Miss Byers’

Classroom Management

Profile



























 Table of Context
Personal Belief of Classroom Management 3
Personal Classroom Management Style 4-5
Procedures and Routines 6-14
Champs 9-11
Schedule 12-13
Norms and Rules 14-16
Enforcement Plan 16
Classroom Environment and Climate 17-19
First Day of School Plan 20-22
Transition and Sponge Activities 23-24
Communication Plan 25-26
References 27
Appendix A 29
Appendix B 31
Appendix C 33
Appendix D 34

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 Personal Belief of Classroom
Management
 I believe classroom management is key to providing a positive and effective learning
environment for students. Procedures, routines, and expectations provide constancy and
structure that is necessary for an effective learning environment. Procedures and routines help to
eliminate discipline problems in the classroom and allow more time for valuable learning
opportunities. (Wong, 2009).
 I believe classroom management provides a safe environment for students to learn. The
structure and constancy that is provide through procedures and routines help students feel
comfortable where they are, which opens them up to a better learning experience. When students
feel save they are more willing to ask questions and participate in learning. Harry Wong states
“Procedures and routines offer security. Students cannot get down to the serious business of
learning unless they feel secure in the classroom” (Wong, 2009, p. 170). A safe environment
limits behavior problems because students trust their teacher.
 I believe positive high expectations help students feel successful. I believe it is the teacher’s
responsibility to set the tone for the classroom and clearly define the expectations of the
students. Students are capable of reaching great heights and it should be the teacher’s goal to
provide high expectations to help the students be successful. It is also the teacher’s responsibility
to make students feel successful and confident in their classroom so they are able to reach the
expectations (Charles, 2005).
 I believe building strong relationships with students is key to effective classroom
management. When you create relationships with students they learn to trust you. If students
trust you, they will want to act appropriately and follow the classroom procedures and
expectations. It is also important to understand why students are behaving a certain way. By
building a relationship, the teacher will be able to respond in a way to will prevent negative behavior
in the classroom (Charles, 2005).

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 Personal Classroom
Management Style
In my classroom, I will...
 Remind my students they are CHAMPS
o I will strive to make my students feel like they are CHAMPS by constantly reminding
them of their greatness.
o I want my students to know that champs strive for success by working hard and
respecting others.
o I will keep a positive tone when interacting with students to help remind them I love them
and they are capable because they are champs.( NURTURE HEART)
o I will verbally tell my students they are champs every day. I will also recognizing the
smallest successes of my students to help give them confidence to work hard.
Feedback will be given to help my students be successful.
 Set the tone of family in the classroom
o In my classroom family you must work together and respect one another. Our family
encourages one another and helps each other be successful.
o I will have community builders completed throughout the year to help my students get to
know each other. Student jobs will help promote responsibility and corporation in my
classroom.
o I will establish this by placing procedure and norms in my classroom. I will recognize
when the whole group is following the procedures and norms to help promote the family
tone (Marzano, 2003).
 Be consistent
o Procedures, routines, and expectations in my classroom will remain consistent. (Wong,
2009). If something needs to be changed there will be a discussion with the students
and time spent practicing the new changes.

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 o All my students will follow the same procedures and norms in my classroom. Rewards
and actions to prevent negative behavior will be consistent between all students for
procedures and norms.
o All students will have high expectations and receive constant feedback from me.
 Be Student Oriented
o Everything I do will be for my student’s benefit and success.
o I will build strong relationships with my students to help maintain a positive and trusting
environment that makes my students feel safe. I will pay attention to what my students
want to understand their behavior better. I will then be able to have a better
understanding on how to help my student’s choose the appropriate behavior (Charles,
2005).
o Students will have say in the norms and rules in my classroom. They will take
responsibility for how to act in the classroom.
o Students will be provided with choice during the year to them take control over their
learning and give them a sense of shared power. I will provide “two acceptable choice”
where discipline is needed to help avoid power struggles (Delisio, 2008).

