Classroom

Management
Plan
Mickey Stinson
MAT 610
Fall 2015

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 Table of Content
Rules and Procedures 3-9
Discipline and Consequences 10-17
Teacher and Student Relationships18-24
Mental Set 25-35
Student responsibility 36-41
Getting Off to A Good
Start Classroom Layout and Plan 41-54

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 Rules and Procedures
Show respect for yourself, teacher, fellow classmates and the classroom.

This will allow for students to be respectful to those around them. Meaning they will show

respect to property, people, keeping the learning environment clean. Use of appropriate

language, dress, and conduct provides a safe and caring learning environment.

Reality Theory-This will encourage students to make good choices and be actively involved in

their classroom.

Come Prepared to class each day ready to give your best effort.

Being prepared means that students will have completed reading, homework, and arrive on time to

class. They have brought all the materials that they need to be successful within the classroom.

They are awake and ready to give their all to learning as a cooperative team.

Assertive Discipline- This provides clear and concise expectations, and provides students with a

possibility to create a positive learning environment.

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Come Prepared to class each day ready to give your best effort.

Being prepared means that students will have completed reading,

homework, and arrive on time to class. They have brought all the

materials that they need to be successful within the classroom. They

are awake and ready to give their all to learning as a cooperative

team.

Assertive Discipline- This provides clear and concise expectations,

and provides students with a possibility to create a positive learning

environment.

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Create and preserve a positive learning environment.

As a class we will be ready to work when we arrive. We will pay

attention. As a class will minimize interruptions as we stay on-task, and

engaged in the learning environment. Bathroom breaks should be kept

to a minimum. Please sign out and in as you leave and return to the

class. Please bring a water bottle if you need to get drink during class.

Jones-this will create a positive learning environment that will aid in

keep class on-task and engaged as we do individual work, small group

and whole group tasks.

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Pay attention, participate, follow directions and ask questions.

Get involved! Students will need to be active learners and listeners. This

will help the entire class stay on-task. Reminding students that if they

have a question others to may have the same question. Students should

clarify for understanding. Listen, read the directions and clarify. Talk when

its your turn, listen when the teacher is speaking, when group leaders are

helping in the learning process, and set a good example to others around

you. Be a role model.

Ginott- this plays well into the no praise or shame model. I believe that if

students can self-monitor and be models of good behavior then others will

follow their example and a active and engaged learning environment will

follow.

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Always be honest!

If you did it be a positive role model and own up t it! Dont cheat,

plagiarize, or copy others work. Do not take credit for others hard work.

If you didnt write it or say it, cite it!

Logical Consequences- this will help students to self-monitor their

behavior. This will help students to make good choices and see how their

actions affect others.

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Be Focused!

When we are working in whole group, small group, or individually, stay

actively engaged in our work. Our goal is to learn how to be a better writer,

reader and citizen. When working in groups take turns, take notes, be a

listener. When working as class, raise your hand for public question and

place your hand over your heart for private questions. When its your turn to

lead discussions stay on-task and keep your group engaged and active in

discussion.

Kounin- Ripple Effect- I see that if even one student is on-task tat others will

follow suit. Setting clear expectations and positive input and feedback will

help on-task behavior.

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Be a learning community

Be supportive of everyone in the classroom. We all have rough days.

Show respect for others efforts in the classroom. Being kind will go

further than you think. Be positive, be kind, be caring, be quiet, be

engaged, be responsible, be a good role model.

Jones- creating a positive classroom environment with clear expectations

for what I expect will help my classroom to be a place where students

want to come and learn and have fun doing that.

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 Discipline and
Consequences
Teacher Responses

Using teacher responses will allow me to use both

negative and positive responses in relation to student
behavior. I feel that this will be one of my man ways
in creating a positive learning environment. I however
do anticipate having a few SPED students and know
that they often need direct explicit reinforcement. I
feel that being a positive role model is one of the keys
to effective classroom management

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Proximity

Moving close to a student who is off-task can redirect the child and create a change

in behavior without any disruption in teaching.

Direct Eye Contact

This can done in conjunction with proximity or it can be used from across the room.

It can be used to stop behavior or to start students toward on-task behavior.

Subtle Gestures: (both positive and negative)

This can be a finger the mouth nonverbally asking for a quiet, it can be a shake of

the head, a smile, a wink, a nod and it can be used with facial expressions, like raised

eyebrows and frowns.

