Classroom

Management

Profile

Tessa Frank
 Table of Contents

Part 1:

Personal Beliefs and Style of Classroom Management ………………………… 3

Part 2:

Routines and Procedures……………………………………………………………… 7

Plan to Maintain Appropriate Behavior……………………………………………. 14

Part 3:

Creating Classroom Environment/Climate……………………………………….. 18

First Day of School Plan……………………………………………………………….. 26

Transition and Sponge Time………………………………………………………..... 34

Part 4:

Communication Plan…………………………………………………………………. 39

Part 5:

Works Cited…………………………………………………………………………….. 48

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 Part 1:

Personal Beliefs and

Style of Classroom
Management

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 Personal Beliefs and Style of Classroom Management

In my ideal classroom, it will be a very positive atmosphere. I

want my students to know that they are cared for and loved in my

classroom. However, that does not mean it will always be easy. I

will verbally speak and write notes/comments to my students telling

them how they are doing – both the good and the bad. I want my

students to reach their potential and go even past the expectation.

That will require work though. I know I will incorporate many

different methods to master this environment, but I believe my

classroom will primarily be based off of the Assertive Discipline. I

believe that students need to hear more positive than negative

feedback. If all you make note of is the negative, that will become

what the climate is of the classroom. Telling them when they are

doing well will encourage the students to continue to succeed and

will also let the students know you acknowledging than progress

and achievements they are making in the classroom.

With this mentality, as it will be explained again later in my

profile, I will be writing notes to the students to encourage them or

to tell them that they still need to work hard but I appreciate that

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they are doing now (examples in Communication Plan). With the

assertive discipline method, I will pretty much reflect its step in which

I will only use negative consequences as a last resort – and, of

course, I will not punish the child inappropriately, physically, or

psychologically. I want my classroom to be fun and a positive

environment, but at the same time, I cannot have the students walk

over me. I will still be firm in the rules and procedures we placed

and if they are not followed even after the first two steps of assertive

discipline, I will ultimately need to give the student a negative

consequence. “By telling the students at the beginning of the

school year what the consequences will be, teachers ensure that all

students know what to expect in the classroom,” (Canter 58).

However, one idea that I really enjoy is the delayed or

“anticipatory” consequence. Having a delay of the consequence

will help the situation not interrupt the lesson and the other students’

learning and it will also let both parties, me and the student, think

about it before we continue. This will make it so our emotions are

not leading the situation and so we can communicate more

appropriately and more understandably.

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 I believe my personality influences my management style as I

like to have fun, myself but I still want whatever is happening to be

functional and organized. I also believe my personality of

expressing my emotions will come into play with the positive

encouragement – especially with the notes. When I see someone

doing a good job or simply, doing what they are supposed to be

doing, I want to let them know that they are seen, and it is

appreciated. With my feelings however, sometimes I can get my

feelings too involved. That is why I will be using the delayed

consequence technique as it will not only help the student calm

down if needed but it will also let my emotions get out of the way so

I can think clearly and have a sensible conversation with the

student. However, I know when my emotions may get in the way so

I will know before it even happens to have a delayed

consequence. Another area of my life is that I am like how I would

like my classroom to be. I am fun yet organized and like to get

things done. I believe that having these traits will help me succeed

in my classroom to help there be a balance of work and fun – and

the ability to incorporate that so we can have fun while we are

working!

5
 Part 2:

Routines and
Procedures

Plan to Maintain
Appropriate
Behavior

6
 Routines and Procedures

For my ideal classroom of a high school math class, the typical daily

agenda will look like this:

1. Bellringer activity

2. Last night’s homework questions

3. Lesson x.y (fill in the blank for appropriate lesson)/Go over

new homework assignment.

4. Groupwork activity

5. If any extra time, they will work on their homework for that

night.

