CLASSROOM PROCEDURES

Signature Assignment: Classroom Procedures

Jennifer Nguyen

Arizona State University

SED 464: Middle-School Curriculum/Organization

Dr. Charles Anthony

Classroom Procedures

October 8th, 2020

CLASSROOM PROCEDURES

Classroom Procedures

Beginning of Class:

 Students will enter the room after the teacher greets them at the door before the bell rings

to be able to settle down from their previous activities. This will let them take a breath

and catch up with others. They can talk while they get their materials out for the class and

until the teacher is ready to start.

 If the student hasn’t greeted the teacher or isn’t in their field of vision by the time the

teacher closes the door, that would be considered the student being late. The teacher will

stay at the door for a couple minutes after the bell and then shut the door to show class is

starting.

 Absentee slips will only be handed out in dire situations. If they are attending class 20-30

minutes late with no excuses or pass and disrupt the learning environment, then an

absentee slip will be handed out. Tardy slips will be handed if they have no explanation

but made it to class in a timely manner.

 The seating arrangements will be grouped into four students per table. They will be open

seating until any issue arises or if there is misbehavior. This way, they will be able to

come to each other for help and support and have a sense of connections in the

classroom.

 To get the students’ attention to start class, if the students don’t quiet down as the class

begins, the teacher will verbally get their attention.

 During Public Address announcements, the students will be quiet so that others can hear

information that might pertain to them. This can also be a time for students to quietly

work on other things they need to get done.

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Managing the Classroom Movement

 Students will leave their seats quietly if they need to privately talk to the teacher by

walking up to them or raising their hands for their attention.

 To leave the room, they can simply let the teacher know by raising their hand. This way,

the teacher can keep the students accountable and safe. It’s a quick and easy way for the

teacher to know who and where their students are.

 When it comes to discussions and group work, the noise level should be scattered inside

voices. It demonstrates understanding and connection. Seatwork will be small talk for

questions and whispering.

 Since the seating arrangement is in groups of four, the students are able to easily work

with each other when it comes to working together. If the group is having trouble, they

can ask other groups or for the teachers help. The noise level should be inside voices and

they should be able to still hear their own thoughts. For exchanging materials, they can

designate a group member to do so.

 Students will be recognized to talk by raising their hand. The classroom will be an

inclusive and safe space where making mistakes is okay. This will motivate students to

volunteer with ease. If no students are raising their hands, the teacher will start to call on

students to ensure their understanding of the material.

 During presentations, students will be silent and respectfully listen to their peers. If they

have questions or comments, they are free to raise their hands to ask.

 If the student needs supplies, they can let the teacher know and the teacher will provide

them with what they can in order for the student to be successful in the course.
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 To sharpen pencils, students can quietly walk up to the sharpener. Otherwise, the teacher

will have pre-sharpened pencils the students can trade theirs for or ask for.

 When it comes to materials or special equipment, the teacher will try their best to provide

the students with everything they need in order to be successful in the course. The notes

will be easily accessible, there will be classroom calculators, and basic supplies for all.

Paper Work

 Students will turn in homework by putting it in their designated trays by the end of the

class period. This way, any questions they had could be answered before the work is

taken away to be graded.

 Students will turn in makeup work if they are absent to a special absent tray designated to

them.

 Students will pick up handouts from the teacher at the door as they enter in from greeting

them. If there are many handouts, it will be laid out on a table pre-organized for them to

pick up. Late students can pick it up from the back table where the materials are.

 Students will have a full week to turn in any late work, after that, they will not be

accepted. For full points, they need to turn it in by the due date and will have until the

end of the school day. For each day it is late, they will lose 5% a day until the work is

turned in.

 It will be the student’s responsibility to reach out to make up for quizzes and tests. The

teacher will let the student decide what time and day, as long as it’s not disrupting the

teacher’s schedule. They will have a full school week so that the material is fresh in their

heads.
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 Late projects such as research papers, portfolios, and artwork will be accepted for full

points on the day it’s due until the end of the school day. After the due date, each day late

it’s not turned in, they will lose 10% per day. They will have 7 days to turn in late work

and after a week has passed, it will not be accepted.

Syllabus or Course Outline

 Students are made aware of course objectives on the first day of class through the

syllabus. It will also include expectations and the adaptable course schedule of the

topics being covered, test dates, and contact information. Daily objectives will be

posted and introduced on the whiteboard or smartboard.

 Students are made aware of course requirements which will be provided in the

syllabus on the first day of class. The teacher will also have it readily available if

students lost them in the back of the classroom.

 The due dates for major assignments and tests will be assigned in the beginning of the

school year on the adaptable course calendar. It is flexible for any needed changes,

but the expected dates will be listed prior.

 Students are told how they will be evaluated and given the grading scale at the

beginning of the year where it will be printed on the syllabus. They will also be

reminded regularly so they are aware of the expectations.

References

Brown, D.F., & Knowles, T. (2014). What Every Middle School Teacher Should Know (Third

Ed.). Portsmouth, NH: Heinemann.