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Running head: SECOND GRADE DISCIPLINE PLAN

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Second Grade Discipline Plan Daniela P. Cupples California Baptist University

Running head: SECOND GRADE DISCIPLINE PLAN

Table of Contents

Personal Philosophy of Classroom Management and Discipline

Target Classroom

6-8

Second Grade Classroom Layout 8

3-5

Rules, Consequences, and Incentives 9-13

Letter to Parents

14-17

First Day Packet

15-17

Character Education Plan

References 19

18

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Personal Philosophy of Management and Discipline

Children are inherently good; they are born as children of God and created in his perfect design. When children enter the world, they come in contact with their parents, family, friends, peers, and society in general. All these external influences and forces shape the children and often have adverse effects on them. At an early age, children are very dependent upon their environment, they are easily influenced, and lack the cognitive ability to make independent and informed decisions. Outside influences such as the media, peers, and bad role models can profoundly shape a child’s thinking and behavior. Children are intrinsically curious about the world; they explore and soak up knowledge through experiences. This curiosity leads them to experiment and test boundaries. Children thrive in a safe, caring, and nurturing environment that exposes them to many diverse learning experiences. Children need positive role models that emphasize that they are important, cared about, and valued. While not all students are inherently interested in school, teachers have the power to spark their interest in learning by providing engaging lessons and by establishing a compassionate learning environment in which the students feel empowered to participate and contribute. My role as a teacher is to serve as a facilitator of learning, which can only happen if I establish an effective classroom management system with clear rules, expectations, routines, and consequences. By taking a proactive role in classroom management and discipline, I can prevent and address problems and create a mutually supportive and safe learning environment for all students. Wittiness is essential to effective classroom management, this includes an overall awareness of what is happening in the classroom at all times, which is accomplished through diligent monitoring and movement around the classroom, which ensures that students know that the teacher is aware of what is happening in the room at all times. Teachers need to handle all

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classroom issues, including emotional problems of the students. When students exhibit emotional issues, it is important to evaluate the problem, seek out and implement appropriate targeted interventions to support the student, and refer the student for additional services, if the targeted interventions carried out in the classroom were not successful. The best way to establish control in the classroom is to institute clear rules, expectations, and consequences. Students need to know what is expected of them. People learn self-control through practical experience and application. To teach students self-control, we also have to teach them how to interact appropriately in the classroom. Students should, therefore, be systematically introduced to basic life skills, which include asking for help, following instructions, getting the teacher’s attention, accepting permission, making an apology, disagreeing appropriately, accepting no for an answer, listening, and working with others. Each of these skills should be explicitly demonstrated, practiced, and reinforced to have a long-term impact and create positive habits. According to Savage (2010), when misbehavior occurs teacher intervention should be swift and should not disrupt the flow of the lesson and the learning of other students. Often, students can be redirected through a non-verbal warning. Increasing the proximity to the student that is misbehaving, establishing eye-contact, or the use of signals can all serve as tools. Reprimands and warnings should be made in a private manner to prevent the embarrassment of the student. If students do not change their behavior, the teacher may review the classroom rules to remind the student of the proper conduct. If students still refuse to change their behavior they face consequences that are proportional to the offense. Students may have to finish the classwork they did not complete during class time at recess, lose a classroom privilege, a phone call to the

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parent can also be used. Discipline measures need to be consistent, need to apply to all students, and need to be tiered based on the offense. In my classroom, I will establish a collaborative learning culture, which thrives on the interaction, collaboration, and tolerance of others. I see the foundation of this collaborative learning space, where students thrive because they respect each other and their differences in the scriptures of Matthew.

“Do for others what you would like them to do.” (Matthew 7:12)

This passage is often referred to as the Golden Rule. The passage establishes key components of effective interactions in a collaborative environment, which thrives on taking responsivity for our actions and treating others responsibly, respectfully and with kindness. I will establish a nurturing environment that makes all students feel cherished and included.

