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1 2 2 / 2 2 2 C l a s s r o o m M a n a g e m e n t
P l a n
Prepared for: Dr. Sally Beisser, Ph.D.
Prepared by: Heather M. Antunez

April 18, 2012

Table of Contents

Part I: Classroom Organization 4

Physical Arrangement 4
Operational 8

Record Keeping 8

Handling New Students 9

Displaying Student Work

Keeping the Classroom Orderly

Teacher Use of Commands & Hand Signals 10

To Obtain the Classs Attention 10

To Be Attentive to Others 10

Noise Level Monitor 11

Classroom Helpers 11
My Favorite Classroom Management Systems

Big Bucks System
Bubble Gum Jars

Part II: Disciplinary Policies and Professional Ethics
Disciplinary Policies 13

Establishing Initial Classroom Rules

Consequences for Breaking the Rules

Breaking Classroom or School Rules 14

Handling Student Disrespect 14

Playground Conflicts 15

Classroom Bullying Policy

Consequences for Bullying

Dealing with Tardiness

Handling Disruptive or Offensive Students During Class 16

If the Student is Being Disruptive for Attention 16

If the Student Intensifies into a Power Struggle 17

When the Student is Hurtful and the Goal is for Revenge 17

Dealing with Students that Do Not Get Work Done

Homework Policy

Dealing with Lack of Student Motivation 18

Handling Student Cheating 19

When to Involve the Principal and Parents/Guardians 19

Table of Contents Continued

Professional Ethics 20

Conduct Towards Students 20

Conduct Toward Practices and Performance 20

Conduct Towards Colleagues 21

Conduct Towards Patents & the Community 21
Part III: Classroom Rules & Procedures

Before School 22

Entering the Classroom 22

Procedures for Announcement

Leaving the Classroom

Hallway Procedures 22

Procedures to Get the Teachers Attention

Questions the are not Urgent

Bathroom Procedures 23

Permission to Get a Drink

Pencil Sharpening Procedures
Participating in Class Discussions 24

Procedures for Student Sharing 24

Roles for Cooperative Learning

Procedures if Student Finish their Work 25

Passing Out & Collecting Papers 25

Homework Procedures 26

Classroom Dismissal Procedure 26

Fire Drill Procedure 26

Procedure for Answering Classroom Telephone 26

Field Trip Procedures 27
Differentiation Policy

Students Who Have Difficulty Understanding

Directions/Tasks 27

Strategies for Gifted and Talented Students 28

Parent Communication

Parent Teacher Conferences 29

Part IV: First Day of School Plan 29

References 31

Part I: Classroom Organization

Physical Arrangement

My classroom is designed with student desks

arranged in cluster groups so students can
work in small collaborative groups of four, so
students can engage in collaborative learning without having to move chairs. The
cluster groups are also arranged with the desks facing the white board and
overhead screen, so students can easily see whole class presentations or direct
instruction by the teacher without having to stretch their necks try to look ahead
through any obstacles.

The entry door to the classroom is conveniently located in the back of the room, so
people entering and leaving the classroom will not be a disruption throughout the
school day. Just inside the classroom door will be student cubbies or a storage area
set aside just for the storage of student belongings such as coats, backpacks and
other items that are not needed at student desks during the day. On the other side
of the door will be a bulletin board with student and parent classroom information,
a place for lunch bags, a basket for library books that need to go to the school library
and student and teacher mailboxes for the classroom.

The classroom will be well organized with shelves, bookcases and storage with
convenient access for the teacher and students located on one side of the room.
Teaching materials and student supplies will be readily accessible to keep the
classroom running smoothly and efficiently without distracting slow downs that
breaks the lesson flow and student work time. High traffic areas will be kept free of
congestion, so students can move around the room easily from place to place with
minimal distractions. The teacher will always have a clear view of students at all
times and will never have her back towards the students. Certain areas such as
learning centers, the classroom library, the science center, computer area and group
floor area are located so students will have their backs to other areas of the room,
and so small groups of students can be learning at different areas with out seeing
what is going on all over the room.

The teachers desk is located in a far corner of the classroom and is intended for use
during teacher planning time, or to confer with a student or colleague. The students
should have no need to access anything on or near the teachers desk. A locked file
cabinet will be located near the teachers desk to store student folders and
information for easy access while the teacher is working at the desk. The teacher
desk may also be a shared space with paraprofessional where they may need to
work with students one at a time. There is a small group table off to one side of the
classroom where the teacher or a teacher associate may need to work with a small
group of students.


Wall space and bulletin boards will be used for displaying student work, student
jobs, rules, schedules and procedures. The decorative items will be kept to a
minimum to avoid a too busy and visually distracting classroom. The teacher will
decorate with some seasonal or content relevant student work to keep the
classroom looking friendly and pleasant, but not too barren. One bulletin board will
be used to display student work and it will be regularly rotated to keep the room
looking fresh and current.

A telephone, TV/VCR, pencil sharpener and wastebasket will be located toward the
front of the room, but students will be instructed when and if they are allowed to
use them. The teacher will assign students jobs to assist the teacher with
audiovisual or computer equipment, and another student will be an assigned the
task of pencil sharpening to avoid students making trips to the pencil sharpener and
causing a disturbance.

Learning Center tables will be used at different times for morning work, Fun
Fridays, during instructional time with mixed ability groups, and any other ways the
teacher can make activities more meaningful for students. A computer corner will
include computers and other assistive technology for student use in the classroom.

The classroom library will be a comfortable place for students to read or select
books of various genres and reading levels. Students will be permitted to read and
use the classroom library during free time and for silent reading times. The library
will include music and audio books as well a movie DVDs for students to check out
and take home.

The science and social studies centers will have bulletin boards with content
relevant information, maps globes and science equipment for small groups or large
groups to work. Science and social studies areas will also have bookshelves with
social studies and science reference materials for both the teacher and students.
The science center will have a nice big window that will come in handy for growing
plants or studying weather and climate.