Short Verbal Cues and Affirmations

This can be used in conjunction with proximity, and gestures. For me this will be

quietly asking student to be on-task, to transition, or to stop a behavior that is distracting

to others. This can be used in both positive and negative situations, depending on the

situation.
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Tangible Rewards
I like rewarding students for behavior that is
on-task and that creates a positive learning
environment. I feel that giving students
breaks from classroom tasks motivates
students to work had toward getting free
time

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Free Reading Time

This will give students time to read from a book of their

choosing. They can read a book from my shelf or one of their

library books.

Five Minute electronic use at the end of class

I like this in that it will give students time to reset. Many

students feel very connected to their friends and family and use

of social media as a reward or punishment by is loss, can help

students to stay on task.

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Direct Cost

I feel that this I a good technique to have as a

backup. I feel the situation would have to be a repeat

offense. I feel that its use would create discomfort for

students and would likely stop student from the

behavior in the future.

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Over Correction

I feel while this is a very punitive punishment it has a

level of seriousness that creates for the student that they

made repeated wrong choices that now require them to fix

or mend a problem. This for me will be used only when it

is absolutely needful.

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Home Contingency:

I feel that this will be one of my primary means of

helping students to be on-task on the classroom and

helping to create a positive learning environment.

Parents want to have their child having a great

educational experience. School I hard work, but it can be

a lot of fun. I want to help my students see that their

parents want them to succeed.

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Phone Calls Home

I feel that students will not be pleased that they have acted in such a way that it

becomes necessary for us to call home. I will have the students call and then together

we will talk to the parental unit and discuss how we can stop the problem behavior.

I also see this a being a great way to let parents know that their child is successful in

the classroom.

Parental Notes, Emails and Text

In our busy society we all have phones, watches, computers, tablets and even cars

that will relay our messages to us in an instant. Giving a parent a quick note just

saying their child did well or maybe had a bad day will open dialogue not only with the

teacher and the parent but with the parent and student. It is my philosophy that it

takes a village to raise a child and its hard work for parents and for teachers. What

better way to help parent of a struggling student than to simply say your child had a

great day today!

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 Student
Teacher Relations
Why is it important to develop effective relationships with
students?
Classroom management will aid me in creating a positive
learning environment why will modeler student the
effectiveness of explicit instruction and follow trough with
ideas, goals and plans. Classroom success is about gaining
a deeper understanding of the content and how it will help
them to succeed now and in the future.
Being flexible and understanding creates a clam and risk
free environment. While we need rules and we should teach
procedures it is through practicing and modeling that we
can foster positive student relations

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What things will you do to
develop good relationships
with students?
Treating students with respect is key in all good
relationships There is no room for anger in the
classroom. Talking down to students or bad mouthing
others. Having a positive classroom environment begins
with me. Creating a classroom community is all about
being open to listening and helping students to problem
solve and aiding them in learning to work with others.
Knowing students names and their interest will aid me in
fostering relationships of trust. Giving feedback and
rewarding on-task behavior will benefit the entire
community. Being good listener ad knowing when be
quiet is on of the signs of a great listener.

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 What should you do to learn
about individual students
interest?
Doing a beginning of term interest inventory will help
me get a glance at what the student is interested in
both inside and out of school. Listening to student
interactions within the classroom an with peers helpful
in gaining an understanding of a students point of view.
Asking students what they like and how they prefer to
work is often helpful. Having students write about
themselves will help me to get to know them better.
Looking at the kinds of books they read and the music
they are listening to will help me to relate with my
students.

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 Equitable student
interactions. What specific
things will you do to ensure
this?
It is my belief that equitable and equal are two very
different ideas. I will be my goal as a SPED teacher to
ensure that all students have access to the get ed
curriculum. I can foster equality in my daily student
interactions by planning ahead, Having goals for
participation and setting clear expectation for
participation. Modeling and reinforcing these as we
move from one activity to another. Providing students
with honest feedback that is never sugarcoated will help
students will help students to receive and give feedback
not about themselves, but their peers and me as their
teacher.

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 My Communication
Style
I am a direct person. You need to always give students
respect and validation for what they feel and think.
Creating a positive environment where students are not
afraid to open up, but to work cooperatively with others is
a valuable life skill. I am good injecting humor into tense
situations.

