Alyssa Tanner

Classroom Management Plan

My Philosophy:

A teacher plays an important role in creating a positive and safe classroom environment that facilitates student learning. I
believe teachers are like defensive players in a sports game because they are tasked with actively defending a quality learning
experience for students from anything that would derail it. With a class full of different personalities and unique challenges, teachers
must be proactive about managing a classroom by minimizing distractions and threats. It is imperative that teachers wisely address
student behavior not only for the student’s sake, but for the greater good of the whole class. If misbehavior is not dealt with
consistently, it could have serious implications in the classroom, ultimately undermining the teacher’s authority and contributing to a
chaotic climate.

Furthermore, there are several situations that trigger student misbehavior. First, if a teacher’s expectations are ambiguous, then
students may act out because of the lack of structure and clearly defined boundaries. Another explanation for misbehavior is that
students might be trying to test the teacher due to their inconsistency with delivering consequences and maintaining a standard for
behavior. Finally, a considerable amount of disruptive behavior is underscored by a genuine need for attention. Students use a poor
choice of words and actions to cry out for help instead of directly expressing themselves in a respectful manner. For these reasons, I
believe that teachers should honestly reflect on their own classroom management practices to evaluate their effectiveness. They should
follow up that reflection and revision process with a private conversation with each problematic student. During those discussions,
teachers should seek to understand the student, address the concern, and work together to establish a behavior goal. A relational
approach is incredibly effective because it fosters a positive connection between students and their teachers. Moreover, using positive
reinforcement to influence behavior, specifically intrinsic motivators, is a highly rewarding tactic. Should students not respond to
these measures and persist in misbehaving, it may become necessary for teachers to take disciplinary action and inflict consequences.

On another note, I believe teachers need to be intentional about creating a healthy classroom culture by establishing and
reinforcing core values. This must take place at the very beginning of the school year, prior to students even walking onto the school
property. Before educators can expect their class to behave in a certain way, they must first identify and deeply internalize their own
values. Teachers release whatever they carry, pointing to the importance of embodying qualities they want their students to possess.
Personally, my ideal classroom culture will be built on trust, integrity, affirmation, and respect with an emphasis on connectedness
through relationship. As my students develop in these capacities, it is my desire to surround them with grace and to support them
through accountability.
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General Classroom Management Plan

Establishing
Classroom  On the first day of school, we will have a discussion about our class rules and an opportunity for students to
Rules sign the class contract. This collaborative conversation will entail
the following:
o The primary purpose of school: to learn.
o Why rules are important.
 To create a positive, safe, and orderly classroom
environment where all students can succeed.
 To maximize freedom within clear boundaries.
 To not let anything interfere with teaching,
learning, and having an enjoyable year.
o What a class would look like without rules.
o Our 5 class rules on a poster and what each of them
means, including specific examples.
o Why each particular rule will help students succeed.
 We will also work together as a class to create a list of rewards
for keeping these rules. This list may include the following:
o Fun Friday, free recess, raffle drawings for various prizes
(special chair/bean bag, desk pet, sit next to a friend, etc.).
 Finally, we will review the consequences for breaking the rules.
1. General class reminder
2. Individual reminder/warning
3. Student conference with teacher
4. Fix-it ticket, call home
5. Office referral
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Creating a
Growth Creating a Growth Mindset Culture:
Mindset  Growth mindset posters will decorate the classroom walls.
Culture and  During the first month of school, I will teach a series of growth mindset lessons with interactive activities.
Forms of These lessons will educate students on the differences between a fixed and a growth mindset as well as equip
Positive them with the strategies and language to succeed.
Reinforcemen  At the beginning of the year, students will set SMART goals for themselves (3 academic, 3 social, and 3
t emotional goals). These goals will be displayed on the growth mindset wall.
 On a weekly basis, students will engage in self-reflection as they respond to prompts in their mindset journals.
 I will praise students for their effort, emphasizing the process of learning rather than their intelligence.
 I will model and encourage the use of growth mindset language, such as adding “yet” to the end of sentences.
 Through challenging learning exercises, I will help students persevere in their learning while expressing the
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value of their hard work and the long-term benefits.

