Classroom Management Plan

Submitted in Partial Fulfillment of Course Requirements

ISM 380- Applied Behavior Analysis for Teachers
Target Grade Level: 5
Teacher Candidate Name: Madison Farroni
Date: October 5, 2017
Philosophy of Classroom Management
I define classroom management as a system of expectations and procedures that are followed by
both the teacher and the students that allows for orderly and productive learning. The purpose of
classroom management is so teachers can spend more time teaching the curriculum and less time
fixing students’ misbehaviors. It also should eliminate the students’ questions and concerns
about how to act in the classroom and their want to misbehave in order to reach their full
learning potential. The type of classroom culture I seek to create is one that is encouraging and
uplifting for all students and is accepting of everyone. I want my classroom to have this kind of
culture because I believe this is the environment where students thrive the most. Through my
experiences in the field I have seen a mixture of different classroom cultures and the ones that
emphasized encouragement and acceptance seemed to have the best behaved, eager to learn,
students
There are many different educational theorists that have studied and produced extremely
descriptive theories on the development of children and having learned these I feel I now have a
deeper background of knowledge that will help me manage my classroom. For example, John
Dewey, a constructivist, wrote and tested a theory of learning by doing. After learning this
theory, I have come to believe that one of the best ways to manage a classroom and keep the
students from misbehaving is to keep them actively engaged in their learning. If the students are
active and engaged in their learning, they do not have the time or desire to misbehave. Another
theory I strongly agree with in classroom management is that of B.F. Skinner, a behaviorist who
believes in positive reinforcement. I have chosen a system for my classroom that is based around
positive reinforcements instead of punishments. When students meet expectations, and follow
rules they get rewarded and praised which are both examples of positive reinforcement.
Skinner’s theory believed that if students were praised for their good behavior, it would increase
the chance of the child repeating the wanted behavior. There are many other theories that play
into good classroom management however these were two that I focused on throughout my plan.
The teacher’s role in classroom management changes over the school year. At the beginning of
the year, the teacher’s job is to explain and teach the expectations and rules to the students as
well as find ways to model and have the students model examples and nonexamples of the
desired behaviors. To teach and explain the expectations and rules, the teacher will have mini
lessons every day or multiple times a day at the beginning of the year because they are new to
the students. As the year progresses, the teacher should still be a model of the expected
behaviors. However, as the year goes along and the students become more familiar with what is
expected of them, the amount of mini lessons needed to teach the rules and expectations will
greatly decrease. They will become something that is only necessary when the teacher begins to
see a rule repeatedly broken. By the end of the year, the teacher’s role in the classroom
management should not be very prominent as the students should know and do exactly what is
expected of them. There are some parts to the teacher’s role that stay consistent throughout the
year. One part is the disciplinarian. The teacher will always have to be the one to assign the
consequences to the students who did not follow the rules. The other side to that is the teacher
has the responsibility to provide positive reinforcements to the students who are doing what is
expected of them. The student’s role in the classroom is to meet and follow the expectations and
rules. The way my system and beliefs are, the students are not actively involved in the creating
of the base rules and expectations. I do this because I believe there are baseline regulations that
should be set in the classroom before the students enter on the first day. This being said, I also
believe that students should not be overwhelmed or scared on the first day by a long list of rules
they must follow or there will be punishments. I want my students to know that I think they are
responsible students and I have high standards for every one of them and that the rules I have set
are there as guidelines to help them succeed. The rules are not there be a constant treat of
punishment but instead a constant opportunity for reward.
Synopsis of Classroom Management Plan
The system of classroom management that I chose to use was a classroom economy. In a
classroom economy the room runs as though it is a government. The teacher would act as the
president and the students would act as the citizens. With the classroom set up in this way the
teacher always has the ability to overrule, like an executive order, but the students still have a say
in the way the room runs, like a democracy. My classroom management plan is a well thought
out plan that involves the research from theorists and examples from multiple different resources.
The plan begins with the reinforcement system which is something I believe should be more
encouraging to the students than discouraging. My reinforcement system revolves around a
money system. The students will receive money for following directions and meeting
expectations. The other side to the system is that students will lose money, owing fines, if they
do not meet expectations or break rules. I have broken down my rules and expectations into a
tiered system. There are three different tiers in my system. The first tier is made up of the minor
misbehaviors. The second tier is the intermediate misbehaviors and the third tier is the major
consequences. Each tier is worth a different amount of money. The positive reinforcements are
all varying in amount of money as well. The money system translates into Class Dojo points so
that the parents can stay involved in their students schooling.
Class Dojo is the way I will communicate with the parents of my students. It is an app and
website that allows for quick communication with parents and between parents. It has features
that allow for the teacher to communicate with all parents at once and also with parents
individually. Class Dojo also has features that allow the teacher to add and subtract points from
students’ accounts. In my classroom, the points on Class Dojo will correlate directly with the
money we use in the classroom. I believe Class Dojo will be a productive and effective way to
track and communicate the behaviors of my students.
Another part of my system is how I will build relationships with my students and between the