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 Being aware of the needs
of different students in
your classes
Creating a cohesive classroom is one where there is
mutual respect. Using learning inventories and observing
personalities as well as looking at their varied abilities will
help me to meet the needs of all mrs students as i use the
best practice to teach

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 Teaching High-Needs
Students
There will be many students in my teaching career
that will have IEPS, RTIS, BIPS, FUBA, and who may
be ELLs. I will be collecting and tracking student
performance data. Progress monitoring will aid me
in helping them to succeed in the gen ed classroom.

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Mental Set

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In terms of classroom
management, why is a teacher's
mental set important?

As a teacher I feel that it is important to have a clear set

of standards that you as a teacher focus on to help you
not only be a better teacher inside the classroom, but a
better person outside the classroom. Teaches should be
focused on the here and now. Help students to have
successful learning and growing experiences in the
classroom. If I dont have a clear set of life skills that I
use to cope with lifes stresses then how can I model that
to my students? In my mind I need to have my life and
class in order and have clear goals and guidelines for
myself.

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What are some behaviors you can adopt to
ensure that you maintain a healthy and
appropriate mental perspective?

My personal belief is that I need to be well

organized and planned to maintain my own mental
perspective. I feel that it is my duty to be able to
provide access to the general education curriculum
to all students, I feel that having a good focus in my
personal life will flow over into my teacher life. I
feel that I will need to maintain my emotional,
physical and spiritual practices that I will be able to
provide students the assistance they need to be
successful in the classroom.

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What strategies will you use to maintain or
heighten your awareness of students'
actions in the classroom and to notice and
head off potential problems?
I feel that I will need to model the behavior I desire to see in my students.
I feel that getting to know my students and having clear and explicit
classroom guidelines will stop many behaviors that can occur in the
classroom. I also feel that treating my students will respect and being
flexible when needed will help students to know that I desire their
success in my classroom. I feel that fostering a sense of community and
accountability create a sense of responsibility not only to the students
and the classroom but also to the school and to the teacher. I also feel
that as a teacher a raised voice will not foster the sense of community
that I am seeking to develop in my classroom. While to do realize that
behaviors will occur I feel that feel that is vital to speak directly with
students and talk about the antecedent to the behavior, and find better
coping skills or them to use in the classroom

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y do you think it is important to exhibit emotional objectivity toward stude

I feel that my scope of practice lies within the confines

of my classroom and the school. I cant control what
happens to students when they are outside of my
classroom. I know that we as teachers want to help
students to be successful in accessing the general
education curriculum. I cant save every student. I
can provide them with a kind ear to listen and to be a
sounding board, but I cant change their situation. I feel
that it is my duty to maintain a professional distance. It
is my desire to aid students in seeing and being the
best they can be. I feel that I need to be theory teacher
and leader I need to help them see they are strong and
can do anything.
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What strategies will you use to ensure that you treat all
students equitably in spite of whatever thoughts about
or reactions to particular students that you may have?

Treating students fair and with equity is not the

same as equal. All students deserve to be able
to access the general education curriculum.
Students no matter what there issues may be
are people first and for most. They deserve to
have there feeling validated and to be treated
with fairness. I feel that many students use
toughness or anger to protect them, and we, as
teachers need to try and see beyond that and
help not only that student, but also their peers
and other teachers to see that they have value
and potential.
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 What strategies will you use to prevent
burnout?
My own philosophy is that I will need to focus on the
joys of my career and not just all the daily hubbub of
the school environment. I have recently turned 43
and have set myself some long-term goals to get
physically healthy. I have found that while this is not
easy it as aided me in seeing that there I value in
working really hard to accomplish your goals. I feel
that as I focus upon being my best then that will
translate o the classroom in being the best teacher
that I can be. I will take time to exercise, build my
spirituality, and build my family relationships so that I
have a clear mind, heart and body when I came to the
classroom.
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What do you do to recuperate when you
feel overly tired, stressed, or on the verge
of burnout?
I am a bit of an introvert, while most people see
me as being very outgoing, and happy-go-luck, I
actually like to be in quiet situations. I am most
comfortable alone, with loved ones and with close
friends. When I am feeling stressed I have found
that working out helps me to gain mental clarity. I
am a knitter and so a few hours n front of the
television with my knitting helps to calm my nerve
and my soul. I also feel that a cold diet Pepsi will
cure most anything that ails me, and taking the
time to relax and renew myself is key to my own
mental health.