 With many assignments and tests, students will be able to fix their work and learn from their mistakes.
 We will frequently celebrate successes in the classroom. Students can contribute to the success wall in the
classroom by writing a specific success they’ve had on a sticky note.

Creating a Culture of Positive Reinforcement:

 Throughout the week, students will have the opportunity to fill out shout
out cards to highlight their peers. At the end of each school day/week, I
will read some of the shout out cards and will encourage students to
share their shout outs with the class.
 I will model and promote smiles, high fives, and compliments.
 Giving students specific praise is key in motivation. “I love the way you
listened carefully to your partner with good eye-contact.”
 Instead of emphasizing misbehavior, I will frequently point out examples of desired behavior. “Jessica is
sitting so nicely, showing me that she is ready to learn. Thank you, Andrew, for cleaning up your area and
pushing in your chair. I want everyone to notice how Claire is working really hard and staying focused.”
 Quality student work will be displayed in the classroom to inspire excellence, creativity, and hard work.
 Special awards will be given out on a daily, weekly, and monthly basis to acknowledge student success.
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Addressing
Misbehavior Callbacks and Other Attention Getters:
(How will you call  Teacher: “Waterfall” = students: “Shhh” as they move their hands like a
your student to waterfall in the air before folding their hands like rocks at the bottom
give you their
attention, stop  Teacher: “Chocolate” = students: “Milkshake”
students from  Teacher: “123 eyes on me” = students: “123 eyes on you!”
conflict, what  Teacher: “Mac and cheese…” = students: “Everybody freeze!”
consequences and
rewards will you
 Teacher: “Ready to listen?” = students: “Ready to learn!”
use to incentivize  Teacher: “Hocus pocus…” = students: “Everybody focus!”
good behavior and  Teacher: clapping pattern = students: imitate clapping pattern
motivate  Teacher: “Give me 5” while raising hand in the air
students?)
 Teacher: “5, 4, 3, 2, 1” to give students time to finish
discussing/working/moving before demanding their full attention

When misbehavior occurs or conflict arises, I will…

 Observe the situation before jumping in immediately, careful to respond and not react.
 Get the attention of the student(s) and stop the activity.
 Address the problem privately, if possible, to avoid shaming the student and to preserve a healthy relationship
with them.
 Seek to understand the student, not being too quick to judge or blame them.
 Affirm the student in their value and worth, reminding them of their true identity. “This is who you are…I
know that you are…Your behavior did not reflect what I know to be true about you…”
 Give the student an outside perspective of the situation by modeling the misbehavior I observed, explaining
how it disrupted learning and impacted others in the class.
 Clarify my expectations and equip the student with strategies to succeed should a similar situation arise.
 Give the student opportunities to prove their change in behavior, rewarding them for improvement.
 Speak about the student’s purpose and potential, helping them to build a vision for their life and reflect on how
the implications of their actions.
 Take advantage of the opportunity to teach SEL skills.

Turning in
Assignments/  For some in-class assignments, I will grade them as students are working by giving them stamps, stickers, or
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Grading and stars to indicate accurate completion. As I walk around the classroom and monitor student work, I can provide
Feedback in-the-moment feedback so that students can make the necessary changes. Grading classwork long after
students have moved on is not as effective in having students identify and fix their mistakes. This technique of
checking for understanding will help me to make immediate adjustments to instruction and ensure that students
have the correct understanding of the content.
 Other assignments and tests requiring more in-depth grading will be turned in to the designated turn-in bin. For
each major assignment, project, and test, students will be given a clear rubric that will show them the path to
success. I will use standards-based grading to score students on a 4-point scale and provide them timely
feedback that is specific and constructive. Students will be able to fix their mistakes and improve their work.