Running head: SECOND GRADE DISCIPLINE PLAN

Target Classroom

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The student population of my target class is most likely comprised of thirty to thirty-four students, and about half of them are boys and the other half girls. Based on the demographics of the school I did my classroom observations at, I can expect that close to fifty percent of the students are on the free and reduced lunch program. Furthermore, ten to fifteen percent of the students are English learners, and up to fifteen percent of my students are on an IEP or 504 plan. Based on the demographic data of the school I can expect to have sixty percent, white students. Thirty-Five percent Hispanic students, two percent black or African American students, one percent Asian students, one percent students that are of two or more races, and one percent of students from other races are likely to be part of my class. In my second grade classroom, I will implement a clustered seating arrangement. Single student desks will be arranged in groups of four to five desks. This method allows for flexible seating and easy rearrangement for special projects. The heterogeneously grouped seating arrangement includes assigned seating and will be rotated monthly to ensure that all students develop collaborative group interaction skills. Activity and center areas include an extensive class library with a leveled collection of multicultural books and a comfortable reading area with bean bag chairs and pillows. The science and math center area includes a collection of math manipulatives, interactive science materials, and provides opportunities for students to engage in discovery-based activities. The students will, furthermore, have access to many different types of art supplies and props for performing arts activities. I will incorporate a writing, math, science, art, and an exploration center, where students select a topic they are interested in. To promote a clean and organized classroom environment, students will hang their backpacks on a rack in the hallway and each student will have a cubby in the classroom. All

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students will be assigned a number that will be used to line up, check out textbooks, Chromebooks, and other supplies. The teacher desk is located in the back of the classroom; two small group areas are in the front of the room, to be used for small group instruction and center activities. Technology will be an integral part of my daily practice in my classroom. I will use the ceiling mounted projector to project lessons and interactive content. I will incorporate a laptop and document camera into my teaching and integrate a Mobi so that I can move around the room during instruction. Students will be using Chromebooks for various technology-infused curricular activities. To create a warm and inviting atmosphere in the room, I will include several bulletin boards and use bright colors, such as green, blue, yellow, and orange and colorful borders for the bulletin boards. One large bulletin board will feature student work; I will prominently display work from every student. The classroom rules will be exhibited in the front of the room, and a pocket chart will be used to assign classroom jobs to the students. Changing thematic bulletin boards that correspond with the current topics the students are learning about will display anchor charts and key concepts. A word wall with pictures will feature academic vocabulary. The technology bulletin board above the Chromebook cart will remind students of Chromebook procedures, the district responsible use agreement, Internet safety rules, and include an anti- cyberbullying pledge. Plants and the classroom pet, a guinea pig, will additionally contribute to the friendly and inviting atmosphere.

Running head: SECOND GRADE DISCIPLINE PLAN

Second Grade Classroom Layout

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Running head: SECOND GRADE DISCIPLINE PLAN Second Grade Classroom Layout 8

Running head: SECOND GRADE DISCIPLINE PLAN

Rules, Consequences, and Incentives

My Classroom Rules:

  • 1. Keep your hands, feet, and objects to yourself.

  • 2. Be kind and respectful to others.

  • 3. Raise your hand for permission to speak.

  • 4. Listen when others are talking.

  • 5. Do your personal best.

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Reasoning My goal is to establish a safe, caring, and nurturing learning environment, where students are honest, kind, respectful, and responsible. Safety is the utmost priority. All students need to be safe at all times and respect others. Students need to keep their hands, feet, and objects to themselves to be safe and to prevent accidents. The second-grade classroom is an active space where students move about the room and interact with others and content. Students often use manipulatives, collaborate, and communicate; this can only be done if students know how to interact in a safe manner. Being kind and respectful to others is part of my caring classroom environment. I expect that my students treat others with kindness and respect. Since collaborative and cooperative learning experiences will be an integral part of my classroom, it is essential that students know how to interact responsibly. I have high expectations for all of my students, and I, therefore, included doing your personal best in my rules. I feel that it is essential that all students take responsibility for their learning.

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Running head: SECOND GRADE DISCIPLINE PLAN

Consequences

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Failure to follow the rules and expectations will result in the following consequences:

  • 1. Verbal warning

  • 2. Teacher choice: This may include loss of recess or removal of a privilege

  • 3. Parent phone call

  • 4. Parent-teacher conference

  • 5. Referral to the office

Reasoning By providing and displaying clear and consistent consequences, I will enforce rules and

expectations and provide the necessary structure for a well-functioning classroom environment.

To offer opportunities for students to learn and practice self-monitoring skills, I will use

ClassDojo, which can provide continuous feedback to the students regarding their behavior and

work habits. Weekly reports available to parents through ClassDojo will further reinforce rules,

expectations, and consequences.

Incentives/Reasoning

Students earn positive reward points in ClassDojo throughout each day for positive work

habits, behavior, and participation. They lose points for areas that need improvement, such as

off-task behavior, lack of participation, and out of turn talking. At the end of each week, the

students have the opportunity to spend their weekly points on rewards. Students accumulate

points they have not spent and can redeem them at a later time.

