Classroom Management Plan

Ms. Paige Harris Fall 2014

Philosophy of Classroom Management... Prevention Plan. First Days of School. Intervention Plan Family-School Connections

Table of Contents

- Albert Einstein

Wonder. Exploration.

Discovery.

My Classroom Management Philosophy Learning is an adventure, like the risky ascent up a steep, frigid mountain. My classroom is the training ground, the place of development. Our goal is the summit, but the sky's the limit. Education never ends. There is always an opportunity to dream bigger and climb higher. We are skill-builders, strategizers, critical-thinkers, and problem-solvers. We have high expectations for ourselves and will begin the climb to success with confidence. A world of knowledge awaits at our fingertips, through careful reading, analyzing texts, participating in cooperative learning groups, and engaging our wider community. We work with rigor and joy to develop a growth mindset to prepare for college and career opportunities. There will be plenty of times we lose our footing and wince from the scars of our misfortunes, but we must learn from our mistakes and press forward. This is why classroom management is so important. A strong classroom culture provides warmth and safety to encourage risk-taking and learning through the explicit teaching and upholding of firm boundaries and limitations. We cannot successfully begin the climb without our gear: Prevention Strategies, Intervention Strategies, and Family-School Relationships. Everyone involved in the education of a student needs to knows how the gear functions and commit to its consistent implementation. Prevention Strategies are essential gear to an exceptional school year because they establish expectations that allow for a thriving learning environment and smooth transitions. Intervention Strategies are for when the gear does not quite function as planned. These are the guidelines for managing misbehavior-- in the most appropriate and consistent way-- to minimize the disruption of time on task. With quality parental and guardian communication and collaboration, we will aim to support each student to reach their maximum potential for achieving and exceeding their goals, always celebrating success along the way. The following document explains the importance of classroom management and my specific strategies to implement it effectively for daily use. Together, we will reach the top.

Prevention plan strategies are essential to effective classroom management as they foster a safe, respectful environment where all students have maximum potential to learn. The attached policies and procedures will be explained, rehearsed, and reinforced to ensure that student and teacher expectations are clear and consistent. Explicit instruction of the policies and procedures will occur within the first few days and weeks of class. This initial investment will promote a thriving learning environment and smooth transitions, which are sure to save time and limit disruptions as the school year progresses. The most important piece of a prevention plan is a well-planned lesson.

Prevention Plan

Classroom Policy

(See attached slide) A classroom policy is an essential outline of classroom expectations. All procedures should support the policy,

Respect

Students will respect the teacher, their classmates, their school, and community.

Ownership Attitude

Students will take ownership of their actions and learning. Students will evaluate and orient their attitudes and perspectives towards optimism and confidence.

Respond

Students will engage and respond to the learning environment through participation, tracking, and reflection. They will always be the best they can be.

Classroom Procedures
Class-Running Procedures
These are non-academic procedures that enable the classroom to run smoothly. When students are taught these expectations and boundaries, they are better able to safely lower their affective filters, take ownership of their learning, engage, and respond to the classroom learning environment (ROAR). These following procedures promote fluidity and smooth transitions.

[Entering the Room at the Beginning of the Day] * Students will line up outside the classroom door. * Teacher will greet and high five, handshake, fist bump, or side hug (student-choice) each student as they enter the room. * Students will record their lunch order, take their seats, get out their homework folders, and immediately start the Do Now! on the board. (See Morning Routine) [Taking Attendance] * Attendance Taker (see Class Jobs & Cleanup) will record hot/cold lunch and record official attendance. Teacher will confirm. [Recording Lunch Orders] * Students will record their personal lunch order on the lunch board, by moving their clothespin to the designated colored yarn: Hot Lunch (school-provided) = red yarn Cold Lunch = blue yarn * Students who do not move their clothespin to a designated area will be marked as absent (confirmed by the attendance-taker). [Going to the Restroom] * Students will hold up the bathroom sign (twisted fingers) and make eye-contact with the teacher. * The teacher will nod (yes) if its an appropriate time or nod (no) if the student needs to wait. * The student will take the restroom pass (a large bottle of marked hand-sanitizer) with them for accountability and sanitary reasons. [Using Materials] * Students will share and care for Community Kits in the middle of their table group. The teacher will provide standard supplies (pencils, markers, crayons, erasers, masking tape, sharpie, post-its, small stapler, and manual pencil sharpeners/cup for shaving disposal). * If students choose to bring their own supplies, they will store them in the Community Kits and mark their supply with a tape flag (a piece of masking tape and sharpied name). * Materials will be taken away if they are abused and students will have to provide their own tools. [Class Jobs & Cleanup] Attendance Taker

