Elementary Grade Expectations 7/8 Grade Expectations

We raise our hand to speak. Respect for Self

We are kind and respect each other. I will always do my best
We keep hands, feet and objects to ourselves. I will positively participate in all classroom activities
We share. Respect for Others
We walk in the classroom and halls. I will stay on task without disturbing or distracting others
We keep our room neat and clean. I will not use ‘put downs’ or harass others
We listen when our teacher or classmate is speaking. I will respect other people’s differences and opinions
We follow directions. Respect for School
If a student chooses to follow rules and try their best they I will raise my hand to speak
will earn tickets, which are redeemable for special coupons I will enter and exit the room quietly
and privileges as well as "Pick-a-Ticket." I will complete all assignments on time
I will actively listen when the teacher is speaking
Classroom Rules for 6th grade Kindergarten Rules
1. Be in the room when the bell rings. WALK INSIDE! Why---to keep our body safe from bumps & bruises!
2. Bring supplies: paper, notebook, book, pencil. USE AN INSIDE VOICE! Why---loud noises hurt our ears & it's hard to
3. Follow directions: think & learn!
4. Accept group role and responsibility. BE KIND TO OTHERS! Why---doing something kind feels GOOD to
5. Hand in all work in group folders. us & to our friends!
6. Speak appropriately FOLLOW DIRECTIONS! Why---so you can learn new things & know
7. Speak without using any negative comments. how to stay safe!
8. Call people by their proper names. MAKE GOOD CHOICES! Why---so you can learn, play & be safe!
9. Follow procedure for bringing class to order: USE WORDS, DON'T HIT OR HURT OTHERS! Why---so people
know what you need & can listen to you!
***A STUDENT'S JOB IS TO LEARN, BE SAFE & HAVE FUN!
***A TEACHER'S JOB IS TO HELP CHILDREN BE SAFE & TO
HELP THEM LEARN IN FUN WAYS!
Working in Groups RULES
1. You must complete each group activity and New Teacher Tips - Making Classroom Rules
individual report. Making Classroom Rules - A Guide for Teachers
2. Play your role in the group.
3. You have the right to ask anyone else in your
group for help.
4. You have the duty to assist anyone who asks for
help.
5. Help other group members without doing their
work for them.
6. Everybody helps.
Making Classroom Rules
Subject(s):
• Interdisciplinary
Overview: Students sometimes do not understand why we have a rule and, as adolescents, do not respect the rules. If students take part in making
their own rules they may find it easier to follow them.
Objectives:
1. Students will be able to think about the need for rules in their lives.
2. Students will compare and contrast their rules with others.
3. Students will take an active part in making a set of classroom rules to be used in the class.
4. Students will demonstrate an understanding of the need for classroom rules.
5. Students will gain respect for rules in public places.
Materials: paper, pencil, blank overhead sheets, overhead markers, poster boards, markers, poster paint, and many types of art supplies, sets of
stencil letters, a list of rules from various public places (popular kid restaurant, a skating or iceskating rink, a public swimming pool, the mall, an
arcade, a public park, etc.)
Procedures:
1. Each students needs to take about five or ten minutes to write down some rules they have at home.
2. Split class into groups of about four. Each group needs a piece of paper and a pen or pencil.
3. In each group, assign a speaker and a recorder.
4. Give the groups about ten minutes to compare and contrast their rules at home with their groups.
5. Write this question on the board or overhead: "Why do we need rules?"
6. Give the groups fifteen minutes or so to discuss this question.
7. The recorder in the group should write on a piece of of paper about five reasons.
8. Give each speaker of the group a few minutes to discuss their group's reasons and with teacher's leadership, narrow these down to just
a few general reasons for the class.
9. Each group needs an overhead sheet and an overhead marker.
10. Within their group, have students come up with 10 - 12 classroom rules that they have had in the past or think are necessary for a
classroom. (Remind students to take this seriously because it will effect their lives for the rest of the year.)
11. The recorder should record these on the overhead sheet.
12. The teacher should go to the chalkboard. The speaker of each group will take turns putting their sheet on the overhead and discussing
each with the class. The teacher should write each rule on the board. (There is no need to write the same rule twice.)
13. Discuss the rules on the board with the entire class. With the help of the class, narrow down the rules by combining them. For
example:
Don't hurt somebody.
Don't be mean to somebody else.