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 Procedures
and Routine
Procedures will be set in place in order to help manage the classroom.
The procedures I will use the classroom are designed to help
anticipate distractions and provide a more efficient learning
environment. I believe procedures provide consistency and
organization to the day, which will help students feel safe in my
classroom. The procedures will be practice and clearly defined to the
students starting on the first day of school.

Enforcement of Procedures
Individual:
1. Place “Stop and Think” warning on desk
2. Private Conversation with student to go over
the procedure that was not being followed
3. Written note where student explains the
procedure they did not follow and how they
should act. Talk with teacher to go over the
note and discuss a consequence. Both
teacher and student will sign. Note placed in
behavior log.
4. Note home to parents about procedure that
was not followed and behavior plan will be
made to help student work on miss behavior.
Group or whole class:
1. Tell whole group to “Stop and Think”
2. Have a conversation with group to go over
the procedure that was not being followed.
3. Write a note as a group to explain the
procedure that was not followed and how
they should act. Work as a group to decide a
consequence. Students and teacher will sign
the note and it will be placed in the behavior
log.
Reward for following the procedures will
be jewels in the jewel jar. See
“Classroom Environment and Climate” for
more information.

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 Daily 5 Procedure Morning Procedure
• 5 “I” (independent) Chart 1. Walk in quietly
• Conversation level 0 2. Unpack backpack
• Find a spot quickly 3. Hang up coat
• Get started right away 4. Turn in homework to homework file
• Work entire time (depending on station) 5. Pop your balloon on the smart board
• Switch for chime 6. Start on bell work

Line Up Procedure Dismissal/ End of the day Procedure

• “Snake Out” • Put things on your desk away and pull out planner
• Eyes forward • Fill out planner with homework and coming events
• Hands to your side • Grab your backpack and coat. Return to seat
• Conversation Level 0 • Pack backpack with any needed work for home
• Put on coat and backpack, push in seat, wait to be
dismissed
• Conversation Level 3
Hallway Procedure
• Hands to your side
• Conversation Level 0
• Walking not running Pencil Procedure
• Hair Stair • Check extra pencil in desk first
• Not independent time and no extra pencil: raise hand.
• During independent time:
“I’m done! Now what?”: o Quietly get up and go to pencil bin
• Conversation Level 0 o Place broken pencil in sharpen bin
• Turn in assignment o Grab new pencil from pencil bin
• Work on any unfinished o Return to seat and begin working
assignments independently

• Read a book silently
• Grab activity from “Activities Raising Hand Procedure
Bin” • Raise 1: Comment
• Practice Math Facts • Raise 2: Question
• Free Write • Raise 3: Bathroom
• Raise 5: pencil
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 Absent Procedure Turning in Work Procedure
• Find absent basket on desk and look • Name and number on it
at assignments • Papers group together on table groups and paper
• Turn in assignments from day collector turns work into appropriate subject file.
missed
• Meet with teacher during
independent work time to go over
important instructions missed. Student Jobs
• Paper Passer
• Paper Collector
• Floor Cleaner
• Librarian
Coming to Attention • Pencil Sharpener
If you hear me:
• Line leader
•
o Touch your nose
• Line caboose
o Touch your ears
Each week students will be given a job to complete
o Touch your head
during that day. Their name will be placed on the “Job

Board”.

Reset Behavior
• “Stop and Think”
o This means the students
need to stop what they
are doing and think
about their actions. They
should ask themselves
“Am I following the
procedures, norms and
rules for this class?”

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 CHAMPS


I have chosen to use the CHAMPS model in my classroom. During
different work times, the students will follow the CHAMPS
procedure set up for that time. There will be posters of each

CHAMPS procedure posted around the room. The students will
know what is expected of them during the different parts of the


day. If students not following the procedures for that activity, I
will simply state “are you being CHAMPS?” and the students will
know to look at the poster and know what to do.

• If students still do not follow the CHAMPS procedure, I will
begin the same process of enforcement used for other

procedures.

Below are the different CHAMPS I will have in my room.




