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Kyrie Purdy

October 26, 2015


ED 309
Room Arrangement
Classroom Management Plan Room Arrangement
The way that I have chosen to arrange my classroom reflects the image that I have for the
most appropriate and safe environment for the specific students in my class. When I started to
think about the design elements of my room arrangement, I decided to place objects in places
based off of how often they will be used and how functional they are, or can be, for multiple
uses. I also began my room arrangement by reviewing all of the information that I had about my
students and what their specific needs would be in a classroom such as effective accessibility and
comfort.
First, I decided to have two rugs in my classroom. I chose two for several reasons; one
rug (rectangular) is in classroom library and this one could be used for students to come sit for
whole group reading or as a place to sit within the class library, while the other rug could be used
for whole group instruction right in front of the board like number talks or a mini-lesson. These
rugs would be used as places for my math and literacy work stations; therefore, the bookcase in
front of my classroom between the two rugs would actually be the home for my math materials
and work station tubs that they students would be working with at that time. I wanted to use two
different rug shapes to include different shapes in my room, but also to represent that these rugs
would be very different from one another in style and texture to allow for more of a variety of
textures and colors in my classroom. The three bookcases in the left corner around my library rug

would be used as book shelves and my books would be easy accessible by topic or genre for
readers to easily and quickly find a book that they are interested in. I would have a soft,
comfortable chair and lamp in the corner of my library for me to sit and read to my students or
for them to sit in while independently reading.
I chose to arrange my students desks in a horseshoe type of layout. I arranged the desks
in a horseshoe layout but included six desks in the middle where students would sit as well. Each
part of the horseshoe and the six in the middle all have two desks one right by the other. I chose
for it to be this way purposely to decrease the talking and distractions that come up when
students sit in groups of four or more and to really encourage students to talk to their partner
when implementing strategies like think-pair-share. Also, this seating arrangement would work
for my class because desks could easily be pushed together to make groups or rows of four for
more math or literacy stations. I have an extra desk, just in case I were to get a new student and
one desk is without a chair. This is because I anticipate that my student with muscular dystrophy
would be in a wheelchair, and therefore not need a chair. I also tried to provide plenty of room in
all different areas of the classroom for handy-cap access and room for multiple adults that come
into the class for a variety of reasons.
I decided to include a table on the left side of the room as a special table for materials or
completed (or in progress) work or projects. I would use this table for science materials while
teaching science or any other materials that I would need students to come and get during a
lesson. The whole purpose of this table is organization and students will know to come to this
table for any needed materials. Also, I would include a bulletin board above it to display my
students work as I find this very important. The two filing cabinets next to this materials table
would be for student work and organization. I would use these filing cabinets for data or record

keeping, but my students would be using them as well. I would include a folder for each student
in alphabetical order. I am looking forward to building vast portfolios with my students and this
would be the place that they would insert their best work that they chose to include within their
portfolio. I believe this gives them responsibility, individuality, and it also holds them
accountable. If they do not put assignments or work within their portfolio folders then at the end
of the year or unit, their portfolio will be empty. This would allow my students to be proud of
their work and take ownership in it.
In the back of my classroom I have my teacher desk (on the left side) where I would hold
student interviews and keep things I need to plan lessons and record data. Also, I have two filing
cabinets to keep students work samples, behavior data, lesson plans, standards, objectives,
pacing guides, permission slip forms, or anything else I need to keep track of. These filing
cabinets would be for my use only. I would also want to have a cabinet of some form behind my
desk to put my purse/belongings in and any other teacher resources and materials like paper,
sticky notes, paper clips, or anything else that I may need as a professional educator. I would
keep a lamp close to my desk and I would also include Christmas lights in various places along
the ceiling to allow for low lights at appropriate times for my students.
Right in front of my desk is where I would keep my small group table. I chose not to use
a kidney table because they tend to take up a lot of space and I wanted my room to be easily
accessible for all. Also, I feel as if students get the wrong impression about kidney tables over
time and see them as a place where only students who are struggling spend more time. A smaller,
simple table would be easier for my students to access. I would use it to implement small group
lessons, progress monitoring sessions, and my own assessments to check student understanding
to help me start or adjust my instruction. I wanted to keep my small group table in the back of