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 Keep your hands to your self.
Don't interupt each other.
Don't steal from somebody else.
These can all be combined into one general rule: Students will respect other students and their property. You should end up with about 4
to 6 general rules. Try not to end up with negative words in these rules such as: Don't or No.
14. Have each student write down these few narrowed down rules.
15. Students should take home their list and think about what these rules mean and how they can make the class run smoothly using
these rules.
16. Before class the next day the teacher should type up these rules with a statement saying that students will abide by the rules they have
set for themselves with a place for the student to sign. Have a copy for each student.
17. The next day in class discuss what they thought about.
18. With poster boards and various art supplies, each group of students needs to make an attractive sign for the room stating these rules.
19. Have each student sign the sheet stating they'll follow these rules.
20. Give each group copies of the lists of rules from public places.
21. Within their groups, they should discuss these rules.
22. Write this question on the board: "Why are these rules important?"
23. Discuss aloud with everyone how they would answer this question.
24. Within each group, have students come up with lunchroom or playground rules using what they've learned. Next to each rule,
students should give a two to three sentence explanation on their reasoning for each rule. Groups should turn these in.
Evaluation:
1. Teacher can observe students reasoning skills through their discussions of the questions why do we need rules.
2. Teacher can observe students comparing and contrasting skills when students compare and contrast their rules to the other students'
rules.
3. Teacher will observe social skills of students when working with groups.
Journal Topic Suggestions:
"What is a rule you have at home that you have a problem following? Why do you think you have this problem?", "What do you think each rule
means? How should you go about following these rules?", "Where is someplace you 'hang out'? What are the rules there and why do you think
they are important to that place?"
Follow Sarah, a new teacher, as she plans for the new year. Learn how to use Portfolios in your classroom
She will be teaching a 4th Grade class for the first time. Check Get these Phonics Cards to Print
out her Diary to see how she: What is Multiple Intelligences?
Week 1 : Devises a Schedule / Timetable. Information about Special Education
Week 2 : Plans to assess the student's work. ESL Ideas for teaching English
Week 3 : Writes Expectations for the class. Teach Creative Writing using Cartoons
Week 4 : Establish routines in the first week Check out Kids Down Under for learning activities
Week 5 : Writes Subject Plans for the year. about Australia
Week 6 : Uses her ideas for Bulletin Boards.
A Checklist for New Teachers
exciting adventure called 'Teaching'!!Yes, it is exciting to think of a class full of kids keen to learn, but as I've been told many times, all the
planning before the kids enter the room, is what will make my role as teacher, enjoyable and most effective.

CLASSROOM RULES
• I will listen carefully.
• I will follow directions the first time they are given.
• I will work quietly and not disturb others.
• I will show respect. I will be kind with my words and actions.
• I will show respect to school and personal property.
• I will work and play safely.
• I will complete my work or homework on time.
• I will always do my best.
Signed...........................................

Ideas for Classroom Rules

Following are some ideas for classroom rules that teachers can use as they create their own rules. Ideally you should keep classroom rules down to
a manageable limit of 3-8 rules.
1. Come to class on time. Standing outside the door and rushing in after the bell has begun to ring will constitute a tardy.
2. Attend to personal needs before coming to class. please do not ask for a pass unless you have a true emergency
3. All Oriflame, Avon and other cosmetic company’s brochures, as well as make-up sets and mirrors to be kept in your bags, not ON the desk.
Please do not wait for me to remind you this rule.
4. Your mobile phone must be turned on silent mode and kept in your bags or pockets. Using it without permission counts a breaking the
rule.
5. Remain in your assigned seat unless you have permission to get up . Throw scraps away at the end of the period on your way out. It is your
duty to keep the classroom clean. The classroom is your sanctuary
6. Do not eat candy or other food in class unless you have been given special permission. Be sure to ask first.
7. Bring required materials every day , DO NOT leave them home and ALWAYS do your homework.
8. Talk only when permitted.Be aware of the situation since quiet talking is allowed in some situations and speaking to the entire group without
raising your hand may be allowed in others.

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9. Do not cheat.
10. Follow the teacher's directions immediately.
Keep me happy and I'll do a better job for you!