1. Communication Level (voice level)


2. Help

3. Activity

4. Movement

5. Participation

6. SUCCESS!
Use above order for CHAMPS procedures listed below.


*Retrieved from https://www.dailyteachingtools.com/champs-classroom-management.html

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* Retrieved from https://www.teacherspayteachers.com/Product/Voice-Levels-Poster-1401392

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 CHAMPS Procedures

Independent Work
1. Conversation Level 1
2. Ask 3 before me, and then raise hand
3. Working at your seat
4. Sharpen Pencil, Bathroom, Materials
needed
5. Completing assigned work
Group Work
1. Conversation Level 2
2. Work together to try and solve
problem, then raise hand
3. Working with your group to complete
task
4. Stay in Group
5. Completing assigned work as a group

Centers
1. Conversation Level 2 Writing Workshop
2. Ask 3 before me 1. Conversation Level 1
3. Centers 2. Raise hand
4. Stay in assigned group area 3. Writing
5. Complete center task expectations 4. Sharpen pencil, materials needed

5. Writing the whole time

Whole Group Instruction
1. Conversation Level 0 – teacher or
peer is talking
Conversation Level 2 – Group
discussion
2. Raise hand
3. Whole group instruction and
discussion
4. Stay in seat
5. Actively listening, adding to
discussion

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Schedule
Time Monday Tuesday Wednesday Thursday Friday

8:00 – 8:15 Moring Routine

8:15 – 8:30 Moring Meeting

8:30 – 9:15 Writing Workshop

9:15 – 9:20 Bathroom break

9:20 – 10:15 Special

10:15 – 11:15 Daily 5

11:15 – 11:25 Brain break/ bathroom

11:25 – 11:45 Math

11:45 – 12:45 Recess/ lunch

12:45 – 1:15 Math

1:15 – 1:25 Brian break/ bathroom

1:25 – 1:55 Science

1:55 – 2:00 Brain Break

2:00-2:30 Social Studies

2:30 – 2:45 Pack up and Dismissal

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 Schedule Details:
Morning Meeting:
During the morning meeting the students will have a time to share any Champs
moments from the day before. A Champs moment would be a moment the student
is proud of or a moment of another student being a Champs. From here we will go
over the calendar and answer a question based on something we will be learning
that day. On the morning meeting wall the student jobs will be posted and at the
beginning of each week these jobs will be assigned.

Writing Workshop:
This time will begin with a whole group mini-lesson. Students will then practice the
concept. Lastly students will apply what they learned to the writing piece they are
working on.

Daily 5:
The language arts time will follow the DAILY 5 program. A mini lesson is taught in
between different rounds where the students will be working independently. The
mini lesson is about ten minutes long and each round is about 15 minutes.

Math Daily 3:
Math time will begin with a whole group lesson to introduce the lesson. Students
will then go through different centers to practice the material. One center will be
a small group working with the teacher, another practice problems, and the other
center will be working on the math homework. During this time students are
working together to solve the different problems

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Norms:
CHAMPS

Being Ready to Learn

Strive for Success
BY

Respecting Others

We are CHAMPS and we:

ê Strive for Success. This means that we know we are capable of greatness and we will
work to the best of our ability to succeed. We will be successful by asking question, solving
problems and working together.
BY
ê Being Ready to Learn. In order to ê Respecting Others. In order to be
be successful we need to be ready to successful we need to work together.
learn. This means we will be prepared, This means that we will encourage one
organized, complete our work on time, another to do their best and strive for
and following instruction. success.

In the beginning of the year, I will present the class theme of being Champs to my
students. I will ask them what it means to be a Champs and we will compile a list
together. I will then explain that Champs strive for success and we will work together to
define what that means. I will guide my students to see that we will be successful by
being reading to learn and by respecting others. We then will go through these ideas
together and define what the mean and will look like in our class. The descriptions above
are an example of what they could mean.