my classroom next to my desk and far from station work, because I would most likely be
implementing small group instruction during station time and this way the students that I would
be working with would not get so distracted. The two bookcases behind my small group table is
where I would keep my books about instruction or teachers materials for small groups. Anything
I would need for my small groups that I would be planning at that time would be stored on the
shelves and ready for me to access just behind me while at small group with my students.
Lastly, I put another round table in the back of my room that I would mostly use as a
technology center. I would keep iPads, or any other technology that my school district provided
for my students to work on during station time or for other uses like AR tests, etc. This way
students would always have access to technology in the room and could use the technology for a
variety of tasks like the ones I mentioned before, but also for research projects and many other
things. Ideally, I would have iPads here; this way if needed I could easily remove them and allow
it to be an extra work station for whatever students are doing. I would keep my word wall back
close to my technology center for students to reference when needed and on the adjacent wall, I
would install a shower rack bar and hang my anchor charts here on pants clothes hangers for
students to reference. This could be their home once we finish the unit and are no longer using
them, but they will still be there for students to look back at and I could bring them back out
when and if it is necessary. This way students access to anchor charts will not be limited and the
most recent ones will be on top for all day easy access to look at whenever they need. I hope to
have cabinets or closets that I can access in my classroom alongside students desks to hold more
manipulatives and materials because I anticipate to have my students using a variety of materials
and manipulatives all year long in all the subjects that I teach!

My classroom arrangement will support my instructional goals and activities because of


the organization and placement of manipulatives, books, and other learning tools that I have
described above. I believe my room will be welcoming because of the open layout and easy
access to different parts of the room. The low lighting will be welcoming while allowing students
to hopefully feel at ease. I will have lots of different textures, colors, shapes, and visuals and I
believe this will appeal to all different types of students. With a variety of different aspects in my
classroom, I believe it will be inviting and comforting while facilitating learning for my unique
students who will have diverse backgrounds. I will choose furniture and objects that are unique,
but complement each other as well; therefore, my classroom I believe that my classroom and
room arrangement will be aesthetically pleasing. As I learn more about my students, I will be
able to ensure that it appeals to the different cultural and linguistic backgrounds involved. During
the year I would be able to add things of interest and importance to my specific students while
allowing them to bring something from home like objects of importance or pictures of family
and friends; this way, the students are able to take more ownership of their classroom and
understand that it is our classroom, not just mine.

Kyrie Purdy
ED 309
Class Schedule
Classroom Management Plan Schedule

7:35-7:50 Arrival time/start of day


7:50-8:20 Morning meeting
8:20-9:20 Whole group reading
9:20-10:20 Literacy centers/small group reading
10:20-11:00 Science (M/W/F) or Social Studies (T/TR)
11:00-12:00 Lunch/Recess
12:00-12:50 Whole group math
12:50-1:30 Math stations/small group math
1:30-2:00 P.E.
2:00-2:30 Special areas/activities
2:30-2:45 Pack up/dismissal

Kyrie Purdy
ED 309
Parent Letter

Dear Parents,
My name is Ms. Purdy, and I am going to be your childs
teacher during this school year! I am so excited about having the
opportunity to begin working with my new students and families
this year. I am originally from Ohio, but relocated to Alabama
several years ago with my family. I am a recent graduate from the
University of Alabama in Huntsville, where I received my degree in
Elementary Education and Special Education for students K-6. I
enjoy spending my free time reading, painting, and going places
with my daughter and family. I have high expectations for the
special learners in my class as we have so much to do in such little
time. I hope all students are ready to come prepared for learning
and ready to be part of a respectful, encouraging community and
team of learners. I anticipate that we will be creating a type of
social learning environment in which we can all learn together and
from one another; therefore, lots of hands-on experiences and
discussions within cooperative learning groups will be utilized
throughout the year! My number one goal is to make sure we are all
practicing safe habits and our safety is always put first so safety will
be something that we take seriously. My second goal is to ensure
that we all enjoy learning by providing many rich opportunities to
try our best in an authentic environment and setting. My third goal
is to make sure we work together to make this a very successful and
beneficial academic year for our special learners so please feel free
to contact me at any time with any concerns or questions. I look
forward to getting to know your child, you, and your family and
having a great school year!
Sincerely, Ms. Purdy

