Classroom Management Plan

First Grade

Stephanie Duncan
EDUC 330
November 1, 2016

Classroom Environment
Students will trust those teachers who provide classrooms that are safe, consistent,
and nurturing, so they can learn, grow, and achieve success (Wong & Wong 2014). It is
important that the classroom environment is a place in which students feel comfortable and
welcome. If students feel welcome and accepted they will be more likely to participate, and
the more they participate the more they will learn. Greeting students in the mornings with a
smile when they first walk in will help them feel welcome and valued. It is important to
remember we dont know what the students have to deal with outside of the school
environment.
The students need to trust their teacher. Trust comes from the surety of consistency
(Wong & Wong 2014). In order to develop consistency, the students need to know where
things are located in the room, such as where their backpacks and lunchboxes will go, to
where the bathroom is. In addition to knowing the layout of the room and where supplies
are, students need to know what is expected of them on a daily basis. From the first day of
school students need to know what they are do so that they can develop a routine. It is
important to review the rules and procedures every day for the first week, especially so that
students can become comfortable with the routine. Students need to understand what is
expected of them for them to be successful.
Building a classroom community is very important. In the classroom community all
members are valued and work together for the good of all. Creating a community feel can
help students have more accountability by realizing their decisions can affect the group as a
whole. Responsibility is also fostered in this way. As members of the community, students
must learn to cooperate. Cooperation builds social competence or the ability to develop
interpersonal relationships and to work collaboratively with others (Henley 2010). When
students can effectively work together it can decrease behavior problems and promote a
cohesiveness in the classroom. Giving students jobs is one way to help them feel a part of
the community. Some jobs could include door holder, line leader, or paper collector. Each
day the helper will change so that all students have the opportunity to be involved.

It is important that students realize the rules and procedures are for their safety and to keep
the community running smoothly. Students need to be aware of the rules and procedures,
and what the consequences are for breaking them which disrupts the community as a whole.
It is important that students are held responsible for their actions and realize that they made
the choice to misbehave or break the rules. Fostering accountability in the students helps
them to see they made the choices and are not being picked on by the teacher. This is done
with four questions: What were you doing? What should you be doing? What are you going
to do? What will happen if you keep doing it? When the student answers these questions, it
lets the teacher know if a student understands what he/she did wrong and if they know how
to correct the behavior. Using the questioning technique can help students see that discipline
is a consequence rather than a punishment. Discipline needs to be consistent, and all
students need to be treated the same when rules are broken. Follow through in the classroom
is key. If you tell a student that if they keep talking their card will be flipped to yellow, that
is what needs to happen. Follow through in regards to discipline is very important so that
students will respect the teacher and understand that the teacher means what they say.
Classroom management is not synonymous with discipline. Discipline is in response
to misbehavior or disruption. Management includes having procedures in place for the day
to go smoothly, and to have a routine for students to follow. An important part of classroom
management is planning. There needs to be a schedule or plan in place so that students go
from point A to point B, or transition from one subject to the next, in an organized fashion.
Movement from one activity to another must be organized to eliminate disciplinary
problems that may occur when students must make the change from unstructured to
structured activity (Henley 2010).
The physical classroom arrangement itself is equally important as the feel of the
classroom. A clutter-free, organized classroom is a good idea. Not only will you be able to
label and potentially know where everything is, but you will be able to maximize the learning
space for the students. Learning spaces should, quite simply, reflect a space to learn
(Klein). If possible, the natural light in the classroom should be maximized. Research
shows the beneficial effects of nature on health and mood (Klein). The room should be

organized so that students know where to find information. For example, a focus wall could
be set aside to have sound-letter cards that have been taught. Another wall could have shapes
or other posters that are math related. Everything in the room needs to have a purpose and be
arranged to facilitate that. Classroom dcor can also have an effect on the feel of the
classroom. The use of bright colors and interesting decorations such as tree in the reading
corner made from brown paper can keep students engaged. Students can assist with
decorating as well and that will help foster a sense of pride in their classroom.
The arrangement of students desks has an effect on the classroom environment. The
students desks can be arranged in small groups to facilitate cooperation. The arrangement
could be periodically changed to give students a chance to get to know all of their
classmates. The desks should be spaced out in a way that teachers can freely move about the
room to assist all students. Teaching does not occur strictly from behind a desk.