There will also be a carpeted floor area for either large group instruction, small
groups to work on the floor, or a place for students to read at times not during group
floor time. There will also be a white board at the group floor area that will be
practical for both the teacher and students to use during lessons or instruction time.

Finally, I think it is important for students to be able to have a quite place to work,
read, or to get away from other people if need be for a short time during the day. My
classroom will have study carrels in a quite corner near the computer center where
students can choose to go to work independently. The quiet area is not to be
confused with the time out area where students go to take a break and reflect on
inappropriate behavior for the breaking of a classroom or school rule. The quiet
area is just a quiet place for students to work alone quietly, (not in pairs or in


groups), but alone. The study carrels are not intended to be used as a place of
isolation or punishment for any student.

Contents of my 3rd Grade Classroom Design

1. Entry Door: A place located in the back left corner of the room to enter and
leave the classroom.
2. Student /Parent Classroom Information Bulletin Board: A place to share class
information, schedules, student jobs, or student of the week etc.
3. Student Mailboxes: Also the place for student lunch bags, a basket for books
to be returned to the school library, and most likely hall passes or a student
sign in /out sheet.
4. Student Storage Area: The place for student belongings coats, bags, etc.
5. Classroom Library: A collection of various childrens books of different
reading levels, audio books, childrens magazines and movie DVDs suitable
for children.
6. Teacher Storage Area: A supply closet for classroom supplies that do not
need to be accessible to students for daily use in the classroom.
7. Time Out Area: a positive non-punitive place to help a child to learn, practice
self -control and reflect on their behavior.
8. Teacher Resource Book Shelf: A collection of professional books behind the
teacher desk and convenient for teacher planning time.
9. Teacher Desk: A place for the teacher to work during planning time or when
students are not in the classroom.
10. Teacher File Cabinet: A locked cabinet for teacher use containing student
files located near the teachers desk.
11. Waste Paper Baskets: (2) located in front and back of room.
12. Pencil Sharpener: (1) located at the front of the classroom.
13. Student Desks: (20) student desks arranged into cluster groups of four for
the purpose of discussion, cooperative learning and whole class direct
14. White Boards-: (3) located at the group floor area, in the front of the room
for whole class instruction, and at the small group table area.
15. Overhead Screen and Elmo Projector: Instructional technology tools with a
moveable cart on wheels, and includes teachers laptop computer for use in
16. Small Group Instruction Area Table: A large table for guided reading or
other teacher directed or assisted small group work.
17. Social Studies Center: An area with bulletin board maps, globes and social
studies reference materials for teacher and student use.
18. Study Carrels: A place of student choice for quiet and independent work
19. Computer/Audio Center: A student-gathering place with student
computers, cassette players, headphones and other assistive technology for

20. Science Center: An area located near a big window and sink, and includes
science equipment, and science resources for students.
21. Learning Centers: A place for students to work in small groups for morning
work, Fun Fridays, art projects, during interactive instructional time and
much more.

Operational Classroom Organization

My intention is to maintain a positive and efficient climate in my classroom.
I want students to be respectful and courteous of one other, and be able to share
information and engage in activities so that everyone can learn and be successful in
my classroom. I have a no tolerance policy for teasing or bullying. I will be firm, but
kind and every student will get what they need to flourish in my classroom. I intend
to teach to students how to get along and work cooperatively in a highly structured
and consistent classroom environment.

Record Keeping

Students will be taught to place papers in designated

areas. There will be a teacher basket for notes and
permission slips that have been returned from home.
There will also be a basket or folder to turn in homework.
I will use a color-coded folder system: a red folder for
papers that are to be graded, a yellow folder for papers to
be recorded in the grade book and a green folder for
papers to be returned to the students. As soon as papers
are graded they will be recorded in an electronic grade
book and then returned to the students. I will back up my grade book regularly.

I will use kid grids to keep records of student learning and to make comments while
observing and evaluating students in the classroom. I will use labels on student file
folders file folders and to mark student names, cooperative learning number or
student reminders on desks for kids with special needs.

School forms that must be managed throughout the school term and used on a
regular basis will be organized in color-coded file folders and stored in file drawer
of the teachers desk. If there is no file drawer in the teachers desk, then I will
organize the school forms in a decorative file box and keep the storage box in a
handy and practical location.

Student information will be kept in labeled individual file folders and locked in the
teacher file cabinet. All student information including parent communication logs
or concerns from other teachers will be dated and filed in the students information
folder. I will also keep samples of student work in three ring binder called student
work portfolios for parent teacher conferences. I will have both teacher and student
selected work included in each student work portfolio.

I will keep myself organized by keeping a teacher binder which includes a list of
daily, tasks, schedules, calendar, planner address book and my daily lesson plans.
The teacher binder will also include the class list, and parent or guardian contact
information for every student in the class. The teacher binder will also include a
classroom seating chart and teacher substitute information. I will use a large 3 ring

binder notebook with dividers, post it notes, paper and pocket folders. The teacher
binder will stay on the teachers desk and will not be taken out of the classroom
with the teacher unless there is a fire or emergency drill. A teacher will carry an
emergency contact sheet made on a spreadsheet on field trips.

Handling New Students

The teacher will have a copy of routines, schedules and procedures for new
students. However the classroom will be well structured and predictable with
posted procedures and routines that should make it easy for the new students to
adapt quickly. The new student will be welcomed to the class and the teacher will
have all students in the class share something about themselves, and introduce each
other to the new student. The teacher will pair the new student will a peer buddy to
help the new student to get used to the new classroom and school.

Displaying Student Work

I am a firm believer of using the
students work to decorate the classroom.
Students can customize and decorate their
own personal permanent frames of borders
to hang on their own space on the wall or
bulletin board. The student work will be
displayed on the student work bulletin board at front of the classroom. Periodically,
new student work will replace the old student work, and the older work will be sent
home for parents. There will also be a bulletin board with a monthly, seasonal or
multicultural theme to display students work.


