Classroom Environment Plan

Spanish I and Intro to Spanish

INSTRUCTOR: Ms. Molly Young
youngmo@nlrsd.org

My Mission Statement
As a Spanish teacher, I will promote empathy and curiosity while teaching my
students how to communicate about their lives and communities. I will listen
compassionately and share my adventurous spirit with my students so that our
classroom becomes a place where curiosity and independent thinking are
celebrated. By learning more about ourselves and Spanish-speaking countries
through authentic communication, we will work hard toward a future where
interactions lead to a loving and more understanding view of “others.”

Classroom Vision
I envision a classroom where students are confident and resilient in their studies.
They are supportive of one another and trust that their classmates and myself will
support them as well. Each day is filled with creativity, laughter, and socialization.
The joyous environment does not distract from the rigors of the content, rather it
emphasizes the enthusiasm for learning that the class holds. While student agency
is an accepted part of the classroom, parents are also confident in their knowledge
of the class and inclusion in the community. Together, students will grow in their
communicative abilities, global perspective, and interpersonal relationships -
building skills integral to their current studies and future careers. I will facilitate this
environment and the learning of these skills primarily through relationship building
and intentional lesson planning. Through thoughtful classroom design, I will
enforce routines that give students a voice and active role in the classroom. I will
hold students to high academic and behavioral expectations. I will give them my
best because they deserve my best.

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 ● Class Values
○ Self-efficacy
○ Curiosity
○ Empathy
● Classroom Beliefs
○ Somos brillantes
○ Somos lideres
○ Somos el futuro

Classroom Procedures

● How to get a pencil

○ Students bring pencils/pens to class
○ If a student does not have a pencil/pen, I will have golf
pencils available
● How to sharpen a pencil
○ Students may sharpen their pencil when it is not during
direction instruction time
■ Independent work, transitions, and before class
○ If during seated independent work, students will signal
a request to sharpen their pencil with 1 finger raised.
○ Only 1 student at the pencil sharpener at a time
● How to ask to go to the bathroom
○ Students raise their hand with the sign language
gesture for “r” to request to go to the restroom.
○ Students may request to go to the bathroom during
independent work time.
○ Students will sign out and sign back in when leaving for
the restroom
○ Students will use the color-coded pass and go to the
designated restroom

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 ○ If a student uses the bathroom multiple times a week, I
will conference with that student and possibly their
guardian on next steps.
○ Student’s may not use restroom during first or last 10
minutes of class
○ Only 1 student may use the restroom at a time
● How to enter the classroom
○ I greet students at the door
■ In Spanish, I say hello and ask how they are
doing
■ We high-five, hug, wave, or some other greeting
○ Students check in on the mood meter
○ Students get out their supplies, have a seat, and begin
the bell ringer
○ Students complete the bell ringer at a level 1 (whisper)
○ Students save questions for after I have taken
attendance
■ Students may leave seat to sharpen pencil if
necessary without permission
■ No more than 1 student sharpening pencils at a
time
○ I take attendance and then answer questions, observe
student work with remaining time
○ Timer for 5 minutes begins when late bell rings
● How to leave the classroom
○ Complete Exit Ticket
○ Complete Goodbye Mantra with Srta. Young
○ Clean Up Immediate Area
○ Straighten Desk
○ Stand behind desk until bell rings
○ When the bell rings, say adios to Profe Young who is waiting at the door
● How to know to get silent
○ I will use a variety of attention getters, verbal and visual