Sample Rules For The Secondary Level

• Bring all needed materials to class.
• Be in your seat and ready to work when the bell rings.
• Obtain permission before speaking or leaving your seat.
• Respect and be polite to all people.
• Respect other people's property.
NOTE: Having rules also works in the home. Here are some rules that we used in our home that worked for us. These were printed and placed on
the refrigerator for easy reference.
What I Can Do To Make Things Better
• I will do what I am asked to do without an argument.
• I will be kind and respectful to my parents and other family members.
• I will ask permission and accept the decision without getting angry.
• I will remain calm when I feel angry and talk about how I feel.
Establishing Consequences
Consequences are environmental stimuli that increase or decrease the probability that a behavior will occur again. We want to establish
consequences that will either reinforce or redirect behavior.
Rewards and punishers should be selected that match the significance or meaningfulness of the exhibited action. The following examples were
gleaned from materials developed in the RCLT Project at the University of Texas.
Level of Significance Reward Penalty
• Eye contact
• Smile
• Have student state rule broken
• Compliment
Minor • Change seats
• Cheery note on assignment
• Isolation
• Small amount of tokens traded for small reward
• Confiscation of forbidden objects or notes
• Posting good work
• Staying after school
• Positive note to parents
• Loss of privileges
Moderate • Special privileges
• Call to parents
• Moderate amount of tokens traded for moderate
• Isolation in special room
reward
• Field trips • Trip to principal's office
Extensive
• Large amount of tokens traded for large reward • Loss of special class event (e.g., field trip)
.
Top 10 Tips for Classroom Discipline and Management
Classroom discipline and management causes the most fear and consternation in new teachers. However, classroom management is a skill that is
not only learned but practiced daily. Here are ten tips that can lead to successful classroom management and discipline. These tips can help you cut
down on discipline problems and leave you with fewer interruptions and disruptions.
1. It's Easier to Get Easier
Many teachers make the mistake of starting the school year with a poor discipline plan. Students quickly assess the situation in each class and
realize what they will be allowed to get away with. Once you set a precedent of allowing a lot of disruptions, it can be very hard to start better
classroom management and discipline techniques. However, it is never tough to get easier as the year goes on. While you don't have to follow the
adage, "Never smile until Christmas," it does have its merits.
2. Fairness is Key
Students have a distinct sense of what is and what is not fair. You must act fairly for all students if you expect to be respected. If you do not treat
all students equitably, you will be labelled as unfair students will not be keen to follow your rules. Make sure that if your best student does
something wrong, they too get punished for it.
3. Deal with Disruptions with as Little Interruption as Possible
When you have classroom disruptions, it is imperative that you deal with them immediately and with as little interruption of your class momentum
as possible. If students are talking amongst themselves and you are having a classroom discussion, ask one of them a question to try to get them
back on track. If you have to stop the flow of your lesson to deal with disruptions, then you are robbing students who want to learn of their
precious in-class time.
4. Avoid Confrontations in Front of Students
Whenever there is a confrontation in class there is a winner and a loser. Obviously as the teacher, you need to keep order and discipline in your
class. However, it is much better to deal with discipline issues privately than cause a student to 'lose face' in front of their friends. It is not a good
idea to make an example out of a disciplinary issue. Even though other students might get the point, you might have lost any chance of actually
teaching that student anything in your class.
5. Stop Disruptions with a Little Humor
Sometimes all it takes is for everyone to have a good laugh to get things back on track in a classroom. Many times, however, teachers confuse
good humor with sarcasm. While humor can quickly diffuse a situation, sarcasm may harm your relationship with the students involved. Use your
best judgment but realize that what some people think as funny others find to be offensive.
6. Keep High Expectations in Your Class
Expect that your students will behave, not that they will disrupt. Reinforce this with the way you speak to your students. When you begin the day,
tell your students your expectations. For example, you might say, "During this whole group session, I expect you to raise your hands and be
recognized before you start speaking. I also expect you to respect each other's opinions and listen to what each person has to say."
7. Overplan