students and their peers. I will use a variety of different activities to help my students get to
know one another as well as encourage each other. I will also have activities where I can
encourage my students directly and indirectly. In order to do this, I will use engaging
instructional strategies. The instructional strategies I will use will be performed in a way that will
keep the students actively engaged. This will make the student enjoy their learning more and will
in turn make them behave better. All of these parts of my classroom management plan have been
created for a reason and are there because I believe all students can be well behaved and learn in
the general education classroom.
Building Relationships
Respect is something I believe every classroom should strive to have between students and other
students and students and teachers. To create this respect, their needs to be a foundation in place
between all parties. This foundation is the relationship between the students and the teacher. This
relationship should be positive, supportive, trusting, and encouraging. Positivity will create a
classroom that is uplifting to all students and will allow them to enjoy coming into the classroom
and have them look forward to learning every day. If the relationship is supportive, the students
will not feel scared or nervous to actively participate and in turn will not be causing disruptions
to the class. The relationship should be trusting. This will allow the students to feel at ease in the
classroom because they know the teacher is there to help them and not to lead them astray. This
also helps the teacher because if the students have trust, they are more accepting of what he/she
is saying or teaching. In an environment with encouraging relationships, everyone develops an
internal drive for learning. This is because they know everyone wants to see them succeed and
when your cheering section is large, the intrinsic motivation is too. All of these components to
the relationships lead to students wanting to be in the classroom and wanting to succeed which
will decrease the amount of behavioral issues. If this type of relationship is in place, the students
will value it so much they will not want to do anything to ruin it. They will aim to please the
teacher just like the teacher will aim to please the students. A relationship is never one sided, it
takes two willing people and hard work to create and maintain.
One example of a way to build encouraging and positive relationships between students is to
create a shout out box. This would be a box somewhere in the classroom where students can
write shout outs and place them inside. At the end of each week, I would read the shout outs to
the class as to finish off the week on a positive note. I would explain to the students that a shout
out is a way of giving an anonymous compliment to someone for something they may not have
known you noticed. For example, a student could write “I was walking in the hallway and I saw
“name of classmate” hold the door open for someone because they had their hands full and I
thought this was super nice of them to do!” These compliments are super simple and a quick way
to make a student feel important. After I read the compliments for the week I would make sure to
post them on a bulletin board because I think it would be very encouraging for the students to see
the board fill up as the year went on. Also, seeing their name on the board would be a constant
reminder that they helped someone have a better day.
A second activity that I would do to help build the classroom community is make a classroom
puzzle. A classroom puzzle could be done the first week of school and would be a great way for
me as the teacher to get to know my students quickly. The activity would start by giving every
student and yourself an empty puzzle piece. Then instruct the students to decorate their puzzle
piece with items or pictures that describe them like what is their favorite food, color, character,
book, subject or anything else they can think of. I would provide stickers, construction paper,
markers, glue, pom-poms, pipe cleaners, and more art supplies for the students to fill their puzzle
piece. The only rule is their name has to be written somewhere visible on the piece. Once
everyone’s pieces are finished, you can put the puzzle together on the wall or door of the
classroom and use it as a decoration to make the classroom more personalized to the that year’s
class. The puzzle can also be used as a quick reference for the teacher to see what the students
like to get to know and relate to them better.
Another activity that could help create a positive classroom community is to have weekly white
board tasks. Weekly white board tasks are easy and quick tasks for the students to do as they
enter the classroom. Before the students come to school, the teacher would write the task on the
board for example; choose a classmate from the list and write two reasons you are thankful for
them on a sticky note and stick it to the board or hand it to that student. There are many different
varieties of this like Thankful Thursday, Wonderful Wednesday, and Motivating Monday. This
will give the students a reason to think positively about the other students in the class, and since
every student has to do one, it forces interaction between peers who may not normally interact.
One example I saw that I really liked had the sticky notes placed randomly on the board and the
names were on the back so the students could not tell who’s name they were picking. This
variation would eliminate friend groups from only picking each other. Another example I saw
included a way for the teacher to build relationships with each of the students by having a section
called “See why I think you are wonderful” under the Wonderful Wednesday peer activity. In
this section, the teacher had a short note written individually for each student that they could
take. I really like how diverse these activities can be and how they can be used throughout the
year whenever the teacher feels the class needs encouragement.
A fourth way to create a positive classroom environment is for the teacher to create a “Take
What You Need” wall. This type of wall is created by stapling post it notes or note cards to a
bulletin board and having a short positive or encouraging note or quote on each one. Also,
having the teacher’s signature or name on each one of the notes can help them to feel even more
personal. These will always be there and will be replenished when students take them. They are a
reminder to students that no matter what is happening inside or out of the classroom, you always
have their back and are there to support them. The students can take a note at any time
throughout the day to boost their spirits. This type of system also allows the teacher to give
encouragement to every student at any given time without having to stop instruction or even
having to be in the classroom.