Classroom
Jobs:  Every month, students will have the chance to volunteer for a new classroom job. Classroom jobs help to
(paper passer, delegate responsibilities, empower students, maintain order, and effectively run a school day. There may be
board cleaner, several students for certain jobs.
errand runner,
etc.) o Line Leader – leads the class to the next destination
o Line Monitor – makes sure that everyone is quiet, in a line, and that no one is left behind
o Door Holder – holds the door open for the class
o Paper Passer – distributes papers to the class
o Collector – collects papers and supplies after an activity
o Messenger – runs errands for the teacher to other classrooms, the office, etc.
o Chromebook Assistant – makes sure all Chromebooks are plugged in, stored nicely, and helps students
with any technology problems
o Teacher Assistant – helps the teacher with tasks that are not assigned to a specific job
o Floor Monitor – makes sure there are no scraps or trash on the floor
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o Desk Inspector – makes sure desks are clean and organized

o Greeter – greets students in the morning as they walk into the classroom
o Supply Chief – frequently checks all of the supplies and notes any that need to be replaced
o Attendance Taker – takes note of students who are absent and late
o Librarian – makes sure all of the books are organized and stored nicely
o Directions Assistant – reexplains the directions to students who missed them
o Dismisser – dismisses students individually or by table to recess, lunch, and to go home
o Nurse Buddy – walks students to the nurse who need assistance
o Substitute – fills in a role when a student is absent

Seating
Arrangements  I will design a seating chart to create an optimal learning environment and strategically place students
(open seating, according to personalities, behavioral tendencies, and academic abilities. A seating chart will be a helpful
groups, rows of resource for substitute teachers and for taking attendance. Ideally, the seating chart will change every month to
desks and any
necessary rules keep the classroom experience fresh as students gain a new perspective and a new partner to collaborate with.
for how your  Depending on my students and the furniture in my classroom, I will either arrange the class in table groups of
chosen four or groups of two in desks facing the front of the room. These seating arrangements will allow students to
arrangement) work together and learn from each other. However, since excess talking and distraction will likely occur, I may
need to establish a group point system. Well-behaved groups could be rewarded with flexible seating options
(bean bags, wobble stools, exercise balls, etc.).
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A Day in the Life

Classroom Management Plan
Class Min. Classroom Management Issues/Rules/Plans
Schedul Activity Classroom Management Strategies
e
8:00- 8:00- Come into class, distribute breakfast, Before students come into class, they will line up quietly outside the door.
10:00 8:15 and engage in writing journals, check As students enter the class, I will greet them at the door with our designated
ELA homework Greeter while smiling and looking each student in the eyes as I welcome
Block them by name.

Students will efficiently put their backpacks away, get their supplies ready,
and begin writing in their journals quietly. I will stamp student homework
in the meantime.
8:15- See above. Some students get done If students get done early, they can eat their breakfast and/or read silently
8:30 early. What will they do? after referring to the poster below.

8:30- Literature Circles/Guided Reading:
8:45 Students need to get into their groups
while you pull students for Guided
Reading. What procedures will you
use to dismiss them, make sure they
have the materials they need, and stay
on task? How do you keep all
students on task while giving
individualized attention?
8:45- Literature Circles/Guided Reading
9:00 continues, two groups finish their
books. How will you have them
clean up their area and go back to
their seats?
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Before the class transitions into literature circles, I will clearly explain my
expectations, assign roles, and distribute the materials to each group in bins.
Then, I will play the music we use for our transitions. Students will have the
length of the song (30 seconds) to quietly move into their groups and get
working. I will also display a 25-minute countdown timer on the screen.
Once the class is focused and set into motion, I will pull students to a table
in the corner of the classroom for Guided Reading. While working with
these students, I will monitor the class by frequently scanning the room,
noting the noise level, and picking up on off-task behavior. Students will be
aware that I am paying attention to them.
For groups that finish their books early, there will be reflection questions
displayed on the screen that can deepen their discussions. These questions
will guide students in making text-to-self, text-to-text, and text-to-world
connections.