Philosophy of Education

Support From Theories/Researchers

Classrooms can be teacher-centered or learning-centered. Teacher-centered
classrooms tend to focus more on behavior in the classroom management, whereas learningcentered focuses on arranging the classroom around the process of student learning. In their
report, Looking Into Learning-Centered Classrooms: Implications for Classroom
Management, Carolyn M. Evertson and Kristen W. Neal follow an elementary school
teacher for a year as she shifts from the idea of classroom management as controlling
students behaviors to creating a learning-centered classroom.
When teachers believe that students develop knowledge and expertise by interacting
with others to co-construct their learning, they organize the environment in ways that provide
flexible seating arrangements, a variety of forums in which to work with others, multiple
sources of information, and more fluid use of time . Keeping students behavior in check is
important, but the ultimate goal of a classroom should be for students to learn. In learningcentered classrooms, there is an emphasis on the process as well as the products of learning.
Evidence of learning might be different. Examples of process-related learning outcomes
might include multiple drafts of a research paper tracing how a students thinking changed,
increasingly sophisticated conversations with peers and teachers about science concepts, and
student discussions of divergent ways of addressing a mathematics problem. In learningcentered classrooms students are more responsible for their learning. Also in this
environment, the teacher manages the classroom, but students are expected to have more
control over monitoring their own behaviors. The report also lists several benchmarks for
classroom management, including building a community feel in the classroom. Using this
community environment concept, students can learn from each other and construct
knowledge from observing their classmates. Creating a classroom community can also help
the students to learn responsibility, not only for themselves and their behavior, but they will
also begin to realize that their actions affect the flow of the community as a whole. Another
goal is shifting from teacher created and enforced rules to those that are created by both
teacher and students. This will provide shared responsibility for enforcing those rules.
Students begin to take more responsibility for their education in the learning-centered

environment. One concept they learn is self-regulation. Self-regulation is fostered when

teachers, in working with students to accomplish a task, guide students by asking conceptual
questions rather than by giving directions, encourage student engagement and sense of
agency, and gradually step back and withdraw as the childs capacity to accomplish the task
grows. A teachers job is to scaffold learning and give students the tools to be successful
learners in the future. If students remain reliant on the teacher only for obtaining the answers
or information, they are being set up for failure in the future. The goal for the teacher should
be to help students learn the process for solving problems and answering questions so that
eventually they will be able to do it on their own. The learning-centered classroom seems to
have more of a hands-off approach in that students are also able to learn from their peers and
their environment, and the teacher serves as a guide to point the students in the right
direction.
The learning-centered classroom lends itself well to Lev Vygotskys Social
Development Theory. Vygotsky's theories stress the fundamental role of social interaction in
the development of cognition (Vygotsky, 1978), as he believed strongly that community
plays a central role in the process of "making meaning." According to Vygotsky, social
factors lead to cognitive development. Vygotsky states cognitive development stems from
social interactions from guided learning within the zone of proximal development as children
and their partners co-construct knowledge. The zone of proximal development is the area
between what a student is capable of on their own, and the level they can achieve with the
assistance and scaffolding of the teacher. With scaffolding the teacher does not give the
students the answers but rather questions them to help lead them to the correct conclusions.
The learning-centered classroom is also supported by Banduras Social Learning
Theory. Banduras Social Learning Theory posits that people learn from one another, via
observation, imitation, and modeling. This then, is one reason that students with
exceptionalities should be included in the general education classroom. Sometimes students
can learn more from observing and listening to their classmates than they can from the
teacher. Bearing this in mind it is important to not focus instruction simply on the teacher

lecturing, but rather students need the opportunity to learn together and classroom
management can be planned to facilitate this type of learning.

Welcome to First Grade!

Hello Students!
My name is Ms. Duncan. I am the first grade teacher at Ceres Elementary
School this year and my classroom is room 207.
I will begin by telling you a little bit about myself. I love to spend time
outside, and fishing is one of my favorite hobbies. Reading is also one of my
favorite things to do because you can go on so many adventures and never even
leave your house! I love to watch basketball and hope to be a coach someday. I
have three large, loveable dogs. One fun fact is that I have traveled out of the
country and held a stingray!
This will be my first year as a first grade teacher. During this year I hope
to teach you many new things, including how to build words, and how to write great
sentences. I am planning for us to try some really cool science experiments such as
digging up fossils and growing a bean seed in a sandwich bag! We will be spending a
lot of time sharpening our skills in reading and math too.
My goal for this year is for you to not only learn, but have fun while you
learn. If you have any questions, please let me know. I look forward to having a
great year, and getting to know each and every one of you!
Sincerely,
Ms. Duncan

