Classroom Environment Plan

Melissa DiCola
Pedagogy and Practice across the Disciplines
Professor: Linda Hanrahan
December 10, 2006
Part I: Guiding Principles for Establishing
My Classroom

I would like my classroom to be an inclusive

classroom where all children are successful. I would
like my teaching to reflect a variety of learning
styles and teaching techniques so all children can be
successful learners. I would like to set clear
expectations and have an organized classroom where
all children feel safe and comfortable. I would like
to establish set routines and procedures so all
expectations can be met on a daily basis.
 Part II: Getting to Know My Students

A) I plan on using name cards the first few weeks of school. This
system can help me learn my students names but also help my
students learn their classmates names. I also plan on using digital
images attached to cooperative group cards. This system can help
me learn their names and also make group arrangement easier.
Groups can come up with team names. I will post the team names
and the team picture on a bulletin board the first few weeks (see
attached same home base team)
B) I plan on using a student interest and academic survey
approach. (see attached) Using a survey has a lot of positive
benefits. Survey’s give teachers the opportunity to learn about
their students particular learning styles and problems related to
school or particular subject areas. Surveys also allow students to
express what they want to learn and what types of activities they
enjoy. I plan on making a timeline project at the beginning of the
year. (see attached timeline project and handout for students)
C) Please see attached student interest surveys.
 Part III: Designing a Well
Organized Physical Space
I really like this layout (see attached slide) it supports
my classroom instruction and management plans because it
easily allows for student cooperation, discussion, and
cooperative learning. The students desks are arranged in a
logical order so that all students can see the teacher and the chalk
board. It actively supports small group work.
In school I hated when the desks were arranged in rows.
I always felt like I was never called on or never really mattered
to the class. I would like all my students to feel connected to the
class and the content, not just the ones in the front of the room.
I do think seating and desk arrangements should be
flexible. Seating assignments and desk arrangements should
change frequently to best adjust to classroom activities.
 White board A Well Organized
Teaching Physical Space
table

My
desk Bookshelves

File
cabinets

Bulletin Storage
boards cabinets
Bookshelves
Part IV: Establishing Norms and Routines
Class-Running Routines
 I would take attendance on a daily basis to make sure my students are on the right
track in terms of attendance and content material.
 I plan on have a home base buddy system, where each student is placed in a
cooperative group. Cooperative groups change frequently over the course of the year.
I would have a system in place called “got your back” where each team is responsible
to collect handouts or any materials if a person in their team is missing. The team
buddy puts the missing students work into their team folder that is clearly labeled in
the back of the room. This system can only be successful if it is positively maintained
and encouraged. This system is great in reducing teacher stress by distributing missed
papers or school notices.
 I would like my students to automatically sign in and out of my classroom on the
student sign out sheet (see attached). My father is a contractor and I would have him
make me one bathroom, nurse, and hall pass. I would have clear expectations
regarding students leaving my classroom. Only one person would be a loud out at a
time. If student needs to sharpen pencils or walk around the room they should do it
before class or on a limited basis during class.
 Students should clearly and neatly maintain the common areas of the aisles and
desks. Expectations will be set by both the students and myself so we all agree to
common house keeping issues and routines.
 I would have my homeroom class help me water plants and clean chalk boards.
Hall Pass- History Ms. DiCola's class, Room #
Date Student Destination Departure Time Return Time
 Part IV: Establishing Norms and Routines (Continued)
Lesson-Running Routines
 Student should bring their three ring binder and a pen or a pencil to every class. Students are also
expected to bring their assigned homework and projects to class on the expected day.
 Students will be responsible for turning their homework into the bin on the teacher’s table in the
front of the room. In the beginning, I will remind them about turning the homework in. I would
gradually like to make my students more independent and responsible for their own assignments.
 I will have a running list recording who has and who hasn’t done their homework. (see attached
list)
 I will distribute homework to the “got your back” folders in the back of the room at the end of
every class. One student from the “got your back team” will check the folder and distribute any
handouts or papers.
 Student should keep detailed assignment books or logs of homework for each class (see attached).
I would like to encourage student organization by giving the students a detailed calendar of
homework and daily topics that will be covered during a particular class (see attached). I would
also like students to track their grades and assignments (on the attached handout).
Interaction Routines
 During whole class lessons, I would like my students to raise their hands. I would be open to the
idea of more discussion based responses. But in the beginning as a new teacher I will have
everyone raise their hands during class time. If the students get distracted, I would flick the lights
or if they are working in cooperative groups, I would set a timer to help monitor and track student
behavior.
 I would like talk to be limited on independent assignments. I would like my students to leave the
classroom when I am done with a lesson not because of the bell. I want to really make transitions
smooth so interruptions and behavior problems are limited. During classroom activities, I would
like my students to use inside voices that are not too loud. When visitors come into the classroom,
I would like my students to keep working on the task they were assigned and not to get distracted
and misbehave.
 Homework for_______________________ Week of ______________________

