CLASSROOM

MANAGEMENT
PORTFOLIO
KIMBERLY OCHOA
CUIN 4375
TUES. 9AM-12PM
SPRING 2018
 INTRODUCTION

MS.OCHOA'S 1ST GRADE CLASSROOM

This portfolio shares a collection of strategies that can

be used in a 1st grade classroom. In this collection you will
find a philosophical statement, ideas for the first day of
school, strategies for classroom safety, classroom
procedures, a discipline system, and ways to encourage
student motivation and classroom engagement. Although
there are many alternatives, these are the strategies that
stood out to me. The items presented in this portfolio are
ideas that I could use in my own classroom in the future.
Creating this portfolio allowed me to brainstorm ideas and
create a big picture on what I expect my classroom to look
like.
PHILOSOPHICAL STATEMENT

A classroom should not be run solely on an authoritarian

approach. The students need to feel like they are a part of
the community instead of being overrun by the adult in the
room. They should feel free to express themselves and
ultimately speak up when they feel the need to. A major goal
for a teacher is to create an open community where
everyone feels welcomed and safe. Failing to do so will not
only decrease the amount of engagement from the students,
but they will also stay silent in situations where it is best
to talk to someone. As a teacher, I want to value everyone's
opinions and beliefs. I want to build student relationships,
which could later influence student participation in their
own communities.
 t Day's Agenda
Firs
(STUDENTS WILL BE SEATED IN GROUPS OF 4-5)
*HALF DAY CLASSES*

8:00-8:05 AM: Return to class from Breakfast

8:10-8:30 AM: Classroom Procedures and Rules
8:30-8:50 AM: Name Tag Activity
8:50-9:00 AM: Share with Your Table
9:00-9:10 AM: Restroom Break
9:10-9:30 AM: Explanation of Classroom Dojo
9:30-10:00 AM: Icebreaker Activity
     (Cup Pyramid and String)
10:00-10:10 AM: Restroom Break
10:10-10:30 AM: Round the Table Talk
     (5 minute rotations for students to talk to everyone)
10:30-11:30 AM
     (Transition)
11:35-12:20 PM: Lunch
     (Transition)
12:25-12:45 PM: Recess
     (Switch with 2nd group, Repeat Plan)
 First Day
 Activity #1
The students will create name tags, such as
the ones in the photo provided. However,
they will also be asked to include things
that interest them. The name tag will
include their name along with other
drawings. There are limited restrictions to
this activity.
The teacher will provide:
-Paper
-Pencils
-Erasers
-Crayons
-Markers
The teacher can later use these name tags
for the students desk. They can stay there
throughout the school year. For durability,
the teacher can either laminate them or
wrap them with tape.
 First Day
Activity #2
The students will be given an
opportunity to work with their
group and build teamwork. The
students must build a pyramid with
the cups using only the rubber band. 
They are NOT allowed to touch the
cups with their hand. The students
can only tug on their own strings to
expand the rubber band.
The teacher must provide:
-Plastic Cups (Reusable)
-Rubber bands with strings (4-5)
tied to it.
The students will be timed for this
activity.
The teacher can raise the difficulty
by adding more cups or spreading the
cups out further.
 First Day
Activity #3

The teacher will explain the concept of Classroom Dojo to the

students. The teacher will show the students its features on the
overhead. The features include individual and a whole class
point system. During this time, the students can be given the
chance to pick their avatars. However, the teacher is expected to
use the program regularly throughout the day to remind
students of it.
 First Day
ity # 4
Activ

Students will be placed in

groups of 4. The groups will
make their own circle within
an even bigger circle on the
class carpet. The teacher will
provide starter questions to
get students talking. The
students will talk and get to
know each other for about 5
minutes. Once time is up, the
students will rotate. Two
students will rotate clockwise
and the other 2 will go
counterclockwise. After
rotating, the process will
repeat.
 CLASS R OO M
ENVIR ON M E NT /
CLA SS SA FE TY
Classroom Environment
(Organization)
A positive classroom climate can be affected by the
cleanliness of the classroom. Therefore, I would like to
focus on the organization of the classroom. As shown in
the picture below, there are labelled bins for certain
book levels. Instead of having a class library with
random placement, it would be better to categorize and
label the books. Once students know their reading level,
it will be easier for them to choose books that work for
them. However, this also expands out into other areas of
the classroom. For example, having bins for students'
homework. Having organization in the classroom helps
for focused learning.
 a fe ty
om S
a ssro t)
Cl id K i
st A
(Fir

     A first aid kit should always be made available to the

teacher and to the students. However, students have to be
taught the responsibility that comes with it. It is not a toy.
Within the first week of school, the teacher must point out
where the first aid kit is located. Also, the teacher needs to
explains the contents within the kit. If an incident were to
occur such as falling during recess, the students can take
care of the incident with little to no commotion. As an
elementary school teacher, we hope nothing will happen
but something will always come up. It is best to be
prepared for it.
Classroom Arrangement