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Creating rules in the classroom:
Rules will be created as a class based on the norms. After students go through and define what it
means to be a champs, we will work together to build the rules for our classroom. The rules created
will be specific ways we should treat others and behave in the classroom. The rules will be posted in
the classroom and reference often so students remember them. Some examples might be:
• Keep hands and feet (and anything else) to yourself
• Listen the first time instructions are given
• Be kind to on another
• Do not distract your friends

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Enforcement Plan for classroom norms and rules:

Individual:
1. Place “Stop and Think” warning on desk.
2. Private conversation with student to go over the rule or norm that was not being followed.
3. Written note where student explains the rule or norm they did not follow and how they should
act. Talk with teacher to go over the note and discuss a consequence. Both teacher and
student will sign. Note placed in behavior log. Student will also loose privileges. The lost privilege
will depend on the rule or norm and agreed consequence.
4. Note home to parents about procedure that was not followed and behavior plan will be made to
help student work on miss behavior.
5. Student will be sent to principle’s office and behavior contract made to help the student.
Teacher will keep behavior log of written notes by student and note sent home to parent, behavior
plan, and behavior contract.

Group:
1. Say “Stop and Think” to group as a warning.
2. Have a conversation with group about what rule or norm was not being followed.
3. Write a note as a group to explain the rule or norm that was not followed and how they should
act. Work as a group to decide a consequence. Students and teacher will sign the note and it
will be placed in the behavior log.
4. Continued miss behavior will result in a group behavior plan.

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Classroom Environment and Climate

The goal of the classroom is make the students feel safe and comfortable. I want my students to feel successful and
strive for greatness. In order to accomplish these goals, I will set in place the following:
• Routines, procedures and Norms
o These will help add order to the classroom and help limit misbehavior
o These will be posted in the classroom for the students to see. Students will be reminded of routines,
procedures, and Norms often.
o Students will receive rewards for good behavior and following Norms and procedures.
• High expectations
o I will make my expectations to my students clear for both academics and behavioral.
o I will encourage my students to reach for their goals and help them know they can reach my
expectations.
o I will show my students they are successful by pointing out even the smallest success.
o I will remind my students daily they are Champs.
• We are a family
o Send a note home at the beginning of the year to the families introducing me and the class
o Set up a website about the class that the students and families are able to see. Website will be updated
monthly with pictures and achievements.
o Classroom Jobs will be given to students to build community and responsibility.
o Build respect for each other by getting to know each other through community building, encouraging
each other, praising achievements out side of the classroom, and being kind.
o Display student work around the classroom.
• Jewel Jar reward system
o There will be two jars in the classroom, one full of jewels and the other empty. As students display
good behavior jewels will be moved to on jar to the other. Once the other jar is full the class will
received a class party.
o The Jewel Jar system is a whole class reward system, because we are a family and we work together
to be champs. When the class displays good behavior the teacher will put jewels in the empty jar and tell
the class the specific behavior displayed.
o Individual students will be recognized for their good behavior by receive jewels to add to the jar. When
they add the jewels the rest of the class will give “praise hands” (jazz hands in the air).
o The class will vote on the class party.

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Organization and Arrangement of Classroom
• Student Seating
o Student’s backs will never be to the front of the room.
o Students will grouped in clusters to help build discussion in the classroom
o Students will be assigned seats the first day of school. Seats will switch periodically to help students
work with different people.
o Seating can be altered in order to meet the needs of students who have special behavior or disability.
o Special occasions may cause a change in seating.
• Teacher Desk
o Placed in the back of the room in order to see students, manage, and assist them. Conferences at
teacher’s desk with students will not be in the front of the class.
• Kidney Table
o Placed on the side of the room. Used for small groups, center time, and helping students.
• Reading Area:
o Placed in the corner of the room with bookshelves of different leveled books.
o Carpet and pillows in the area for comfort while reading.
• Storage:
o Easy access to materials the students will need such as pencils, paper, erasers, rulers, highlighters,
glue sticks, scissors, and other necessary tool the students might need.
o Teacher storage will also be placed in the room with items only the teacher would need access too.
• Homework file:
o Students will place their homework in the proper subject folder when finished with work.
• Friday Folders:
o At the end of each week, students' work will be
placed in a Friday folder and sent home. Friday
folder will also include week update.
• White board/ Smart board area:
o In the front of the room
o White board will display daily schedule with
objectives and goals.
o Smart board will be used for morning work,
attendance, and other activities.
• Bulletin Board:
o Back of classroom and used for morning meeting.