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Free time is something teachers should avoid. By allowing students time just to talk each day, you are setting a precedent about how you view
academics and your subject. To avoid this, overplan. When you have too much to cover, you'll never run out of lessons and you will avoid free
time. You can also fill up any left over time with mini-lessons as described elsewhere on this site.
8. Be Consistent
One of the worst things you can do as a teacher is to not enforce your rules consistently. If one day you ignore misbehaviors and the next day you
jump on someone for the smallest infraction, your students will quickly lose respect for you. Your students have the right to expect you to basically
be the same everyday. Moodiness is not allowed. Once your lose your student's respect, you also lose their attention and their desire to please you.
9. Make Rules Understandable
You need to be selective in your rules (no one can follow 180 rules consistently). You also need to make them clear. Students should understand
what is and what is not acceptable. Further, you should make sure that the consequences for breaking your rules are also clear and known
beforehand.
10. Start Fresh Everyday
This tip does not mean that you discount all previous infractions, i.e. if they have three tardies then today means four. However, it does mean that
you should start teaching your class each day with the expectation that students will behave. Don't assume that because Julie has disrupted your
class everyday for a week, she will disrupt it today. By doing this, you will not be treating Julie any differently and thereby setting her up to disrupt
again (like a self-fulfilling prophecy).
Top 6 Keys to Being a Successful Teacher
The most successful teachers share some common characteristics. Here are the top six keys to being a successful teacher. Every teacher can benefit
from focusing on these important qualities. Success in teaching, as in most areas of life, depends almost entirely on your attitude and your
approach.
1. Sense of Humor
A sense of humor can help you become a successful teacher. Your sense of humor can relieve tense classroom situations before they become
disruptions. A sense of humor will also make class more enjoyable for your students and possibly make students look forward to attending and
paying attention. Most importantly, a sense of humor will allow you to see the joy in life and make you a happier person as you progress through
this sometimes stressful career.

2. A Positive Attitutude
A positive attitude is a great asset in life. You will be thrown many curve balls in life and especially in the teaching profession. A positive attitude
will help you cope with these in the best way. For example, you may find out the first day of school that you are teaching Algebra 2 instead of
Algebra 1. This would not be an ideal situation, but a teacher with the right attitude would try to focus on getting through the first day without
negatively impacting the students.
3. High Expectations
An effective teacher must have high expectations. You should strive to raise the bar for your students. If you expect less effort you will receive less
effort. You should work on an attitude that says that you know students can achieve to your level of expectations, thereby giving them a sense of
confidence too. This is not to say that you should create unrealistic expectations. However, your expectations will be one of the key factors in
helping students learn and achieve.
4. Consistency
In order to create a positive learning environment your students should know what to expect from you each day. You need to be consistent. This
will create a safe learning environment for the students and they will be more likely to succeed. It is amazing that students can adapt to teachers
throughout the day that range from strict to easy. However, they will dislike an environment in which the rules are constantly changing.
5. Fairness
Many people confuse fairness and consistency. A consistent teacher is the same person from day to day. A fair teacher treats students equally in
the same situation. For example, students complain of unfairness when teachers treat one gender or group of students differently. It would be
terribly unfair to go easier on the football players in a class than on the cheerleaders. Students pick up on this so quickly, so be careful of being
labelled unfair.
6. Flexibility
One of the tenets of teaching should be that everything is in a constant state of change. Interruptions and disruptions are the norm and very few
days are 'typical'. Therefore, a flexible attitude is important not only for your stress level but also for your students who expect you to be in charge
and take control of any situation.
Top 10 Tips for Student Teachers
Student teachers are often placed into an awkward and stressful situation, not really sure of their authority and sometimes not even placed with
veteran teachers who are much help. These tips can aid student teachers as they begin their first teaching assignments. Please note: these are not
suggestions for how to approach the students but instead for how to most effectively succeed in your new teaching environment.
1. Be On Time
Punctuality is very important in the 'real world'. If you are late, you will definitely NOT start out on the right foot with your cooperating teacher.
Even worse, if you arrive after a class has begun which you are supposed to be teaching, you are placing that teacher and yourself in an awkward
situation.

2. Dress Appropriately
As a teacher, you are a professional and you are supposed to dress accordingly. There is nothing wrong with over dressing during your student
teaching assignments. The clothes do help lend you an air of authority, especially if you look awfully young. Further, your dress lets the
coordinating teacher know of your professionalism and dedication to your assignment.
3. Be Flexible
Remember that the coordinating teacher has pressures placed upon them just as you have your own pressures to deal with. If you normally teach
only 3 classes and the coordinating teacher asks that you take on extra classes one day because he has an important meeting to attend, look at this
as your chance to get even further experience while impressing your dedication to your coordinating teacher.
4. Follow the School Rules
This might seem obvious to some but it is important that you do not break school rules. For example, if it is against the rules to chew gum in class,
then do not chew it yourself. If the campus is 'smoke-free', do not light up during your lunch period. This is definitely not professional and would
be a mark against you when it comes time for your coordinating teacher and school to report on your abilities and actions.
5. Plan Ahead
If you know you will need copies for a lesson, do not wait until the morning of the lesson to get them completed. Many schools have procedures
that MUST be followed for copying to occur. If you fail to follow these procedures you will be stuck without copies and will probably look
unprofessional at the same time.

