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Class Handbook

Class Community
 We create a community together, with these core values as our
guide: kindness, respect, responsibility, and safety
 We have a community circle time, where we share who we are—our
favorite activities and hobbies, our favorite animals and pets, nature
collections, our dreams and goals, our joys and sorrows, and we
bond with each other, knowing we can count on each other for help,
joy and laughter, playfulness, support, and encouragement. We are
all teachers and learners.
 All day long we work together, so everyone learns and has fun.
 Your child’s individuality is appreciated. Growing a cohesive happy
group is also equally important. Growing positive relationships are
very important.
 We care about each other and celebrate each other’s

Class Rules
 We are helpful and care about others with our
words, actions, and body language.
 We cooperate and work as a team. If we need a
break, we ask for one, and then rejoin the group.
 We work at staying on task, and finish our work.
 We do our best work, and ask questions if we
don’t know how to do something.
 We clean up after ourselves, and work hard to
keep our desks and work areas organized.

Ways to Show Each Other
 We listen and pay attention to each other. When Ms. Martinez
is teaching, or when a student is teaching and sharing, we
listen and ask questions.
 We add joy to someone’s day with a nice word or nice
 We respect everyone’s life experiences, race, ethnicity, and
gender orientation by supporting each person as unique,
celebrating differences as well as similarities. I work to teach
multiple perspectives in all subjects, and to teach responsively
to my students’ needs. Questions and dialogue are valued.
 We include everyone who wants to join in.
 We work on using our calm words if we get upset or need
something. We take a time out if we need a break.

Ms. Martinez’s attention
 hand up call and response during quiet
work time
 chime is played when we have been louder,
like partner work or cooperative work
 The whistle is sounded or rhythmic clapping
if we are outside or on a field trip
The expectation is: instant stop, look, and
continuous listening.

I let students know what is
 I use the CHAMPS system:
C = conversation level(s) that will happen during activity
(0 = quiet, 1 = whisper, 2=talking, 3 = when you give a
speech or outside voice)
H = ways to get help
A = what we will do in the activity / why we do it
M = movement that is allowed in the activity
P = what positive participation looks like, sounds like
S = what success is / what finished work is

Ways We Encourage Each
 Three positive interactions for every correcting interaction
 This looks like positive verbal feedback and interaction for
work completion, effort, class participation, teamwork,
meeting expectations, noticing positive behavior and
helpful choices, and greeting each other with kindness
each morning
 Group and individual rewards: golden tickets for class
raffle & Friday raffle, class points for teamwork, table
points for teamwork, prize box or privilege coupons, class
compliment points for a compliment party, 10 minute
breaks for positive behavior choices, Granny’s Wacky prize
2-5 minute class activity for being on task and following
directions, etc.

Brain Breaks
 We do yoga as stretching and mindfulness exercise.
 We have a 15 minute recess every day, to break up
the learning day, in addition to lunch recess.
 We play Go Noodle (internet instruction for a
movement break—that I project onto the big
 Sensory tools, breaks, and fidgets are used to help
us concentrate and focus
 Mind Up and Mindfulness work to improve
relaxation and focus

Corrections For
 Early stage: pre-correct with CHAMPS discussion
during a lesson, eye-contact with the teacher,
teacher stands close to student, fast and calm verbal
redirect to task, gentle positive reminders
 Mid-level stage: conversation with the teacher about
behavior that isn’t kind, respectful, responsible, or
safe; think sheet to write or draw what didn’t work
and what action the child will do next time (if repeat
behavior), possibly a short time-out or sensory break,
contact with parents by email or phone or in person.

Corrections for Misbehavior
 Later Stage: parent is contacted, referral document goes
home, needs to be signed, and teacher inputs it into Synergy

a. When a negative behavior (disrupting learning time, not
working at work time, unkind words, not cooperating with staff
member) is repeated, even after a discussion at school and
home happened.
b. When a child hurts another child or staff member.
Teacher reteaches positive behavior and makes a plan with
child. A parent teacher conference to brainstorm a home-school
plan is set up. A phone or school meeting happens with family.
Behavior support plan is reviewed or discontinued, as needed
by family and teacher.