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 19
 First Day of School Plan:
Time Activity Script
8:00 Welcome! I will greet each student by the door and shake his or her hand.
Good morning (student name), go ahead and find your cubby with your
name on and hang up your coat and backpack. Then find your desk and
begin working on the activity on your desk.
8:20 Getting Begin by introducing the theme of the class.
Started Good morning friends! I am so excited that you are in my class this
year! My name is Miss Byers and I am glad you have joined my school
family. In this class we are a family and we need to work together to
make this year great. Each one of you are CHAMPS and are capable of
greatness. Together we are going to be able to grow and work
together to be successful. I know you are all able to succeed in my
class because only CHAMPS are in my class! Since we are part of a
family we will need to learn a little bit about each other. I will begin.
Present on who I am to the class and allow time for students to ask
questions.
8:40 Name Game Opportunity for students to learn each other’s name in the class.
Everyone stands up and gets in a circle. When you say your name you
do a motion to match the syllables in your name. You repeat all the
names after each new name that is learned. For example: if the
teacher goes first, the teacher would model how to add motions to
each syllable and then every copies the motions. Then the next
student shows the motions for their names. Then the whole class
repeats the teachers name followed by the next student.
8:55 Morning I will discuss with the students how they think you should walk in the
Procedures room and what will you do. I will model the procedure with students.
The teacher will also go over the Call to Attention Procedure and the
voice level chart. The students will practice the call to attention and
model the different voice levels.
9:10 Morning I will explain how each morning there will be “morning meetings”.
Meeting During this time we will discuss any important events on the calendar,
have a Family Update time, and go over student jobs.
I will explain the different student jobs and how students will be
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 given different jobs each week. Students will help model the
different jobs and when they should be done. Family Update is a time
where students are able to talk about their lives outside of school and
any achievements they have.
9:30 Bathroom During this time we will discuss how we should act when going to the
Break bathroom. We will practice and model how to behave when having
bathroom.
9:40 Introduce On the board there will be three questions. The students will find a
Someone! partner and answer the three questions. Then each student would
introduce his or her partner to the group.
10:00 Create I will present the class theme of being Champs to my students. I will
Norms and ask them what it means to be a Champs and we will compile a list
rules together. I will then explain that Champs strive for success and we
will work together to define what that means. I will guide my students
to see that we will be successful by being reading to learn and by
respecting others. We then will go through these ideas together and
define what the mean and will look like in our class.
Then based on these norms the students will help create more
specific rules for the classroom. We will compile a list and then they
will be posted in the room.
10:45 Tour of The students will stay in their seats but rotate their bodies as I give
Classroom a tour of the classroom. I will show where student materials are and
go over the pencil procedure. Then I will show them the white boards
and explain how our daily schedule and objectives will be displayed
here everyday. I will talk about the Smart Board and how we will use
it in the classroom. I will show them the reading area and explain this
is an area for them to be comfortable and read books. I will also
explain how the books are at there disposal to read, but they need to
talk care of them. I will also point out the teacher desk and explain
this is my area. I will have meetings with students sometimes during
the year, but the students should not be in this area. I will also show
the homework files, but explain those more in depth later in the day.
11:05 Brain Break Short Go Noddle active.
11:10 Read Aloud Frist Day of School Book. I will read a book to the students and
explain how I will be reading aloud to them often. I will also explain
that during this time, you need to be paying attention and
participating in discussion about the book we read.
11:25 Lunch/Recess The students will discuss how we should act at recess and lunch. We
Norms will compile a list and post it in the classroom for students and myself
to reference throughout the year.
11:45 Lunch/Recess