In addition to inside of the classroom, student work can also be displayed on the
walls outside of the classroom. Parents and students both like to see student
artwork displayed on the walls outside of the classroom.


Keeping the Classroom Orderly

I will set up and maintain a classroom routine that students will learn to practice
automatically. I will have a monthly calendar and label when things are due. Student
and teacher supplies will be kept organized and clearly labeled, so that students
know where things belong when they are finished with them. Containers and plastic
drawers will be provided for small items, so that they will not get lost or disappear.

Students will be taught to keep their desks clean and organized. Once a week
students will be required to clean out their desks. Students will be required to keep
papers in color-coded folders, and use a different color for each subject so they are
easy to locate. Students will have a two-pocket folder labeled Take Home Folder
with one side labeled Homework, and the other pocket labeled Take Home Papers,
so parents know what stays and home and what work needs to be completed for
homework. Students will be taught to put papers that need to go home in their
student mailboxes, and then transfer them to their backpacks when preparing to go
home for the day.

The teacher will plan for transition times and avoid potential dead times when
students get distracted and into trouble frequently. In addition, the teacher will
teach procedures to students for entering the classroom, bathroom and water
fountain usage, hallway passes, dismissal and exiting the classroom, traveling in
hallways and stairs, moving into groups and centers. Additionally, I will use
effective communication strategies to obtain whole class attention, for ways for
students to get the teachers attention, for students speaking in class, for managing
cooperative groups, managing centers and managing appropriate voice levels in the

Teacher Use of Commands & Hand Signals

To Obtain the Classs Attention

The teacher will use the phrase 123 eyes on me to gain the students attention.

If students are exceptionally loud, I will clap or tap a pattern and have the students
repeat to know I have their attention.

Command to be Attentive to Others

The students will be taught to be attentive to others by

showing five fingers on the right hand to get ready to
listen to others and repeating the following:
1. Eyes Look

2. Ears - Listen
3. Mouth - Closed
4. Hands - Still
5. Feet- Quiet


The same hand signal will be used for the ready command:
You have until 5 to be ready for______ and count down 5,4 3, 2,1.

Noise Level Monitor

The teacher then can place the talking gauge in

a visible location and direct students to notice
its location. The teacher can use the gauge to
indicate to students when there is too much
talking or too loud classroom talking. Training
students to monitor the teacher moving the
gauge will help them to learn to be aware to the surroundings and to adjust the
volume level accordingly.

The teacher will train the students what to do when they finish early with class
work, and have procedures for unplanned interruptions. Students who finish work
early will be permitted to read silently, play math or folder games, sign up to work
at the computers or work on other assignments. If students do not spend their time
wisely or if they are disruptive, then students will lose this privilege.

Classroom Helpers

Students will be assigned weekly jobs to help out in the community classroom. The
teacher will use clothespins with each student name and match the student with a
weekly job. The teacher will rotate the clothespins each week. Classroom helpers
will facilitate keeping the classroom neat and orderly. There will also be no disputes
or questions about the students responsibilities in the classroom.

1. Line Leader- leader for class when traveling to and from places
2. Door Manager- in charge of opening, holding and closing doors for class
3. Mailbox Manager- manages the mail boxes, distributes mail in boxes
4. Pencil Manager-, sharpens pencils and makes sure pencil can is full daily
5. Office Manager- runs errands to office/accompanies students to office and or
school nurses office
6. Cleanup Manager (s)- two students in charge of classroom cleanup
7. Light Monitor- turns on and off lights in classroom
8. Phone Monitor- answers or listens for the ringing phone for the teacher
(script will be by the phone so students answer properly)
9. Attendance Manager- responsible for attendance count
10. Absent Student Helper- puts work in folder for absent student(s)
11. Lunch Count Manager- takes care of the lunch count-makes sure everyone

has made a daily lunch choice
12. Board Monitor- erases white boards and black boards
13. Computer Monitor- turn on and off computers
14. Paper Collector- collects class work papers


15. Paper Distributer- passes out class papers

16. Supply Monitor- distributes classroom supplies other than papers
17. Trash Manager- help keep trash pick up off the floor
18. Playground Equipment Managers- two or more students in charge of putting
playground equipment away after recess

My Favorite Classroom Management Systems

I would rather focus on using good classroom management strategies and

emphasize intrinsic motivation by teaching good behavior, which earns rewards
than by focusing on behavior problems. I like the following ideas for using with
students to recognize students for good behavior.

Big Bucks System
Students earn play paper money bucks for good
behavior, and they can collect them and cash them
in to buy a prize from the classroom store (Visual
and Extrinsic).
Bubble Gum Jars
The teacher has two glass jars where all students
can see the containers. When students transition well and
the teacher recognizes good behavior she drops the gumball
into the jar. If the class is not listening, paying attention and
are having a particularly difficult time with behavior, the
teacher can remove the gumballs from the jar. When the jar
is full of gumballs the class earns a reward (Visual, Auditory
and Extrinsic).