9:00- Explicit Teaching on vocabulary.
9:15 Student need whiteboards, markers,
and erasers. How will you allow
them to respond to your questions?
How will you release them to Think-
Pair-Share? How will you send them
back to their desks to do cooperative
group work for their vocabulary a
lesson?
9:15- Cooperative group work around the
9:30 vocabulary assignment where they
have to do a word sort with Latin
roots and their definitions and then
create words out of them. How do
they go back to their desks? In teams
or to their normal seating groups?
How will you set up getting the word
sort cards to them, what rules will
you establish for the assignment?
How will you monitor them?
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Once the 25-minute timer stops, I will use a callback to get everyone’s
attention before giving specific instructions for cleaning up quickly and
quietly returning to their seats. Then, I will count down from 10 to
maximize efficiency.
Students will have access to their whiteboards,
markers, and erasers at their desks. I will remind them
that using whiteboards is a privilege because we could
do the same practice on paper. With that being said, I
will explicitly tell them that I should not see anyone
drawing on their whiteboards beyond what is required
for the vocabulary lesson. When I see that most of the
class is done writing, I will say, “3,2,3, chin it,” and
students will show me their responses by holding up
their whiteboards under their chins. For our Think-
Pair-Share discussions, I will partner students up by
giving each child a card with a matching pair. After
students partner up and discuss, I will say, “waterfall,”
to get their attention. Before students go back to their
desks to do cooperative group work, I will explain what they need to
accomplish and how to respectfully interact with each other. Students will
need to take turns sorting the Latin roots and their definitions before
creating three words for each root. I will clearly model my expectations.
I will make a game out of the transition time. Table groups will compete
with each other to see who could return to their seats the quickest and the
quietest. I will reward the winning table with table points. Then, my paper
passers will help to distribute the sort cards. In the previous section, I
established the rules for the assignment before students went back to their
desks. I will monitor the class by walking around the room and by
providing specific feedback, gentle reminders, and positive praise.

9:30- Centers: Students will engage in
9:45 small group cooperative learning
around 5 centers that support them in
several areas of ELA. Students are
already familiar each of the Centers.
Will you create group work where
they rotate together or allow the
students to work alone or in pairs that
independently go to each Center. For
either choice, describe the necessary
procedures you will establish and
how you will monitor them and hold
them accountable to engaging the
assignment appropriately?
9:45- Centers continue. What is your plan
10:00 for G.A.T.E. students who get done
early, students who have a hard time
staying on task, and groups/pairs that
aren’t working well together?
Recess 10:00- How will you release your class for
10:15 recess?
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Each Center will be numbered and have a basket of materials. Students will
rotate through the Centers with the people in their table groups, completing
each activity in pairs. A 10-minute timer on the screen will signal when to
rotate, in which groups will move clockwise. Since there will only be
enough time for each group to experience three of the centers, they will
finish the remaining two tomorrow. To ensure that students are engaging
the assignment appropriately, I will monitor the class by walking around the
room and observing each of the Centers. Students will turn in any
worksheets that they complete in the Centers as well as fill out a short peer
assessment to keep them accountable.
G.A.T.E. students who get done early can select a challenge activity located
in the basket at their Center. This challenge activity will guide students to
deepen and expand their understanding of the ELA focus area for their
Center. Depending on what percentage of the class is having a hard time
staying on task, I may need to have a class meeting to review my
expectations written on an anchor chart, model acceptable and unacceptable
behavior, and communicate the purpose of the Centers. I may also need to
reevaluate the activities at the Centers and make them more engaging. If
only a few students are often distracted, I will give them gentle reminders,
talk to them privately, and help them write behavior goals for themselves. If
need be, I will split up the unfocused pairs and partner them with diligent
students. For pairs that are not working well together, I will identify the root
of the problem (personality clash, misunderstanding, disrespect, etc.) and
provide the solution while equipping students with strategies to succeed.
My goal is for students to learn how to work out their differences and apply
SEL skills.
The designated Dismisser will release students by table group to recess.
That student will be trained to look for groups that are quiet with clean
areas and have their math materials ready. Students will be motivated to