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6. Befriend the Office Staff
This is especially important if you believe that you will be staying in the area and possibly trying for a job at the school where you are teaching.
These people's opinions of you will have an impact on whether or not you are hired. They can also make your time during student teaching much
easier to handle. Don't underestimate their worth.
7. Maintain Confidentiality
Remember that if you are taking notes about students or classroom experiences to turn in for grades, you should either not use their names or
change them to protect their identities. You never know who you are teaching or what their relationship might be to your instructors and
coordinators.
8. Don't Gossip
It might be tempting to hang out in the teacher lounge and indulge in gossip about fellow teachers. However, as a student teacher this would be a
very risky choice. You might say something you could regret later. You might find out information that is untrue and clouds your judgement. You
might even offend someone without realizing it. Remember, these are teachers you could be working with again some day in the future.
9. Be Professional With Fellow Teachers
Do not interrupt other teachers' classes without an absolutely good reason. When you are speaking with your coordinating teacher or other teachers
on campus, treat them with respect. You can learn a lot from these teachers, and they will be much more likely to share with you if they feel that
you are genuinely interested in them and their experiences.
10. Don't Wait to the Last Minute to Call in Sick
You will probably get sick at some point during your student teaching and will need stay home for the day. You must remember that the regular
teacher will have to take over the class during your absence. If you wait until the last minute to call in, this could leave them in an awkward bind
making them look bad to the students. Call as soon as you believe you will not be able to make it to class.

CLASSROOM MANAGEMENT in the High School

Discipline problems are common for new teachers. Even after many years of teaching, there are discipline challenges
There are different kinds of discipline problems in the classroom. One is the type where the whole class is unruly and it's very hard to pinpoint who
is creating the problem, so it's hard to single one person out. If you do single someone out then she/he complains that it was someone else who
started the problem. In situations like this, which are by far the worst for teachers, I would recommend the following steps (these are not in order-it
all depends on the situation):
1) Look at yourself: Do you fully understand the material that you are teaching and have anticipated the problems that students may have? Are you
presenting material that is too hard? too easy? Are you connecting with your students? Do you have enough structure? Try having someone
videotape your lesson. Are you presenting yourself as a firm but caring teacher? Are you engaging in mannerisms that give away that you are
insecure? Students have an extra sense for this. If this is the case, try to relax and make time to get to know your students individually.
2) Are you allowing time to explain the new material? Or are you constantly going over homework for most of the period, barely having time to
present the new lesson, assigning new homework at the last minute thus creating a cycle where students are truly frustrated? It's amazing how
many veteran teachers fall into this pattern. Your timing may be off. Allow time to clearly present a lesson. Allow for practice in class. If time,
allow them to start their homework in class and you can walk around helping them. You need time to find out what they need more help on.
3) Talk to your department head or someone you can trust. Have this person visit your class and give you ideas about seating arrangements, your
lesson structure, your presentation, etc. Don't try to deal with everything alone. Get a support system you can trust. Never go around telling all
your colleagues how horrible this or that student is in your class. You might be surprised how word of this gets back to the student. Some innocent
remark by one of your colleagues to this student, such as: "I hear things are not going so well for you in Ms. Smith's class" can make everything
much much worse for you. You might be able to change some students to a different class. Get the approval of your department head or principal
before you talk to your counselor asking for students to change classes. Remember, as others give you advice, that what works for some teachers
may not work for you.
The discipline approach you use has to make you feel comfortable.