Ceres Elementary School

Dear Parents,
I would like to begin by introducing myself to you. My name is Ms. Stephanie Duncan
and I will be the first grade teacher at Ceres Elementary School this year. I am a graduate of
Montcalm High School, and received my teaching degree from Bluefield State College. This is
my first year of teaching first grade and I am very excited to have the opportunity to teach your
children.
Throughout this year we will be learning to read sight words and high-frequency words
which they will encounter daily in their reading. We will have weekly spelling tests on Fridays.
We will also be working on comprehension skills such as identifying the problem and solution of
stories, as well as retelling what happened in the story. In order to practice fluency and improve
reading skills there will also be a story assigned each week for the students to read every
evening. In math we will be working on telling time by the hour and half hour, as well as
counting by ones, twos, fives, and tens. The students will also begin to work on counting money.
Every day will also contain a review of the calendar and days of the week. Every Monday I will
send home a newsletter containing spelling words and skills they will be working on for the
week. It will also contain any upcoming events or important reminders. The newsletter will be
found in their homework folder. The homework folder will have sections labeled Return to
School and Keep at Home for your convenience. I will also send home their graded papers on
Fridays in the folder.
On the first day of school I will review the classroom rules with the students in the form
of a social contract. The contract is a poster with the rules listed, and after they have been
explained to them the students will sign their name at the bottom agreeing to the rules. I utilize
the card system in my classroom to monitor behavior. Every student begins the day on green.

Students will be given 2 warnings. If it continues a third time, their card is changed to yellow,
which is to caution students to monitor their behavior more closely. If the problem continues
they will be moved to orange. If they end up on orange, they will have to fill out a Think About
It sheet describes what they did and what they will do next time. If their behavior does not
change, they will end up on red and a note will be sent home. Conversely, there is a reward
system in place. The name of a student will be drawn at the end of the day, and if the students
card is still on green they will be able to select an item from the treasure box.
There are several important events coming up this school year including a field trip to a
pumpkin patch on October 14th. We will also be collecting candy to make treat bags for the
students and would like to have the candy brought in by October 25, 2017. Our Open House is
scheduled for August 19th and I would like to have the opportunity to meet with you.
Please feel free to contact me if you have any questions. My email address is
msduncan@cereselementary.edu. I look forward to working with you to help your child succeed
in this upcoming year.
Sincerely,
Ms. Stephanie Duncan

Arrival Procedure:
When students arrive in the mornings, they are to take their books and homework folder
out of their book bags and place them on their desks. Next they are to put their coat and
back pack into their assigned cubby. They will then place their homework folder in the
homework basket. Then they will get their breakfast from the breakfast bags, and then go
back to their seat and eat quietly.

Dismissal Procedure:
Students will go to the cubby to get their book bag and jacket as dismissed by table or
row. Once they have their book bags they are to make sure to take their book and
homework folder home with them every night. The students are to remain seated and
listen quietly for end of the day announcements. The students are to remain seated until
the bell rings or they announce for the parent pick-up or first/second run buses, then the
teacher will walk them down to the cafeteria.

Tardy/Absence Procedure:
If a student comes in tardy they are to put away their items, put their homework
folder in the basket and quickly start eating breakfast. A record of tardies will be kept,
and after the fifth one a note will be sent home to parents. Three tardies will count as one
absence.
If students are absent 3 or more days a doctors excuse will be requested and
record of it kept. Make-up work will be kept in the Absent folder, and students will have
the number of days absent plus one to complete and turn in the make-up work. There
will be a mailbox labeled Make-Up Work to turn in make-up work once it has been
completed.

Homework Procedure:
Students will have individual homework folders with their names on them. They
will also be labeled Keep at Home and Return to School. Homework sheets will be
placed in the Return to School section. Every day the homework folder should be
brought back to school and placed in the homework basket first thing in the morning.
The teacher will check the homework folder while the students eat breakfast. If the
student does not complete their homework at home, they may complete it during
breakfast with teacher assistance if needed. The homework folders will also be utilized to
communicate with parents by sending home items such as field trip permission slips,
report cards, lunch menus, and other reminders.

Procedures for Getting Students Attention:

In order to get students attention when the whole group is working on an
assignment or during indoor recess when there is a high noise level I plan to use a
countdown from 5. I will teach the students that when they hear the countdown they
need to freeze, turn and face me, and be ready to listen (Wong, 182). The students will
practice this several times to make sure they understand what they are to do when they
hear the countdown. They should be quiet and ready to listen by the time I say one.

Procedure for Getting Teachers Attention:

In order for students to get my attention, I will instruct them to raise their hand and
sit quietly. I will review this with students and practice it so they understand how to get
my attention. I will also remind them to just quietly raise their hand and not yell out their
questions or my name.