Scenario 1: At the end of recess, three students come
up to you upset, claiming that a fourth student with
a pattern for bullying pushed one of the three down
and stole their ball and only gave it back when the
bell rang. One of the students has a long red mark
down his leg where he was pushed and is acting like
it hurts to walk on it. He has believed that he has
sprained his ankle three times in the last month. As
the rest of the class comes to line up, half of the
students are telling you what happened all at once.
How do you respond to this conflict while also
getting your students to line up, go to the classroom,
and start the lesson?
10:15- 10:15- Direct teaching of math lesson on
12:00 10:30 fractions using 3 different forms of
Math manipulatives to show ½, 1/3, ¼, and
and 1/8. How will you have students
Science come in from recess, get out the
Block necessary materials, establish rules
and explanations for this lesson
(especially since you are using the
manipulatives), pass out the math
problems, and require them to engage
the lesson and respond?
10:30- Fraction lesson continued. The
10:45 students are now to work with
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quickly get ready for recess because they eagerly desire to be released.
First, I would maintain a calm demeanor as I assess the situation. Next, I
would get the entire class’s attention by using a call back and have them
line up quietly. I would also tell them that they will soon have an
opportunity to share their perspectives. Then, I would have my designated
Nurse Buddy walk the injured student to the nurse’s office. Once the class
comes inside the room and gets seated, I will explain that those who
witnessed the conflict will be able to write down their observations for me
to read, including the students involved. This will serve as concrete
evidence for myself, parents, and other staff. The rest of the class will read
silently or put their head down. The Paper Passers will distribute lined
pieces of paper to the students. Once the class is situated, I will call each of
the four students involved over to my desk to speak with me privately (one
at a time), while being mindful of the time. Afterwards, I will collect the
papers and start the lesson with plans to read the other perspectives and set
up a restorative circle meeting.
Students will come in from recess once I see that they are lined up quietly
outside. We will spend 5 minutes relaxing our bodies and focusing our
minds with a Calm Classroom video.
Their math materials will already be on their desks because the students
prepared them before going to recess. Before giving the students access to
the manipulatives for the lesson, I will connect to prior learning, share the
learning objective, explain what we will be doing during the lesson, and
establish behavior expectations. I will model how to use the manipulatives
as well as appropriate and inappropriate behavior. Students will understand
that if they cannot demonstrate self-control, then we will not be able to use
the manipulatives. They are tools, not toys. Afterwards, the Paper Passers
will hand out the manipulatives and the math problems. Students will
engage with the activities in order to accomplish the clearly defined lesson
goal. I will further motivate the class by calling on students to demonstrate
their learning to the class.
As part of the “I do, we do, you do” instructional format, I will have the
class do several practice problems as I walk around the room to observe
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manipulatives in cooperative learning how each of the students are arranging the math manipulatives on their
groups with their table teams to desks. I can provide specific feedback and encouragement while also letting
demonstrate answers to five problems the students try to figure it out. This approach will allow me to formatively
you have given them: How will you assess my students’ understanding of the content based on their problem-
provide an opportunity for students to solving process and the accuracy of their answers. Depending on how
have times of Guided Practice? What successfully students solve the math problems, I may need to provide
will the rules be for students to additional clarification, examples, and guided practice problems. Then, I
interact with each other in this will specify and model my expectations for the cooperative learning groups
process? How will you monitor and at their tables. Students will need to be respectful to each other by listening
glean formative assessments? carefully and giving eye-contact. They will also need to take turns sharing
their math reasoning using the manipulatives.
Scenario 2: About 10 minutes after your students First, I would calmly walk over to the students throwing the fraction tiles
started solving fraction problems using instead of embarrassing them in front of the whole class. I would tell them
manipulatives in their teams, the order starts to
break down in two groups as they start to throw
to stop and then help them gain perspective on their disruptive behavior by
fraction tiles at each other. You were busy helping asking a series of questions: What kinds of thoughts do you think are going
students on the other side of the room and had your through my head? How do you think throwing fraction tiles impacts the
back to them, so by the time you see the problem students around you? Is this the best way you could have handled the
and get to the two tables, there are fraction pieces all conflict? What could you have done instead? After a brief discussion
over the floor and the work the students has been
ruined because they took apart the fraction tiles that
including a reminder of our class rules, I would have the students clean up
were their answers in order to throw them. What do the fraction tiles and place them back in the materials bin. They would have
you do now? to fill out a Fix-it ticket before completing the rest of their worksheet
without the privilege of using manipulatives. These students can draw their
math reasoning instead, so they can still access the content.
10:45- Fraction lesson continued: Students To maximize engagement levels during the
11:15 move into Independent Practice. You independent practice time, I will first give the
want to see the students to try to students a few minutes to get out of their seats and
solve the problems on their own with stretch. I will choose a student who has been working
the manipulatives so that you can hard and on task to lead the class in performing
assess their levels of mastery. What different movements. Afterwards, I will do a quick
are the students allowed to do in survey of the class by having students show me with
communication with each other their thumbs if they understand and are ready to
during this time? Can certain move on.
students tutor others? What will you
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do with students that get done early? Before releasing students to work
How do you communicate these independently, I will explain that they need to
expectations to them? quietly (voice level 0) try to solve the problems
by themselves for the length of the 15-minute
timer. A quiet environment will help everyone
to focus without distractions. I will encourage
the class to not give up too quickly but to have a
growth mindset. If they start getting frustrated,
students can take deep breaths to bring oxygen
to their brains or skip the problem and come
back to it. Once the timer stops, I will tell the
class that they can check their answers with
their neighbors and help each other (voice level
2).