This student will be responsible for recording hot/cold lunch orders and recording official attendance. They will return the clothespins at the end of the day. Team Leader(s) Each table group will be assigned a team leader for the week (on rotation). The team leader will be responsible for passing out supplies and creating a team silent cheer for the week. Line Leader This student will be responsible for leading the class to and fro. He/she will determine when the class is ready-to-go (quiet, facing forward, straight line) Messenger This student will be responsible for delivering and receiving messages from the office. Librarian This student will be responsible for making sure the class library stays organized and tidy. Techie This student will be responsible for turning on/turning off classroom computers, dusting the keyboard, and assisting the teacher when technology is in use (e.g. turning off the lights when projector is in use, asking teacher to adjust volume, occasional trouble shooting). Cleanup Students will have assigned clean-up jobs for their specific table group: Number 1s will stack the chairs Number 2.s will clean up trash around the table group Number 3s will dump the pencil shavings in the trash and organize the Community Kits Number 4s will wipe the tables down with an antibacterial wipe. Remaining numbers will assist the teacher with odd jobs posted on the board (via post-it notes). They will take the post-it off and complete the chore. When students are done they will meet in the center of the room with their backpack on for Closing Meeting.

Lesson-Running Procedures

Teachers who have great lesson-running procedures and expectations are able to build momentum and keep their students engaged. Teaching the

following procedures will save valuable instructional time, by limiting unnecessary disruptions.

[Morning Routine] * Students greet the teacher, record their lunch, take a seat, and take out their homework folders. * Students immediately begin the Do Now! recorded on the board in their class journal. * Students work until they hear the signal for the Morning Meeting. (Morning Meeting includes a quick greeting or activity, morning message or check-in, and class pledge.) * Students are dismissed from the Morning Meeting and immediately break into their morning work groups. [Homework] * Students will receive homework packets at the beginning of the week to be completed at their leisure (providing choice). They may also receive additional, differentiated assignments throughout the week. * Students always bring their homework folder and set it on their desk, open for the teacher to review. The teacher walks around during the Do Now! and stamps the homework for completion. Teacher will collect the homework or leave it in the folder for a later turn-in date. * Homework folders will be turned in on Friday morning. [Distributing Supplies] * Team leaders will distribute supplies for their table groups [Before Lessons] * Students will always have a sharpened pencil, eraser, and class journal on their desk. * The rest of their supplies (textbooks, workbooks, etc.) will be positioned at the center of the table. * Students will prepare their papers with the proper heading: NAME & NUMBER & DATE [During Lessons] * Students will exhibit ROAR. * Students will respond by hand-signals during whole-group instruction and small-group work: :

Thumbs Up - I agree Thumbs Down - I disagree Thumbs Middle - Undecided Rotating Arms - Keep going Hand on Brain - Thinking Hand Raised - I have a question or I have an answer * During independent work, students will place a question cup on the edge of their desk if they need the teachers assistance.

[After Lessons] * Students will occasionally self-assess and reflect on assignments in their class journal or using a ROAR rubrics (aligned to the class policy). [Closing Meeting] * After class cleanup, students will meet in the center of the room (with their backpacks and supplies) for a closing meeting reflecting on the day and addressing any issues or upcoming events.