The following are some rewards that can be earned from the
bubble gum jar as rewards for good student behavior:

Lunch Bunch
Longer recess
Extra reward time
Fun Fridays or Game Day
Special Seats: The Sharing Chair, The Teachers Chair, Star Student Chair etc.
Popcorn or Pizza Party, Pajama Day, Reading Party
A Good Phone Call Home
Certificate Rewards: Caught Bing Good, Coupon for Restaurant
Help in another classroom
Have lunch with a favorite teacher, parent or loved one


Part II: Disciplinary Policies and Professional Ethics

Discipline Policies
Establishing Initial Classroom Rules

At the beginning of each school year I will have the students collaboratively help to
create classroom rules, because having students help create the rules helps them to
take ownership of them. Also the process of creating class rules creates a sense of
community where students can develop a sense of belonging, while the teacher has
the opportunity to teach procedures for future class meetings and how students will
work in small groups. I will randomly divide students into small groups and have
them to Think-Pair-Share to generate a large class list of possible rules for our
classroom. Each group of students will come up with five rules and share them at
their table. The students will decide if any of their rules can be combined or
omitted. Meanwhile, the teacher will monitor the small groups and provide some
feedback to students about their class rules. The teacher will then bring the class
back together and the class wills create a large class list from each of the small
group lists. My goal will be to guide students to focus on the following basic five
positive basic behaviors:

Be Prepared
Follow Directions
Show Respect
Keep Hands and Feet to Yourself

After creating the list of classroom rules, the teacher will have students then vote on
a list of consequences similar to the consequences shown in the following table:

Consequences for Breaking the Classroom Rules

1st Time

2nd Time

3rd Time
4th Time

Verbal Warning


Lose Privilege

Time Out
3 Strikes And You Are

Move Name Off Rock Star Student Status

Get a Ticket- Written Rule Number Violation;
Head Down at Your Desk

Go To Time Out Desk
Write Time Out Reflection Paper:
Take Home to Be Signed by Parents
Go To Buddy Classroom
Write Reflection;

Possibly a Phone Call Home
5th Time
Office Referral
Serious Trouble

1. Everyone gets a chance to make one slip up in behavior with only a verbal

2. Students will have the opportunity to move up on the behavior intervention
chart, because one behavior incident should not routine a students entire

3. The teacher will call home if the written Time-Out Reflection is not signed by
parents and returned to the classroom teacher after a few days.

4. Students will have to go to a Buddy Classroom 2 times before being referred
to the office.

Severe Clause- A serious behavior may warrant an immediate referral to the office
such as causing physical or bodily harm to someone or personal property.

After the class has created the list of classroom rules the class will sign the
classroom contract and promise to abide by the classroom rules. I will send
individual copies of the classroom code of conduct home, and post them on the
classroom blog for parents to review so that everyone is aware of our classroom
rules and consequences.

Breaking Classroom/School Rules

If a student breaks a classroom or school rule after

the verbal warning, the student will get a written
ticket with the rule violation number, and lose a
privilege. If the student is being disruptive he/she
will have to put their head down at their desk. The
students name will be moved down on the behavior intervention chart. After a
student breaks a rule a third time, the student will go to the time-out desk and
complete a fill in the blank time-out reflection form that will go home for a parent or
guardian to sign and return to the school. The fourth time after breaking classroom
rules a student will go to a buddy classroom, and the last
resort will be to send the student to the office.

Handling Student Disrespect

If the student shows lack of respect for any teacher the
student will be immediately spoken to privately about the
rule that was broken. The student will complete the Time
Out Reflection Form, and the teacher will try to guide the


student to either give the teacher a verbal or written apology for being disrespectful.

Playground Conflicts

1. Students will be taught that

conflicts will happen on the
playground in 3rd grade, but
that these conflicts can be
resolved best if everyone
behaves in a calm and
controlled way.

2. The teacher will ask the

students to try to explain what happened by asking each of them to explain
what they did rather than what the other student did. The students will be
encouraged to take turns and listen to each without interrupting, and wait
for their turn to talk. The teacher will first focus on getting the facts and try
to get the students to leave out the emotional sides of each story.

3. After each student gets a chance to speak, the teacher will encourage the
students to ask each other questions in a polite and respectful manner to
clear up any misunderstandings between the students.
4. The teacher will remain neutral and act as a
mediator between the students who had a
conflict. The teacher will help the students
to come to terms with a reasonable
agreement that will hopefully prevent the
conflict from escalating, and resolve with
an apology.

Classroom Bullying Policy
My classroom environment will have a no tolerance policy for bullying. I will teach
bully prevention by teaching students what they should do if they are the victims
being bullied, and what to do if they witness someone else being bullied. I will also
teach the difference between tattling and telling. I will not allow students to tease
or bully each other, and students will be expected to get along while we are at
school. If a student is caught bullying the teacher will send the student to Time- Out,
the student will receive a written warning, write a written reflection and apologize
to the student that was bullied.


Classroom Bullying Rules

WE will NOT bully others.

We will HELP others being bullied by saying STOP!
Try to INCLUDE others who are left out.
If we know someone is being bullied, TELL an adult at
home and at school.

Consequences for Bullying

1st Time-Written Warning Sent Home

2nd Time- Student will write a TIME-Out Reflection Form
3rd Time -Referral to Office

The teacher will make every attempt to teach the students how to get along and talk
things out to prevent bullying at school. The teacher will read the book Don't Squeal
Unless It's a Big Deal: A Tale of Tattletales by Jeanie Franz Ransom and Jackie
Urbanovic to the whole class, and discuss the most important points about tattling
and telling. I will also provide some opportunities for modeling and role-playing so
the students can learn how to put some practical advice into action.

Dealing with Tardiness

1. Speak to the student privately and find out

why the student is late (In 3rd grade tardiness
should not be a problem. Perhaps the teacher
needs to call the parent and follow these same
2. Share how being late is an interruption in the classroom system.
3. Ask for the student help brainstorm some solutions on how the late problem
can be solved.
4. Have the student choose a solution he/she is willing to try, and follow up
with the student after a week.
5. If this solution does not solve the problem, work with the school counselor
and principal to see if a family intervention is necessary.

Handling Disruptive or Offensive Students During Class

I. If the Student is Being Disruptive for Attention

First try to ignore the attention seeking behavior.

If other students are getting annoyed or distracted, get the student

involved: ask the disruptive student a question or give the student a


II. If the Student Intensifies the Disruption into a Power Struggle

Voice what is happening: I see we are in a power struggle, and I need
your help to end this.

