Mrs.

Gartons 4th Grade

is a

Well-Oiled
machine!
Id imagine the whole world was one big machine.
Machines never come with any extra parts, you know.
They always come with the exact amount they need.
So I figured, if the entire world was one big machine,
I couldnt be an extra part.
I had to be here for some reason.
And that means you have to be here for some reason, too.
Hugo Cabret

Mechanical guide
Classroom organization

Classroom operations

Classroom routines

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Differentiation

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Parental communication

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Record-Keeping
ORDER & CLEANLINESS
NEW STUDENTS

Classroom expectations
Rules
Consequences

Classroom organization
Hugo Cabrets quote says everything I want
students to accomplish and feel within my
classroom. Each student is meant to learn
and be a part of a larger whole a machine in
which we investigate, explore and learn with
one another.
A machine works. And it works hard.
A well-oiled machine works seamlessly and
efficiently with each component playing an
integral part in its function.
A classroom represents a machine each
student playing a vital role in the production
of learning.
The design of this classroom represents a machine in that it promotes exploration, mobility
and cooperation of and among its students.
The core area of the room consists four-person pod configurations. The organization of these
small groups is the central and primary component of the room. These learning pods are
organized so that students are facing one another for ease of discussion and group work, as well
as being able to easily view the white board for whole group instruction.
The exterior of the room uses wall space for both white boards and bulletin boards. The white
board spans the entire wall between the windows so that it is possible to leave up information
that the class has discussed for reference and making connections. The white board will also act
as a screen for the projector, document camera and other interactive technology tools. Two other
walls contain bulletin boards that will be used for posting visual aids for inquiry centers (further
information on centers follows). Storage cabinets line the final wall. There are also a sink and
counter area as well as garbage and recycling near the door.
Following I will describe the numbered mechanics of the room:
1. Chill Zone: This area will function primarily as a quiet reading area. Comfortable beanbags
and chairs will be offered on a rotational basis. Students can use this area for quiet, individual
activities such as reading and writing. I placed it near a window to promote deep thinking and
reflection, as I think the chance to look outside can sometimes be helpful in promoting calm and
meaningful quiet time. The bulletin board surrounding this zone will have famous works of art
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posted, and will include large coffee table books on many different subjects including beautiful
places around the world, architecture and artwork. I think of this zone as contemplative and
inspirational.
2. Explore Zone: This work area combines a round table with chairs for group work and peer
conferencing, research, experiments as well as housing art and writing supplies. The shelves
offer space for nonfiction and trade books for free reading and reference and maps will be posted
on the bulletin board.
3. Group Learning & Class Library Zone: This space is designed for mini lessons, reading
aloud and other more intimate learning opportunities. The rug offers a boundary for floor sitting,
and there is an easel and white board accessible when needed. The shelves surrounding the rug
are filled with books of a variety of genres and reading levels. They will be sorted in baskets by
genre, with a checkout system so students are responsible for the books they borrow from the
classroom. The bulletin board will have reading recommendations and classroom favorites
posted.
4. Literacy Zone: This kidney-shaped table will be used for teacher-guided small group lessons.
This station will house word work and guided reading groups. The bulletin board will have
vocabulary and other fun literacy based tidbits posted.
5. Grand Central Station: This table will act as Grand Central Station for classroom work.
There will be baskets and bins for items directly related to learning and lessons. Lesson
materials that students may need will always be available on this table. White boards and
markers, assignment baskets, clipboards, sticky notes, etc. will have a central place for students
to find easily.
6. Tech Zone: This zone houses classroom computers, printer, paper and IPads.
7. Student Zone: These shelves are placed near the door and will offer space for studentcentered items. Mail, fluency boxes, lunch cards, etc. will be placed where students will pass
them each morning on their way into the classroom and on their way out each afternoon.
8. Teacher Zone: A work desk and storage are essential for classroom organization. Large
storage cabinets will hold all necessary lesson and classroom materials. The projector and
document camera will be near the desk so I can easily keep track of lesson materials.