Daily Routines
 School Starts: Student and teacher greet each
other, and students put away belongings, turn in
any notes or homework, start first activity
 Attendance and Flag Salute
 When someone comes tardy: do the school start
routinely quietly and check in with seat partner or
teacher to see what we are doing
 After you were absent: The teacher gets
assignments you missed that can be made up,
with a turn-in date that works for both families and

Daily Routines (continued)
 You can always get supplies from supply table (glue, scissors,
rulers, markers, crayons, colored pencils) and pencils and
erasers from the teacher
 Routine for end of the day:
a. clean up your desktop and under desk
b. get coat, backpack, lunch, red folder
c. Line up when you hear your name called with your dismissal
 Dismissal: walk quietly in the hallways, walk down stairs,
pass dismissal card to teacher at bottom of the stairs or when
see adult on the playground, make sure teacher sees where
you are going

How I Manage Student Work
 I explain what is expected, model it, and give students
opportunities to practice the concept along with me
(guided), and they are encouraged to ask questions all
along the way, and say on topic comments or
 I ask the students to turn in their daily work to a wire
bin, with all parts stapled or paper-clipped and name on
the front page. I check it that day for understanding
and see who needs reteaching / small group instruction.
 I look at each piece of work your child completes, and
give positive and corrective feedback, encouraging
growth and improvement for your child, so their
skill/knowledge always increases.

How I Manage Student Work
 I hand back work after a project is complete, and
send home behavioral / work progress reports weekly
on Fridays (unless I am out of the building). Check for
improvement, write any questions directly on the
progress report, and I get back to you in a timely way.
 We do a lot of long projects in the areas of Writing,
Social Studies, Art, Health, and Science. These
projects are taught using a “Storyline Method” where
students create a place, characters, and respond to
real-life type events in character. I have them work
individually and in small groups by interest area.
Students comment that this was their favorite part of
third grade.

How I Manage Student Work
 Late and missing assignments are graded
within the grading period or during the
course of the unit. If a student has
academic reasons a slower pace is needed,
or if a child is absent, work can be made up.
Sometimes work that cannot be finished in
class is sent home as homework. I try to
avoid that whenever possible, since I think
family time is important.
 I showcase project work on the wires along
the inside of my classroom, and in the hall
bulletin board.

Let’s Work Together For
Your Child
 Please let’s keep an open line of communication. You can always call
(503-916-6255) or email ( or talk to me in person
with a confidential appointment.
 I will do my best to keep the website current, and send home paper
 I send home a progress report weekly so you know how your child is
doing. If concerns come up for you, let’s come up with a plan
 I do my best to get to know and work with your child to best help him
or her, emotionally and academically. If a misunderstanding comes
up, just let me know so it can be resolved quickly, which is good for
everyone involved. I will do my best to contact you quickly too. Let’s
assume good intentions on all sides of a misunderstanding. My most
important mission is to have school be a happy and strong academic
experience for your child, and to positively build the relationships with
you and your child.

I differentiate for your child’s skill/concept level and
speed of learning

 Rest assured, I pay close attention to what your child
knows and assess formally and informally for that on
a daily basis. I offer different levels of instruction for
each concept, and must often write my own
curriculum, for my students who are working at a
below level or above level in a subject.
 If you believe your child has level and rate needs
that require different fine tuning than you believe I
am doing, just schedule a time and we can
conference by phone or in person to check in on the
subject areas you think need a different approach. I
am a flexible person. I want the best for your child.

Volunteering Opportunities
 I enjoy having parent support and help at school. Let’s find
out together what ways you feel comfortable helping, and I
will let you know what my classroom needs are. I aim for a
match of type of support and a need I have.
 If you have talents you enjoy sharing, just let me know and we
will think of ways you can showcase these.
 I believe in hands-on learning, and plan field trips that go with
units, and cultural learning experiences. Many parents and
relatives love being able to go on these trips. Let me know,
and I will try to make it happen, although some trips limit the
number of chaperones.
 Please have a current volunteer background check (check in
with Jennifer, our head secretary), as this is needed to help in
the classroom and on field trips.