Lining Up Procedure:
The students will be dismissed by row or by table, one at a time to decrease
congestion. The students will be instructed to remain seated until they are dismissed. To
go back to their seat from small groups or carpet time I will ask them to Show me Step
1 in which they will stand up quietly (and push in their chair if at their seat). Then I will
say Show me Step 2 and they will walk quietly to join the line. Again I will practice
this daily at first so that students get into the routine and understand what they are
expected to do when they hear those signals. While they are in line they are expected to
keep their hands to themselves, face forward and have a finger on their lip, and a hand
on their hip. Students need to face forward so they will be ready once the line moves.
Having a finger on their lip, and a hand on their hip is a physical way to show they are
to be quiet and it also occupies their hands so they arent touching a neighbor.

Hallway Procedure:
While in the hallway the students are to continue to finger on your lip, hands on
you hip method. Students are to remain facing forward to be prepared. They are also to
follow the row of blocks on the floor to maintain a straight line and proper distance from
the wall.

Restroom Procedures:
There will be set times throughout the day for a whole class bathroom break. This
includes right after breakfast, right before lunch, and right after recess. Students will also
have a morning pass and afternoon pass which allows one extra bathroom break
before lunch, and one after lunch. If a student uses the bathroom pass in the morning,
they are to take a popsicle stick from the morning pass bucket and put it behind their
card (card system pocket chart). Conversely if they take an unscheduled bathroom break
in the afternoon, they will take the popsicle stick from the afternoon bucket and place it
behind their card in the pocket chart. These passes are to be used for emergency,
unscheduled breaks. This is to encourage the students to limit the number of unscheduled
bathroom breaks, and encourage them to go when they have the opportunity. However, if
students have used both passes and have an emergency they may still go. If students are
able to wait until the scheduled breaks they are encouraged to do so. They should have
plenty of opportunities to use the restroom with scheduled breaks throughout the day, and
having two passes so that instruction is not interrupted. If students are sick, that will be
an exception. They do not have to try to get the popsicle stick if they think they are going
to throw up or have an accident. Only one boy or one girl may go to the bathroom at one
time, the other students must wait until someone returns. There are to be no more
students than the number of stalls in the bathroom at any one time. Everyone else is to
wait quietly in their respective lines. When one comes out, another may go in. Students
must wash their hands or use hand sanitizer every time they come out of the bathroom. If
it is the break before lunch, they must wash their hands with soap and water.

(Source: Bryan, Meghan. Pinterest)

Bullying Procedures (Victim):

Students will be taught that if they are a victim of bullying, they should let someone
know immediately, including a trusted teacher or principal. They need to be reassured
that bullying is something to be reported. Students can be encouraged to walk away if
they are being bullied, and get away from the potentially harmful situation.
Some tips for the teacher include:
Listen and show the child that you want to help
Assure the child that bullying is not their fault
Understand that students who are bullied may have a hard time talking about it
Some tips for the students:
Stay near adults, bullying is less likely to happen when adults are around
Avoid places where the bullying is taking place
If possible, tell the bully in a calm, clear voice to stop. If this is too hard for them
to do or doesnt seem safe, walk away, dont fight back, and tell an adult
immediately.

Bullying Procedure (Bystander):

Students will also be taught that if they see bullying occurring, they need to notify
someone, such as the teacher, principal, or other adult immediately. They need to be
reassured that this is not the same as tattling because bullying is very serious.
Some tips for bystanders:
When you see bullying, immediately tell a parent, teacher, or trusted adult. Adults
need to know about it to be able to do something about it.
Be kind to the person being bullied: sit with them at lunch, talk to them at school,
invite them to play at recess to help them know they are not alone.
Not saying anything can make things worse, and make the bully think what they
are doing is ok.
Dont be an audience, walk away and get an adult.
Both the victim and bystanders need to know that bullying will not be tolerated in the
classroom or the school environment and it needs to be reported immediately!

Classroom Rules:
1.
2.
3.
4.
5.

Be kind to others.
Be safe and walk from place to place
Listen quietly and pay attention while the teacher is talking
Raise your hand before you speak
Keep your hands and feet to yourself

Type of System:
The type of system I plan to implement in my classroom is the green, yellow,
orange, and red card system. I plan to have a pocket chart labeled with each students
name. Each student will have a card of each color.

Good job!

