Jenny Pallesen PSII Classroom Management Plan 1. CLASSROOM LEADERSHIP A.

Building Positive Relationships Strategies for fostering positive Teacher-Student relationships o learning the names of students within the first 2 days of school o spending time with each student so I can learn their strengths and interests o greeting students as they enter and exit the classroom o give students the option for help outside of class if they need it Strategies for fostering positive Student-Student relationships o small group activities o students work in different groups to get to know each other better o conclude classes with games where students are expected to work together to achieve the desired outcome. B. Safe Caring Learning Environment exemplify behavior I expect communicating positive expectations recognizing and encouraging achievement and improvement giving students the opportunity to try new strategies so that they take risks without feeling like they will be punished for the wrong answer clear and concise expectations so that students know how to behave supporting everyones ideas and taking them to be valid (non-judgmental responses if it was not what I was expecting) 2. CLASSROOM MANAGEMENT A. Classroom Rules 1. Respect each other and the classroom. This is important because students need to learn that they will earn respect when they give it. The only way a classroom can be a safe place is if the students respect each others thoughts and opinions. If students are not being respectful, they will be reminded of the classroom rules. If it continues to occur, I would have a discussion with them to remind them what respect means and why its important.

Adapted in 2011 by Alyson Worrall, Ph.D. from Keith Roscoe, Ph.D., 2008 Classroom Management Plan Template Version 1.1

Jenny Pallesen 2. Students will come prepared to participate and give your best. This is important because students need to be prepared for class so that learning can take place and the lesson can begin on time. If students give their best, I will see where they are struggling and where I can give extra support. If they are coming unprepared, I will remind them that to be successful, they need to be prepared to learn and put in the effort required. 3. Cellphones will be used only for educational purposes; they are not to be used for anything else during class time. If students are using their cell phones for other purposes, I will give them one warning, and then I will take the phone away for the remainder of the school day. If it continues to be a problem, I will take it away and give it to the office for the week (school policy). 4. Fairness does not mean equality. I will not be treating everyone the same way; I will do my best to give each student what he or she needs to be successful. When students believe that they are being treated differently than another student, I will remind them that everyone has different needs and these are the needs of this particular student.

B. Procedures Attention-getting procedure: I will give the students a warning that they need to have their eyes at the front/on me, and then wait until I have their attention. I will also use count-downs so they know how much time they have to get organized. Question-answering procedure: Students will raise their hands and teacher will circulate the room if students are working individually or in groups. If I am asking a question during instruction, students will raise their hands and I will select one to call on. I will call on students who are paying attention/offer to answer the question so as not to punish a student who may have lost their focus. I will call the student back by asking a direct question to the student (ie. Johnny what do you think about _____?). Transition procedures: Prior to transitions, I will give students an advanced organizer/timeline so that they are prepared and can take responsibility for what needs to be done. When a transition is nearing, I will remind the students, and give them a countdown when they need to be prepared for the next activity. I will be sure to have all materials ready so students are not waiting for me. Individual seatwork procedures: Though students will be working individually, the design of the classroom eliminates the possibility of complete individual work; students sit is rows of 4 right beside each other. They will each be required to work on their own assignments, but collaboration and peer support will be encouraged, so long as they each work independently. Instead of asking me for help, students will be encouraged to seek help from their peers first. Adapted in 2011 by Alyson Worrall, Ph.D. from Keith Roscoe, Ph.D., 2008 Classroom Management Plan Template Version 1.1

Jenny Pallesen Group procedures: For the majority of the time, students will be put into preassigned groups to eliminate as many issues as possible, and to ensure fairness. Once I learn the dynamics of the class, I will allow students to choose their own groups as positive reinforcement. I will give students pre-assigned tasks and ensure that each member contributes and has a role. I will confirm that each student has an individual responsibility and this will hold them accountable. General procedures: In regards to electronic devices, students will be allowed to utilize them so long as they are not a distraction. Ipods are welcome so long as the student focuses their attention on their work and does not spend their time playing games and being generally distracted. Cell phones will only be tolerated when they are being utilized as an educational tool; if this is not the case, students will be given a warning and if it continues to occur, the phone will be taken away. If students are late to class, they will be given a warning and reminded that it is important to their success to attend class on time. When students are assigned homework, they will be expected to complete it; if they do not, they will be expected to complete it during intervention (the class right before lunch), or for homework the next night. If it is a continual problem, I would have a discussion with the student about how they need to take responsibility for their learning and complete their homework.

C. Strategies for Responding to Inappropriate Behaviour/Failure to Adhere to Rules and Procedures I would take the following steps in response to inappropriate behavior: 1. As a warning, I would give students the teacher look. 2. I would use proximity; move toward the general vicinity of the student so that they are aware that their behavior is being noticed and is unacceptable. If necessary, I might tap the students desk to re-focus their attention. 3. The next step would be to give the student a verbal warning (ie. call out their name or ask them to stop what they are doing). 4. If this failed to work, I would give the student choices (you can choose to do what Im asking or ________________). This gives the student the option to take responsibility for their actions, and prevents them from feeling cornered and powerless. 5. As a last resort, I would involve my TA or principal. I would only do this if I did not have any other ideas about how to handle the situation and nothing I had previously tried had been successful. ***Depending on the severity of the situation, I may skip the first couple of steps and proceed straight to the third or fourth.

Adapted in 2011 by Alyson Worrall, Ph.D. from Keith Roscoe, Ph.D., 2008 Classroom Management Plan Template Version 1.1