Engaging Instructional Strategies

Keeping students engaged in their learning is extremely important in classroom management.
Although a large part of classroom management is having rules and expectations in the
classroom for the students to follow, it is also important for the teacher to keep every student
actively engaged in their learning. If the students are actively engaged in what they are supposed
to be doing, it gives less time for them to be thinking about or doing the wrong thing. There is
not one magical way to keep all students engaged in learning therefore, many strategies need to
be implemented in everyday teaching. It is known that students learn in different ways, from
visual to kinesthetic to auditory. Teachers need to take this into consideration when planning
their daily lessons. If your class has predominately kinesthetic or tactile learners, the teacher
should put a large amount of focus on experiments and project based learning techniques. These
lessons should also involve hand gestures and movements to help students remember important
information. If the class is predominately visual learners, the lessons should be bright and
colorful, and include a lot of pictures and videos. If the class is full of auditory learners, different
songs and rhymes should be included heavily in the lesson. If students are verbal learners, use
cooperative learning groups and small and large group discussions to teach the lesson.
One way to keep the lesson engaging for students is to incorporate movement into the lesson.
John Dewey, an educational theorist, found evidence to support his theory of learning by doing
and expressed that teachers should keep their students physically engaged. One way to do this is
to incorporate song and dance into lessons. The link below is to a song about the three properties
of addition, a fifth-grade standard. When I would use this video, I would teach the students a
movement for each of the three properties and have them stand up and dance/do the movements
every time they heard the property in the song. The song is also very popular among younger
adolescents which will help them want to dance along. but these can be replaced by project
based learning so the students are physically building their answers to questions rather than
writing them on a piece of paper.
https://www.youtube.com/watch?v=DofI5LnrDLE

A second way to actively engage students in their learning is to incorporate project based
learning. This is a way of teaching where the students are given a problem and instead of writing
the answer on a piece of paper, they are instructed to physically build their answers. This makes
the students activate multiple parts of their brains which leads to deeper and more permanent
learning.
Another way to get students actively engaged in their learning is to use cooperative learning
groups. Cooperative learning groups are small groups of students that allow the students to
collaborate and share ideas with each other. These groups facilitate communication between
classmates and give the students the opportunity to talk and interact in an appropriate way that is
beneficial to their learning.

A fourth engaging instructional strategy is using videos in teaching. There are many very popular
websites that create learning videos for teachers to use like BrainPOP. These videos are very
strategic in how they get the students to learn while they feel like they are watching tv. A benefit
to BrainPOP is there are multiple versions of the site. There is traditional BrainPOP (which is
what I would use for fifth graders), BrainPOP Jr, and BrainPOP ESL. This a great way to get all
types of learners in your classroom engaged. Another great tool for engaging videos is YouTube.
YouTube has millions of educational videos for all levels of learns. The videos that can be found
YouTube can be tailored directly to the interests of your students which will help them be more
interested in learning the material. Also, videos that make the students laugh can be helpful
because it disguises learning in a way that is fun and entertaining for the students, keeping them
actively engaged.