For my classroom arrangement, I ideally wanted the

students facing away from the door. They can be easily
distracted by those who pass by and disrupt the flow of
the class. However, the teacher's desk is placed at an
angle facing towards the students at all times. This
way, the teacher can always see what is happening.
Everything has its placement, such as the classroom
library and a shelf for students' backpacks and another
shelf for school materials.
 CLASSROO
POLICIES M
PROCEDUR &
ES
 "W"
Break
     Students will often leave their seats and approach the teacher
when they want something.  In situations like this, it is best for
students to have a hand signal such as the one shown below to
signify what they want. This way, the teacher can see it from
afar and know what the student wants without being
surrounded by everyone at once. The same idea can be used for
those who need to use the restroom. However, the signals have
to be made clear and only represent one thing. It can confuse the
students and the teacher.
 Teacher's Clap

     "Teacher's Clap" is a strategy I have seen teachers use

during school observations. The teacher claps a pattern
when the students are getting too loud during class
discussions. Several patterns are done until the teacher
notices that all the students are paying attention and
cooperating. This strategy immediately catches the
students' attention and allows them to interact more.  I
have seen teachers appoint students to this role.
However, I do not like that. Students can easily abuse
the authority and use it to distract students.
 Raise Your Hand Before
Speaking

     When students are asked a question, they tend to yell out

answers. They yell  their answers out louder if other students are
doing the same thing. The teacher must be consistent about telling
students to raise their hands before answering a question. It is best
to ignore unwanted behavior in this situation. Students who model
the wanted behavior will naturally be called on more. Others who
do not follow this strategy will see that and adjust their behavior.
This strategy must also be used consistently to make it a habit for
students to follow.
 Group Transition

     Ideally, I would want a classroom carpet that comes with colored

rows such as the one in the photo above. I want to create a smooth
transition from class discussions to group/table discussions. I
would have the students sit in their designated squares. When it is
time to return to their groups, I would dismiss them by their
colored rows. This would decrease the likelihood of collision
among the students . It would also be a faster process because it
would be easier to move around the room.
DISC I P L I N E
S Y S T E M
Student Clips
     Teachers can create clips with each
students' name. As shown in the picture on
the left, there will be different levels of
consequences. It is up to the teacher to
evaluate what is a misbehavior and if it
enough to move the clip down. Students
should have a clear visual of this and
teachers must be consistent with its usage.
If it is used inconsistently, students will not
acknowledge it nor take it seriously. There
will be about 5 different levels, which the
teacher should decide what consequences
are appropriate to use for the given grade
level.
 Class Rules
     Every classroom must
have their own set of
rules. If there are no
rules, then there are no
set expectations. The
students will end up
running the class. As a
way to get students to be
aware of the rules, they
can help to create them
on the 1st day of school.
Since they created them,
they are more likely to
remember them.
However, these rules
should also be clearly
visible to everyone. 
Classroom Dojo Points

     Classroom Dojo has become very

popular in schools. A big feature in
this program is the point system
that it follows. There are points for
individual students and for the
class as a whole. The teacher could
use these points to create rewards
or punishments. Such as the photo
on the left, for a certain amount of
points the students get a reward.
This way, Classroom Dojo is not just
a visual element. The students can
get something out of it. Otherwise, I
do not think students will get much
out of Classroom Dojo.
Table Points

     Table Points is an easy way to get student

engagement and manage student behavior. Each
table must be labelled, either by a color or a
number. However, these tables must be regularly
referred to in their given label so that the
students are aware of it. The teacher will given
reward points for good behavior. The end reward is
up to the teacher. This system can also be used for
punishment where the points are warnings rather
than rewards.
STUDENT
MOTIVATION
 Book Bag + Levels
     It is common to hear
students say they do not enjoy
reading. I have seen book bags
motivate students to read. As
students watch each other go
up in reading levels, the rest of
the students want to read
more and move up with them.
It is like a game for them and
they benefit a lot from it.
Students do have a risk of
losing their bags because they
always take the bags home
with them, but it is not very
common that they do. It is a
good resource to hand out for
students who do not have
supplies at home.
 PIZZA PARTY
     As a sense of positive reinforcement, schools
commonly reward a class with a pizza party at the
end of the semester (every half of the school year)
based on their perfect attendance. It is not always
ideal to give rewards for expected behavior, but this
reward is school-wide rather than individualized.
Students motivate each other to come to school
because they all want to reach the same goal. Schools
usually place sticker charts by the front office for
students to see as they walk in. It is a friendly
competition among the classes. It is not done
regularly enough to cause students to be overrun by
thoughts of rewards, but it is enough to get them
motivated throughout the year.
 CLASSROOM
ENGAGEMENT
Popsicle Sticks

     Popsicle sticks is a good way to

have student engagement.
Especially when there are a lot of
shy students in the class. The
same students tends to
constantly volunteer to answer
questions, which leaves out the
same students. Although
students do not like being called
on at random, this method is
good for allowing equal
opportunity to everyone. The
teacher will need to write their
students name on the sticks.
After calling out the student's
name, the stick could be set aside
of put in an outer cup to prevent
their name from being called
again. This will allow for all the
students to be called on.
 Question of the Day

     "Question of the Day" can

also be used as "Question of
the Week."  A way to
encourage student
engagement is by asking
them questions in regard to
the lesson of the day or even
the theme of the week. The
questions should have a
yes/no answer. The students
will place their magnet name
tag on their answer. Ideally,
this would be used at the
start of the day. The answers
received can be used as a
guide for class discussion
that would help the teacher
easily transition into the
lesson of the day.