students together at all times.
Getting a Drink
I am an advocate of having students bring a water bottle to school. This
helps limit the number of students needing to leave the classroom to get a
drink of water. A water bottle will be listed on the supply list at the
beginning of the year as a designated bottle that students can keep at school.
Only water will be permitted in these water bottles and the bottles should
have some type of cover or lid to help minimize spills. If a student for some
reason misplaces or loses their water bottle, they will be permitted to get a
drink from the drinking fountain upon request (within reason). The same
procedures will follow as with bathroom passes: students can quietly excuse
themselves and place a drinking fountain pass on their desk.
I will encourage students to fill their water bottles at the beginning of each
day in order to not take a lot of time for this throughout the later school day.
Students will know that they can sip from their water bottle whenever
needed in the classroom and will be especially encouraged to drink water
after coming in from recess or having physical education class.
Going to Specials (Art, Music, Physical Education)
Students will have regular art, music, and physical education classes. Like
for lunch, recess, and dismissals, students will be given a 3-minute warning
before they are to be lined up at the door ready to go to their special. We
will practice these transitions at the beginning and throughout the school
year. The students should transition quietly and line up only after they have
cleaned up and put everything away. Once the students are in line at the
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door, I will walk them to either the gym, art, or

music rooms
where they will be greeted by their specials
teachers.

Differentiation Policy
Differentiating instruction, activities, and tasks is extremely important to me
as I know there are a wide range of abilities and learning styles in my
classroom. Students that are struggling as well as students that are gifted
will be supported equally and have the same set of high expectations.

Challenged and Struggling Learners

There are multiple ways I will support and provide differentiation to my
students who are struggling. I will use several grouping strategies and
collaborative learning principles to help provide focus and support. For
some activities and lessons, I will place 3-4 students of like abilities into a
group and re-teach or review information that the students need. This will
provide more intensive and targeted instruction to struggling students. In
other activities, students will be placed in mixed ability groups so that
students learn together and benefit from each others perspectives, abilities,
and insights. I will make it a point to look out for struggling students who
need more specialized instruction constantly throughout the school year. I
will observe the content areas or domains the student struggles with in
particular, getting to know both their strengths and weaknesses. By getting
to know my students, I will be better able to differentiate assignments and
meet their individual needs.
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Gifted Students
Similar to my struggling learners, I will provide differentiated instruction to
my gifted students as well. I will use like-ability grouping in several
reading, science, and math lessons/activities to facilitate gifted students
learning together and expanding content. Gifted learners will not be
assigned more work, rather different work and sets of questions that require
them to expand and develop their thinking further. By placing the top
performing and scoring students in math and reading groups, I will be able
to teach these students at a faster pace. These students may also not need
some of the basic, foundational skill development that other students need.
They may also benefit from pullout enrichment programs and resource
rooms. Once again, I will make it a priority to get to know my students
throughout the school year so that I can differentiate tasks to best meet their
needs.

Parent Conferences & Communication

As indicated in the previous section, I believe that parent communication is
extremely important. As outlined, I will be in regular communication with
parents/guardians before and during the school year.
Parent conferences are a key component to successful parent and teacher
communication and relationship building. This provides time for me to talk
directly to students parents/guardians about their childs performance and
behavior in school. Conferences will be held twice a year. A sign-up sheet
will be sent by e-mail or preferred method of contact. I understand that
conferences are sometimes held at difficult times, so I will do my best to
work with everyones busy schedule and meet with parents when they are in
fact available. The students work and grades will be shared during this
time, as well as the students strengths and areas they need more focus.

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Works Cited
Images
1. Panda on cover: https://www.pinterest.com/pin/509047564107786179/
2. Other pandas throughout: http://www.fotosearch.com/clip-art/panda.html
3. Bulletin board: http://www.2busybrunettes.com/wpcontent/uploads/2012/07/Jungle-Theme-Student-Work-Display-1024x768.jpg
4. Pandamonium door: https://www.pinterest.com/lafoxyvegan/bulletin-boardsand-classroom-doors/
5. Panda behavior chart: https://www.pinterest.com/christinadirk/panda-s/
6. Classroom rule list: http://jlynnmarshall.wikispaces.com/Classroom+Rules
7. Fighting pandas: http://animal-kid.com/panda-face-sketch.html
8. Sharing pandas:
http://www.freeclipartnow.com/animals/bears/pandas/pandas.jpg.html
9. Reading panda: http://www.clipart-box.com/cliparts/UIUEUAp55eW2l82a/
10. School bell: http://studentsmatter.org/test-blog-1/
Resources
1. Curriculum and Pedagogy classroom discussions & videos
2. Sue Jones guest lecture during Curriculum and Pedagogy class
3. Mackenzie, R., Stanzione, L (2010). Setting Limits in the Classroom. US: Three
Rivers Press.
4. Wong, Harry K., and Rosemary T. Wong (2009). The First Days of School: How
to Be an Effective Teacher. US: Harry K. Wong Publications.

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