Period Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1st

2nd

3rd

4th

5th

6th

7th

8th
Name: ____________________________
Month: March 2007
Homework for the Great Depression Unit

Sa Su
Monday Tuesday Wednesday Thursday Friday
t n
1 2 3 4

5 6 7 8 9 10 11
Topic: What was Topic: What Caused the Topic: Stock Market Topic: President Topic: President
the GD? GD? Crash and Hard Hoover’s Response Roosevelt’s Response
HW: Read- 708- HW: Read 688, 708-709 Times in America HW: Read 714-717 HW: Read 719-722
710 * Worksheet “stock HW: Read 712-713 *ND abbreviations *Reaction to the New
*Research Topic market plunges” *worksheet ‘The crossword puzzle Deal handout
assigned Great Depression” *Oral history project
assigned

12 13 14 15 16 17 18
Topic: New Deal Topic: Labor Reforms Topic: Effects upon Topic: Effects and Topic: Legacy of
Continued and Critics of the ND families, workers, culture of the Great New Deal and Local
HW: Read 719- HW: Read 722-726 and and communities Depression History of the Great
722 *reaction to reaction HW: Read 726-731 Depression
the New Deal * Study Guide Assigned and fill out advanced * Oral History project
handout for Unit exam organizer due
19 20 21 22 23 24 25
Topic: Local Topic: Unit Review of the Topic: Unit Exam
History of GD Great Depression
Hw: Study
26 27 28 29 30 31

Key________________
HW- Homework due the tomorrow
*-an assignment to complete for tomorrow
Topic: lesson objective for the day,
 Table of Contents
Assignments (Notes, Tests, Projects, handouts) Date Page Grade
Part V: Establishing Clear Rules and Consequences

• I would like as a class to establish rules and expectations. Students

and teachers can brainstorm what is important values within the class.
The class should work together to establish rules and principles by
which the class will operate. I would like to as a class establish the
consequences for certain expectations.
• I also think that its important for teacher to model appropriate rules
and principles so that students observe good behavior on a daily basis.
• Please see attached expectation slides and handout to use as a guide in
setting appropriate expectations.
Student Behaviors

• Be prompt
 Be ready to learn when class begins.
• Be prepared
 Have materials with you and know due dates.
• Be a polite and positive participant
 Speak in a normal tone of voice, and listen
attentively.
• Be productive
 Turn in work on time, and always do your best.
• Be a problem solver
 Correct problems quickly and peacefully before they
escalate.
Show Respect

• Value yourself. Be honest and ethical, and

practice strong moral values.
• Treat all members of the school community and
all visitors with politeness and respect.
• Honor the ideas and opinions of others.
• Offer to help.
• Be responsible with property and belongings.
Responsibility for Coursework

• Bring notebook, textbook, planner, and

appropriate writing tools to class.
• Know due dates, and submit all coursework
on time.
• All assignments are posted on the bulletin
board and on the class Web site.
Promote Lifelong Learning

You can develop lifelong learning traits:

 By showing curiosity about human nature and
how the world works.
 By seeking and valuing diversity.
 By persisting in seeking out new solutions.
 By using your unique talents and intelligence to
promote positive change.
 By learning and applying technology tools to
solve problems.
Policies
• Food and beverages are not allowed in the
classroom.
• Please be in your seat when the bell rings, as
class begins at that time.
• Major assignments and projects can be
resubmitted. They will be scored at a 10%
deduction.
• Absences
 Ask team members or a classmate first for
assignments.
 Each absence has a three-day grace period.
Grading