Interaction Procedures

These procedures set an expectation for appropriate interaction among the teacher and scholars. Interaction procedures directly support a safe and thriving learning environment, as the teacher can easily get the students attention to deliver clear instruction, directions, or important messages.

[Signals for Getting Student Attention] * Sign of Respect: This is a non-verbal signal (love in sign language) that is used to get student-attention and refocus the group. When the sign goes up, the students also use the sign, stop talking, and track the person holding up the sign. * Bells: A small desk bell will be used to get student-attention. 1 bell means it is too noisy. (warning). 2 bells means stop and listen. This is used when the teacher has a quick message. 3 bells means absolutely no talking. When 3 bells ring, the students respond by throwing up the Sign of Respect. [Signals for Getting Teacher Attention] * Students respond using hand signals (see During Lessons)

* Student uses their personal question cup, by placing it on the edge of their desk. * If the teacher is at her desk or conferencing with a student, the students will not interrupt the teacher (by approaching the teacher) unless their is an emergency.

[Talk during Independent Work] * There will be absolutely no talking during independent work (independent work is rare, typically reserved for formal assessments) [Talk during Small-Group, Cooperative Work] * Students are able to converse with their academic partners and group members in hushed tones (inside voices). If the students are too loud, they will be warned with 1 bell. If the problem persists, the disruptive student(s) will not get to participate with their group. [Talk during Transitions] * Students will make quiet transitions, holding up two peace signs as a reminder to make calm, smooth transitions (and to keep students hands to themselves).
Effective Teacher Praise Teachers can use situational factors to enhance students intrinsic motivation to learn through activating senses of control, competence, curiosity, challenge, and community. Specific praise (as opposed to a general, Good job!) is especially motivating and encouraging to students. The following are great expressions to use in a classroom environment:

[Control] Take ownership of your learning! Here are your choices. Now go for it! You are in charge of your learning. You figured that out on your own! (praise) This is your chance to show me what you know. (regarding assessment situations) [Competence] I notice that you Youre getting better! Celebrate your improvement! What are you goals? It helps to write them down.

What do you already know? [Curiosity] Lets explore! Lets figure it out. I wonder about See if you cant find out the answers to your own questions. Ask a partner. What do you want to learn?

[Challenge] Im up for the challenge! This is challenging, but its worth the effort. I have high expectations for you. Lets celebrate how you faced a challenging task. [Community] Welcome! Im so glad youre here. Were a family! I saw a lot of teamwork today. Work together with your group to solve this. Tell your partner something youve noticed about them.. (affirmation)
Relieving Energy Activities (Brain Breaks)

Teachers and students are working hard all day. Activities to relieve energy (pressure, frustration, etc) are essential to keeping students focused, engaged, and joyful. These following activities can be used sparingly to relieve tensions and reorient students to put their best effort towards a challenging task. [Coconut Stretch] This is a fun, (upright) full-body stretch where students spread out and spell C-O-C-O-N-U-T with their bodies. [Coffee Break] This is a quick break (no longer than 5 minutes!) where students can leave their work area and get a drink of water, eat a small snack, or talk with a friend. [Body Twister] Body twisters challenge students to do challenging tasks like lick their elbow, pat their stomach and rub their head at the same time, or hop on one foot. and sing a song.

[Take a Lap] This task involves going outside and running a lap (or predestined distance) to relieve energy. [Dance Party] The teacher plays an appropriate song and students (or teacher) take turns teaching a dance move that the whole class mimics.