(Classr

om operations)

The nuts and bolts of the classroom include organization of records and daily procedures.
Without a system for keeping students, papers, curriculum and resources organized, the
machine falters and eventually shuts down.
RECORDS
Each student will have an individual folder where necessary personal information, educational
goals or requirements, IEPs, running records, and other assessment-based information will be
kept. This will be for teacher and parental reference.
The student will also have access to a binder or portfolio of accumulated work throughout the
year. These portfolio binders will be accessible to the students, and they will have the
responsibility and option of building a strong representation of their learning progress by
choosing what is included within this portfolio. At the conclusion of the school year, these
portfolios will be an accumulation of the students best work.
My intention is to utilize technology as much as possible to minimize paper records. Lesson
plans will be created and filed electronically with any accompanying documents (worksheets,
graphic organizers, etc.) when possible. At the end of each lesson plan, I will provide a section
for notes after teaching the lesson in order to reflect on changes that may need to be made for the
next year. A filing system for resources unavailable via technology will also be used based on
content and unit area. I do plan to print a weekly outline of lesson plans in order to document
progress throughout each week. This printed copy will also be necessary for absences and will
be included in a separate folder in order to inform a substitute of plans for the day.

ORDER & CLEANLINESS

When a machine gets dirty, it just doesnt work as smoothly as it should. An organized,
clean and orderly space is critical for learning.
Order and cleanliness of the classroom is EVERY students responsibility. Students will be
responsible for their personal space including desks, literacy boxes and lockers. At the end of
each day, we will do a one-minute desk check so that students can straighten folders, books,
pencils, etc. in their desks in order to begin the next day without confusion, clutter and stress
about where to find things. A tidy desk facilitates quicker transition times and develops
organization as a life-long skill.
Students will also be expected to keep the room tidy as well. The afternoon routine will also
include picking up objects and trash from the floor, stacking chairs, straightening books, etc. so
that we enter a well-oiled (and organized classroom) the next morning.
Friday afternoons will be a time for deeper cleaning, where students take a few extra minutes to
wipe down desks, chairs and other surfaces with sanitary wipes to prevent the spread of as many
colds and illnesses as possible within our classroom.
NEW STUDENTS
Every wheel has a cog, and the classroom wheel has many. New students will be welcomed
as if our classroom machine had been missing its most important component.
In order to integrate a new student as quickly and seamlessly as possible, we will have a buddyrotation in place. The new student will have the opportunity to partner with several students over
the first few weeks of class in order to learn how our machine operates. Students will have the
opportunity to volunteer for the buddy system in advance and will be assigned to orient the new
student to our work each day. Sitting together at lunch, playing with one another at recess and
being available for questions or concerns will all be responsibilities for new student buddies. As
a teacher, I will be sure to facilitate communication with parents in order to establish relationship
of trust, care and concern for their child.

Classroom
expectations
Sometimes machines break and we need
TOOLS in order to repair them. I want to
establish clear classroom expectations and
rules so that students can prevent classroom
breakdowns.
Most importantly, I want the STUDENTS in
my classroom to become the tools needed to
keep the machine running smoothly.
Self-monitoring behavior, solving conflicts independently and being responsible for
themselves and their actions all become the regular maintenance that is required for a welloiled machine.
Establishing expectations and rules at the beginning of the school year is key. Students will
spend the first several weeks learning and practicing the expected behaviors so that we can
operate smoothly throughout the year. Classroom rules will also be posted prominently within
the room so that we can refer to them for reference and reminders when need be.
Courteous and respectful behavior toward others and the school is the goal. Students will
demonstrate these basic strategies in a variety of ways including:
Line basics in the classroom, at recess, in the halls.
Not interrupting others and raising a hand to speak
Using good manners and courteous behavior when interacting with teachers, students and
visitors.
My expectation is that our classroom machine is in working order! Students will experience a
classroom culture that demonstrates self-driven responsibility and accountability, along with a
sense of ownership for success. I want students to know I believe they will succeed and that I
expect the very best from them!
To reinforce this belief, students will have the opportunity to earn a class reward. This reward
could include a special dress-up day or theme day or 20 minutes of a preferred activity. To earn
the reward day, I will have a jar of screws, nuts and bolts that represent each students selfevaluation of their day. Students will move a bolt, screw or nut from the full jar to the empty jar
every afternoon and when they empty jar becomes full they will earn a reward of their choice.
I like this system because it shows that each member of the class is a small part of our big
machine and that by taking initiative and working hard, each of them has the power to
contribute to our success as a whole.