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12:45 Other Basic During this time I will go over the other basic procedures we have in
Procedures our classroom. We will talk about the CHAMPS model and what each
component means. We will talk about the different ways to raise your
hand so I know what you are asking for. We go over how we turn in
homework and what the homework file looks like. We will talk about
what students can do when they finish work early. Lastly we will talk
about what it looks like when a student is absent.
1:10 Brain Break
1:15 Year Goal During this time students will be able to write a note on what their
Writing goals are for this class. It will be placed in a time capsule, which will
be opened at the end of year. This is an opportunity for me to learn
what the students are looking forward and what they want to achieve.
This is also an opportunity for the student to look forward to this
year and work hard to reach their goals.
1:35 Bathroom
Break
1:45 Community We will play classroom bingo, where students have an opportunity to
Builder get to know others in the class. The bingo sheet will have different
facts such as “who has the same favorite color as me” or “who has the
same birthday.” Students will walk around and learn more about their
fellow peers.
2:10 Pack UP During this time we will talk about our pack up procedures and what
Procedure they look like. Then I will model what the students are doing and what
I will be doing during this time. The students will then have time to
practice the procedure.
2:35 Line Up and We will practice how to line up and how we should act in a line. Then
Hallway we talk about how we are to act in a line. We will also talk about how
Procedure we should act in the hallway and practice it.
2:45 Pick Up I say goodbye and how excited I am for tomorrow!

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 Transitions and
Sponge Activities
Transitions:

Music: Play music in between subjects to signal when students begin to transition and once the
song is over students need to be ready for the next subject.

Brain Breaks: Between subjects or activities, students will be given brain breaks to give them
an opportunity to refresh before our next learning experience.

Chimes: Tells students when they need to switch from one center to the next. Used during
language arts, math, science and any other center time.

Dismiss students: by color of eyes, hair, month of birth, season of birth, beginning letter of
name, type of pet, etc.

Read a Quote: read a quote that connects to the subject matter and have students get into
pairs to discuss the quote. Allow students to share some of their thoughts on the quote.

Sponge Activates:

Storytelling: Sit in a circle. Using a ball, start a story with one or two sentences. Toss the
ball to another student. That student must continue the story with one more
sentence. Continue passing the ball and adding a sentence to the story. Record the story on
your iPad and have an older student type it up as a funny classroom book. Students
can illustrate the sentences (Boschen, 2016).

Around the World: Students sit on desk. The first two students battle to answer the question
first and whoever answer first, moves on to the next student. The goal is to try and get all
around the world or around to every student. This can be done with math facts, spelling words,
study questions, and much more. (Boschen, 2016).

Compliment Game: Write each student’s name on a strip of paper. Distribute each strip of
paper so that a student has someone else’s name. Sit in a circle and have students give one
compliment to the person who’s name they have (Boschen, 2016).

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MadLibs: Students work on grammar through a fun MadLib activity. Students pick the
different words and then the story they made is read out loud.

ABCs: create a grid with a box for each letter of the alphabet. Name a category and have
students fill the grid with as many things that they can think about that topic, one thing for
each letter of the alphabet. To make it more challenging, add a time limit (Boschen, 2016).

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 Communication Plan
Communication is a very important part of a well working classroom.
I will work hard to keep communication strong between my students
and my families. The more collaboration between the teacher and
the families the better support there will be for the students.

Before School Letter

I will send a letter home to each of my students families, introducing myself, and welcoming
them to my class and letting them know how exited I am to have them in my class. I will also
explain how our theme of the class is Champs and I have high expectorations for my students to
succeed.

Weekly Newsletter (Appendix A)

Each week I will send home and weekly newsletter giving updates on the class. I will provide
upcoming events, what the students will be learning that week, class achievements and any other
news I feel necessary to inform my families. These will be posted on the website and sent home
in the Friday folders. This will also include my contact information so my families always have it.

Website
I will create a class website that is available to students and their families. This website will
include pictures of the class learning, achievements, weekly newsletters, and anything else I
feel necessary to share with my families.

Friday Folder
Friday folders will be sent home every Friday. The Friday folders will contain graded work,
weekly updates, school information, and anything thing else that needs to be sent home.
Parents/ Guardians will be asked to sign the Friday folder to let me know they saw the contents
of the folder. Parents will be able to see be updated on the students graded work and classroom
information.