Immediately offer a choice for a job that redirects the power struggle
from being disruptive to helpful while providing a sense of belonging
and a contribution back into the class.

III. When the Student Becomes more Hurtful and the Goal is for Revenge
Explain that you feel hurt and that makes you believe that the student may feel that
way too.
Deal with hurt feelings in an empathetic way.
Give the student the option to talk about it or cool off.
If you were angered and reacted with revenge of you own:

Recognize, Reconcile and Resolve

Dealing With Students That Do Not Get Work Done

The teacher will have a partnership with parents and family about schoolwork at
the beginning of the year, and everyone will sign a contract to make sure that
schoolwork gets done. It is normal for students to miss school due to illness and get
behind. It will be necessary for parents and families to support each other to ensure
the childs success. The teacher will make an effort to ensure that every student is
successful in her classroom. The purpose of schoolwork and homework is for
students to practice what was learned in school. The teacher will make every
attempt to help students who fall behind to catch up.

Students will be taught to be organized with work folders, and the teacher will
clearly post assignments and encourage students to write assignments down in
their school planner or notebook. The teacher will help students manage deadlines
and students will be encouraged to consult with each other about assignments.

If students do not get work done in school due to time management issues, the
teacher will work with the student to solve the problem. In the meantime, the
student will have to work on assignments during any free time in the classroom and
possibly at home. Students will lose points for work turned in late. Every day the
assignment is late the student will lose five points, and the students will lose five
minutes of recess. If possible students can take their work outside. I dont like to
take recess away from students so, every attempt will be made to make the student
understand the importance of getting the work done and turned in a timely manner.

If students do not get work done due to illness or absence from school. The teacher
will follow the school policy to make up missed work. The students will be given a
reasonable amount of time to make up missed work. The teacher will communicate


with the student and parents about an acceptable time frame to make up missed
assignments. After a reasonable amount of time has passed if the schoolwork is not
done, the teacher will call the parents of the student, and the same late work policy
will apply where every additional day the assignment is late, the student will lose
five points per day and lose five minutes of recess until the work is completed.

Homework Policy

Definition of Homework
Homework is defined as meaningful and quality work assigned to students that is
intended to be completed during non-instructional hours.

Purpose of Homework
1. Reinforce principles, skills, concepts, and information taught in the
2. Be meaningful and appropriate to the ability and instructional level of
3. Support creative, logical, critical and analytical thinking.
4. Foster self-discipline, self motivation and the wise and orderly use of
5. Be adequately explained by teachers and clearly understood by
student and parents.

Homework will be kept to a minimum, as I am not a believer in assigning daily
amounts of excessive homework to 3rd grade students. Homework should not take
the student more than 30 minutes each night, and the assignments should be able to
be completed by the student independently with little or no parental guidance.
Sometimes practicing spelling words, and multiplication facts are necessary to
practice at home, and reading is important, but I would not call those activities
homework with 3rd grade students. Homework should be meaningful tasks that
students and parents should not dread every night. I will be very careful in the
amount and types of homework that is assigned to students. Homework will never
be used as a form of punishment, and students will be given as many choices as

Dealing with Lack of Student Motivation

If any students are showing signs of lack of motivation the teacher take it personally,
and will make every attempt to understand the cause of the problem. If the reason
for being unmotivated are not the classroom climate, instructional problems, task
problems and the classroom reward system is not working, then the teacher will
look to the student for signs of self defeating strategies to determine if there is a
problem. The teacher will also contact the parents for help to see if they have any
ideas why the students is showing lack of interest and is unmotivated. The teacher
will make every effort to protect the students sense of self worth and try some
other strategies to respond to the problem. Hopefully, the Bucks System or Bubble
Gum Jar will prevent the problem of having unmotivated students.


Handling Student Cheating

1. As soon as the cheating behavior is

observed the teacher will immediately
tell the student I noticed you were
cheating or copying your neighbors
answers or looking at your study guide
during the test. The teacher will make sure the student knows what she
observed and tell the student that we need to speak privately after class.

2. When talking to the student after class the teacher will make sue that the
student knows what cheating means, and let the student know she is
interested in helping the student. The teacher will try to get a reason why
the child is cheating? (i.e. fear, unprepared believe that they cannot
remember the material)

3. If this is a first time offense, the teacher will most likely lower the students
grade, and tell the student that she does not want this to happen again. The
teacher will let the student know that she is disappointed in the behavior and
that cheating is unacceptable in this classroom.
4. The teacher will explain to the student if the cheating happens a second time,
the teacher will call the parents and the child will get a zero for a grade.
5. The teacher will make every attempt to preserve the students dignity, but be
firm and intolerant of the cheating behavior.

When to Involve the Principal and Parents/Guardians

I will first attempt to handle all discipline problems in my classroom on my own.

Severe infractions such as intent to cause physical or bodily harm to someone or to
physical property will be an immediate referral to the office to visit the principal.
Classroom management should be the sole responsibility of the classroom teacher.
The principal should only have to deal with severe behavior problems, fragile issues
or repeated problems that cannot be resolved single-handedly by the teacher. I
would ask colleagues for help before involving the principal with discipline

I also do not believe that the teacher should unnecessarily involve the parents with
a childs behavior at school. Now if a student is having repetitive or chronic
problems, I may contact the parents to ask if there is anything going on at home. I
would explain the behavior that I am observing at school and ask the parents for
help. I would sincerely express my concern for the student, and not blame anyone
for the childs behavior.


My definition of severe behavior that I would be concerned about and involve the
parents and or principal would be any or all of the following: If a child is harmful to
himself or others, destructive of personal or school property, frequently
oppositional, frequently defiant, angry or aggressive, frequently tardy or sleeps in
class, frequently complains of illness and never gets any work done I would want to
know what is going on with this child, and get him some help immediately.