Students who finish early can raise

hands with the “have finished” hand
signal for me to check their work. If
their answers are accurate, these
students can tutor others who are raising
their hands with the “help, please” hand
signal. I will encourage the tutors not to
give the answer immediately but to
guide students instead.

Scenario 3: As your students are working I would first address the entire class and reteach the content by explaining it

independently, you realize that while 30% of your
class has a strong grasp of the lesson, about 30%
have a basic grasp but still need support, and
another 30% are actually quite lost and need to have
another lesson. You still have twenty minutes of
class time before you move on to Math Centers.
What do you do?
11:15- Math Centers: You have 6 centers
11:30 that each spirals back to lessons your
students have already learned and
gives them a chance to revisit
concepts and solidify them in their
understanding. While you had gone
11:30- over all of the concepts before, your
11:45 students might need help
remembering how to engage each
Center. How will you manage that?
Will you put them in heterogenous or
homogenous groups that rotate to a
11:45-
different Center every 15 minutes,
12:00
and if so, how will you manage that?
Or, will you have the students work
in pairs or as individuals who can go
in whatever order they want with the
Centers and take as long as they
need? (Or some other format?) How
will you establish the
boundaries/rules and maintain them?
How will you ensure the students are
on task and working at their best?
Lunch 12:00- How will you clean up from your
12:40 Math Centers and prepare the
students to go to lunch? How will
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in a different way, by providing additional examples, and by incorporating
more visuals. Afterwards, I would release the advanced students (raising
their hands with an “ok” signal) to tutor the intermediate students (raising
their hands with a “have a question” signal) in pairs, following the
guidelines in the previous section. Then, I would pull the struggling
students (raising their hands with the “help, please” signal) to the carpet
where I would lead a small group intervention.
Before sending students off into Centers, I will briefly explain and model
how they will engage each Center. I will place the students in
heterogeneous groups of three so that all students can receive support in
their learning. These groups will consist of an advanced, intermediate, and a
struggling student. 3 students to a group maximizes effectiveness as each
member must contribute to succeed.
Advanced students will be able to strengthen their understanding of the
content by teaching it to others. On the other hand, struggling students will
be able to ask questions and receive guidance from their more competent
peers. Groups will know when to rotate based on the 15-minute timer on the
screen. They will move clockwise to a new Center.
To ensure that students are engaging the assignment appropriately, I will
monitor the class by walking around the room and observing each of the
Centers. I will provide specific feedback, gentle reminders, and positive
praise. Students will turn in any worksheets that they complete in the
Centers as well as fill out a short peer assessment to keep them accountable.
When the final timer goes off, I will get the class’s attention with a
callback. Then, I will explain that they will have 30 seconds, the length of
our transition song, to clean up, put the math materials away, and quietly