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 ■ Students repeat a rhythmic hand clap
■ A,E,I, O, U > Un burro sabe mas que tu
■ Qué te pasa > calabaza, Nada nada > limonada
● How to ask for help
○ During a lecture or story, students can make the “roca/papel” gesture to
signal confusion
○ During independent work, students may raise their hand.
● Collecting/Returning Work
○ Students will make sure their name and number are on their paper
○ Students will turn in all in-class work into the designated class bin
○ Work with no name will be collected and saved by Srta. Young. Students may
request to look in the bin for missing assignments. After the date late work is
due, all work in the bin will be recycled.
○ Once work has been graded, I will pass back work during independent work
times. Tests will be taken back up, but students may keep everything else.
○ Some assignments may be completed and turned in through Google
Classroom
● Taking attendance
○ As students complete their beginning of class routine, I will take attendance
in TAC
● Student Self-Grading
○ When grading quizzes, students will put their pencil under their desk.
○ A student will pass out colored pens
○ I will call out correct answers and students will draw a line through the
number of missed questions
○ I will then collect assignments and total their scores.
● Going to the Nurse
○ If a student has a small wound that is bleeding, I will have band aids
available.
○ If students have a headache, I will recommend that the student get some
water and take 10 deep breaths.
○ If it is an emergency, such as: a student is vomiting, is noticeably feverish, is
having an allergic reaction, or has a wound too large for a band aid, they may

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 go to the nurse. They will sign out/or be signed out and go with a Nurse
pass. Another student may be sent if the student needs help. This student
will be signed out as well.
● Leaving the Classroom for Other Reasons
○ Students may not leave the classroom to get work or supplies from another
classroom.
○ If students are called to the office/another room or are running an errand for
our class, they will sign out and take a written pass
■ Students may not leave the classroom without getting permission.
■ Students may not go to the office or another teacher without direct
communication from an adult in the office or the teacher.
● Participation During Whole-Class Instruction
○ Students should practice active listening: eyes on speaker, ears listening,
mouth closed, and body turned toward speaker
○ Students may choose between 2 desk options:
■ Desk Completely Cleared
■ Sheet of Paper and Pencil on Desk for note taking, doodling for
comprehension
○ During formal lessons, students should signal confusion or questions using
appropriate signals, hand raise or “roca-papel”
○ During stories, students should actively participate by saying answers aloud
(in Spanish), making noises, or doing appropriate hand gestures (for TPR).
When they have questions or are confused, they should still use the
appropriate hand gestures.
● If students do not understand
○ Students can signal in the moment with appropriate hand gestures
○ They may ask questions during independent work time
○ They may email me with questions
○ They may request a pass to visit me during advisory period
○ I will try to record as many input activities as possible to upload to Google
Classroom so students may view to review
● Transitions

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 ○ I will give clear, MVP (Movement, Voice, Participation) directions about
transitions
○ I will start a timer and/or music
○ Students will follow directions quickly and quietly (no higher than a level 2)
○ Students will be seated and working when the timer or music goes off
● Rules for Working in Groups
○ Expectations: Listen Carefully, Keep an Open Mind, Share the Stage, Stay on
Task, Stay Positive
○ Roles: Recorder, Speaker, Manager, Reflector, Time Keeper
○ If a conflict arises, there are several options to resolve:
■ Roca, Papel, Tijeras (2 out of 3)
■ Vote
■ Ask for help from Profesora Young
○ If your group needs help, the manager may request it from Profesora by
raising their hand
● Heading Papers
○ Students should head every paper with their First and Last Name, Class
Period, Date, and Number
● Noise Level
○ Students will meet noise level expectations at all times. They will be posted
visually and stated verbally.
■ Level 0 - Silent
■ Level 1 - Whisper
■ Level 2 - Normal Voice
■ Level 3 - Presentational Voice
■ Level 4 - Outside Voice
● Communication Home
○ I will update at least 2 grades every week in HAC
○ I will contact parents 1 week before midterms if grades are below 80%
(Spanish I) or 70% (Intro to Spanish)
○ I will contact parents 2 weeks before quarter grades are due if they are below
80% (Spanish I) or 70% (Intro to Spanish)
○ I will contact parents with positive or concerned comments

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 ○ I will post classroom news on Google Classroom
○ I will send out a quarterly newsletter with information, resources, and a
feedback survey
● Absent Student
○ When a student is absent, they are responsible for completing that day’s
lesson digitally.
■ When possible I will record input activities so students may view them
on Google Classroom.
○ Any missed quizzes or tests will be made up on the day the student returns.
■ Alternatively, students may schedule a time to take the assessment.
● If I am Absent
○ Lesson Plans will be printed and ready in the Lesson Plan File Box along with
necessary seating charts, attendance sheets, and notes
○ I will email administration and a partner teacher to ensure the substitute has
the necessary materials
● Classroom Presenters/ Participators
○ Family Members are welcome to observe our class upon requesting at least a
week in advance and pending administrative approval.
○ Volunteers are encouraged to sign up during PT Conference Nights and Open
House
○ Presenters are also welcome but must request two weeks in advance and be
approved by administration