Automatic reasons for referral to the principal include:

Persistent Defiance
Deliberate Profanity

Substance Abuse
Sexual Harassment
Making Threats

Violent Behavior

Bringing Weapons to School

Professional Ethics
Conduct Towards Students

The teacher is considerate and respectful of all students at all times. The
teacher will never humiliate or expose a student to ridicule or criticism.

The teacher accepts the responsibility of being a good role model, and for
teaching students character building qualities that will help them to accept
responsibility for their choices and actions.

The teacher is obligated to foster civic virtues such as integrity,

trustworthiness, respect responsibility, fairness, caring, loyalty, cooperation,
and respect for the law, for human life and for self.

The professional teacher does not reveal any confidential information

concerning students unless required to by law. This also means not sharing
confidential information or any student information with any parent
volunteers in the classroom.

The teacher makes a constructive effort to protect every student from

conditions adverse to learning, health or safety.

The teacher commits to present facts without distortion, bias, or personal



Conduct Toward Practices and Performance

The teacher assumes personal responsibility and accountability for their

performance, and makes every attempt to demonstrate competence and
personal integrity.

The professional teacher continues in personal growth and professional


When accepting a contract with a position in a school the teacher is obligated

to comply with the local school policies and local laws and regulations. This
also means that the teacher accepts to follow the leadership strategies of the

A professional educator does not intentionally misrepresent official policies

of the school or educational organizations, and clearly distinguishes those
views from his or her own personal opinions.

A teacher does not use institutional or professional privileges for personal

interests or gains.

Conduct towards Colleagues

The teacher treats all colleagues with respect and equitable treatment.
Educators should be respectful and be tolerant of colleagues different views
and opinions. Teachers should collaborate and work as a team to share ideas
and help each other.

The teacher does not make false statements about a colleague or the school
system, or reveal confidential information concerning colleagues unless
required by law. It is not professional to entertain in lounge gossip.

A professional teacher does not interfere with a colleague's freedom of

choice, and works to eliminate coercion that forces educators to support
actions and principles that violate individual professional integrity.

Conduct Towards Parents and the Community

The teacher recognizes that quality education is a common goal of the

community, the board of education, teachers and parents. Everyone among
these groups should make a cooperative effort to attain that goal.

The teacher should make a concerned effort to communicate with parents all
information in the best interest of the students.

The professional educator respects the values and traditions of the diversity
of the community represented in the classroom.


The professional teacher maintains a high level of professionalism, and is

always courteous and respectful when interacting with parents and other
member of the community. A teacher establishes good community
relationships and works on good leadership skills.

A teacher maintains a positive and active role in the community and does not
entertain in gossip in person or on social media sites.

Part III: Classroom Rules & Procedures

Before School

Enter the building by 8:45am and come to you classroom

Follow the morning procedures
Do the Daily Puzzler
If you have free time you can do one of the following:

Read Silently

Work on assignments

Flash Cards

Entering the Classroom in the Morning

Please enter quietly and use your inside voices.

Hang up your coat on your coat hook.
Remove the all the needed items from your backpack. Place your backpack on your
Place homework and/or papers for the teacher in the baskets at the turn in station.
Sharpen 2 pencils. Put sharpened pencils in the pencil box in your desk.
Watch/Listen to morning announcements
If you arrive late (after 9:00 am) please report to the office for a late slip.

Procedures for Announcements

Sit quietly at your desk.

Pay attention and listen to announcements.
Wait until announcements are over.

Leaving the Classroom

Organize your desk and materials and put them away.

Wait for your table to be called.
Push you chairs under your desks.
Line up quietly.

Hallway Procedures

Stay in a single file line as a group and/or to the right side of the hallway.
Eyes straight and follow the line leader.
Keep hands to yourself.


Stay with the group in a straight line.

Walk quickly and quietly to the destination.

Procedures To Get the Teachers Attention

Students will be taught to check with three before asking me for help or if they
have a question during instruction time or guided reading time.

Students will be taught that its only all right to interrupt me when I working in
small groups with students unless it is an emergency. Students will be taught that
the 3 Bs define an emergency: barfing, burning or bleeding. Students will be
allowed to consult a neighbor if they are unsure about whether or not it is an
emergency. The teacher will wear a special necklace as a sign to let students know
when she should not be interrupted and when the Three Bs apply.

Questions that are not urgent

Post it notes will be kept in student desks with their supplies. If students have
questions during class time that are not urgent, they will be taught to write down
their question (so they dont forget) on a post it note, and stick in on their desk
where the teacher can see the note. When I am moving around the room I can
review the question silently and either answer the question immediately, or provide
feedback to help the student later. I will even allow another student helper to help a
student with a question if it is possible.

Bathroom Procedures

There will be three routine bathroom breaks:

Before lunch

After lunch recess

Before specials

If students need to use the bathroom at other times during the day they will use
the following sign:

The class will have 3 routine scheduled bathroom breaks, so that students have
opportunity to make use of scheduled bathroom breaks. Students will be taught to
make use of these scheduled times. If a student needs to use the bathroom at other
times during the day, than the student will be taught to ask permission using the


sign for bathroom in American Sign Language. Other signs will be used in the
classroom such as the sign for drink:

American Sign Language signs will also be used for asking permission to get a

And permission to get a Kleenex to blow your nose:

Pencil Sharpening Procedures

Raise your hand or your dull pencil and wait for the teacher to see you.
If you have a pencil that needs sharpened, place it the sad pencil cup before taking
one from the happy sharpened pencil cup.
You will have the opportunity each morning two sharpen two pencils for your desk.
The pencil manager will sharpen the dull pencils in the sad cup, and put the
sharpened pencils in the happy cup each afternoon.

Participating in Class Discussions

Raise your hand and wait quietly for your name to be called.
Please remember that we are a community of learners and we respect everyones
comments, questions and opinions.