Warning

Think

Note

About It

Home

Sheet

Reasons for having a card flipped include:

Continuing to talk while the teacher is talking (listen quietly to the teacher)
Pushing, shoving, hitting, (keep hands to yourself)
Running in the room or hallway (walk from place to place)
Throwing scissors, pencils (be safe)
Yelling out answers, leaving seat without permission (raise your hand)
Using put-downs/bullying (be kind to others)
Being disrespectful to the teacher (be kind to others)

Consequences:
Every student will begin each day on green. The student will receive one warning.
If the student misbehaves after receiving a warning, then their card will be flipped to
yellow.
Yellow means caution and that they need to carefully monitor their behavior. If
the student continues to break the classroom rules the card will be flipped to orange.
Orange means the student needs to stop and take a look at their behavior. Students
on orange will fill out a Think About It sheet on which they write what they did to have
their card flipped, and what they should have done. The student will sign their name at
the bottom and give it back to the teacher.
If the behavior still does not stop the card will be flipped to red and a note to
parents will be sent home or a phone call made.
If the offense is severe and involves endangering another student, such as fighting,
the card will immediately be flipped to red and the student will be sent to the principals
office.

Accountability Component:
It is important to me that students understand the flipping of a card is a
consequence or result of breaking rules. I do not want students to feel that they are being
picked on or punished. I plan to go over the rules explicitly for the first few weeks of
school and periodically as necessary so that students know what the rules are and what is
expected of them. I will also explain the card system as a way for them to visually track
their behavior that day.
Before the card is flipped the first time, I would give the student a warning to
discontinue to behavior. The second warning will include the questions below. If they
continue, I will walk over and quietly flip the card myself. Then I will ask the student a
series of questions:

What are you doing?

What should you be doing?
What are you going to do?
What will happen if you dont do what youre supposed to? (card will be flipped).

Using a Think about it sheet is a hands on way of helping students identify that
the consequence occurred as a result of their actions. I will explain it to this way so that

they understand they made the decision to break the rule and that resulted in a
consequence.

Individual Reward System:

As an individual reward system I plan to have a daily Super Student. At the end
of each day, I will put the names of all of the students who stayed on green in a jar and
draw out the name of a Super Student. They will be able to select an item from the
treasure box. The treasure box will include items such as pencils, erasers, small
notebooks, toys, small stuffed animals, etc. Students will hopefully be encouraged to
remain on green in case their name is drawn from the jar.
If students are doing a great job of listening and following along while Im
teaching I will point it out, such as Oh, I like how Taylor is listening and ready for the
lesson to begin. I plan to take opportunities to show the students that I have noticed they
are following the rules and doing a good job.

Super
Student

Also, students will also be given individual tickets if they are found to be doing
a great job that day, or do well on a test if they have been known to struggle. Also if a
teacher sees them doing something nice and being helpful to a classmate. So that all
students will have an opportunity, students will get a ticket each day for completing and
returning their homework sheet or any document that needs a parent signature. Once
they have collected 25 tickets they can choose to:

Eat lunch with the teacher

Choose a book for a read aloud
Receive a homework pass
Choosing an item from the treasure box
Sit beside their friend for the day
Sit on a bouncy ball/seat for the day

Group Rewards:
In addition to the individual aspect of rewards, I hope to have a group reward
system. If all of the students stay on green or yellow for the day (bearing in mind the
ultimate goal will be for all to stay on gree) I will put a marble in class jar (a pint sized
Mason jar initially). When the jar becomes full, the students will be given a reward of
their choice on the following Friday. The day before the students will vote on which
reward they prefer. Using a whole group reward system as well can give some
accountability to the students from their classmates as well.

Ways to Earn Marbles:

All of the students make a good grade on test

Another teacher reports that the class has exhibited good behavior
All of the students stayed on green or yellow that day
All of the students lined up quickly at the end of outside recess when asked the
first time.

Whole Group Rewards Can Include:

Having an extra 15 minutes of recess
Watching part of a movie (can be continued as the marble jar refills)
Watching Go Noodle or videos on PBS Kids
Playing games on an ipad
Getting to listen to music while working (such as Kidz Bop)
Choosing partners to complete an assignment