Although each week will be different, the agenda will be pretty

similar through each chapter and lesson. Before the next chapter

begins, I will have Lesson 0 to have the students explore through

different activities such as a 3-2-1 chart. I will also have a review

day before each chapter test for review and obviously, a day for

the test to be passed out – which will also be the beginning of the

introduction of the next chapter if students are done early. For days

that we will be doing a quiz, my bellringer activity will be 2 questions

that are similar to quiz questions, last minute questions before the

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quiz, quiz, and then once everyone is done, we will start the next

lesson – lesson may have to be broken up into 2 separate days

depending on how long the quiz takes students.

List of procedures I will enforce in my classroom:

• Getting students attention

o I will give a verbal command such as, “Class,” or

“Please listen up.” Students will immediately stop what

they are doing, look at me, and listen for instruction.

(Wong, The Classroom Management Book 119)

o Teacher: “1, 2, 3, eyes on me!” Students: “1, 2, eyes on

you!” (Watson)

o Teacher will clap/snap in a pattern and the students

will have to repeat the pattern. (Watson)

o Teacher: “(school mascot name) believe!” Students:

“(school mascot name achieve!” (Watson)

o Teacher: “L-I-S” Students: “T-E-N!” (Watson)

o Teacher: “Class, class.” Students: “Yes, yes.” I will vary in

speed and volume and students are to follow. (Watson)

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 o Teacher: “Focus up!” Students will rhythmically clap

twice and bang on the desk once. (Watson)

o Teacher: “Here I come to save the day!” Students: “Ms.

Frank is here to save the day!” (Watson)

o Teacher: “Stop.” Students: “Collaborate and listen.”

(Watson)

o Teacher: “Marco.” Students: “Polo.” (Watson)

• Turning work in

o I will have a collection basket for each class where the

students will be putting in their assignments.

o Students when they come to class, before the tardy

bell rings, will turn in their assignments at the collection

basket.

• Missing material such as a pencil

o Students may either borrow from someone next to

them or they can borrow from me.

o The student must do so before class begins.

o If they borrow from me, they must give me their left

shoe for leverage.

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• Dismissing the classroom*

o When the dismissal bell rings, students are to remain

where they are and are not to be packing up yet.

o Once I say, “Have a great day,” they are welcomed to

pack up and leave.

o If I hold them longer than I should to get them to their

next class on time, they know that I will send an email

out to their next hour teachers informing them when

they were released.

o If there are students who are packing up or lining up at

the door before I dismiss them, the class as a whole will

not leave until everyone is back in their seats.

• What they should be doing once the tardy bells rings

o I will have a bellwork problem on the board for them to

complete.

o Once the bell rings, they should have their assignments

due turned in and are to begin their bellwork.

o Once they finish the bellwork, if I have not finished

attendance yet and started the class, they can pull out

homework questions they would like to go over – with a

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 desk neighbor who is also done or with the class as a

whole.

• What to do if they were absent the previous day

o I will have an absent folder for each classroom with

materials that were used that day (i.e., worksheets).

o Once student returns, they will go to the absent folder

and retrieve everything with their name on it so they

know what they need.

o Then they will ask a classmate near them (during free

time or before or after class starts) if there was

something extra such as information about a quiz

coming up.

I believe these are the most important procedures so, I will be

enforcing them in my classroom. I do not believe a classroom

should have a large number of procedures – or of anything for that

matter – as the students are never going to remember every one of

them. I believe these are the most important and adding more to

this list will simply overwhelm the students to the point of

forgetfulness. These specific procedures I believe to be the most

important as these are the procedures that will keep the class

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running and where there should be little interruptions in that day’s

lesson. They will know how to get started right away with no

questions being asked, know what to do once the dismissal bell

rings and everything in between. (I put an asterisk on dismissing the

classroom because every day, I will try to have the last few minutes

of class be groupwork or homework time. That means they will not

necessarily need a procedure to leave the class then. If we are still

learning the lesson however, there will be a procedure, so they do

not leave if I am mid-sentence.)