Procedures for Student Sharing

Students will be taught procedures of sharing and given the opportunity for practice
of sharing and speaking in a large group by having weekly sharing times. The
students will be divided into five groups made up of six students. Each day one
group will be assigned a routine sharing day of the week, and one group of six
students will get to share with the class each day. The entire class should each get a
turn to share something each week with five or six students sharing each day.

Students will be taught procedures for working in cooperative learning groups.
The Students desks will be numbered 1-4, and desks will be clustered in groups of
four. The number of the student desk corresponds with the role of the group. For
example, student at the number 1 desk-is the leader for all group activities:
collecting and passing out papers, and for group activities unless I specify roles
differently. The other desks will also serve as the following roles unless otherwise
specified by the teacher:


Roles for Cooperative Learning -Cluster Grouping

#1-The Leader- The student will be in charge of getting everyone to
participate in his group.

#2- The Recorder- The student will write down the groups answers
during group work.

#3- The Task Master- The student will make sure everyone
understands the task of their group and keeps everyone on task in the

#4- The Question Expert- The student will be in charge of group

Since students are already pre-assigned by their seating arrangement at their desk
into the roles, it will save time moving students, getting students into groups, and
deciding what students will do what roles in the group. The students will be taught
to remember these roles and the corresponding numbers so that in future group
changes, the teacher can have the students number off by fours and the same roles
apply to the corresponding numbers.

Procedures if Students Finish Their Work
Students who finish work early will be permitted to choose from reading silently,
quietly playing math or folder games, sign up to work at the computers or work on
other assignments. If students do not spend their time wisely, or if they are
disruptive then students will lose this privilege. The following are a list of teacher-
approved activities for students to do when they have free time in the classroom:

1. Learning centers
2. Homework or other Assignments
3. Silent Reading
4. Computer Time
5. Math Games or Folder Games

Procedures for Passing Out & Collecting Papers

There will be a basket labeled Extra Class Work Papers designated for extra class
work papers, so if a student does not have a paper I can just direct them to go get a
paper from the basket. Students will also have the option to complete the oldest
papers from the bottom on Fun Fridays or during free time.


Passing Out and Collecting Papers During Class

A student helper who has the weekly job of Paper Distributer can pass out and
collect papers for me, by handing the papers to one person in each group and
returning the extra papers to the Extra Work Papers basket.

The student who is the Paper Collector will also collect papers from classmates in
each group. The students in each cluster grouping will pass papers to the lead
person in each group, who will make sure that everyone has a name on their paper
and face all the papers the same direction. Then the Paper Collector will collect the
papers from the one student in each group and put them in the proper basket.

Homework Procedures

Students will place homework papers or other papers that need to be graded in a
designated area. The Paper Collector will place the papers to be graded in the
appropriate baskets labeled for papers to be graded, or homework basket, etc.

Students will have homework folders, which will include a weekly assignment sheet
for parents and students. Parents will be able to review the assignments, and
students will be taught self -monitor their own homework by checking off
assignments that have been completed.

Students will have Take Home Folders which will be a special folder designed to
have a consistent way to send papers home once a week on Mondays or Fridays.
The two pocket folders will be labeled To Keep Home and To Return to School,
so parents can easily see what is important and needs their immediate attention.

The teacher will have designated collection boxes for homework assignments that
are due, and another Special Teacher Collection box for students to turn in book
orders, notes from parents, permission slips or other important miscellaneous items
to turn into the teacher. The special teacher collection box will be located near the
classroom mailboxes, so that students can put things away or get things to go home
as they enter and leave the classroom. Students will be taught which things go into
the special teacher collection box.

Classroom Student Dismissal Procedure

Clean your area.

Return all material to the proper places.
Get you papers from your mailbox and put them in your Take Home Folder.

Fire Drill Procedures

Stop everything.
Walk quickly and quietly and line up at the door.
Wait for the line leader and proceed to the nearest building exit.
Follow the school evacuation route.


While outside, stay in line with the class and wait for directions from the teacher to
return to class.

Procedure for Answering the Classroom Telephone

If instructed to answer the phone for the teacher pick up the phone and
1. Greet the caller: Hello, this is Mrs. Antunez roomthis is (your name)
2. Listen Carefully.
3. Wait until the caller is finished.
4. Ask for their name if you forget whom you are speaking to.
5. Wait for the teacher.
6. Try to remember to tell the teacher who is calling and what they need.

Field Trip Procedures

Field trips must be approved buy the school.

Students must have parents/ guardian sign permission slips prior to the date of the
field trip.
Parent volunteers are welcome to attend but must contact the teacher ahead of time
due to transportation and planning.

Differentiation Policy
As a special education teacher, I understand that every student has a different
learning style, and individual needs and abilities that change continuously
throughout the school year. The teacher can learn a lot about students by having
parents and students complete interest surveys. Materials can be provided at
various levels, and assignments can be planned with plenty of choices for content,
product and process. Accommodations can be made for all students such as extra
time to complete assignments, repeating directions in various forms, reducing the
length of assignments, or providing scaffolding to ensure every students success. It
does not matter what level the student is at when they arrive in your class, but how
much they grow and progress in their learning. Research has indicated that
cooperative learning groups have a positive impact on student achievement,
interpersonal relationships and attitudes about learning. I will use cooperative
learning strategies in my classroom as much as possible.

Students Who Have Difficulty Understanding Directions or Tasks

Require everyones attention when giving directions123 eyes on me.

Give clear, simple directions and break them into manageable chunks.

When possible use visual cues, and consider having students repeat or
paraphrase directions.

Use modeling strategies by providing good examples, and help students


practice the steps.

Monitor students carefully and provide corrective feedback.

Check regularly with students who have trouble following directions, and
seat them near the teacher, a paraprofessional or a peer buddy that they can
ask for help.

Use first -then strips or checklists, which are also helpful for students who
have difficulty following directions or tasks, or get easily distracted.