• Grades are based on the accumulation of

points.
Our Grading Scale
• Points are based on: • 90-100% =
A
 Class participation • 80-89% =
(effort) B
• 70-79% =
 Completion of assignments C
• 60-69% =
(daily work) D
• Below 60% =
 Major projects, exams, and F
self-reflection
Grades are calculated
on cumulative
• Grades will be updated weekly.
percentage and are
rounded up whenever
possible.
My Pledge to Students

• I will trust you until you give me reason to do

otherwise.
• I will respect you and work with you to solve
problems.
• I will promptly correct and offer feedback on
your work.
• I will work with you to meet learning goals.
• I will offer extra help and alternative
assessments should you require them.
 Part VI: Preventing Misbehavior
• Proximity- I would use proximity within the classroom to prevent misbehavior. If a student
starts misbehaving I would stand near the student to possibly prevent a misbehavior. I used
this strategy at FDA when boys were chatting in the back of the room. I started walking
around the room and it got their attention and stopped the misbehavior. I want to walk
around the room as a teacher. I think it will help students focus on learning a little better and
it minimizes classroom misbehavior.
• I would also use good news notes, teacher notes, no homework rewards, or prize box
rewards as an incentive to keep students on track. I really like the idea of sending little notes
that are not too obvious but they do let the students know that I acknowledge their good
behavior. (see attached)
• By expecting it- If you can plan ahead if you prevent a potential misbehavior, it is often best
to prevent a misbehavior before it occurs. Sometimes if you can identify the cause of the
disruption, you might be able to better minimize potential situations.
• Another great way to prevent a misbehavior is by designing lessons that are clearly
organized and have well planned transitions. The more a teacher is prepared and the
smoother the transitions are, the least chance misbehaviors will occur.
• Another way to prevent misbehavior is to have student be engaged and connected to the
content within the classroom. Designing lessons that are fun, relevant, and engaging
encourage students to be on track and focused on the content.
 Good News!
Today, ____________________ accomplished the following:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Signed,
_____________________
 Part VII: Responding to Misbehavior
• Behavioral issues need to be determined with the school’s policies. As a new teacher,
I plan on talking to my fellow coworkers about specific ways of handling behavioral
issues and consequences within my classroom that adhere to the school’s policy.
• Using proximity, Eye contact, or calling the students name- Are great ways to quickly
respond to a misbehavior. Sometimes all students need is a little reinforcement to get
them back on track with the class. A simple cue can achieve just that.
• Another response is to call on the student to answer a question related to the
classroom discussion. Sometimes a little distraction from the misbehavior is just
enough to get the student back on track and focused on the assignment. For example,
if David is misbehaving I could ask him “what do you think was the cause of the
American Revolution?”
• A third intervention could be a to send the student to another classroom or call home.
Hopefully this effort will not be needed but it is an option for responding to
misbehavior.
• Another intervention is to have a parent/guardian conference to discuss the
misbehavior with both the parent and the student. Sometimes it might help to have a
cooperating teacher in the room as a unbiased support. (see attached conference record
form). Teachers should always track any type of misbehavior or interventions that
were used within the classroom. I plan on keeping a detailed journal.
• Another idea can be to send the child down to the principals office or suspension from
school. This can be one of the last resorts to behavioral intervention.
SCHOOL

Student Disciplinary Action

Student Name: ID#:

Grade:

INFRACTION

Date Time

Location

DESCRIPTION

DISCIPLINARY ACTION TAKEN

Teacher Date

Student Date

Parent Date

Disciplinary Agent Date

 Conference Record
Student:___________________________ Date: _____________________________

Items discussed
____________________________________________________
____________________________________________________
____________________________________________________
Actions to be taken
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Signed by
Teacher: _________________________ Date:
Parent: __________________________ Date:
 Part VIII: Avoiding Potential Errors on My Part
• I have a tendency to talk too fast. I would like to avoid or prevent this behavior
so that I know that my students are understanding the concepts and the content.
If the pacing is too fast my students may not properly understand the content
and they may misbehave as a result of being lost or confused. I would like to
work on this next semester as a student teacher.

• I also have a tendency to be too serious. I would really like to make my lessons
fun and interesting. I feel that once I become more familiar with my content,
the state standards, and my students I will begin to truly enjoy teaching and
have fun with my students.

• I really want to avoid using threats and punishments within my classroom. I

think the worst thing teachers can do is to threaten students and make the
classroom an uncaring environment. I want to pay particular attention to
including all children within the classroom. I would like my classroom to be a
caring and welcoming environment.