If the case ever arises that a procedure is not being followed,

there will be different ways to follow through depending on the

situation. If another student is following the procedure, I will thank

them in front of the class for correctly following the procedure in

hopes that the student who is not following the procedure will then

follow it properly. If there is not another student who is doing the

procedure, I will ask the student what the procedure is for this

specific action and will ask them to try it again correctly once they

answer. Lastly, if a larger group of the classroom is not following a

procedure, I will ask someone what the procedure is and then we

12
will practice that procedure until it appears that the students know

what to do.

13
 Plan to Maintain Appropriate Behavior

On the first day of school, I am planning on creating a

student contract with the students themselves. Before school

begins, I will have on a notepad norms and rules I would like to

make sure are included. When the students enter the classroom

and we have gone over a few things, I will have my computer

screen on the board with a blank contract up. Then is when I will

have the students work together to create their own. This is so the

students feel they have a say in what is established in the class

instead of it feeling like a dictatorship. It will also make it so if the

time ever came where a student needs to receive a negative

consequence, they know what the consequence will be as they

created it themselves. If the students did not include any of the

ones I had on my notepad, I will mention that rule or norm to them

on being added. This is so even though they are creating the

contract, it is still including what I consider to be the most important

norms and rules that I want to be established and followed.

With specific rules, we may not necessarily go over specific

rules or procedures to create as a whole on the first day of school,

so I will have a created a list of them and explain each one to the

14
students. This is so we can get everything included without it taking

too much time (we do not need to create a procedure for smaller

things like what to do if they were absent the day before. I can

have that already written up for them, so they know what to do.).

Norms:

• Respect one another and yourself

• Include others

• Be willing to try new things and be ready for all to come

• Practice safety towards yourself and others

• Be kind to everyone you meet

Rules:

• Be prepared for class when tardy bell rings

• Put cell phone away unless teacher says otherwise

• Arrive to class on time

• No cheating is acceptable

• No lining up at the door

I will make sure the rules are maintained and enforced by

reminding the students if they are about to break the rule or

15
currently are what the rules are and if a consequence is needed. If

a consequence is what is expected to the rule that was broken

(such as a detention, etc.), I will do an empathetic statement as in

Jim Fay’s Love and Logic model to empathize with them telling

them I am sorry or I understand what their actions were but since

they chose those actions and thus, breaking the rules, they will have

to follow the consequence – even if they are a “good” student,

even if this is their first time and the consequence is for the first time.

I will want these rules to be maintained and enforce so my

classroom stays organized and so everyone is completely prepared

for class each day. I will also make sure that the rules are enforced

for all students (even the “good” students), so the other students do

not feel like I am targeting them, or they think I like the other

students more as I let them get away with more. I want respect to

be served all around my classroom. If my empathetic statement still

is not working, I will follow the consequence on with the next

offense. Examples of this could be the teacher having a teacher-

student conference, a parent-teacher conference, or a meeting

with the principal (Fay, The Amazing Power of Empathy).

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 Part 3:

Creating
Classroom
Environment/
Climate

First Day of
School Plan

Transition and
Sponge Time
17
 Creating Classroom Environment/Climate

As you can see in my profile, I really want my classroom to

feel like a home for my students. With that, some characteristics to

describe my classroom would be family, safe, but still academically

challenging.

Family

Intangible:

Since I would like my classroom to feel like a house/like a

family, I want to be able to communicate with my students. Before

school begins, I will be sending each student a back-to-school letter

to welcome them to my classroom. Every month, I do plan on

sending home or emailing a newsletter to the students/parents to

keep them updated about our classroom and our school. Every

two weeks, I plan on emailing or contacting each parent to tell

them how their child is doing – both the good and the bad. Within

those two weeks though, I expect each student to receive 1-2

physical/digital notes from me about how they are doing and how I

appreciate them in the classroom. Also, at the end of the year, I

intend on sending out one last letter to each student to wish them a

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great summer vacation. (Examples of all of these are located in

Communication Plan.) This is very important to me in the classroom

as I want each child to know they are cared for. With having a

culture of family in the classroom it will create a respected

environment that will let them know they are wanted and give

them a space where they can be themselves and explore math.