The first days of school set the tone for the entire year. The teacher that is thoughtful, creative, and prepared to instill classroom community and excitement for learning will carefully cultivate great expectations on day one. The result is that students will experience joy as they feel safe to take risks and furthermore, take ownership of their education. I will engage my students with all the warmth and enthusiasm my heart can muster, in the genuine effort to make known to my students that their personal contributions to our holistic class community are significant. My students will know that they have the opportunity to experience success and grow in many ways. I will uphold high expectations and establish these on the first day of school.
On the first days of school, I will: Create a warm, majestic, and inspiring learning environment: Stimulate students minds with bursting colors, decorations, and textures that spark curiosity and bring joy to students hearts (possible themes: jungle, ocean, etc.) Include several cozy reading corners and workshop centers with pillows and forts Create fun bulletin boards for each subject that ignite wonder and excitements (science, history, math, reading) Create space for welcoming members of our community: Greet, shake hands, and look into the eyes of each student as they enter the room. Create a sticker or lanyard name tag for each student. Direct them to breakfast/pastry area and discovery centers. Set-up breakfast/pastry area (small treats to begin the day) and discovery centers all around the room and allow students time to

First Days of School

explore Begin and end each day with a Family Meeting. Circle up and introduce each member of the community with 3 fun questions (possible questions: what is your name?, what is your favorite meal and why?, what are you most excited about this year?). Learn names. Pass out community Bingo and roam around the room getting signatures of students who match the descriptions (hobbies, family, attributes) Stress the importance of community and collaboration: Establish community by explaining and using Family Language Discuss (as a class) the importance of respect, teamwork, and collaboration. Establish No-Competition zone. (We are a team! We work together to sharpen one another!) Work toward goals as a team and create productive incentives (Ex: Read & Feed) Establish high expectations for scholars: Learn and memorize the classroom policy - ROAR Teach Growth Mindset - Working harder to get smarter! Discuss the importance of a productive learning environment and full-participation (No Opt Out) Instill value of working hard during the week and completing homework on-time (work toward no homework, except projects on the weekends) Establish consistent consequences (think sheets, student-teacher conferences student phone-ing home) Demonstrate essential procedures: Practice morning routine (turn in homework, daily warm-ups, morning meeting) Teach the Sign of Respect (love in sign language) and practice, practice, practice Model care for community materials (tool boxes) in team/table groups Learn and practice bathroom and water signs (sign language). Introduce and practice Bellhop responsibilities Introduce classroom clean-up responsibilities (chair-stacker, table-wiper, pencil-sharpener, trash-person) Ignite a genuine excitement and passion for learning: Debrief discovery centers, ask students what they are most excited to learn this year Highlight opportunities to grow and fun projects that will occur this year Introduce class journals and establish goals, via

hopes and dreams writing prompt for the school year; take prompt and create a visual to hang on a class bulletin Introduce classroom responsibilities: Give a brief overview of classroom responsibilities, draw names.

Even the teacher with the best prevention strategies and most exceptional, scholarly students will experience misbehavior in the classroom As problems occur and the teacher responds to the behavior, the students will look to the teacher in hopes of fairness and consistency. Intervention plan strategies are essential to maintaining a strong classroom culture and can make the difference between a positive or negative school year experience. Students will thrive in a classroom in which they know what behavior is expected (through policies and procedures) and are appropriately held accountable.

Intervention Plan

General Guidelines for Responding to Misbehavior

To manage misbehavior, the teacher must always remember to: [Stay calm and respond appropriately, consistently] Committing to a calm (warm-strict) disposition allows the teacher to think clearly and respond to misbehavior appropriately by categorizing the severity of the behavior. This prevents a response driven solely by emotion. [Assume the best] By assuming your students want to respect the class culture, the teacher, and themselves, positive relationships are maintained. [Reframe] Positive reframing aims to make corrections consistently and positively by narrating the behavior that is expected (re-teaching).

[Preserve the students dignity]

Students should always feel safe, cared for, and respected in the classroom, regardless of their performance and behavior. Therefore, it is preferable to intervene with private correction or a quick public correction). [Minimize disruption to time on task] The purpose of schooling is to learn and grow. Classroom teachers have great responsibility to provide the tools and support for holistic development of their students, with very little time. Time in class should be spent supporting goals for learning and covering content (extensively and deeply), not scolding and reprimanding students.