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What strategies will you use to renew
yourself after a stressful or otherwise
negative interaction with a student or
colleague?

I cringe when there is contention; I however

know that there are times that its hard to avoid. I
feel when a student has issues it is most likely to be
about things that are happening outside of the
classroom. I will try to seek to aid students in gain
better social skills by modeling them and helping
them to see the effects of behaviors not only on tem
but also on those who are around them. With a
colleague, I feel that we need to be able to look at
others point of view and to be reflective off my own
actions.

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The Student's Responsibility
for Management

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Case Study Reflection on Student Responsibility for
Management
1. Two students, Amy and Jacquie, are involved in an
argument. Both of them independently come to see you. They
are angry and blaming the other person for what happened.
What should you do or say?

I would first visit with them individually. I would then have

them both come in together and I would let them talk it out and
see if they can have a joint solution to the problem. I would
offer my suggestions in how to solve the problem only if asked
by them. I would ask them to to talk it out, to come up with a
solution to the problem, and then to implement. I would advise
them on how to problem solve. I would help them to gain the
skills they need in order to in the future so difficult problems
independently.

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2. A student named June asks to see you after class; she is clearly upset. She says
another student who says her name is "dumb" has harassed her and now shes
wondering whether shes responsible, given the discussion in class. What should
you do or say? And how might you use the ideas about assertiveness to help June in
this situation?
I would first ask June to explain the situation. What happened what was said and how she
feels I would tell her that her name is not dumb.
I would help that she needs to be more assertive and stand up for herself. It's not okay to
let others say mean things about us. We are a classroom community that needs to be kind
and supportive. I would talk to her about that assertiveness is standing up for your personal
rights expressing your thoughts feelings and beliefs it a direct honest and appropriate way.
That we should always respect the thoughts and feelings and beliefs about there's that
when we talk to others who have hurt our feelings or said things that we don't agree with,
that we should stay calm that we should be clear that we should stick to our point and that
we should not give up we should avoid blaming others for our emotions we should focus on
ourselves as the center of our emotions by saying I feel angry when you, Or it hurt my
feelings. We should begin and in our conversations with positive statements we need to
be specific and we need to avoid generalizations. And as always we need to remember that
we need to treat others as we want to be treated. As a sidenote to this I would talk to the
other young lady and see exactly what she said and perhaps maybe even set up a
conference between the two of them and actually be a mediator and help them solve this
problem and that hopefully not allowing it to get further into their arena of bullying.

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Fiona and Robert worked on a project together. Now Fiona is taking all of
the credit for the project, but you know that Robert did more than his share
of the work. What should you do? What might you say to Fiona? To
Robert?

I first off I would solve this problem by having a student timesheet for big
projects. This would be a timesheet that each student feels out the details what they
did on their project when they did it and how much time they spent working on the
project. I would also have a partner evaluation form where each partner would
evaluate their they're there other partner and provide positive feedback to me about
their experience with their partner. In this specific situation I would talk to Fiona
and ask her why she feels that she did all the work and Robert did none of the work
I would talk to her about fairness and about responsibility for her own work and the
and the group project.
I would talk to Robert and ask him exactly what his feelings are and then sit down
with both of them and talk about partnerships and group work and that we each
when we come to a partnership bring a set of skills to the table and maybe one
person skills is the research and another person skills is doing graphics and putting
it altogether and because we each have a different skill set. I would reinforce this as
a classroom in talking about group work and the importance of everybody doing
their share of the work but also the skill set of each student

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Jesse has repeatedly not turned in his homework on time. You made it clear that part of the
grade at the end of the semester would reflect the student's timeliness in turning in
assignments. How might you use the principles of personal responsibility to support Jesse
before the end of the semester?