Who Are You? (Appendix B)

This worksheet would be given on the first day of school to help me get to know my students
and my students get to know each other. These will be kept in a file for referencing during the
year.

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Absent Form (Appendix C)
When students are absent, I will fill out the absent form explaining what the student missed.
The form will be placed in the absent basket that is placed on their desk. The basket will
contain any worksheets, workbooks, and textbooks the student might need to complete the
missed assignment. This way the family knows exactly what the student will need and what is
expect. Of course they can meet with me to explain any other information needed.

Parent Communication Log (Appendix D)

I will keep a log of each time I communicate with a parent. This log will show the time, date, and
information exchanged during this time. These logs will be filled out each time I contact a
parent and when they contact me.

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References:

Bitten by the Teaching Bug. (n.d.). Student Interest Survey: Getting to Know Your Students.
Retrieved March 13, 2018, from https://www.teacherspayteachers.com/Product/Student-
Interest-Survey-Getting-to-Know-Your-Students-1223272

Boschen, J. (2016, April 20). 80 Sponge Activities. Retrieved March 15, 2018, from

https://www.whatihavelearnedteaching.com/80-sponge-activities/

Carriage Creative Creations. (n.d.). Absent Form. Retrieved March 13, 2018, from
https://www.teacherspayteachers.com/Product/Absent-Form-773759

Charles, C M. Building classroom discipline. Eighth ed., Boston, Person, 2005, pp. 199-217.

Delisio, E. R. (2008, September 8). Practicing love and logic can mean happier schools.
In Education World. Retrieved from
http://www.educationworld.com/a_admin/admin/admin536.shtml

I'm Finally Right. (n.d.). Weekly Newsletter Template-Editable. Retrieved March 13, 2018, from
https://www.teacherspayteachers.com/Product/Weekly-Newsletter-Template-Editable-
835865

Manis, C. (2012). CHAMPS Classroom Management: Teaching Students How to be Successful in

Class. In Daily Teaching Tools. Retrieved March 16, 2018, from
https://www.dailyteachingtools.com/champs-classroom-management.html

Marzano, Robert J., and Jana S. Marzano. "The key to classroom." Educational Leadership, vol.
61, no. 1, Sept. 2003, pp. 6-13.

Wong, H. K., & Wong, R. T. (1991). The first days of school. Sunnyvale, CA: Harry K. Wong
Publications.

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Appendix A:
Weekly Newsletter Template
*Retrieved from
https://www.teacherspayteachers.com/Product/Weekly-
Newsletter-Template-Editable-835865

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 The
Byers’ Weekly
DATE:

Reminders This Week’s Focus

This Week Achievemnts

Upcoming Events

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Appendix B:
Who are You?
*Retrieved from
https://www.teacherspayteachers.com/Product/Student-Interest-
Survey-Getting-to-Know-Your-Students-1223272

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 Student Interest Survey
Name: ____________ Birthday:: ________
Nickname: _________ Age: ________ I’m happiest
when:
_____________
Special Hobbies _____________
outside of School: _____________
____________________ _________
____________________
____________________
My Top 3 Goals:
_________________
1. __________________
:In my opinion… 2. __________________
Tests make me: 3. __________________
_______________________ 1 thing I will/will not miss
_______________________ about last school year:
Reading makes me: _____________________
_______________________ _____________________
_______________________ _____________________
Math makes me:
_______________________ _____________________
_______________________ The subject I love the
Writing makes me: most: _________________
_______________________ The subject I love the
_______________________ least: _________________
I learn best when _________________________________
_______________________________________________

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Appendix C:
Absent Form
* Retrieved from
https://www.teacherspayteachers.com/Product/Absent-Form-773759

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 Below you will find a description of what we learned in class
while you were out, along with information about assignments you
need to complete and turn in as soon as possible.
Date: ______________

Subject What We Learned Assignments

Reading

Writing

Word Work
(Spelling)

Math

Science /
Social
Studies

Today’s
Special:

If you have any questions, see ______________________.

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Appendix D:
Parent Communication Log
Name: Date: Comment:

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