Procedures and Routines

There are many procedures and routines that happen every day in classrooms. Many of these are
unrecognizable to the untrained eye because they are flawless and the students complete them
with no directions needed. Some of these routines include taking attendance, taking lunch count,
using the bathroom, beginning/ending of the day, distributing absent work, and so many more.
Although these routines become natural to the students and teacher, they do not happen
magically without teaching, practice, and reinforcement. To teach a routine or procedure is like
teaching a new lesson concept. The five steps below, although I used the example of lunch count
and attendance, can be translated to almost all routines that need to be in a classroom. These
steps allow for teaching and practicing of the procedure or routine. I would reinforce the routine
by giving the students class money every day they complete it for the first week. Beneath the five
steps, there are examples of routines I would have in my classroom that I would use the steps to
put in place.
1. I would begin with introducing the routine and explaining to the students why it is
important to have it in place. For example, I might say “We are going to have a routine
that you do every morning first thing when you walk in the classroom to take attendance
and lunch count. It is important for us to have this routine so we do not use up our
learning time with tasks that can be done without my help.”
2. Then I would go on to model the routine in the unnatural environment, not first thing in
the morning, so the students know exactly what they are to do.
3. The following day I would model it in the natural environment, first thing in the morning,
and have the students practice by following my example by moving their magnets to the
correct space.
4. Then, the next morning, I would just put a note on the board to remind the students to
complete the task of moving their magnets and I might give a verbal reminder as well
when the students enter the room.
5. After that I would slowly stop giving the reminders and the task would become a routine.
Some examples of classroom procedures and routines are listed below.

Lunch count: To start the day each student will move their numbered magnet to whatever type of
lunch they will be having that day. Once everyone has begun the beginning of the day activity,
the teacher can simply count the number of magnets in each type of lunch.

Attendance: The teacher will quickly be able to see which students did not move their magnet
into a lunch category to see who is not in class each day.
Bathroom: The student will raise their hand to use the bathroom and if granted permission, they
will move their magnet to the bathroom section, take the bathroom pass, and go to the bathroom.
Once they return from the bathroom, the student will move their magnet out of the bathroom
section. This will allow the teacher to be able to quickly glance at the board to see how many and
which students are in the bathroom.
Gaining student attention: To gain the students attention I will use the call and respond
technique; hands on top… everybody stop, during which the teacher says hands on top and the
students respond by putting their hands on top of their heads while saying everybody stop.
Transitions: To gain the students attention that it is time for a transition I will use the call and
respond, hands on top… everybody stop. Then I will instruct the students what they need to do
during the transition. Then I will use a timer from Class Dojo on the SMART board set for
however long I feel the transition should take, count down the students, then start the timer.
Collection/Distribution of papers: I will have a folder hanging off the ends of each table. When
the students are done with their work that is being collected, they will simply slide it into the
folder, I will then empty the folders at the end of each day, or periodically throughout the day for
grading. Distribution of papers is one of the jobs the students apply for so, the student who
received the job will get the needed papers from me and hand them out to the other students. The
distribution of graded papers will be done by me, to maintain privacy, and the papers will be put
into the students’ mailboxes for them to take home at the end of the week.
Group Work: Group work will work on a clock partner system. At the beginning of each year the
students will fill out their clock with various partners. Then when partners are needed, the
teacher will say “get with your three o’clock partner” and the students will do so.

Student Absence: Absent work will be placed in folders on the wall based on the day. When the
student returns to school they will know to go directly to the folder of the day or days they
missed to get the work they need. If any special directions were needed for the work, it will be
written on a note that is attached to the paper. If any additional questions arise, the student can
find a time before or after class to ask the teacher.
Beginning/ End of Day: To begin the day I will have upbeat, happy songs that are age
appropriate playing as the students enter the classroom and complete the morning routine of
putting their bookbags away, getting out their materials, and moving their magnets. These songs
will help to lighten the mood of the mornings as well as get the students awake and ready to
learn. To end the day, no matter how the day went, I will play more uplifting and fun music just
like the morning. This will play as the students pack their bags and get ready to leave. I feel it is
important to have the students leave on a positive note whether the day was good or bad so they
do not dread coming to school the following day. If the students leave the classroom thinking the
teacher is upset or angry with them, they will learn to resent coming to school. Bad days are
going to happen and it is okay to accept that and talk about them with your students but make
sure they know you still believe in them and encourage them to make the next day better instead
of scaring them into making the next day better.
Classroom Expectations
It is extremely important to show the students exactly what is expected of them in the classroom.
In order to do this, I chose to express my classroom expectations in a detailed matrix. The way
this matrix works is by listing the three expectations down the left side and listing the
environments along the top. In the middle are positively stated rules to show the students what is
required of them in each environment so they can meet the expectations. Having the expectations
displayed in this way leaves no room for question when reinforcing. These rules in particular
promote student responsibility, respect for others, and safety in the classroom.