Responses: Minor Misbehaviors Minor misbehavior is the most common of the categorizations in the everyday classroom. Teachers must remember that their students are also children. They are learning how to belong to society, carving their way into a world much bigger than themselves. Thus, I will always remember that minor misbehaviors are expected. I will calmly assess the behavior to inform my instruction and determine the needs of my students (whether they need reteaching, a new/fresh way to learn involving more of their multiple intelligences, or an energy-relieving activity). The following are appropriate responses to minor misbehaviors such as: daydreaming, goofing off, fiddling with stuff in desks/backpack, coming to class late, talking out of turn, passing notes, chewing gum, tapping pencil on desk, running in class, tattling, etc.
* * * * * * Ignore the behavior Circulate/monitor during group and independent work Use proximity Give non-verbal cues (ex: track the board as pointing to eyes, pointing to the board) Give verbal cues (ex: simply saying the name of student to acknowledge and redirect the behavior) Lightening quick public correction

Chronic Misbehaviors Chronic misbehaviors are persistent inappropriate actions such as consistently turning in late assignments, shouting out answers everyday, or getting out of ones seat often. These behaviors are disruptive to the class environment and

infectious, if not addressed. Appropriate responses to these behaviors are the following:
* Establish a new routine * Narrate positive behavior (anonymously promoting accountability for all students) * Help students increase awareness and responsibility for the misbehavior through self-monitoring and self-evaluation. (An easy way to do this is to tape an index card on the students desk and teach the student how to monitor/record their own behavior. The teacher does the same. The student and teacher compare responses to increase awareness.) * Try reframing the behavior (If a student always doodles instead of taking notes, the teacher can try investing in the students artistic capabilities and creativity. A simply way to positively reframe this behavior is to have the student take notes and draw a visual representation of what he/she is learning. An appropriate response would be throwing away a students notes or publicly reprimanding them.) * Give a private correction/conference to address the behavior

More Serious Misbehaviors Serious misbehaviors are absolutely unacceptable and must be treated as such. If these behaviors occur in the classroom, the teacher must be prepared to respond immediately, though still thoughtfully and calmly. While these misbehavior are severe and destructive to the classroom, the teacher should offer the student choices to re-establish positive relationships between the student and community, student and school, student and teacher, student and peers, and student and self. Such behaviors manifest as hitting, fighting, bullying, cheating, stealing, vandalizing, and refusing to do what the teacher says. The teacher may choose to involve parents or administration in such cases (according to school policy). Appropriate responses would be:
* * * * * * Immediate, quick public correction Private conference Behavior contract Parent conference Administration conference Opportunity to re-establish positive relationship

General Consequences to Misbehavior The general consequences to misbehavior should be consistent to provide students with accountability. Therefore, these consequences should be taught explicitly and purposefully. I will explain the why or reasons for consequences and distinguish between discipline and punishment. I will never punish my students. I will correct them to show students that they are cared for and respected in my classroom. I want to maximize their potential to be successful, achieving scholars. Appropriate and meaningful intervention supports this goal.

1. Generally- I will assume the best, reframe behavior, and minimize minor disruptions by quickly addressing the behavior. 2. Depending on the severity of the behavior (chronic or serious), I will write names of misbehaving students on the board (his/her name under the acronym R-O-A-R, representing our all-encompassing classroom policy, of which specific category the student is not upholding). For example: If Corinne is constantly complaining about an assignment, I may chose to write her name under A for Attitude because her attitude is not oriented towards productivity or positivity. Or perhaps Jackson is teasing Mark. His name might go under R for Respect. And so on) 2. This acts as an acknowledgement of the behavior. It shows that the teacher and student are aware of the behavior. If a students name is on the board, they must privately conference with the teacher about the behavior for the first few minutes of recess. This serves as a private correction. 3. If the behavior persists after intervention. the student will receive an additional checkmark by their name. This means that the student will have a private conference and will fill out a behavior contract (think-sheet). If the behavior is more severe, the student will have an immediate private conference, fill out a think-sheet, and phone home.