Creating this relationship of family even before school starts if very

important as it shows the students how much I admire them and

how much I want them to achieve.

Tangible:

I will also have a classroom calendar. With that classroom

calendar, I will have a jar for students to leave events in. This

calendar will be one of the first things in the classroom the students

will see. It will consist of just events of the students – no due dates,

no test days – just events of the students’ lives. It will be similar to a

family calendar at home. Whether there is a softball game or a quiz

bowl match, anything my students are in, they will be posted so

other students are aware of them and can go to them as well. The

jar next to the classroom calendar will be for students to leave a

note for an event that is not school organized as I may not know

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about it. If a student has a piano concert that is not held by the

school, I will still want to go to it to cheer them on and for their peers

to be informed so they may go to it as well. The academics side of

school is very important, but it is also important for students to know

that teachers and their peers care about them more than just in the

classroom.

I will also include in my classroom many posters and signs that

are person-related instead of academically related. I will have

academic posters hung up but, as I stated previously, there is more

than just math or other school subjects that is important for the

classroom. These posters will tell the students that they are

appreciated and wanted here, that they are successful, and can

do anything they have their minds to. Having these posters and

signs will help the students become aware of what they are

capable of in the classroom and will help create the family

environment I hope to achieve in my classroom.

Having the characteristic of a family is very important in the

classroom as it “enable teamwork, cooperation, a willingness to

negotiate, and the ability to draw on one another’s skills,” (Kane). It

builds trust and relationships between teacher and student and

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even between students. Having the mindset that the classroom will

be like a family will keep the classroom organized and destined for

success.

Safe

Intangible:

With creating a safe environment, I intend to remain calm

through everything. If a student is misbehaving, I will do want needs

to be done but where the child is still respected and where I am not

involving my emotions into it. If I get frustrated or let my emotions

get it the way, I will potentially harm the relationship with the

student and with the classroom climate and it could take a long

time to regain that original climate if I achieve it at all. Instead, if I

become frustrated, I will give a delayed consequence. This gives

both me and the student time to calm down and be able to speak

to each other respectfully and to be able to understand each other

when we will go over the consequence. It also gives me time to

“anticipate whose support I might need, how [the] child might

react, and how to make sure that [I] can actually follow through

with a logical consequence,” (Fay, The Delayed or ‘Anticipatory’

Consequence).

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 Another way I will create a safe climate for my classroom is

again with the posters that I will hang up on my walls. These posters

will not solely be about togetherness or family, but they will also be

words of encouragement to let the child know that I believe in

them and there will be struggles and mistakes made, but there is

bound to happen on the road to success.

Tangible:

To have my classroom be a safe environment, I believe that it

should feel warm and welcoming. To do that, I will include string

lights and lamps throughout the classroom to give it that warm feel.

I will also have plants in my classroom to have this calm and safe

vibe. Lastly, I will have a space set up with a chair, a rug, and a

bookshelf for the students to explore in when we have free time. All

of these components will help create a classroom that is safe for all

of my students.

Having a safe classroom is very important as the students feel

comfortable to be themselves – mistakes and all. They do not fear

not knowing the answer or saying the wrong answer out loud

because they know no one is judging them and they are one step

22
closer to mastering this area. A classroom where students “feel

confident asking and answering questions, as well as contributing to

discussions and activities, is far more conducive to learning,”

(Mugabi).

Academically Challenging

Intangible:

With all I have said about how I want my classroom, I do not

want it to be a safe haven from schoolwork though. I still expect it

to be academically challenging in my classroom. I will expect

everyone to have fun, but their behavior will follow the expectations

and procedures already in place as it keeps the classroom efficient

for what needs to be learned that day. With wanting it to be safe

and a family, I will treat them as a family where I expect them to

work hard and to be successful. Some of these behaviors other

than working hard and being successful is to ask if they need help

understanding something and to listen to what their peers say as it

could bring a new perspective to how they thought about it. I will

also want them to do some flipped learning where – whether

individually or with a group – they learn the standard on their own

23
through their thoughts and methods of working through it. Of

course, we will come together as a class and learn when needed

but one way to make the classroom academically challenging is to

have the students figure it out instead of the teacher telling them

how to figure it out.