Some other examples of differentiation include:
Have a peer deliver directions or explanations
Rewrite directions at a more appropriate reading level
Tape record directions
Use a highlighter marker to identify key words or phases

Strategies for Gifted and Talented Students

Gifted and talent students also vary in ability levels and they also need to be
nurtured, encouraged and challenged to the appropriate levels. The teacher needs to
work with gifted students at a faster pace and provide a variety of teaching methods
and materials for gifted students. In addition the teacher needs to plan for
alternative choices of content, product, and process to accommodate higher ability
students. Teachers need to foster creative thinking, and allow gifted students to
utilize higher-level thing skills to avoid boredom or disruption to the rest of the

Teacher can use some of the following strategies with gifted learners in the
Extend lesson time and depth and allow the student to extensively explore

a topic of interest.
Allow students to opt out of the normal curriculum and provide an

alternative research project on a topic of choice.
Give open-ended tasks and assignments.
Arrange for a mentor for regular study time.
Promote time to work with peers on planning projects.
Support emotional needs and take time to listen to their ideas.
Provide challenges in curriculum ideas and lesson format.
Allow them to participate in experiments or service projects.
Encourage problem solving activities and discussion of current events.
Persuade students to write a class newsletter or classroom blog.


Communication with Parents

I plan to use a welcome packet at open house upon meeting new students and
parents. This way I can introduce myself, share some information about the class
such as class schedules, and collect information about students from parents. I can
also let parents know what supplies will be needed for the classroom. I will provide
my contact information for parents so that they will know how to contact me. I
want to start out the year by letting parents know that I care about each student in
my class that I value good quality communication.

I will use a Blog tool such as Moodle to communicate regularly with parents by
posting general classroom information, news or photos for parents to review at
their leisure. The Blog will be private and parents will be invited to follow the
classroom blog by e-mail. The teacher will maintain the website and make weekly
posts for parents who choose to follow the classroom blog. In addition to the blog, I
will periodically send electronic mail to remind parents of when updates are made
top the classroom blog, to send parents reminders of important information, or to
communicate individually with each parent. In addition parents will be provided
with my e-mail address, and school phone number where they can leave a message
for me. I will return calls before or after school hours or during planning time.

Parent Teacher Conferences

I will have parents to sign up for parent teacher conferences at the school open
house or during the initial meeting of the new parents. Parent conferences will most
likely be scheduled on specific dates by the school district. I will send invitations a
couple weeks ahead of conference night to remind parents of their appointment
time, and express looking forward to seeing them at that time. I will have parents
sign and return a confirmation of their appointment time to let me know that they
are still planning to attend parent conferences. I will make special accommodations
on a case-by-case basis for parents who cannot attend on the school conference
night, or who have schedule conflicts on conference nights. I will make every
attempt to offer alterative times during school hours or during teacher planning
times for special cases.

I will keep student folders with samples of students work to show parents on
conference night. I will also a include a student progress report with each students
grades, and give the parents the opportunity to ask me any questions about their
child at conference time. I will also have parents to sign up for the next parent
conference at that time.

Part IV: First Day of School Plan

The priorities on the first day of school will be to introduce myself, take charge of
my class, get to know my students, calm students fears, engage students minds by
using critical thinking skills and begin to teach my class procedures an routines.


On the first day of school the teacher will warmly greet students at the door, and
tell them to find their names on their desks for their assigned seats. The teacher will
hand each student a checklist of things to do while I am busy greeting the students.

Morning Procedure Checklist

Please enter quietly and use your inside voices._______

Hang up your coat or backpack on your hook._______
Remove the all the needed items from your backpack. Place Your Backpack on your
Place any_ papers for the teacher in the baskets at the turn in station._______
Pick a Lunch or put your lunch bag in the lunch basket by the door._______
Find your desk._______
Sharpen 2 pencils. Put sharpened pencils box in your desk._______
Make a nametag for yourself.________
Do the Morning Puzzler.________

Below is a tentative schedule planned for the first day of school:


1st Day of School Agenda

8:45 9:00 am

Teacher Welcomes Students at Door

9:00 9:15 am

Teach Morning Announcement Procedure

Morning Announcements
Get To Know Each Other
Ice Breaker Activity

Teach & Practice Procedures for Dismissal & Walking in Halls

Morning Recess
Bathroom Break
Discuss the Teachers Expectations and the Need For Classroom Rules

Have Students Work in Groups to Establish Class Rules

As a Whole Group Discuss & Write the 5 Main Rules

Have Students Create & Vote on Consequences

Bathroom break
Reading & Writing Journals
Teach & Practice How to Leave the Room Procedure
Afternoon Recess

9:15 10:30 am

10:30 10:40 am
10:40 11:00 am
11:00 12:30 pm

12:30 1:00 pm
1:00 2:15 pm
2:15 2:45 pm


2:45 3:15 pm

3:15 -3:30 pm

3:30 -3:40 pm

Bathroom Break
Teach & Practice Classroom Dismissal
Review Our 1st Day of School
Afternoon Announcements



Dr. Sally Beissers EDUC 122/222 Curriculum & Pedagogy Course Packet, Drake
University; Spring 2012

The First -Year Teachers Survival Guide; Second Edition by Julia Thompson, 2007.

The Creative Teacher: An Encyclopedia of Ideas to Energize Your Classroom by
Steve Springer, M.A., Brandy Alexander and Kimberly Persiani-Becker, Ed.D.

Positive Discipline A Teachers A-Z Guide; Revised second edition by Jane Nelsen,
Ed.D., Linda Escobar, M.A.,M.F.T., Kate Ortolano, Roslyn Duffy, and Deborah Owen-
Sshocki, M.S., 2001.

Classroom Management that Works by Robert Marzan, 2003.

Classroom Management for Elementary Teachers: 9th edition by Carolyn M.
Evertson and Edmund T. Emmer, 2013.