first off I would find out if there was anything that was standing in the way of Jesse being able
to complete his homework on time if there were home issues or work issues or even clash of
issues that were causing problems. In looking for the antecedent
behavior we may find out that there might be a learning deficit there might be an emotional
problem there you know we we never know what's going on at home and looking at those
things may help us to understand the student better. I would also make sure that the student has
all the resources they need to complete their assignments that they understand the assignments
that they that they are clear on on what is to be done for the assignments. I would help the
student to buy providing clear written explicit directions time frames and due dates of
assignments. We may need to help the student set goals, break a large tasks into smaller tasks
and steps. We need to give the student raise for on-time completion of work. We need to create
successful experiences for the student when they hand work in on time. This may be just a
simple praise a great job I'm glad I'm glad you got this done I knew you could do it those kinds
of praise that will help the students to feel like they are successful. as part of my classroom
management I feel that it's really important to express to students that I don't give grades. That
grades are earned through hard work. Through completing assignments on time, through on
task behavior in the classroom. Setting clear expectations for students roles and responsibilities
for their own work and for their own grades. I feel that it's important or students to feel that
they have control and they have power over themselves and their environment. And knowing
that it's their responsibility to earn their grade in my view will help them to get better grades
and to accomplish things on time and within the set framework of the classroom.
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David is a very vocal student. Every week since the beginning of
the semester he has proposed a class meeting. Often his reasons
have been sound and the goals of the meeting have been on
target. But increasingly it seems as though David is using the
meetings just to complain and to get other students to agree with
him. What should you do?

I would pull the student in for a one-on-one conference before

after school. I would talk about the importance that I place on
constructive and positive classroom and Barb. I would ask him
how he's feeling about our class and add about his role as a
student in my classroom. We would talk about what a classroom
meeting is and what my expectations for clash or meetings are. I
would also in a general classroom meeting reinforce and review
my expectations and rules for classroom
meetings.
If this did not solve the problem I would pull a teacher override and
cancel all classroom meetings for the rest of the semester. Save the
standards that only I is the teacher may call the classroom meeting due to
the negative manner in which our classroom meetings have progressed.
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The class meeting you held last week was a disaster! It started
out with a specific topic as the focal point, and a constructive
conversation was taking place. But suddenly it deteriorated
and several students left upset. Now no one wants to talk
about what happenedor anything else for that matter. What
should you do?
The first thing I would do is the next class. I would have a
discussion with my students about the purpose of classroom
meetings. I would talk about respecting others opinions and
beliefs. I would talk about the fact that we need to stay calm
and that we need to be clear about our intentions and focus on
the problems and find working solutions that will help make our
classroom a better place to reside.
I would talk about that we need to respect the thoughts
feelings and beliefs of other people. That we need to give
praise and that we should avoid placing blame on other people
for our actions. That we want to create a A classroom
environment where everyone's opinion and feelings are valued
and respected.

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A diagram of the ideal set up of your classroom. How
the desks will be arranged, where your desk will be,
smart board and whiteboard locations Classroom
Layouts and Design

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This is a layout of a Special Education/ English classroom. I want my room to be
filled with books. I would like a reading nook for students to be able to read and
be comfortable. I want this to be a place where they can relax with a book.
I have a round rug that I will make us of for reading groups. I like the idea that
students dont always need to be in their desks.
Walking into my room I have a bank of computers that student can work on.
Which now most teachers have Chrome book carts, I would store them in the
same as where my bank of computers would be, out of the way but still
accessible. I Have two large white boards to the right of the computers. I like that
they are in an open space where students can access information. Next, I have
an easel, which I will be using for modeling work, or for student use to make
presentations. I have a smart board and an Elmo doc cam so that we can use
technology in the classroom. My teacher desk is In a corner where I can easily
see all students if I was sitting down. On the far wall, I have a wall of bookcases. I
have a bathroom in my room, as many special education classrooms have self-
contained classrooms. Next is the sink and table. There are also three portable
white board easels. These can be uses by small groups to brainstorm and to help
in the learning process. I will have several rolling chairs in my classroom as it will
allow me to sit with groups not be standing over students.
Student desks are actually table. They can be moved to accommodate individual,
small group and whole group work. I choose tables rather than desk because I
feel that its a more modern feel and that it helps to make the classroom more
inviting. Less staunchly!

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 A plan for how you will decorate your classroom.
What kinds of things will you put on the walls?
Then explain WHY you have included the various
things youll decorate your classroom with.
Being an English teacher, I feel that I need to have a text rich environment.
I will have a word wall, where students can place words they have trouble
spelling, words we have been exposed to through text, and words that are
important to know in light of our current projects. These are active vocabulary,
there may be SAT and Act words.