Classroom rules:

ake your BEST effort!

lways be confident!
ooperate!
ave Respect!
nclude everyone!

otice excellence!
ncourage classmates!
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CONSEQUENCES
However, even with regular maintenance, we know
that squeaks, shudders and breakdowns are inevitable.
The process for dealing with breakdowns will be to
implement a step-by-step interaction that follows the
same procedure for every occurrence. When a rule or
expectation has not been followed I will:
1. Restate the rule or expectation that is not being
met
2. Give the student a limited choice (a logical
consequence to the behavior)
3. Follow through with the consequence
This procedure will apply to students who are not following established classroom rules and
minor disruptions or infractions that may occur.
In more difficult situations, I will use cool downs or time-outs in an attempt to deflate outbursts
or defiance. Allowing students the opportunity to take a few minutes to collect themselves and
think about the consequences of their actions (or inactions). A cool down period of two or three
minutes allows the student to have self-awareness of actions, and the ability to learn a strategy to
prevent a more severe outburst. Short cool down periods will not require made-up time. If cool
downs and time-outs result in missed instruction or work time, I will make arrangements with the
student to compensate for missed class time.
Students are fully capable of meeting the expectations of our classroom machine! In order to
encourage responsibility of actions, I will have a clipboard where students will make a check by
their name if they require consequences for an unacceptable behavior. Three checkmarks within
a week will warrant parent or guardian notification in the form of an email and note home.
Checkmarks will be granted for general misconduct and rule infractions. Blatantly disrespectful
behavior toward another student or teacher will illicit a check, contact with parents and a
mandatory letter of apology.
When a student is not responding to the standard classroom expectation reinforcements, or has
many repeated offenses, it will be necessary to establish a more formal strategy in order to
behavior expectations. This will include cooperation with the principal, parents/guardians,
counselor, etc. in order to establish a behavior plan that meets student needs and creates a
process that supports student success.
I consider myself, as the teacher, to be an integral component to the success of my
classroom machine. The high expectations I hold for my students will also be applied to my
own behavior as a school professional. Cooperation with and respect for my
administrator, colleagues and students will always be at the forefront of my interactions
within and outside of school.

Classroom routines
Even the simplest of machines requires ingenuity and finesse in accomplishing work. The
classroom is no exception.
Simple processes such as sharing, group work, room job assignments, handing in papers,
dismissal, lining up and bathroom procedures can either wreak havoc and cause a breakdown
or allow the machine to function for its main purpose, which is LEARNING!

The basics require common courtesy and respectful behavior and are the foundation for our
classroom machines operations. Students will be expected to use basic body skills keeping
hands at their side, maintaining appropriate personal space and staying quiet as expectations for
lining up, walking in the hall and dismissal at the end of each day. I will use lights out as a
signal for students to demonstrate these behaviors as we transition for recess, lunch and specials
throughout the day.
Group work is central to learning and I will promote collaborative learning as much as possible
within my classroom. Pod-like desk arrangements will facilitate group work and
Think/Pair/Share strategies. But sometimes it will be necessary to form groups quickly and
fairly to accommodate lesson requirements. In order to be sure that buddies and groups are fair
and consistently varied, I will draw random names from a tin bucket of washers with each
students name, being sure to consider students that may have difficulties working with one
another. These washers will also be used for student sharing or choosing volunteers in special
circumstances.
Other basic classroom organization routines include restroom use and drinks. There will be a
boys and girls pass hung near the classroom door, students will place the pass on their desk
when they leave and return it to the hook when they return. Students will not need to ask, but
can use the facilities if the pass is available. I will also be sure to have students use the
restroom and get a drink when transitioning to and from specials or recess. This will cut down
on the back and forth that goes on during more unstructured times during the day.
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Pulley-ing
your weight
Like a pulley, the routines and procedures
that are implemented and followed within
the classroom make it easier for students to
accomplish their work.
The more students pulley their weight, the
easier the workload becomes. This applies
not only to keeping things orderly and clean,
but also encompasses classroom rules of
cooperation, including others, noticing
excellence and encouraging classmates.
Students will each be responsible for
classroom jobs on a rotational basis
throughout the year.
Classroom jobs will include:
Calendar Keeper
Planner Checker
Electrician
Recycler
Computer Specialist

Custodian
Lunch Manager
Desk Inspector
Board Cleaner
Mail Carrier

Pencil Sharpener
Cubby Monitor
Messenger/Announcer
Telephone Operator
Locker Inspector

Classroom routines will also encompass regular habits of finishing work, handing in work,
appropriate use of free time and activity options for students that finish with work early.
There will be a grand central station of sorts in an accessible part in the room where students will
find baskets for turning in work, worksheets or papers they need to complete work and essential
items like pencils, paper and erasers. Bins will be designated for each content area and clearly
marked to avoid confusion. It is the expectation that students will place work within the
appropriate bin upon completion.
Keeping students productive after completion of assigned work is also important. I consider
these activities to be the extra oil the machine needs to keep chugging along. Students will have
options for free time that include free reading, math flash cards, or word association games. I
will also encourage students to propose ideas for special projects or activities that they may find
interesting or valuable to their learning. Free time can be spent with a partner, but they must
work quietly and respectfully while staying on task.