Tangible:

With having the classroom be academically challenging in

mind, there will be materials I will need to help with that. I hope to

have numerous classroom supplies such as posterboard, scissors,

whiteboards, etc., for the students to work on and create projects

to push them more academically. I will also have my classroom

and my desk very organize and I expect the students’ desks to be

organized as well. Having a clean and organized area makes the

learning process so much easier to understand. Having an

organized desk also creates an organized brain where it will be less

work to grasp a concept or to go back and remember something –

as there will be less things the student will have to think about.

A classroom should obviously be weighed on academics, but

why should be academically challenging? Academically

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challenging classrooms focus on learning activities that are rigorous

that involve active participation and collaboration. “Students are

more engaged with their learning when they receive high

expectations and believe that being in school will enable them to

do something positive in their lives,” (Barge, 1).

Here is a classroom arrangement diagram to help understand how I

would like my classroom set up!

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 First Day of School Plan

Before class (0 mins)

• Have a clear sign outside on the door that states the teacher,

room number, and the teacher’s class schedule of each

hour.

• Have a copy of a Student Information Survey for students to

pick up at table next to door.

• Use the whiteboard to show the seating assignments.

Greet at the Door (6 mins/1 min into class time)

• Welcome each student (hopefully by name) at the door with

a hello.

• Make sure every student is in their right seats at the right time.

• Remind the students of the following: (1) To find their seat is

with the chart on the board, (2) please complete the bellwork

of the Student Information Survey

Welcome and Introduction (10 mins/00:01-00:11)

• Welcome everyone to the first day of school and ask the

students to finish the bellwork in the next few minutes.

26
 • Take attendance during that time. (Using seating chart for

help if needed)

• Welcome again and introduce myself

• Show tidbits of myself and my life.

• Stress that I am very excited to be back at school and that I

look forward to a successful year ahead.

Rules/Policies/Procedures (15 minutes/00:11-00:26)

• (I will have a copy of what I would like to include into this as

well)

• Students and teacher will use this time to go over school rules.

• Both parties will use the white board to create their own set of

rules so the student feel like they have a say in the classroom

environment as well.

All of this is essential for the first day of school as it will impact

the rest of the year. Already knowing the students’ names and

letting them know a little bit about myself will help create that

relationship and two-way respect immediately. Also, going over the

rules and procedures is very important because the students will

27
know what they will need to do for the rest of the year and the

teacher will not just “assume” that the students already know. The

student interest survey is also very important as it will help the

teacher figure out what each student prefers for learning instead of

figuring it out over the course of the school year and easily getting

contact information of their parents.

Here are some materials I will also have on the first day of school!

• Teacher Class Schedule:

28
• Seating Chart:

29
• Student Interest Survey:

30
• First Day of School PowerPoint

MS. FRANK

31
• First Day of School PowerPoint cont’d

32
• First Day of School PowerPoint cont’d

33
 Transition & Sponge Time

Academic transitions and sponges are important in the

classroom as it will help the teacher remain in control of the

classroom. Without academic transitions especially, it can be very

hard to regain the class’ attention if we have to transition to

another topic area. Having these academic transitions and

sponges will help make it where every minute in the classroom is

used towards learning instead of regaining control as the teacher.

Here are some academic transitions and sponges I plan to use in

my classroom (Wedgwood).

Academic Transitions:

1. Close. Prepare. Refocus. (Wong, The First Days of School 201)

a. Close: Give students a warning time (i.e., “In two

minutes, we are going to…”)

b. Prepare: Make the expected actions known (i.e.,

“Please clear off your desks and move them back into

rows.”)

c. Refocus: Give conscious instructions for next activity

(i.e., “After you move your desks back into rows, open

your textbook to the beginning of section 3.5.”)