4) Never overlook calling home. Most parents or guardians are supportive. In most cases, I let the student know I plan to call home. If you suspect
the child's parent or guardian may be uncooperative, or abusive, check with the counselor or with an administrator that may know the family.
Never assume that because the parents don't attend school functions they don't care about their child. Many parents work long hours. Some have
had bad experiences when they were in school or may be too embarrassed to hear that their child is not doing well. When you talk to the child's
parent or guardian, mention the positive as well as the negative. Call home sometimes just for good reasons, too.
5) Never make promises or threats you won't or can't follow. It will only make everything worse in the classroom if you lose the respect of your
students.
6) Never lose it! You can raise your voice but never engage in shouting matches with your students. Never say: Shut up!. Never, never, try to
physically remove a student. In fact, never touch a student. You can be liable for touching a student unless it is in self defense. Familiarize yourself
with your school rules! If you are very angry, try the silent method and try to gain control. Appear relaxed and speak honestly about your
expectations in a firm but quiet tone.
6) Discipline problems that involve one or two students are best solved by finding out as much as possible about each student. Some students
respond best by being talked to outside of class. It's not a good idea to do this outside of your own class because, for obvious reasons, you must
never leave your class unsupervised. You could try seeing the student after your class is over so other students from the same class don't notice.
Students are more receptive if they know other students are not watching or listening. Also, they won't have the temptation to show off in front of
their classmates.
Other things that may work are: Giving an important job to an unruly student (not when they are being unruly, of course), such as asking them to
be a teacher assistant (I have tried having new teacher assistant every week for each of my classes), group recorder, errand person, using their A+
paper as the answer key, etc. These positive gestures can help. Let the student know that you care for him, but not for his behavior. Praise students
honestly.
Do it often! By the way, some students don't like to be praised in public and others do.
Having the student sign a behavior contract and having a conference with the student and the vice-principal to find ways to correct the problem.
I've also met with the parent or guardian and a third party (that's important), often with the student present, to try to come up with a solution. Make
it clear that you still care for the student, but that you cannot tolerate her/his behavior. One important thing to remember: Don't hold a grudge
against any student. Many teachers do and this makes everything get worse.
Remember, there are behaviors that cannot be tolerated in the classroom and call for immediate action. If you or any of your other students are
physically threatened you must act immediately. Seek help immediately if you cannot handle the situation on your own. Your classroom should be
equipped with a way of calling the main office. Again, become familiar with your district's and state's rules for discipline procedures. Never allow
a student to verbally abuse you or any other student.

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Remember: Structure and fairness combined with clear expectations and a clear lesson are the elements of good teaching. Teaching is not easy. It
does get better. Even after many years of teaching, there are good days and bad days. Continue to learn from each situation.

TTPS FOR BEHAVIOR MANAGEMENT in School

A -- Anybody can be a friend
A -- All ideas count
A -- Always do your best
A -- Appropriate behavior is expected
A -- Assignments are to be turned in on time
A -- Always put your best foot forward
B -- Be prepared for class (homework, supplies, books)
B -- Be polite to others
B -- Be respectful to yourself and others
B -- Be kind
C -- Consider others
C -- Care for our classroom
C -- Cooperate with your classmates
C -- Challenge yourself
D -- Drop a kind word to a classmate
D -- Do your best
D -- Develop new skills daily
D -- Don't give up
E -- Everyone can do their best
E -- Expect success
E -- Enjoy learning
E -- Erase negative thinking
E -- Enter ready to learn
E -- Establish good study habits
F -- Finish your work
F -- Friends share
F -- Find good qualities in others
F -- Focus on the positives
G -- Goals can be acheived
G -- Give a helping hand
G -- Great attitudes help learning
G -- Get ahead by working hard
G -- Get organized
H -- Help others
H -- Have fun
H -- Hand in your best work
H -- Help each other
I -- Imagination takes you places
I -- Integrity
I -- Involve others when playing
I -- Investigate new learning
I -- Interact with others appropriately
I -- Innovate
i -- Ignore all insults
I -- Invite others to join your game
J -- Jump for joy when you succeed
J -- Just do your best
K -- Kindness is expected
K -- Keep trying
K -- Kids are special
K -- Kindness counts
K -- Keep your supplies organized
L -- Learn new things
L -- Laugh with your friends
L -- Listen carefully
M -- Make the most of your time
M -- Make new friends
M -- Mind your manners
M -- Manage your time and space
M -- Never give up
M -- Notice the positives about your classmates
N -- Nurture each other
N -- Name and date on all papers
N -- Never settle for less than your best
N -- Never give up
O -- Open your mind
O -- Obey classroom and school rules
O -- Organize your space
O -- Open up your mind to learning
O -- Offer your help to others
6