I will have a journal prompt bulletin board. I will usually that three choices
students can journal about. One will be related to our unit of study, one will be
a prompt that is relevant to current events, and one will be a free write where
they can pick a prompt from a jar of journal prompts. Helping students to write
everyday is key too not only expanding their writing ability, but it helps with
their vocabulary and increases their ability to read.
I plan on having posters related to English and literature like the following:
(Please see Poster Page) These posters will help me to gave resources that
students can access information that will help them to to be better writers, and
citizens within the classroom community.

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 A lesson plan for the FIRST DAY of class. (One content area only.)
What kinds of activities and get-to-know-you strategies will you
incorporate and why. How you will introduce your syllabus, rules &
procedures, etc. Also, how will you greet your students for the first
time and how you will introduce yourself, etc.?
It is my goal to always be standing at the door when students enter my classroom. I
want them to know that I see and have acknowledged them and that I am a kind adult
who see their value and worth in my classroom.
I will at the beginning of each class period on the first day, have name tents folded. I
will have each student take one take about five minutes and they may decorate their
name tent. These should be reflective of who you are. Do you like sports, music, etc?
This will help me to learn students names, and see how creative they are.
I will be doing an introduction: Telling students about where I am from, my favorite
books, movies, soda, candy, etc. I will ask students to tell the class one thing they like
to do or if they have a favorite book.
Who Am I Game: students will be asked to stand in a circle. I will take a piece of paper
that has a title, name, thing on it and be placing it on their back, they will then need to
circulate the room and try and discover who or what they are. For example; they might
have the name One Direction on their paper. They can then ask yes or no questions to
try to figure out who they are.
We will then be going over a few rules and procedures. My expectations, what I will do
and what they should be doing.
I would end the class with explaining my journal wall, and giving each of them a paper
journal. I would then have them do a 10-minute free write about anything they want to 4
write about.
 For the 1st 2 weeks of school, detail a plan on how you
will build relationships and set and reinforce
academic and nonacademic expectations and
routines. (See handout: The First Two Weeks of
School)
Day Two, we start the day out with by reviewing and maintaining
classroom rules and expectations. We will be having a round table
like discussion of what on-task behavior looks like. Asking students
what they feel is important to maintain/ create a classroom
community.
We will then be working on a classroom poster. Each class period
will be creating a poster that has the name of their favorite book or
books on it. They can write the title and author and even a favorite
moment from the book, on a piece of cardstock and then glue it to
the poster.
Rug activity: I will start a story prompt, and students will each take a
turn by adding a few lines to the story. We will talk about
expectations for silent readings, and book reports. We will end our
class with 15 minutes of silent reading.
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Day Three:
We will be starting the class with 20 minutes of silent
reading. We will then be doing a formal classroom rule and
expectation review. I will be handing out a copy of
classroom rules and procedures, and will have students
read them with their elbow partner. We will be doing a
overview of what we will be studying this year in my class. I
feel that this is important to help students to see what they
will be learning. It helps them to be focused on their own
learning.
We will be gathering at the rug and then be reading the
story; The Rainbow Fish. Afterwards we will debrief on the
story, asking students to identify the overall theme of this
book. How can we build a classroom environment that will
help us to be all-inclusive and kind to each other?
We will be doing a journal prompt: Have you ever been like
one of the characters in The Rainbow Fish?
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Week #2-3
We will be starting each day in class with a quick review of what we
are doing for the day and what we need to accomplish before the
end of class. I will continue greeting students at my classroom door.
I will have my class list and be working on memorizing names. I
will have students be using their name tents until we are all
comfortable with each other. we will be always starting with 20
minutes of silent reading. We will be talking this week about
responsibility. Referring to Marzano, page 107 figure, 18:2 we will
talk about taking responsibility. Over several class periods we will
talk about the language of responsibility, how we exercise
responsible behaviors and reviewing expectations. I will also be
teaching them a few signs an signals that I will be using in my
classroom. Hand up in the air, its a public question of comment,
hand over heart, is a private question that the teachers need to help
student with.
We will be Journaling 1-2 times per week, we will journaling about
our feelings and thoughts about responsibility and what the
students role is in our classroom.
I will be doing lots of modeling what I expect and how we will
function as a community 4
Conclusion
I feel that having standards and content
posted in my classroom daily will help
students to see where we are going. It not
only will keep me on track but keep them
focused and able to know what we are
doing each day in my class. I will begin
the year by reading these every day to
students. I will eventually be having a
student volunteer to read our daily
agenda. I will continue to model and
reinforce the community guidelines and
expectations.
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