Nicholas Anderson EDU 4410 1

Classroom Development Plan

Sections 1-3

Draft

Section #1 – Classroom Setting:

Above is my classroom diagram from top looking down. I set this up as a mirror of my placement
because I chose the seating for the classroom after determining the initial set-up would not work. The
additions are a classroom library and a more accessible storage area and materials for workshops at the
back table. The back table can hold up to 6 students and a teacher/support staff when working in
groups. The U shape was designed for students who may need more help than others. The class pods of
2 to 4 desks are for stronger learners. The plan can be modified to support a bigger classroom as
needed.

The daily agenda will be placed in a location where students can see from the carpet and have access to
it at any time of the day. The plan is to have a morning meeting to go over what learning will take place
and to discuss the I can statement that are provided for each lesson. For example, in a lesson on learning
about the Presidents the I can statement would be I can learn about the presidents. These I can
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statements will reflect the learning targets that compliment the CCSS as much as possible with the
lessons the students will learn.

Agenda:

 Morning Meeting
 Phonics
 Reading/Writing
 Lunch
 Math
 Technology
 Social Studies/Science
 Specials

My rationale for these decisions is based on gut instinct when providing an environment for my students
who require special seating due to hearing impairments. The U-Shape desk arrangement is for easy
access and intervention from students who may require more help than others. It was also designed this
way to prevent behavior issues. It is an easy and flexible design that has becoming a proud moment for
me, in room evaluations I was credited with the creativity to solve many problems at once. I initially set
it up because it made sense without even considering the factors I should have had in mind while doing
so.

Section #2 – Procedures:

Attention getting strategies (WIP):

1. Class, class (3 times) – One high volume (almost shout), one medium volume (talking), one low
volume (almost whisper)
2. “If you can hear me, raise your thumb”
3. Random joke, if the students are quiet already.
4. “One, two, three, eyes on me”
5. GoNoodle

Entering and Exiting Procedures:

1. Line-up for hand sanitizer, enter room, use sanitizer.

2. Sit down
3. Quiet voices
4. “Line up song” GoNoodle
5. Line formed and quiet, exit room
6. Hand sanitizer may be used on the way out if going to lunch, or if students feel comfortable with
hand sanitizer at that point.

Assignment procedures:

1. Weekly homework will be passed out at end of the day on Monday and be returned on Friday.
2. Students will turn in homework folder on Friday.
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3. Teacher will assign students to pass out classwork for the day.
4. Missing assignments will be placed in the student’s mailbox for pick-up the next day.
5. Transition homework exchanges to mailbox are a (WIP)
6. Hand up for permission to leave seat for pencil exchange, etc…
7. Students will be called on to collect additional materials.

Obtaining permission:

1. Hall pass is required for out of class trips to nurses’ office, office, or other designated locations.
2. Student must raise hands to ask for permission to leave seat at any time, including bathroom
trips.

Emergencies

Tornado

1. Students are moved to the art room and are to crouch down on the floor with their hands over
their heads to protect themselves. This has been posted to the classroom and is a routine
practice to help students familiarize themselves with what is required in the event of a real
tornado.

Fire

1. Students are not to panic, they line up and follow the teacher to designated evacuation location.
Record book must accompany the teacher, and last student out will turn off the lights and close
the door. Wait for all clear. This is practiced more frequently due to the kitchen setting it off
when the oven door is opened.

Intruder – Code Yellow/Code Red

1. Students will go into the bathroom and lock the door. Shared bathroom will mean cramped
quarters. Other locations are available depending on location of intruder. 1. Being inside the
building, 2. Being outside the building. Attempts to keep students calm during this stressful time
are crucial.

Transition procedures

1. GoNoodle Break

Section #3 – Norms and Learning Agreements

I have found a method that has provided a great opportunity for students to enter into a contract. This is
called the classroom mission statement. It will read:

“We the class of room ##, promise to challenge ourselves. We will do our best learning. We will read
every day. We will be nice to others. We will use good manners. We will use nice words. We will be safe,
respectful, and responsible.” Then each students will sign the mission statement which will be referred
back to if we run into issues with one of the promises made.
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I would also have classroom rules put on the walls as reminders that are big enough for all to see, but
not too big to overwhelm the students.

Bathroom procedures will be placed in the bathroom and other expectations that require good choices
(i.e, hallway expectations, playground expectations, etc…)