you have them line up? You must
walk them to the cafeteria. What are
the rules for the line on the path from
the classroom to the cafeteria?
P.E. 12:40- For your PE lesson, you are going to
1:00 train students to play basketball for
the first time. Some of your students
are already strong players, and some
have never held a ball. How will you
handle training students at the
different levels? Will you have
student coaches? How will you
handle getting the balls out, break
them into groups, walking to the
basketball courts, and maintaining a
high level of student engagement?
How will you gather the students
together from across 3 basketball
courts in an orderly fashion and walk
them back to the class?
1:00- 1:00- Now that you are back in class, how
2:00 1:15 will you bring your students back to
Science focus on Science? You are in the
middle of a collaborative learning
unit where students are in the middle
of projects. They have been broken
into groups to explore subjects of
1:15- their group’s own voice and choice
1:30 related to geology. Today, most of
the groups are still in research mode
on their Chromebooks, but one group
is in the corner creating a video
where they are using the class rock
1:30-
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stand by their desks. My designated Dismisser will choose quiet and clean
tables to line up for lunch. The class Line Leader will lead the class to the
cafeteria while the Line Monitor makes sure that everyone is in line and
quiet.
First, I would give the entire class an introduction to the game of basketball,
explaining the basic rules and the skills we will be practicing during this PE
lesson. I will model each skill and then call on several students raising their
hands to demonstrate for the class. These students will be the coaches and
will lead small groups of students. Before students get the balls, I will
establish clear guidelines for participation. The rules include the following:
hold the ball still while the coach is teaching, use the basketball like a
basketball (not soccer), be coachable, and be encouraging. I will motivate
students by saying that I will reward the group that is doing the best job of
keeping the rules. Afterwards, I will call students up by group to retrieve
their balls and to assign them to a court. While students are practicing, I will
cheer them on and offer specific feedback. At the end of the lesson, I will
use a whistle to gather students together. One group at a time will return
their balls and line up. The class Line Leader will lead the class back to
class while the Line Monitor makes sure that everyone is in line and quiet.
Once students are back in class, I will show them a short, engaging science
video on YouTube that will help to relax them after physical activity and
put them in the right frame of mind. Afterwards, I will explain our goal for
this lesson and my expectations. Goals include working together
respectfully and staying on task. Each group will continue to mark off items
on their checklist to keep them focused and motivated to make progress
with their projects.
I will also remind students that I can monitor their screens from my
computer using a program called Blocksi. This is another way I will keep
them accountable. The designated Chromebook Assistant will call students
up by group to get their Chromebooks from the storage cart.
As students are working on their projects, I will be monitoring the class by

1:45 collection to explain different kinds
of rock and how the form, and
another group is developing a
diorama of the Grand Canyon. How
1:45- do you start the Science lesson? How
2:00
do you have them get their
Chromebooks from the storage cart?
How do you explain the lesson
objective and your expectations? Do
you have any incentives to support
their motivation levels? How will
you hold students accountable to
focusing on their work while using
Chromebooks? How will you have
them report on their progress
Alyssa Tanner
walking around, listening to conversations, asking questions, and glancing
at checklists. Students will be more engaged in their groupwork knowing
that I am present and actively involved.
At the end of the lesson, a representative from each group will share with
the class what they accomplished during the hour. They will note any
successes, challenges, and interesting discoveries. Also, we will spend a
few minutes doing our class shoutouts in which I will call on students
raising their hands to highlight others in the class. They can recognize
students who were working hard throughout the school day, being kind,
following directions, etc. Finally, I will give the directions for cleaning up
the classroom and create a table group competition to see who could clean
up the quickest and the quietest. The Dismisser will release students by
table groups to go home.