System of Reinforcement
My classroom reinforcement will run on a money system. The money will be called Class Cash
and will directly correlate to points on Class Dojo meaning one Class Cash dollar is equal to one
Class Dojo point. Each individual student will receive money as a positive reinforcement and
will owe money as a consequence. The consequences will be called fines in my classroom to
keep with the classroom economy theme. These fines will be given to students in the form of a
ticket, like a parking ticket. Each student who receives a ticket will have one day to pay the fine,
and if the student does not pay the fine on time it will be marked down as minus one class cash
dollar.
There are many ways students can earn Class Cash dollars. One of the ways is by meeting the
classroom expectations in the matrix. For example, if a student enters the classroom in the
morning prepared, using an inside voice, puts their bookbag away, and follows the morning
routine correctly all while using safe classroom behaviors the student can earn two Class Cash
dollars. The students can also earn Class Cash Dollars if they are actively participating, working
hard, working well in group work, on task, helping others, or helping the teacher without being
asked. All of these are worth different Class Cash amounts, as shown below in the green circles.
The students can cash in their physical Class Cash dollars for rewards once every two weeks.
Individual rewards come in the form of coupons and can be tangible or intangible. Some
examples of coupons are read a book to the class, chew gum for 30 minutes, free homework
pass, eat lunch with the teacher, and choose a small prize. All coupons are labelled to show how
many Class Cash dollars they are worth.

I will also have whole class reinforcers. As a whole class, there will be a vote for what they want
done in their “community”. For example, a new park is built, a new ice cream or pizza shop
opened, or a new spa/recreation center opened. It will be explained to the students that whatever
option receives the most votes, will become the reward they work toward as a group. The way
they work toward the reward is by building the new building or attraction in their community.
Together, they will work to gain bricks to the new building, or the parts to the new playground
until it is completed and they get the reward. To receive these parts, the students can do a
mixture of things. These include, perfect class attendance for a week, everyone doing their
homework, a compliment from another adult in the school, or a day without any tickets given
out. Along the way there will be “Construction Breaks” which will be smaller class rewards like
extra recess, free time at the end of the day, or small prizes for the whole class. The goal is to
reach the big reward by the end of the quarter. Then, at the beginning of the next quarter, another
vote will be had and the process would begin again. If the class does not reach their goal and
finish building their building by the end of the semester, the construction site will be shut down
and the project will not be finished.
Hierarchy of Consequences
There are multiple ways to lose Class Cash dollars or receive tickets which will be the
consequences in my classroom. The ways students can lose their dollars are by being
disrespectful, not meeting expectations, being off task, talking out, being irresponsible etc. These
are also worth varying prices as shown in the green circles in the upper right corner of the
behaviors. The different prices they are worth will depend on what tier the misbehavior is in. I
will have the tiers posted in my classroom so there is no questioning the amount of dollars owed.
When a student is misbehaving I will write them a ticket that tells them exactly what they did
wrong and how many Class Cash dollars they owe. I will also explain to the students that I will
be deducting the corresponding points from their Class Dojo account which will immediately
share the information with their parent/guardian. The student will have to pay the ticket within
one day of receiving it or they will continue to lose Class Cash Dollars for being irresponsible.
For tier 3, there may also be an office referral depending on the severity of the situation and on
the function of the behavior. The way the consequences are set up, they are descriptive and
meaningful so students always know what behavior they did wrong and therefore know how to
fix it.
Classroom Ticket
Name:_________________
Behavior:____________________
____________________________
Class Cash Owed:_____________
Due By:____________________