Map of Classroom Set-Up

Rationale:
The students are seated in small groups because I plan to do many station and group
activities. In the case of indoor recess, I could place an activity at each table for the
students such as dominoes, blocks, Legos, etc. Also by having the desks and chairs color
coded I could use this to dismiss the students by color. I could also have the students
grouped according to color. I would like to have computer access for all of my students
in case ipads are not available and to be able to begin to introduce research or educational
website such as Starfall. I have the tables facing the smartboard or chalk board to be able
to have a central location to teach from. I hope to have all of the reading materials
together in one corner and have a large carpet for students to sit on. I plan to teach
phonemic awareness from the reading corner and use the wall space above the book
shelves for a focus wall and also a word wall. I plan to have the social contract on the
wall to the left of the smartboard so that students are facing it and can see the rules daily.
On the bulletin board behind my desk I plan to have the list of helpers for the week. The

card system will be in a pocket chart on top of the file cabinet. I will also have posters
about internet safety and being a good digital citizen above the computers. The book
case behind my desk will be the math center including blocks and other manipulatives.
They will be behind my desk and I will distribute them as needed. I also plan to have
posters about the values of money, identification of shape, and other math topics on the
wall above the cubby.
I also hope to have a fish tank with guppies as classroom pets. One of the jobs
will be to feed the fish a small pinch of food. The fish tank is on a table next to my desk,
an area that students can only be in with permission.

First Day Script

Day 1 Bellwork:
The bellwork activity for day 1 is for the students to complete a graphic organizer.
I chose this one because the pictures are already there in case students have difficulty
reading. They will also be given the opportunity to color it and I will display them on a
bulletin board in my classroom. This activity can provide me the opportunity to complete
chores such as attendance, and it will also give me a sample of my students writing. I
can use this to plan my instruction by seeing what they already know as far as grammar
and spelling. I will also be able to learn some things about my students likes and dislikes
and incorporate that into my instruction.

Souce: https://www.teacherspayteachers.com/FreeDownload/All-About-ME-FREEBIE1395768

Items to Complete Before the First Day of School

Create a binder with a copy of my class roster, list of allergies, emergency
contacts, any IEPs, a section for Star test results, copy of bus number
information/parent pick-up notes
Type letter to students
Type letter to parents
Write names on homework folders
Have a copy of the bus numbers students are to ride or who is parent pick-up
Arrange desks
Put name tags on desks
Create card system and prepare pocket chart
Have a poster describing each color beside of the pocket chart
Label the cubbies if I have them
Decorate bulletin board in the hallway
Create bulletin board with list of jobs behind my desk
Put up sign about handwashing on or near the bathroom door
Have first week of papers copied including bellwork activity
Create/label homework basket and put is on my desk
Create make-up work basket and place it on the bookshelf beside my desk
Create a mailbox for students to leave comments or report problems privately
Label all drawers on carts containing paper, markers, pencils, scissors, etc
Place dry erase board in reading corner next to authors chair.
Label the bulletin board in the reading corner Word Wall
Place digital citizen poster above the computers
Make jar for super student and stars with names
Place treasure box on bookshelf behind my desk
Decorate a Mason jar for collecting marbles and have marbles in my desk
Label folders with students names to file their graded papers into (will be sent
home in folder on Fridays)
Buy fish for fish tank as well as food
Count and make sure I have enough student textbooks and accompanying work
books
Have pocket chart to put groups of students after testing has been completed.

Buy a whistle for outdoor recess

Make sure I have a copy of my weekly schedule including recess, resource, lunch,
etc.
Have extra pencils sharpened and in a jar on my desk
Look at my class roster and become aware of any IEPs
Read the information in my students folders to obtain pertinent information such
as allergies and keep them on a piece of paper in my top drawer of my desk
Organize items for indoor recess such as putting Legos or dominoes in a tub and
labeling them

How the Teacher Will Greet the Students

I plan to be at the door to the classroom awaiting the students arrival at least for
the first few days, and then as often as possible. I plan to greet each student with a smile
and a good morning. Once I learn their names I plan to greet each one by name with a
smile and a good morning. If I am not able to stand by the door as they enter I will be at
my desk and still plan to watch for each of them and greet them individually.

How Procedures Will Be Taught

I will implement the three-step approach to teaching procedures to my students. I
will first explain the procedure to the students, next we will rehearse the procedure once
or twice, and then throughout the rest of the day I will reinforce it. It is important to
maintain the procedures from day one and to make sure students understand what they
are supposed to do. By practicing the procedure before implementing it, students will
have a better idea of what they are to do. It will be important for me to explain it, and
have the students put it into practice with reinforcement as necessary. I would plan to
periodically review the procedures, especially if I get a new student.
How Rules Will Be Selected/Presented
Classroom Rules:
1.
2.
3.
4.
5.