ClassDojo Rewards:

5 Points

10

Points

  • 15 Points

20

Points

 

Sticker

One piece of candy

Use a fun pen

Be a messenger

25

Points

30

Points

  • 35 Points

40

Points

Drawing Time

Change Avatar

Choose a Brainbreak

Show and Tell

50

Points

60

Points

  • 70 Points

80

Points

Extra Recess

Listen to Music while

  • 10 Lunch with the

minutes

 

working

Chromebook Time

Teacher

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Long term behavior goals will be implemented through the ClassDojo Points Clubs. Students

who reach one hundred, two hundred, three hundred, or four hundred points per month will

participate in special activities. The rewards serve as positive reinforcement tools to encourage

students to maintain or improve their behavior.

Procedures and Routines

  • 1. Entering the room: Please enter quietly and politely, remove your hat and do not interrupt other students, follow appropriate procedures for each time of the day.

  • 2. Lining up: Stand up quietly, push in your chair, take all required items, line up in number order without touching others or talking, face the front of the line.

  • 3. Leaving the room: Raise your hand for permission to exit the room, take the appropriate hall pass, do not run or play in hallways or restrooms.

  • 4. Morning Routine: Enter the room politely, hang your backpack on the rack, put your lunch in your cubby, and hang up your coat. Please place your homework in the homework basket and sit down at your desk and do before-school work silently. Table captains report absent students when I call attendance.

  • 5. End of the Day: Clean off your desk, leave out your work notebook, pick up any trash on or around your desk, stack your chair, collect your mail, and wait quietly behind your chair to be dismissed.

  • 6. Supply Routine: Place all group supplies neatly into the supply basket, share the supplies, and recap markers, paints, and glue.

  • 7. Participating in groups: Listen when others are talking, take turns, do your assigned group job and assignment, participate.

  • 8. Asking for help: Quietly ask the students in your table group for help, raise your hand if you need additional help.

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  • 9. Handing in completed assignments/homework: Make sure your name is on your paper, place your paper in the "finished work" or "homework" basket.

    • 10. When and how to use the restroom: Use the restroom at lunch or recess! In an emergency, raise your hand and ask for permission to go to the restroom.

    • 11. Using the drinking fountain: When I am not teaching the whole group, you may get a three-second drink. You may bring a water bottle and keep it on your desk.

    • 12. Sharpening pencils: The desk monitor in your table group will sharpen all pencils that are in the “needs sharpening can” at the end of the day and will empty the pencil sharpener as needed. If your pencil brakes during the day take a sharpened pencil from the supply basket and place the broken pencil in the “needs sharpening can”.

    • 13. Classroom jobs: Classroom jobs will be assigned on Monday, check the classroom jobs chart. It is your responsibility to remember to do the job every day of the week.

    • 14. Using the classroom library: You may check out a book during independent reading time. To do so, select a book and sign it out on the sign-out sheet. Please take good care of the book, return it when you are finished, and sign it back in.

    • 15. Preparing assignments: As soon as you receive any assignment paper, write your first name, last initial, and the date on the top of the paper.

    • 16. Getting ready for lunch: Wait quietly at your desk, when your table group is called, get your lunch or lunch money and line up in number order.

    • 17. Getting a tissue: You may get a tissue from tissue box in the supply basket any time you need it. Please throw the used tissue away immediately and get back to work.

    • 18. Throwing away trash: You may throw away trash whenever you need to if I am not teaching the whole group, do not play with your trash, make sure all trash lands in the can, and pick up trash.

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19. Turning in lost items: Ask the students in your table group if they lost the item you found. If you cannot find the owner place the item in the “Lost and Found” basket.

  • 20. Locating lost items: Ask the people around you if they found the item you lost. If you cannot find the item, check the “Lost and Found” basket, if you still cannot find the item report the missing item to me at the end of the day.

  • 21. Signals for attention: When I need your attention, I will ring the bell, when you hear the bell, stop what you are doing, look at me, and listen for directions.

  • 22. Organize your desk: Return all items from the supply basket to the basket. Place all books on the right side of your desk tray. Place any unfinished work in the front pocket of your work notebook. Place your folders on the left side of your desk tray. Collect any trash and throw it away.

