SA Classroom Procedures

Beginning/End of Class
• Entering the class
o Teacher will greet students as they enter class
o Students should sit in their assigned seats
o They can socialize with those around them until the bell rings
• Students will be considered late if they are not in the room when the bell designating the
beginning of class rings
• Attendance taken at the beginning of class (looking at class seating chart can help
determine absent students quickly) (Emmer & Evertson, 2016)
• Previously absent students (Emmer & Evertson, 2016)
o Will give absent slips directly to teacher as they enter classroom and returned to
them during a seat activity
o There will be a file dedicated to absent students where they can retrieve work that
has their name/date on it for them to pick up work they missed
o Work done in class will be posted on class website/calendar, so students are aware
of work they missed
• Seating arrangement: cooperative group seating
• The tardy bell will designate when class begins and can help as a signal for teacher to
start class
• Tardy students
o Teacher will have discussion with chronically tardy students to figure out
system/solution to tardiness
o Could add activities at the beginning of class that could be useful to attempt to
deter students from being tardy
• Students should be quiet and remain in their seats during PA announcements so everyone
can hear
• End of class
o Teacher will notify class with 5 minutes remaining to initiate clean-up, unless
more time is needed according to activity and amount that needs to be cleaned (an
alarm/ring alert can signal students this time) (Emmer & Evertson, 2016)
o Once students are finished, the remaining time be spent with students doing what
they wish at their seats (catching up on work, asking questions, etc.)
o Students will be dismissed by bell
Managing the Classroom Movement
• How and when will students leave their seats
o Students will need teacher’s permission to leave their seats/ classroom
o Students can leave their seats (w/ permission) if they need to use the restroom or
get water from water fountain
 ▪ Sign-in/out sheet can evaluate frequency and length that students are doing
these activities
o Students can also leave to sharpen pencil, turn in papers, or get certain materials
when they are called for (w/ permission)
• Students can ask other group members for help first, but if still confused or need help
from teacher, they can raise their hands to get teacher’s attention
• When in discussion, group, or seat work, noise level used in normal conversation/
speaking voices are acceptable noise level
• Cooperative groups
o Students can change seats to get together w/ group
o Noise level should remain at normal conversation/speaking voices level
o Maybe directions can call for one/two students to gather necessary materials
o Distribution centers that have necessary supplies (Emmer & Evertson, 2016)
o Groups can be assigned ahead of time by teacher, rotating students in groups,
some projects can have students choose their own groups (Emmer & Evertson,
2016)
o Groups can have roles for each student that students will determine in group that
will be explained prior to breaking out in groups
o While students are in groups, teacher can walk around class to monitor and assist
when necessary (Emmer & Evertson, 2016)
• Seat work (Emmer & Evertson, 2016)
o Teacher will walk around while students are completing seat work to deter any
socializing that shouldn’t be happening and be of assistance if students need help
o If students finish seat work early, they may work on assignments from other
classes
• Students will raise their hand to get recognized to talk, but also there will be times where
the teacher will call on students to promote participation
• Students should actively listen when other students are presenting; students shouldn’t be
talking with other students or working on assignments (Emmer & Evertson, 2016)
• Students will ask teacher permission to get supplies they are missing if they cannot be
replaced with supplies that are already w/in classroom (i.e., pencils, paper, etc.)
o Teacher can have some supplies in bulk for students who might not have supplies
on them
• Students can sharpen pencils after instructional time and during seat activities, students
can raise hand and ask teacher
• How will students get materials or special equipment?
o Distribution stations can help students get supplies (if students are in groups,
maybe one student from each group can get materials to avoid overcrowding)
(Emmer & Evertson, 2016)
o Students will be made aware prior to assignment if they need to get/bring special
materials outside of classroom (Emmer & Evertson, 2016)
 o Equipment that may be dangerous, teacher will provide demonstration and
instructions on how to handle it before starting the activity/assignment (Emmer &
Evertson, 2016)
Paperwork
• Students will pass up their work to the front of their group/row where the teacher will
collect it
• Students will put makeup work in a special tray where teacher or teacher’s aide will
collect at end of day
• For most work, a student in front row or person from the group will receive handouts
• An assignment that is turned in late will be deducted points (i.e. partial credit)
• If a student misses a quiz/test, the teacher will have a discussion with the student to
determine when and what time the quiz/test should be made up (a week from when the
student was absent is the optimal timeframe)
• Late projects will be deducted points and will not be accepted after 48 hours of the due
date
Syllabus or Course Outline
• Course objectives
o Overall course objectives will be listed in the syllabus
o Daily course objectives will be provided in class website in the module dedicated
for each unit comprising of course work, etc.
• Students will be made aware of course requirements in the syllabus, which will also be
posted and updated frequently on class website
• Students will be given due dates for major assignments several weeks in advance through
the course syllabus
• Students will be told how they will be evaluated and given the grading scale through the
course syllabus; specific assignments will have rubrics attached so students can
specifically see what is being graded, which can be viewed in class website
Miscellaneous Procedures (Emmer & Evertson, 2016)
• Fire and disaster drills
o Consist mainly of following building procedure in accordance with school
o Students will leave the room by row/ group depending on activity
• Split lunch period
o Students should clear desks before leaving for lunch
o Student possessions/personal belongings are safe in the room
o Students will be shown route to take from classroom to cafeteria
 References

Emmer, E. T., & Evertson, C. M. (2016). Classroom Rules and Procedures. In Classroom

management for middle and high school teachers (10th ed., pp. 46–51). Pearson.