Be kind to others.
Be safe and walk from place to place
Listen quietly and pay attention while the teacher is talking
Raise your hand before you speak
Keep your hands and feet to yourself

I will begin by explaining to students that our classroom is a community that we

all belong to. In order for our community to succeed, there are rules that must be
followed, just like there are speed limits for cars and other rules in the communities they
live in. They will be told that the main goal of the rules is to keep them safe. I will then
discuss the first rule with the students. I would ask them what are some examples of

being kind to others, and then what are some examples of not being kind to others. I
would remind them that if they do not have anything nice to say, they should not say
anything at all and that bullying will not be tolerated. I would do the same with the be
safe and walk from place to place. I would ask the students to name some examples of
not being safe in the classroom: throwing things, fighting, running, playing with scissors,
etc. I would then ask them to name examples of being safe: walking, not throwing
things, not running around the room. I would explain to them that our job in our
classroom community is to learn many new things during the year. I would explain to
them that whenever I am talking to them or teaching them they need to sit in their seat
and listen quietly so everyone can hear. Throughout the course of the day I will be telling
them when it is time to go to lunch, or when recess is over, and they need to listen so they
know what is happening next. I also will explain to them that when they are working
together in groups it is especially important to listen for my cue which will be counting
down from 5 and by one they should be looking at me and sitting quietly. I would
practice this with them by asking them to whisper to a neighbor and stop talking and look
my direction by the time I got down to 1. I would then use the example of them
whispering, and tell them if everyone is talking at one time it is hard to hear just one
person. For this reason, they need to raise their hand, without yelling what they need, and
wait for me to call on them. If they have questions they should just quietly sit in their seat
and raise their hand. I will then discuss that if they need a tissue they may get up and get
one and then go back to their seat. I would also explain they need to limit the number of
trips to the tissue box, and use the one tissue until it has been completely used up. I will
also review the process of going to the bathroom and using the passes. I would tell them
that there will be scheduled times to use the bathroom and they need to try and wait for
those breaks unless it is an absolute emergency. They would also be informed that if it is
an extreme emergency and they feel they are going to throw up or have an accident they
should get up and go. The students will be told that they are to keep their hands to
themselves at all times, including sitting at their desks, during carpet time, and in the
hallways. The way they will be instructed to sit on the carpet is: criss cross, applesauce,
hands in your lap, clap. After the rules have been discussed with the students I will ask
them if they have any questions about the rules. Then they will sign their name to the
bottom of the poster with the rules as a social contract. I will explain to them that by
signing their names they are agreeing to obey the rules of our classroom community.
How the Rules Will Be Enforced
After discussing the rules, I will discuss with the students that they have agreed to
follow the rules of our classroom community. With that in mind, there are consequences
for breaking those rules, just like there are for breaking the speed limit, for example. I
would explain to them that when rules are broken, it can make our community unsafe. I
want them to understand that the rules are for a reason and need to be followed.

I will show the students the pocket chart containing the card system and the poster
to accompany it. I would tell the students that every day they will all start out on green,
which means they are doing well. I will tell them if they break a rule they will receive
one warning and a reminder of what they should be doing. The next time they break the
rule, or a rule, they will have their card flipped to yellow which means they need to
monitor their behavior and pay closer attention to the rules. If the behavior still
continues, their card will be flipped to orange, and they will fill out a think about it sheet
to give to me that describes what they were doing, what they should have been doing, and
what they will do correctly next time. If they still continue to break the rule their card will
flip to red and a note will be sent home. If they do something to endanger another
student or the safety of the classroom, such as fighting, they will have their card flipped
straight to red and be sent to talk with the principal.
From discussing the rules, I will then introduce the reward system and that
students must be on green to have their name in the drawing to be the super student for
the day. I will also discuss that if the whole group can fill the jar with marbles the whole
group will earn a reward. They will also be made aware of the individual reward system
of earning tickets and choosing individual rewards if they collect 25.

Agenda of Events for the First Day:

7:15-7:30: Greet students as they begin to arrive and instruct them to put their things in
the cubby and find their seat with their name on it. Have day 1 All About Me
worksheet on their desks for them to complete once their backpack and jackets are
put away.
7:30-7:50: Eat breakfast (while students are eating, take attendance and lunch count)
7:50-8:00: First scheduled bathroom break (allow extra time to review bathroom rules)
8:00-8:30: Carpet time-discuss rules for carpet time, discuss expectations of working hard
and following rules classroom rules, review the daily schedule including which
days will be PE or Music, and also days for Bible
8:30-9:15: Music -explain, rehearse, reinforce line-up rules and hallway rules
9:15-9:45: As students come back to the room review the rules of being safe and not
running on the way to their seats. Show students where items are in the room
(trash cans, pencils, etc) and which areas are off limits without permission
including near the fish tank or behind the teachers desk, discuss where tissues are
located, unscheduled bathroom breaks and how to use the pass system
9:45-10:00: Distribute textbooks and workbooks for Reading and Spelling and have
students put their names in the front cover and place them in their desk
10:00-10:30: Discuss the reward system (individual and group), and discuss the
consequences of breaking the rules. Have students sign the social contract. Play a
quick round of Thats Me to learn interests of students.
10:30-10:50: Give students time to finish their All About Me worksheet and have each
student tell a few things about themselves
10:50-11:00: Second scheduled bathroom break. Students are wash hands since this is the
break before lunch. The teacher will explain the procedure, and rehearse/reinforce
again. Students who packed their lunches are to line up first and make sure they
bring their lunch boxes
11:00-11:30: Lunch