  • 23. What to do if you are done with your work: If you finish your assignment, check your work, then work on any unfinished assignments in the front pocket of your work notebook. If all assignments in your work notebook are completed and turned in, you may choose to do your classroom job, read your independent reading book and take an AR quiz if you finish the book. You may write a story or letter, illustrate a book, do math challenge problems, or pick a challenge activity from the challenge basket.

Reasoning

Through a gradual introduction of clear, step by step classroom routines and procedures, I

will streamline daily tasks and activities and set clear expectations on how these tasks will be

accomplished in a timely and efficient fashion. The goal is for students to internalize procedures

so that the classroom runs more smoothly. Having routines and procedures reduces the number

of required directions and leads to increased on-task time. According to Hulac (2011), “teachers

maximize students’ comfort level and productivity by providing a consistent and structured

routine” (p. 59). Furthermore, routines and procedures also reduce behavior problems because

students know and practice what is expected of them.

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Running head: SECOND GRADE DISCIPLINE PLAN

Letter to Parents

Dear Parents and Students,

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Running head: SECOND GRADE DISCIPLINE PLAN Letter to Parents Dear Parents and Students, 16 I amdaniela_cupples@ycjusd.us , or through the ClassDojo contact feature. I am glad you are all here and cannot wait to meet all of you and get started. " id="pdf-obj-15-10" src="pdf-obj-15-10.jpg">

I am looking forward to this exciting new school year with lots of new things to learn, new friends to meet, and new places to see.

My goal for this year is to support your child to be an independent, caring, and respectful learner, as well as, to show him or her how to make responsible choices. To accomplish this goal, there will be regular homework assignments; and we will be making the most of our class time. My expectations for all students will be high; the students will need to work hard and try their personal best.

Please, read and review these pages with your child. The attached first-day packet will outline the classroom policies, procedures, expectations, and discipline, and also answer questions you may have about the school year. Be sure to talk about this packet with your child. Both you and your child need to sign the last page and return the signed copy to me. This ensures that both you and your child understand the rules, consequences, and expectations for this year.

Please feel free to contact me per e-mail daniela_cupples@ycjusd.us, or through the ClassDojo contact feature. I am glad you are all here and cannot wait to meet all of you and get started.

Running head: SECOND GRADE DISCIPLINE PLAN

Sincerely,

Mrs. Cupples

First Day of School Packet

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What do you need to bring to school? Please provide a backpack to carry items to and from school. I will supply the students with a work and a homework folder and pencils. Many students enjoy having their own markers and colored pencils. However, these are not a requirement. Please, do not bring toys to school.

Technology-Based Class Management System and Class Website

This year I am using ClassDojo to encourage critical skills, like working hard and participating. I will also use it to communicate with parents and instantly share messages, updates, and photos. To join ClassDojo and to receive a weekly behavior update through the system, please fill out the Classdojo slip at the end of this packet. After doing so, you will get a personal invitation to join our class on ClassDojo. You can access the application on a mobile device or any computer through www.classdojo.com.

Our class website is located at www.myclass.com; here you will find announcements about upcoming events, book order due dates, homework assignments, weekly spelling list, handouts, and assignments. There are also links to educational age-appropriate games and activities. Please join the page to access grades and receive updates on announcements and homework. The grades link allows you to monitor your child’s progress anytime. Grades will be updated at least once a week and will be current every Sunday night.

Daily Schedule

8:00-8:30

Opening/Word Work

8:30-9:40

Math

9:40 -10:00

RECESS

10:00-11:10

Writing

11:10-12:00

LUNCH

12:00-1:00

Reading

1:10-1:30

RECESS

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1:30 – 2:20

Social studies or science

P.E.

Monday and Friday 1:30 –

2:20

Tests

Tests will be taken on the last day of each week. Tests will be returned the following week. All tests with 69% or lower have to be signed by a parent. If you have not seen a regularly assigned test by Wednesday, please e-mail or check the grades on the website.

Homework

Homework will be handed out in a folder on Monday or the first day of the week. All homework needs to be turned in on FRIDAY.

Book-bags go home nightly and come back to school EACH DAY.

Homework should take no more than 30 minutes per night. This should include reading for 15-20 minutes, assigned math sheets, spelling, and math facts practice.

 

Parents need to review homework daily and sign the homework cover sheet for each night.

How Parents Can Help

Listen to your child read EACH night, and support their reading.

Check your child’s work. Help them become responsible for the quality of

their work. Determine the best place and time for your child to do their homework.

Break up the assignments throughout the week.

Make-up Policy

If homework cannot be completed due to illness, just turn it the day after your child returns to school. Tests will be made up the day after the child returns to class.