Kyrie Purdy
ED 309
Rules
Rules
1. Respect yourself, others, and our school
2. Follow directions quickly
3. Always be a team player
4. Always be safe
5. Always try your best
Ultimately, these would be the rules for my classroom, but I would not just introduce
them to the class. These rules would be determined by our class as a whole on the first day of
school after discussions and group activities involving them brainstorming and writing down
specific rules that they think we should have for our class. As the teacher, I would provide
guidance and support to lead the students to choosing these rules, or something similar to them. I
would hope to determine rules similar to thee for several reasons.
Respect should always be a rule to live by; it is a life rule and this is why I think it is
important to include in my rules. Also, respect applies in many ways in many situations. As the
school year goes on, we will need to refer back to that rule so students begin to really understand
the dynamics of respect as they grow and mature. Following directions quickly is important
because students should remember that in school we need follow directions of adults and do it in
a timely manner; the school day is busy, so we must be quick! I hope to state a rule close to
always be a team player, because students should take this rule and remember it; I feel as if this
is a life rule yet again, and if students are not participating they will not succeed. When students

suggest rules like no hitting, etc. then we may make our way to always be safe. I will explain
to students that my second job is to help them learn and grow, but my first and most important
job is to make sure they are safe. Safety will be taken very seriously in my classroom, especially
because of the diverse students I will have, so I will be sure to include it in my rules. For the last
rule that I wanted to include, always try your best, I chose this one because I figured that some
students in my class would probably mention this or something like it. I want to be sure to
include as much as my students suggest for rules as possible, and I think this is something that
they should internalize after we become a classroom community of learners because we should
always try our best and encourage others to do the same.
These rules would be created on a class chart where all students would sign their name at
the bottom because we chose the rules and made this chart together. The rules would be
communicated to students through this activity and discussion, as well as reminders and
references done as needed when someone breaks a rule. The rules would be communicated to
parents through the first week of school weekly newsletter that I would send home to the parents.
This way students would have a copy of them at home as well as the parents. I would also
include a description of how we chose the rules as a class and a picture of our rules chart with
everyones signature stating that we are ready to follow the rules we chose and have a great
school year!

Kyrie Purdy
ED 309
Policies/Procedures/Routines
Classroom Management Plan - Policies/Procedures/Routines

Record Keeping / Attendance Every morning as students enter the classroom, they
will immediately unpack their book bags and sit quietly in their seats and read. The
teacher will wait 5-10 minutes after arrival time to make sure to give all students a chance
to get to class in time. The teacher will have an attendance record kept in an attendance
folder that she will mark as she calls names for attendance and when she is finished, she
will have one student take the folder to the office (this class job will be rotated weekly to
ensure everyone gets a chance). There will be filing cabinets for the teacher to keep any
other necessary records other than attendance, like grades, student work,
observations/anecdotal notes, etc.
Procedures for Room Use
o

Teachers desk and storage areas

The teachers desk and storage areas (file cabinets) will be located in the
back of the room, as not much time will be spent here. The teacher will
use this space in the morning to take attendance and collect any necessary
documents from students in the basket located on the desk (like
homework, permission slips for field trips, etc.) The teacher may also use
this space after school for reviewing student records and data and lesson
planning during the predetermined planning period provided for her.

Storage for common materials

Common materials will be stored in bins alongside the wall in designated


cubbies. They will be on the opposite side of the room from the door, but
close to the carpets where stations will be held. In the front of the room,
there will be station bins where materials and manipulatives for math will
commonly be used and exchanged for the other commonly used materials
in bins alongside the wall. Materials will just be dumped back into their
designated bins and the new manipulatives will be dumped into the station
bin to save time when switching out math stations. Other common
materials that may be similar to those will be located in the back of the
room behind the teachers small group table stored in shelves. These are
for the teachers small group activities only and should not be taken away
from that space. There will also be cabinets to hold other necessary
materials like paper towels, tissues, hand sanitizer, pencils, extra colored
pencils/crayons, etc.

Drinking fountain, sink, pencil sharpener

Centers and Equipment Areas

When students need to use the restroom, drinking fountain, or sink they
will sign an exit and enter, log located on a small bookcase or table
close to the door. If a student needs to use any of these facilities they do
not need to let the teacher know as it will be written on the log sheet daily
and the teacher may address this as needed. Each student will sign their
name, write the time the leave and write the time they returned as they
enter back into the room. Students will understand not to go in the middle
of a lesson, but they may wait until directions are given or they are
working on a task of any sort and instruction is not currently being
delivered. The pencil sharpener will be on the teachers desk and will not
be available for student use. Located next to the pencil sharpener will be a
bin labeled DULL, and students will know that when their pencil breaks
or becomes too dull to use, they may place the pencil in that bin and get a
new sharp one located at the front of the room where there will be sharp
pencils in a bin labeled SHARP. This way students can quickly and
easily obtain a new sharp pencil without having to distract others to
sharpen. The teacher will assume the responsibility of keeping sharp
pencils and using the sharpener as necessary.