11:30-12:00: Recess. Review playground rules (push and let go-dont hold on to the tire
swing; one person at a time down the slide, never up the slide; no bullying; listen
for the whistle and when you hear it line up; no pushing people down or hitting or
shoving, etc)
12:00-12:10: Last scheduled bathroom break, water break. Continue to explain,
rehearse/reinforce rules for bathroom and water fountain (count to three then the
next person gets a turn)
12:10-12:20: Math pretest to see what students know, explain that it is not for a grade
12:20-12:30: Distribute Math journals and have students place them in their desks
12:30-1:00: Assign classroom jobs to students. Explain each job and show students where
to look for the list. Inform students that the jobs will change daily so that
everyone gets a turn. Tell students that if someone is absent that day another helper
will be chosen. Also show student and explain the things they can do when they
finish their work (read, color, draw, do homework)
1:00-1:15: Introduce some things the students will be learning about in math such as
counting money, telling time, and skip counting by 2, 5, and 10. Also tell students
they will be using number lines to add and subtract, and they will have a chance to
play math games with dominoes and playing cards.
1:15-2:00: Play Do You Know Your Neighbor with the students. They need to tell their
neighbors name and at least one thing about them. They will be given 5 minutes to
find out the information. Once every student has had a turn, they will play The
Name Game in order for the students and teacher to learn all of the names of the
students. The students will say their names twice through, then students will take
turns trying to name everyone
2:00-2:25: The teacher will explain the dismissal procedure, have the students rehearse it,
and then reinforce it. The students will be dismissed one table at a time to get their
book bag and jackets. The teacher will verify with students who is parent pick up
and have them line up first. The teacher will then verify the bus each student is to
ride and line them up by first or second run and send them to the cafeteria. If no
students remain after the last group, I will accompany them to the cafeteria.

Sources:
Henley, Martin. Classroom Management A Proactive Approach. 2010 Pearson, Inc.
Wong, Harry K. & Rosemary T. The First Days of School How to be an Effective
Teacher. 2009. Harry K. Wong Publications, Inc.
Wong, Harry K. & Rosemary T. The Classroom Management Book. 2014. Harry K. Wong
Publications, Inc.
Stopbullying.gov Respond To Bullying Retrieved from
www.stopbullying.gov/respond/support-kids-involved/index.html.
Bryan, Meghan. First Grade Fancy. (2013, January 8). Retrieved from
http://firstgradefancy.blogspot.ca/2013/01/solve-bathroom-pass-problem.html
Klein, Erin. Decrease Classroom Clutter to Increase Creativity. (2016, August 2)
Retrieved from www.edutopia.org/blog/decrease-classroom-clutter-increasecreativity-erin-klein
Science and Math Doodles. All About Me Freebie Teachers Pay Teachers. Retrieved
from https://www.teacherspayteachers.com/FreeDownload/All-About-MEFREEBIE-1395768
Cox, Janelle. Back-to-School Prep Guide: Games, Icebreaker Activities. Retrieved from
http://www.teachhub.com/back-school-icebreaker-activities
Mazzurco, Elizabeth. Classroom Management Right from the Start: Modeling Good
Behavior for the School Year. Retrieved from
http://www.scholastic.com/teachers/article/classroom-management-right-start
Foley, Dave. 6 Classroom Management Tips Every Teacher Can Use. National Education
Association. http://www.nea.org/tools/51721.htm
Evertson, Carolyn M & Kristin W. Neal. Looking into Learning-Centered Classrooms
Implications for Classroom Management. (July 2006). National Education
Association. Retrieved from http://www.nea.org/assets/docs/HE/mf_cmreport.pdf
Social Learning Theory (Bandura). Learning Theories. Retrieved from www.learningtheories.com/social-learning-theory-bandura.html

McLeod, Saul. Lev Vygotsky. (Updated 2014). Retrieved from

http://www.simplypsychology.org/vygotsky.html
Social Development Theory (Vygotsky). Retrieved from www.learningtheories.com/vygotskys-social-learning-theory.html