34
Academic Sponges:

1. Tweet the Lesson (1 minute): In 140 character or less, the

students are to “tweet” what today’s lesson was about or to

“tweet” as if they were the mathematician discovering this

new formula, theory, etc.. They must also use at least one

hashtag. (Wedgwood)

2. Be the Teacher (3 minutes): I will ask one student to “be the

teacher.” They will come up to the front of the class and give

a brief overview of the lesson. They will be address by the

other students as Mr. or Ms. LastName and they will also be

asking some of the students in the class questions to see if

they understand the lesson. (Wedgwood)

3. Vocabulary Hangman (2 minutes): This can be done in one

whole class group or in partners. Using vocabulary from this

section/chapter, we will participate in the game, Hangman.

After the word is guessed, I will ask the students to give a

definition of the word or an example of it. (Wedgwood)

4. Journal Writing (3 minutes): Even though I will be in a math

classroom, I know how important reading and writing is. If

there is extra time for some students (i.e., said students finish a

35
 quiz/test before the others), I will give them a writing prompt

to write about in their journals. (Wedgwood)

5. Reinforcement Activities (3 minutes): I will have a basket

placed on a table that will include small one-page

worksheets with problems of this section/chapter. This will

make it so the student is still engaged with this specific subject

even if they are done with today’s materials. (Wedgwood)

6. Required Reading (2 minutes): If a student finishes their work

earlier, I can have required reading which will be links posted

online of recent or interesting short articles about math.

(Wedgwood)

7. VoBACKulary (2 minutes): One student will have their back to

the whiteboard where I will then write a vocabulary term on

it. The students in the classroom will have to help the student

with his back turned figure out what the vocabulary term is.

(Wedgwood)

8. Questions? (2 minutes): I will ask the class if there are any

questions pertaining to what we have been learning. Instead

of answering them, I will see if there is another student who

can answer it for them. This will answer any questions they

36
 may be confused on and will promote a good classroom

discussion. (Wedgwood)

9. I am/Who is (3 minutes): Each student will have an index

cared that will say who they are and will ask a question on

who someone is (i.e., I am x + 4. Who is the 4 times more than

x2?). I will start with my index card and if done correctly, the

line should go through each student until it is back to me. We

can do this for time or after we did it once, if there is still time,

people can switch their cards and go again.

37
 Part 4:

Communication
Plan

38
 Communication Plan

I will be planning to communicate to all the

parents/guardians and the students before class begins for the

school year. With this initial contact, I will inform both parties what

they can begin to expect for the school year (a basis of what the

class will consist of for the semester/year). I will also include what to

bring on the first day of school and a little bit about myself and my

classroom and how to contact me. This makes it so both the

parents and the students know how to contact me even before

school if they have any questions. This will also create a beginning

of a connection between us three so they are more comfortable in

my classroom and so I get to know the students quicker and

possibly easier than without.

During the school year, I will try to contact each student’s

parents at least 1-2 times a month just to let them know how their

child is doing – the great and the not-so-great. Even if the student is

not acting up, does not mean that the parents should hear how

their child is doing. Some students need that praise to know they

are loved and cared for! If there is a student that is needing some

more help (academically, behaviorally, etc.), I will also be in

39
contact with them. Typically, through word-of-mouth but also

through email or notes to help them along the way. I also plan on

at least 1-2 times a month writing a short note for each student. As I

said previously, some students need to have these words written

down for them so they know that there is someone who is on their

side.

During the school year, I will also be in contact with the

principal on disciplinary reports and praises of the students/classes.

This is so they are aware of some behavior (both good and bad)

and can respond appropriately.

Lastly, at the end of the year, I am planning on writing one

last letter for the parents and to the students. it will include a thank

you for a great school year, some highlights of the year, and a

personalized note for the students. Even though they may not be in

my classroom anymore, does not mean they are not cared for by

me.