Centers/stations will be located at a small table in the back of the room,


two rugs in the front of the room, and within students groups of desks if
necessary. Three stations will always be developed to use the rugs and
small table, but when more are needed for differentiation purposes, they
will be developed and located in group clusters of students desks. This
way 3 more stations may developed if needed. The teacher will label each
station or center bin with a number and there will be a corresponding
number of the same color hanging from the ceiling above where that
station will be located for students to begin working. For example, if a
student retrieves station 1, they will be able to look above and see that
there will be a number 1 hanging from the ceiling above one of the carpets
and thats where that station goes. The numbers will not be changed so the
stations will have different activities, but they wont actually change
locations in the room unless that becomes necessary.

Computer Stations

There will be a couple computers located in the back of the room that
students may use to log on to Success Maker Math and Reading when
necessary. These computers will only be permitted for students to use
when directed by the teacher. The teacher will keep a very detailed
calendar log where she will write the names of students who used the
computer, the time they spent, and what they worked on or completed
there. For students who need to take an AR test, they may use the iPads at
the technology center/table located in the back of the room. This way if a

student needs to complete research, they may do so on the computer and


all students who need to take an AR test may use the iPad to do so. Each
iPad at the technology center will have headphones (as will the computers)
and the students may use them when taking an AR test if needed to have
the questions read to them. There will be certain times of the day posted
by the technology center and computers stating when it is appropriate time
to ask for use of them for AR tests and for everything else as well. These
times may include, but may not be limited to in the morning during silent
reading time or in the afternoon during specials. The exact times would be
posted.

Procedures for transitions When students get ready to transition within the classroom,
the teacher will use a chime to make a transitional sign. When students hear the chimes
they will know it is time to clean up and come to a stopping point with whatever task you
are working on. As soon as their own work areas are cleaned up, students will go back to
their desks and wait for further directions for the teacher for what to do to transition into
the next activity. Students may be called by name or number to enter the next activity or
they may be broken up into groups.
o

Beginning of class procedures

Every morning after students enter the room, put away their book bags and
materials, turn in any necessary paperwork, and attendance is called, they
will read quietly until morning meeting is started. When it is morning
meeting time the teacher will call the students to the front carpet by the
interactive white board and pull up/write and discuss what that days
agenda will be and what we will all be working on. During morning
meeting the class may listen to a song or watch a video pre-approved by
the teacher as she will facilitate the morning meeting. Next, they may
discuss what they worked on the previous day and what they will continue
working on today and just a breakdown of the schedule so students always
know what to expect. The teacher will also have students check-in during
this time to know and understand how the students feel towards learning
that day. After this, a transition will be held to get to work on Reading.

Leaving the room procedures

Students will practice transitions for the first two weeks of school and
continue to work on them throughout the year. Each student will have an
assigned number ranging 1-25 based on the last name in alphabetical
order. As students hear their number called they may line up. The teacher
will adjust students numbers if needed. She will not always have students
line up in order 12.3 because she may switch it to 23.4 to
allow different students to take turns being the leader based upon their
number. Students will line up in the order they are called and keep their
hands and feet to their selves. Students are to be silent in the hallways and
will be given a few seconds to begin this before entering the hallway. We

will count to three and silence ourselves before we enter the hallway for
transitions.
o

Returning to the room procedures

When students enter the room the procedures will be that upon
approaching the door students will line up against the wall with their
hands to their sides in front of the door. They will wait for their cue from
the teacher to enter the room. The teacher will explicitly state what
students are expected to do once they get in the classroom, then they will
be dismissed from the hallway to enter the room and begin working on
whatever they were instructed to do at that time.

End of the day procedures


At the end of the day, the teacher will bring all of the students to the carpet
and read them a story. A short discussion may be held about the days
activities to quickly gauge how the lesson went and review. Next, students
will be dismissed by number to get their book bags, pack them up, and line
up for dismissal.