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Daily routines

When one cog falters, the whole machine stops working. When one student is unprepared
for the school day, it throws a wrench in the work process for the entire classroom. I will
make every effort to anticipate the needs of my students in order to prepare them for their
day at school. Our classroom expectation is that we all collaborate in order to have success
in learning!
My goal is to make learning as fun and attainable as possible, and daily routines will reflect
this. Routines will be kept positive and consistent. Knowing what to expect each day in
order to prepare and be ready for action is important!
MORNING

As students arrive each morning, I will be sure to stand at the door and greet each one
with a smile. I would also like to have music playing as they enter in an effort to wake
up their minds and deter loud talking.

They will enter the room to find the days schedule posted on a designated Workings of
Our Day bulletin board. This gives students an immediate heads up in the event of a
condensed schedule due to early out, afternoon specials, special assemblies, etc.

As students get settled in, they should move their clip to hot or cold lunch. This will also
determine attendance for the day. If a clip is not moved, the student will be assumed
absent.

Students will be expected to open their planners and place them on their desk in order for
the Planner Checker to see that it has been signed by a parent. If the planner has been
signed for five days in a row, the student will receive a sticker.
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Once morning business has been taken care of, students can read quietly or complete
unfinished assignments.

Before we begin class work for the day, I will draw four name washers and those students
will share something quick and positive about the prior evening or their morning. This
will allow students to share positive energy and get their day started on the right foot!

AFTERNOON
Upon the conclusion of the day, students will wrap up their work and get organized for the next
day. The afternoon routine will consist of:
Completing planners in order to share accomplishments and work of the day with their
parents.
Picking up the floor of any garbage, etc.
Performing relevant classroom jobs
Organizing student desk contents that may have been shuffled and jumbled throughout
the day.
Students will self-evaluate their day, thinking about both positive and negatives that may
have occurred. Were they particularly proud of a piece of writing they finished? Did
they finish a book? Were they cooperating during group work? Did they have great line
basics? Or did they receive a checkmark? Have a conflict with a friend? Get a warning
for blurting out answers? If students feel they had an overall good day, they can move a
screw, nut or bolt from the jar in order to reach the classroom reward.
We will close everyday with a read aloud book that students have chosen.
Regular intervals of maintenance and check-ups during our morning and afternoon
routines will not only create a consistent and stable atmosphere, but also build life-skills of
my students, insuring that their machines will continue to run long after they have finished
fourth grade!

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Differentiation
Every student is unique and different, with varied capabilities and qualities that make each
one special.
Differentiated instruction in my classroom will be accomplished by recognizing that students
have a variety of background knowledge and experiences, interests, and readiness in terms of
their learning capabilities. By reacting appropriately to student differences, I can enhance their
learning experiences. I will consider alterations of content, teaching process, outcomes and even
the learning environment to meet my student's needs. Extensions of lessons for gifted children
will challenge them to think even farther beyond the content, while simplifying content and
engaging repeated practice for struggling learners will
offer support. My goal is to match the level and depth
of my lessons in order to motivate students and meet
their level of readiness.

Parent
communication
Parents are an integral component to the classroom
machine. Parents, guardians and other family members
have primary influence with my students, so it is critical that I establish positive rapport and
open lines of communication from the very beginning of the school year.
I intend to send out a weekly email update on happenings of the classroom. This will be in a
newsletter format and will include updates on our studies in each content area as well as
important upcoming dates.
I will also make a point to contact parents via email once a month with some good news
regarding their child. So often parent communication is limited to negative behaviors at school
and I want to foster a positive relationship and experience for both the student and their families.
This strategy will also hold true for conferences, when I will be positive and honest about each
students successes and struggles within the classroom.
Parental support of the students work and the teachers efforts is the oil in our well-oiled
machine!

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References
Mackenzie, R. and Stanzione, M.A. (2010). Setting Limits in the Classroom. New York,
NY: Three Rivers Press.
Wong, H. and Wong, R. (2009). The First Days of School: How to be an Effective Teacher.
Singapore: Harry K. Wong Publications, Inc.
http://www.k5chalkbox.com/differentiation-in-the-classroom.html#sthash.5ZK2chuT.dpuf
Classroom Observation of Carol Barnett, Third Grade, Adel-DeSoto-Minburn School
District

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