40
Here are some examples that I stated earlier!

• Welcome back to school letter:

Class News

Ms. Frank
(989) 000-0000
myschoolhigh.com
tfrank@myschool.edu

Welcome back to school!

Dear students and parents,
I hope you had a fun and exciting summer! The beginning of the school year
is right around the corner and I am anxiously waiting to meet all of you. I am
very excited to be your Algebra 1 teacher!

Upcoming Events About me: I have always dreamed of being a teacher! Actually, almost
everyone in my family are teachers so I guess it’s in my DNA. I studied
Home Football Game
Secondary Math and English Education at Spring Arbor University and have
9/9 @ 7 pm
been at My School for # years now! Although I have always lived in
Math Exam 1 Michigan, I have been to 48/50 states. (I am also a sucker for brownies!)
10/1 I believe in a strong parent-teacher relationship. I expect you, as the
parent/guardian, to be involved in your child’s school life as well. Whether
Picture Day
that be email, phone calls, or stopping by for an in-person meeting, I’m all
10/15
for it! I am planning on contacting you all frequently throughout the year for
successes and concerns with your child. This is so the child can reach and
surpass their goals and so they know everyone – at home and at school – is
on their side rooting for them.
Meet the Teacher is scheduled for August 23rd from 5-7 pm. I look forward
to meeting all of you! 😊

41
• Bi-weekly email to parents:

42
• Student Behavior Contract

43
• Disciplinary Report:

44
• Letter home after school:

45
• Letter to student:

Hey, J!

You have been doing

really amazing this
week! I love how you
are using your time well
and accomplishing so
much. Keep being a light
in this classroom!

- Ms. F

46
Part 5:
Works Cited

47
 Works Cited

Barge, John D. “Teacher Assessment on Performance Standard 8:

Academically Challenging Environment.” TKES Quick Guide,

Georgia Department of Education, 1 June 2014,

www.gadoe.org/School-Improvement/Teacher-and-Leader-

Effectiveness/Documents/FY15%20TKES%20and%20LKES%20Do

cuments/QG%20-%20TKES%20-

%20TAPS%208%20Academically%20Challenging%20Environm

ent.pdf.

Canter, Lee. “Assertive Discipline: More than Names on the Board

and Marbles in a Jar.” The Phi Delta Kappan, vol. 71, no. 1,

1989, pp. 57–61. JSTOR, www.jstor.org/stable/20404058.

Fay, Charles. “The Amazing Power of Empathy.” Love and Logic,

Love and Logic Institute, Inc, 16 July 2020,

www.loveandlogic.com/blogs/our-blog/the-amazing-power-

of-empathy.

Fay, Jim. “The Delayed or ‘Anticipatory’ Consequence.” Love and

Logic, Love and Logic Institute, Inc,

www.loveandlogic.com/pages/the-delayed-or-anticipatory-

consequence.

48
Kane, Kate. “Back to School: Why Creating Classroom Community Is

So Important.” NAEYC, National Association for the Education

of Young Children, 12 Aug. 2016,

www.naeyc.org/resources/blog/why-creating-classroom-

community-so-important.

Mugabi, Timonthy. “How to Create a Safe Classroom.” Classcraft,

Classcraft Studios Inc., 19 Nov. 2020,

www.classcraft.com/blog/how-to-create-a-safe-classroom/.

Watson, Angela. “50 Fun Call and Response Ideas to Get Students'

Attention.” The Cornerstone For Teachers, 18 Apr. 2018,

thecornerstoneforteachers.com/50-fun-call-and-response-

ideas-to-get-students-attention/.

Wedgwood, Ken. “Transition & Sponge Activities.” Wedgwood

Science, Weebly, www.wedgwoodsci.com/transition--

sponge-activities.html.

Wong, Harry K., and Rosemary T. Wong. The First Days of School:

How to Be an Effective Teacher. Harry K. Wong Publications,

2009.

Wong, Harry K., et al. The Classroom Management Book. 2nd ed.,

Harry K. Wong Publications, Inc., 2018.

49