Procedures for collecting and distributing papers Papers will be collected in the
basket on the teachers desk. She will provide times to turn in papers during the morning
before morning meeting, but she may call for a second chance at the end of the day
before dismissal for any students that forgot or came in late. Papers will be sent home
using designated take home folders that will be sent home every week on the same day
(i.e. Wednesday or Thursday). Papers will be distributed once a week (or as needed) and
put in these folders which will be located in a bin by the teachers desk. This way the
student may take the papers home and see them with their parents and the teacher will not
have to worry about the students losing them once theyve been distributed. Once the
papers are placed in their folders, they may take them home once a week and bring the
folder back empty so they may keep their papers at home if they would like.

Student headings on papers The heading that will be expected on every paper that
students turn in will be simple, but effective. It will be modeled for students during the
first week of school and then kept on the white board for several weeks to remind
students after that. It will be posted for as long as students need it in the room. The
heading will include: The students name at the top on the right hand side with their
assigned classroom number next to it on the right of their name. Then underneath that
they will be expected to write the date in a certain form. For example: 11/22/2015.

Students getting make-up work When a student is absent the teacher will write their
name on any worksheet or activity/assignment that they missed and it will be placed in a
pocket on the back of the door within the classroom that will be labeled While You Were
Out. Students will know that when they are absent they must check the while you were
out pocket on the door to collect make-up work and arrange it with the teacher when that

work should be completed or if they can just take it home to complete it. This will be
decided by the teacher on a case by case basis.

Students turning in make-up work When students have make-up work to turn in they
will turn it in to the basket and the teacher will know that it is make-up work because she
will have written their name on it. This work will be put in the basket on her desk on the
morning before morning meeting just like all other papers that get turned in.

Policy regarding late work Late work will be accepted, but the teacher will take
action. The first time, a reminder to the class will be issued. The second time an
individual reminder will be issued. The third time, the student will be taken into the hall
to discuss what is going on and how we can start turning in work on time for a second
individual reminder. Points will not be taken off until the fourth time, but they will be
minimal. An email or note may be sent home to try to encourage parents to help their
student start turning in work on time.

Late students When students are late they will be encouraged to quickly unpack and
join our morning meeting. The student who took the attendance folder to the office may
take a note to the office stating that student is actually present. If the problem persists and
keeps occurring the teacher will keep record of absences and late students and discuss the
next steps to take with the administrators.

Procedures for restroom use - When students need to use the restroom or drinking
fountain, they will sign an exit and enter, log located on a small bookcase or table close
to the door. If a student needs to use the restroom, they do not need to let the teacher
know as it will be written on the log sheet daily and the teacher may address this as
needed. Each student will sign their name, write the time the leave and write the time
they returned as they enter back into the room. This way any data needed on a students
restroom habits will be collected at all times. Students will understand not to go in the
middle of a lesson, but they may wait until directions are given or they are working on a
task of any sort and instruction is not currently being delivered.

Procedures for going to the library, resource room, school office The teacher will
keep a pocketed organizer on the board or the wall where students will each have their
name cards. During silent reading and un packing in the morning, students will have the
chance to put their name under the pocket labeled I need to go to the library and when
time is permitted at the end of the day or in the morning, the teacher will be able to see
whose name is under that label to know who she needs to send. When she calls on a
student whose name is under than label, they will go get a library pass which will be in
one of the pockets, and move their name card to underneath the pocket labeled I am in
the library until they return. When they return they can put their name back in the empty
slot holder for other students to go and they will also return the library pass to its
designated holder slot.

Hall passes The teacher will have pre-made laminated hall passes that have blank areas
to fill in the name of the student and the location as to where they are going only when
they are going somewhere other than the library or the restroom/drink fountain. The
teacher will fill in the blanks of who she is sending and to what location with an expo
marker so that way when the student returns, she may erase and reuse her hall passes.

Getting materials without disturbing others All materials necessary will be gotten
before student work is started. If a student needs a pencil, there will be some located in
the front of the room and they will need to be quiet if others are working. If it is during a
test or other important work time period, they will be instructed to raise their hand, and
ask for a pencil and the teacher will bring it to them.

Procedures during cooperative group activities During math stations or activities,


students will working together cooperatively and help one another. During literature
circles or reading cooperative groups, students will decide on their roles in the group
based on their numbers. These will be swapped by the teacher periodically, every 1-2
weeks. For example: 1, 6, 11, 16, and 21 will be leaders this week, 2, 7, 12, 17, 22 will be
the scribe to keep all notes of discussion, 3, 8, 13, 18, 23 will be the text feature recorder,
and so on. The jobs and their roles may change depending on the tasks and what the
students are working on. This may be implemented in math stations as well.