Classroom Discipline

Class Rules *For students who frequently struggle with

1. Respeto > Para mi, para ti, para todos meeting expectations, I will 1-1 conference

2. Mantengase a Salvo with them to create a behavior contract and

3. Escucha y Sigue las Instrucciones share plans with guardians.

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Discipline Plan
4th Infraction - Referral

1st Infraction - Verbal Warning *Profesora Young reserves the right to adjust the plan
according to the severity of the infraction.
2nd Infraction - Reflection

3rd Infraction - Contact Home and Separation

from Group

Classroom Policies
Tardies
● Students are considered tardy if they are not in the classroom when the bell rings
● Tardies will be recorded in TAC
● Consequences follow school procedures
● If a student begins a pattern of excessive tardies, I will first contact his/her guardian. If it
continues, I will then refer the student.
Late Work
● I will accept late work, up until the two deadlines each quarter (the week before the
mid-point and quarter grades being due)
● Any assignments turned in late, will automatically lose one letter grade off of the
assignment. For example, if a student turns in homework late and it would have received an
80%, they will receive a 70%.

Make-Up Assessments
● Missed tests and quizzes will be made up during the next class period a student is present.
● I am also available during the advisory period. Additionally, a student may contact Ms.
Young through email for alternative times as long as it is at least 2 days in advance.
● After a week of not making up the assessments, a student can only receive as high as a 60%
on the test. The grade will remain a 0% until made up.
● If there are extenuating circumstances, exemptions or extensions can be made.
Class Materials
● Students will come to class with a Spanish-class folder, pencil, and headphones.
● Additionally, colors, scissors, highlighters, and pens are useful but Srta. Young will have
some available.

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Academic Honesty
● Cheating is sharing assessment questions before it is taken or answers (before/during) or
sharing independent work with another student, either giving or receiving, or using
resources that are not allowed on the assignment. This can be visually, verbally, written,
sent in a message, etc.
● If a student cheats on an assessment, they will be given a 0 until the test is made up. (See
Make Up Assessment Policy).
● If a student cheats on an assessment, Ms. Young will contact home and document the event.
● If academic dishonesty continues, the student will receive a 0 and disciplinary action may be
taken after conferencing again with parents.

Restoring Relationships
When students have frequent infractions in class, I will intentionally seek to restore our relationship
using activities tailored to their Love Language.

Words of Affirmation Quality Time Gift-Giving

-Unprompted note saying
what I admire about them
- Compliment student in
front of class, several times
throughout the week
- Write a thank you note
- Positive call home
-Use student’s work as a
good example
-3 minute chat every day
-Invite them and a
friend(s) to lunch
-Invite to help with a
project during the
advisory period
-Giving them a small treat
outside of class
-Show up to their game,
performance, or other
extracurricular activity
(gift of time)
-Make a small gift
personalized to them
-Bring treats for team
practice

Physical Touch Acts of Service Other

-High-five -Offer to help them -Invite students and
-Fist-bump organize something family on an outing outside
-Shake hands -Invite to office hours to of school (McDonalds,
- Make up a handshake help with work/ Park, Etc.)
together homework - Choose student for
- Hug - Volunteer with their Special Person interviews
team or program they care
about

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Incentives and Rewards

Individual Rewards

● Thank you note from Teacher or Classmates

● Positive call/text/note home
● Selfie Space - Allow class to nominate student of the month
● Free Seat Coupon
● Stickers
● Chili Peppers

Whole Group Rewards

Whole group rewards will be earned through goal setting or class competitions.

● Pie Profe in the Face (month)

● Candy for Everyone (daily)
● Pinata Party (month)
● Class Outside (weekly)
● Make a Class Shirt (month)
● Design a Day (month)

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