spelling special. Many of these exercises can be done at home, with a parent
1.ABC order-
Write your words in
alphabetical order.
5.Picture words -
Draw a picture and write
your words in the picture.
9.Scrambled words
-Write your words, then
write them again with the
letters mixed up.
13.Surround words -
Write your words on
graph paper and outline in
colors.
17.Delicious words -
Write your words in
whipped cream, peanut
butter,or anything you can
eat! Bring in a note from a
parent!
21.Reversed words -
Write your words in ABC
order -backwards!
O -- Obey school and classroom rules
P -- Perservere
P -- Play fairly
P -- Participate in class
P -- Prepare for the future by studying now
P -- Practice makes perfect
Q -- Quitters never win
Q -- Quiet in the halls
Q -- Quality work is importantRespect yourself and others
R -- Reach for the stars
R -- Remember to follow classroom rules
R -- Responsible students complete assignments on time
R -- Respect yourself and others
R -- Rise above your problems
R -- Responsible students are prepared for class
S -- Strive for success
S -- Smile and have fun
S -- Share with others
S -- Set reasonable goals for yourself; then work on them
S -- Strive for success
S -- Schedule time to complete homework
S -- Study each night
T -- Take time to check supplies every morning
T -- Think before you act
T -- Treat yourself and others with respect
T -- Try your best
T -- Teach someone something new
U -- Use your time wisely
V -- Volunteer to help
V -- Victory can be yours
W -- Waste not, want not
W -- Winners never quit
W -- Wear a positive attitude
X -- X out your negative attitude
X -- X-pect success
Y -- You will do great if you follow the rules
Y -- You can do it!
Z -- Zap negative thoughts
Z -- Zero in on your strengths
Z -- Zoom in on the positives
Z -- Zero in on the task
Creative Spelling Ideas
Spice Up Your Spelling Words
When rote doesn't work, it's time to reach into your bag of tricks to make
sending a note back that the words were completed.
2.Rainbow Words - Write your 3.Backwards Words- Write 4.Silly sentences
words in three colors your words forwards, then -Use all your words in ten
backwards. sentences
6.Words without Vowels - 7.Words without Consonants - 8.Story words -
Write your words replacing all Same as above but replace Write a short story using all
vowels with a line. consonants with lines. your words.
10.Wordsearch II 11.Wordsearch I - 12.Crossword -
-Make a wordsearch with a Complete a word pre-made Complete a pre-made
friend, then trade and solve. search. crossword puzzle.
14.Ransom words - 15.Pyramid Words - 16.Words-in-words -
Write your words by cutting out Write your words adding or Write your word and then write
letters in a newspaper or subtracting one letter at a at least 2 words made from
magazine and glue them on a time. The result will be a each.
paper. pyramid shape of words.
18.Good Clean Words 19.Dirty Words - 20.Pasta Words -
-Write your words in shaving Write your words in mud or Write your words by arranging
cream on a counter or some sand. alphabet pasta or Alphabits.
other surface that can be cleaned Glue on paper or bring me a
safely. note from a parent and do on a
table or counter at home.
22.3D words - 23.Create an activity - 24.Puzzle words -
Use modeling clay rolled thinly Can you think of a fun way to Use a blank puzzle form. Write
to make your words. Bring a do your spelling activities? your words on the form,
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 note if done at home. Try it out! making sure that the words
cross over the pieces. Then cut
them out ( color if you wish)
and put them in a baggie with
your name on it. When you and
a friend have completed your
puzzles, trade and put them
back together.
25.Magazine words - 26.Cheer your words - 27.Sound Words - 28.X Words -
Use an old magazine or Pretend you are a cheerleader Use a tape recorder and record Write two words having one
newspaper and find your and call out your words! (We your words and their spelling. common letter so they criss-
word. Cut it out and glue it will do this as a group activity.) Then listen to your tape, cross.
on paper. checking to see that you
spelled all the words correctly.
29.Other Handed - 30.Choo-Choo Words - 31.Silly String - 32.Backwriting -
If you are right-handed, Write the entire list end-to-end With a long length of string, Using your finger, draw each
write with your left, or as one long word, using different "write" words in cursive, letter on a partners' back,
vice versa. colors of crayon or ink for using the string to shape the having the partner say the word
different words. letters. when completed.
33.Telephone Words - 34.Flashwriting - 35.Newspaper Words 36.30 Second Words -
Translate your words into In a darkened room, use a - Search a newspaper page Write a TV commercial using
numbers from a telephone flashlight to draw letters in the from top to bottom, circling all the words from
keypad. air. each letter of a word as you your list.
find it.
37.Popsicles - 38.Secret Agent Words - 39.Etch-A-Word - 40.Morse Code -
Make words using popsicle Number the alphabet from 1 to Use an Etch-A-Sketch to write Convert your words to Morse
sticks. 26, then convert your words to a your words. Code
number code.