Tier 1 Minor misbehaviors (1 dollar): off task, talking out, irresponsible

Tier 2 Intermediate Misbehaviors (2 dollars): missing homework, unprepared for class,
disrespect, negative comments from other adults in the school
Tier 3 Misbehaviors (5 dollars): Causing harm, refusal to work, fighting
Communicating Expectations
I feel it is very important to keep a constant open line of communication between myself the
teacher, the students, and the parent/guardians of the students. The reasons I would contact
parents/guardians would be for both positive and negative behaviors. I strongly disagree with the
concept of only contacting parents when there is a problem. I believe that parents will be more
willing to openly communicate with me if I am praising their child as well as offering
constructive feedback. The main way in which I will communicate with my student’s
parents/guardians is through Class Dojo. The Class Dojo app and website allow for easy and
quick interactions with parents at any time of day, not only during the school day. Through Class
Dojo I am able to post pictures, newsletters, and videos with all of the parents at once and also
individually. This lets whole class victories be shared quickly with everyone while also
protecting the privacy of students if a more serious topic needs to be addressed. However, this
does not mean that individual victories will not be shared with individual parents, I feel this is
important as well. To start the year, I would send home a letter to the parents/guardians of all the
students in my class to welcome them into fifth grade and lay a groundwork for how I hope the
year will go. In this letter I will explain Class Dojo and ask the parents/guardians to provide me
with an email address and/or phone number so I can invite them to or Class Dojo. Based on the
feedback from the initial letter, I will base my decision of whether to send follow up physical
letters home or go straight to updating through Class Dojo.
 August 19, 2017

Dear Parent/Guardian,
Hello and Welcome to fifth grade! I am extremely excited to have your
student in my class this year. I am sending this letter to share some of the
baseline information you will need for this school year to be a success. First and
foremost, I am Miss Farroni and this is my third year teaching fifth graders. I am
originally from the Cleveland area and really love my job and my students. I am a
big believer in communication between the student’s support system at home
and myself here at school. In order to keep an open line of communication I use
an app/website called Class Dojo. This is and app and website that allows me to
have constant interactions with you individually as well as in a group with all
other parents in the class. Through Class Dojo I am able to share our class
expectations, your students good and bad behavior, pictures and videos of their
work, and whole class activities we do here in school that you may not hear about
from your student. In order for me to be able to invite you to our Class Dojo, I
need either an email or cell phone number from you. You can either e-mail me
this information to me at farronml2020@mountunion.edu or send it to school
with your student. Please do so AS SOON AS POSSIBLE. Once I invite you, you will
get a notification and will need to create a Class Dojo account, it is a very simple
and free process, then you will be able to see everything I post. Feel free to email
me if you have any questions about Class Dojo or this year in general!

I Look Forward to Hearing from You,

Miss Farroni
Method of Record Keeping
My method of record keeping will happen in two different ways in my classroom. The first way
will be a physical representation for the students to see how they are doing and that will be with
the Class Cash dollars. This physical way of keeping track of student behavior gives the students
responsibility over their behavior because they can see and track if their money is getting low.
The second way will be through Class Dojo and this will be a way for me to communicate the
students’ behavior to their parents. The more permanent method of record keeping will be Class
Dojo and this would be the information used to guide interventions and provide parent reports.
Through Class Dojo I am able to keep record of student’s behavior with a point system. Each
behavior or misbehavior is assigned a certain point value and it is added or subtracted to the
student’s account extremely simply. This information can be shared directly with the parents
through Class Dojo. Each individual student’s behavior can also be shown in a descriptive pie
chart or on a spreadsheet that Class Dojo makes for you. This makes record keeping very
practical and informative for everyone involved.

BONUS
 Linkage To Research
“Constructivist Learning Theory.” Exploratorium, 7 Oct. 2016,
www.exploratorium.edu/education/ifi/constructivist-learning.
“6 Education Theorists All Teachers Should Know Infographic.” e-Learning Infographics, 7
Dec. 2015, elearninginfographics.com/6-education-theorists-teachers-know-infographic/.
“BrainPOP - Tech in the Elementary Education Field.” Google Sites,
sites.google.com/a/asu.edu/tech-in-the-elementary-education-field/brainpop.
“Instructional Strategies: Appointments.” Inspire. Empower. Challenge.,
essd40pd.weebly.com/archive-professional-learning-blog/instructional-strategies-appointments.
“Properties of Addition Song.” YouTube, YouTube, 7 Oct. 2015,
www.youtube.com/watch?v=DofI5LnrDLE.
“ClassDojo for Teachers.” ClassDojo for Teachers,
teach.classdojo.com/#/classes/59d40ce77dbd5f6c15217837/dashboard/reports/?_k=mm9kts.
Frondeville, Tristan de. “How to Keep Kids Engaged in Class.” Edutopia, 3 Aug. 2009,
www.edutopia.org/classroom-student-participation-tips.
Tristro. “2 Great First Day of School Collaborative Projects.” MPM School Supplies, 11 June
2015, www.mpmschoolsupplies.com/ideas/2675/2-great-first-day-of-school-collaborative-
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