Classroom helpers There will be 5 classroom helpers: 1. Attendance/office runner 2.


Clean-up specialist (they make sure the room is clean when we leave or finish an activity)
3. Hallway monitor (monitor silence in the hallway) 4. Materials specialist (collect
materials when the teacher is starting a new lesson) 5. Distributer (Make sure every
student has a pencil before the day gets started). Classroom helpers will changed weekly
by groups of five. For example: students 1-5 get to do the jobs first, then students 6-10,
then 11-15, and so on so every 5 weeks each student gets a job.

All other procedures Whole group procedures: raise your hand if you have a question,
use whisper and release strategy for every student to answer every questions, make sure
not to talk while others are talking, and make sure not to talk while the teacher is talking.
Small group/station/centers procedures: Work with your peer and do you job that day.
Complete all tasks using a quiet inside voice. Teacher will be working with a small group
so students may not come and bother the teacher. If there are questions ask your peers.
Small group will not begin until procedures for stations are mastered. When students here
the chimes they may stop working, clean up materials, and return to their seats.

Kyrie Purdy
ED 309
Behaviors and Consequences
Classroom Management Plan Behaviors and Consequences

1.
2.

3.
4.

5.

Inappropriate Behaviors and Consequences


Minimum behavior
Consequence
Talking while the teacher is talking
Eye contact or facial expression
during instruction
Blurting out an answer after one student
Use gentle humor. For example: My
has already been called on to answer a
(students name here who was called
question
on), has your voice changed
tremendously!
Playing with a toy from home during
Take the toy from the student and put
work time
it on teachers desk
Two students playing around or talking
Move closer to the students and make
during station time instead of working on
put your hand on their shoulders. Use
the task
of Proximity
Two students make a mess at a center
The two students clean it up together
Moderate behavior
Consequence

6. A student who habitually talks through


the lesson or through teacher instructions,
distracting their peers throughout the day

7. A student continuously calls out during


lessons and interrupts others thinking

8. A student forgot to do his homework

Significant behavior
9. Two students get in a fight at recess

10. A student steals money from another


student

Time-out/temporary replacement.
Have the student go sit at the back
table or alone at another desk away
from peers.
Student loses privilege to participate
in discussions held that day and must
listen to his peers
The student must do their homework
during free time while everyone else
enjoys free time.
Consequence
Parents contacted and students get a
half of a day in alternative school
where they will write a paper about
how to solve conflicts and problems
without fighting.
The student loses priveledges of
classroom job the rest of the week and

must write a letter to his parents about


what happened and what alternatives
could be to obtain money instead of
stealing

These behaviors and consequences are related in the fact that they are logical together.
When deciding upon a consequence, I tried to connect it to the behavior as explicitly as I could
to try to help my students understand not only that it was wrong, but why it was wrong and how
we could improve for next time. The consequences are reasonable because they are related to the
behaviors. When students are talking proximity or eye contact may help to allow them to see that
it not okay and you are disturbing others. When a student does not do their homework, it is only
logical to allow them to complete it during their own free time. When a student continuously
calls out, it is only logical to have that student not participate in discussions. When students fight,
it is only logical to have them write about how they can resolve conflicts in other ways, that way
next time they have a conflict they can reflect on the paper and choose a better alternative. These
logical consequences will help students understand how they are beginning to be held
accountable for their own behavior and how they have the power to choose to behave differently.

Kyrie Purdy
ED 309
Rewards
Classroom Management Plan Incentives and Rewards
Rewards will be used in my classroom to help students develop confidence in good
behavior decisions and to model why it pays to make good behavior decisions. Rewards will be
used to reinforce positive behavior within my classroom.
Reward system: This reward system will be used in my classroom. Eventually the rewards
will fade out and be replaced with verbal praise and acknowledgement, but in the beginning,
rewards will be tactile and motivating.
Occasion/Behavior

Reward

1. Whole class working quietly and


staying on task during stations

Leave for recess 5 minutes early

2. Working hard to help peers at stations


or centers

Sticker or new pencil

3. Students who display cooperative


attitude, work hard, and follow all
rules for one week

Extra free time or extra free computer


time to play an educational game

4. A student helps another student whos


things fell on the floor

5-10 minutes of free time on the iPad