Rules

  • 1. Keep your hands, feet, and objects to yourself.

  • 2. Be kind and respectful to others.

  • 3. Raise your hand for permission to speak.

  • 4. Listen when others are talking.

  • 5. Do your personal best.

Consequences 1 st offense: students receive a warning

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2 nd offense: students receive a consequence, such as loss of recess, or loss of class privileges. 3 rd offense: Parent phone call 4 th offense: parent-teacher conference. 5 th offense: referral to the office, punishments at this point can vary.

Incentives and Rewards

Students earn positive reward points in ClassDojo throughout each day for positive work habits, behavior, and participation. They lose points for areas that need improvement, such as off-task behavior, lack of participation, and out of turn talking. At the end of each week, the students have the opportunity to spend their weekly points on the following rewards. Students accumulate points they have not spent and can redeem them at a later time.

5 Points

10

Points

15

Points

  • 20 Points

Sticker

One piece of

Use a fun pen

Be a messenger

candy

  • 25 Points

Points

30

35

Points

  • 40 Points

Drawing Time

Change Avatar

Choose a

Show and Tell

Brainbreak

  • 50 Points

Points

60

70

Points

  • 80 Points

Extra Recess

Listen to Music

10

minutes

Lunch with the

while working

Chromebook

Teacher

Time

Long term behavior goals will be implemented through the ClassDojo Points Clubs. Students who reach 100, 200, 300, or 400 points per month will participate in special ClassDojo activities.

Getting Home

Please, circle the way your child will be getting home. If he or she goes with

someone, write their name on the lines below the choice.

Ride the bus with:

Picked up by:

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________________________

________________________

________________________

________________________

Walking

If there is a change in where your child goes after school or how he/she gets home, please call the office or send a note.

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Thank you for reviewing your student’s packet. Please remove this page from the packet, fill it out, sign, and return it to me.

I have read and understand the rules, expectations, consequences, and rewards that my child will be held to in his or her classroom.

______________________________ Student name (print)

_________________________________ Student Signature

_________________________________ Parent Signature

_____________________

Date

Running head: SECOND GRADE DISCIPLINE PLAN 20 Thank you for reviewing your student’s packet. Please remove

Running head: SECOND GRADE DISCIPLINE PLAN

Character Education Development Plan

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To foster character education in my classroom, I will corporate a monthly character

education theme, which will be aligned with the Habits of Mind character education program.

Each monthly theme will consist of a continuous implementation throughout the month and will

include multiple interdisciplinary activities that support a specific Habit of Mind. According to

Andersen (2014), the sixteen Habits of Mind include persisting, thinking and communicating

with clarity and precision, managing impulsivity, gathering data through all senses, and listening

with understanding and empathy. Further habits include creating, imagining, innovating,

thinking flexibly, responding with wonderment and awe, thinking about thinking

(metacognition), taking responsible risks, striving for accuracy, finding humor, questioning and

posing problems, thinking interdependently, applying past knowledge to new situations, and

remaining open to continuous learning.

The goal of the Habits of Mind character development program is to systematically

develop character traits that disposition students to be successful in diverse, adverse, or

challenging conditions. Since education can never prepare students for all the challenges they

may face in the future, training students to develop dispositions that thrive despite adversity can

open constructive pathways for students to excel beyond the bounds of their education and

condition them to seek out challenges and become life-long learners. This powerful character

education program trains students to feel empowered about their life and helps them develop

positive habits that will give them the authority to control their destiny.

Running head: SECOND GRADE DISCIPLINE PLAN

References

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Anderson, J. (2014). About habits of mind. Retrieved from

http://habitsofmind.org/category/about-habits-of-mind/

ClassDojo parent letter. (n.d.). Retrieved from https://www.classdojo.com/resources/

Classroom Designer. (n.d.). Retrieved from

https://www.lakeshorelearning.com/classroom_designer/cd_launch.jsp

Hulac, D. M., Terrell, J., Vining, O., & Bernstein, J. (2011). Behavioral interventions in schools:

A response to intervention guidebook. New York: Routledge

Murray, B. P. (n.d.). 30 Classroom procedures to head off behavior problems. Scholastic.com.

Retrieved from http://www.scholastic.com/teachers/article/30-classroom-procedures-

head-behavior-problems

Savage, T., & Savage, M. (2010). Successful classroom management and discipline: Teaching

self-control and responsibility (3rd ed.). Los Angeles: SAGE