Behavior Contract (Attached separately) The purpose of a behavior contract is for the student to meaningfully take ownership and responsibility (the O is ROAR) of the behavior, reflect, and critically think of ways to respond (making amends or providing strategies for improvement/growth). This will be signed by the student, the teacher, and the parent (if appropriate).

Family-School Relationships
At the end of the day, the most overwhelming key to a childs success is the positive involvement of parents. Jane D. Hull Students spend a significant amount of time each day in school. Behind every excellent education is support and community. When a child feels safe, cared for, and challenged to take risks, their opportunity for growth exponentially increases! Therefore, I desire each and every family to be valuable, active members of their students learning and growth honing, sharpening, and providing space for practicing the skills that are developing in the classroom. This can only be accomplished through fostering open

communication and partnership. The following are strategies I will use to promote communication and involvement: (Letter to Parent Attached)

[Contact Information] I will provide each parent with my e-mail address and iMesssage account information (a way to send and receive text messages without giving away a personal cell phone number). I will encourage parents to contact me for any reason pertaining to their child or our classroom.

[Weekly Folder] I will send home weekly folders on Friday (to be collected Monday) with graded assignments/quizzes, personalized notes home, progress updates, and suggestions for review/practice at home.

[Monthly Newsletter] Each month, I will send home a vibrant, informative newsletter in English and Spanish, which celebrates our learning growth, highlights a student of the month, previews upcoming units and events, and gives tips for parental involvement.

[Personal Notes Home] Throughout the year, I will send occasional personalized notes home to check-in with parents and provide specific praise and encouragement (for their student or their personal involvement). I want parents to know that their input is valued and cherished.

[Parent/Teacher Conferences] At the beginning of the year, I will arrange time slots for each parent to sign up for an initial

parent/teacher conference. From then on, I will encourage parents and guardians to contact me and/or make appointments to discuss any concerns regarding their child.

[Portfolio Day] At the end of the year, our class will have a Portfolio Night, where students and parents are invited to a potluck dinner to celebrate students growth through the professional sharing of students portfolios.

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F A L L

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Greetings Family!
Welcome to the 5th grade.
Welcome back! I hope you enjoyed a wonderful summer soaking up the sunshine and feel refreshed to leap back into a new school year, full of possibility. My name is Miss Harris and I am passionate about upper elementary education and encouraging young minds to take ownership of their learning. My students are provided the tools necessary for college and career readiness. Fifth graders are at a development stage where they transition from more concrete to abstract thinking. I embrace and encourage this growth by upholding high expectations for learning and classroom community. In my class we strongly believe in our class culture and ability to persevere and grow our minds. A little bit about myselfI grew up in the Central Valley and moved to Santa Barbara for my undergraduate work. I graduated with my teaching credential from Westmont College in 2014. Throughout my time at Westmont, I worked in diverse school settings through my fieldwork placements, case studies, after-school program involvement, and as a private tutor. I spent my summers working full-time with 4th, 5th, and 6th graders as a counselor, program staffer, and Assistant Director at a summer camp. I love the great outdoors, cooking, painting, and songwriting. I am honored to be part of your family for this season! Your involvement is absolutely essential to the success of your student. I urge you to ask your student each day what he/she is learning and make sure your student is reading each night! A great way to do this is to incorporate reading into your evening routine! Look out for Scholarly Tips sent home the first week of school! Communication is key! Please feel free to contact me at any time with any questions or concerns about your child. Id love to hear from you. Look out for biweekly newsletters and occasional notes home! Warmly, Ms. Harris pharris@westmont.edu

My mission is to embrace holistic education that empowers and equips young minds to seek progress in their communities upholding justice, equality, and grace for all.