Art Ideas :
LIFE SIZE CHILDREN :Trace a child on large paper. Ask the child to draw and color his/her face. clothes etc., Hang up the lif size paintings /
drawings in the room.
NATURE SUN CATCHER :Take the children for a walk and collect leaves, flowers, twigs. Arrange the nature treasures on contact paper. Cover
with contact paper and smooth out the air bubbles. Trim the contact paper in a circle shape and hang it in a window so the sun shines through it.
FINGER PAINTING : Children use hands and fingers to paint pictures on a smooth surface or paper. This is an enjoyable activity for all small
children.
SHAVING CREAM PAINTING : Many toddlers will not like to get their hands messy with paint, but they will love to finger paint with shaving
cream. A soft good smelling mound of shaving cream is almost irresistible. It is easy to clean up as the children paint right on the table top. You
can also add a few drops of food coloring to the chaving cream to create colors.
WINDOW PAINTING : Toddlers love to fingerpaint on a low window. Mix detergent with the paint so it will wash off easily.
STRAW PAINTING : Put spoonfuls of paint on paper and have toddlers blow the paint with straws. This is appropriate for children who have
mastered blowing rather than sucking.
BOX ART : Use large boxes to make boats, buses, houses, mailboxes, spaceships etc., and paint on windows, doors etc.,
CHALK DRAWINGS : Use chalk to draw on the sidewalk, sement wall, wet paper.
COLLAGE : Use magazines to find pictures. Cut the pictures out and place them on a piece of paper.
ASSORTED ART ACTIVITIES:
Make a Portrait of self. Label Name.
Make a Collage of ‘Things I can do.'
Construct a house from milkcartons for child's house. Make family in house.
Make a hand print Place mat for use at home.
Make a ME flag. Decorate with things the child likes.
Make a mirror out of foil and write..I am special..on it.
Top 10 Mnemonic Devices
Mnemonic devices are excellent tools for teachers who want to help their students remember important facts. The following are the top 10
mnemonic devices. However, an interesting and fun exercise is to have your students try to come up with their own mnemonic devices for topics
throughout the year.
1. ROY G BIV
Red, Orange, Yellow, Green, Blue, Indigo, Violet.
This device helps students remember the order of the colors in a rainbow.
2. Please Excuse My Dear Aunt Sally
Parentheses, Exponents, Multiplication, Division, Addition, Subtraction.
This mnemonic allows us to remember the Order of Operations in math.
3. Every Good Boy Does Fine / FACE
This mnemonic is used in musical notation to help students remember those treble clef notes on the lines (E, G, B, D, F) and those on the spaces
(F, A, C, E).
4. My Very Earnest Mother Just Served Us Nine Pickles
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
Here we have an easy way to remember the order of the planets from the sun out. The only thing to remember here is that every 248 years,
Neptune becomes the furthest planet for 20 years.
5. King Philip Cuts Open Five Green Snakes
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Kingdom, Phylum, Class, Order, Family, Genus, Species
This is only one of innumerable mnemonics used to remember the order of Taxonomy for biology.
6. Thirty days hath September, ...
I use this mnemonic all the time to help me remember the number of days each month:
Thirty days have September,
April, June, and November;
All the rest have thirty-one
Excepting February alone:
Which has but twenty-eight, in fine,
Till leap year gives it twenty-nine.
7. Two Old Angels Skipped Over Heaven Carrying Ancient Harps
Used in math to remember the equations for Tangent, Sine, and Cosine. O stands for opposite, A stands for adjacent, and H stands for hypotenuse.
Therefore, Tangent = Opposite/Adjacent; Sine = Opposite/Hypotenuse; Cosine = Adjacent/Hypotenuse.
8. HOMES
Huron, Ontario, Michigan, Erie, and Superior
An easy way to remember the five Great Lakes.
9. OIL RIG
Oxidation It Loses (electrons)
Reduction It Gains (electrons)

This will help students in Chemistry remember these two terms.

10. In 1492 Columbus Sailed the Ocean Blue
One that has been said by students for more years that can be remembered.
Starting the school year on the right foot includes establishing classroom rules that will last the whole year through. Many teachers
involve students in establishing their classroom rules. (Surprisingly, student-created rules are often much the same as -- or even tougher
than -- rules a teacher might create. After all, students want to attend school in a safe environment, and they want to know the boundaries
when it comes to classroom behavior.)
Most experienced educators say the key to creating classroom rules is to keep those rules few and simple -- and to establish up front the
consequences if the rules are broken.
So what will those rules be? Many teachers involve students in creating their classroom rules. After all, students really want -- and thrive in -- a
classroom environment in which they know the limits and feel safe, and that's what setting rules is all about.
The consequences for breaking a classroom rule are at least as important as the rule itself. Every teacher must create consequences with which they
are comfortable (or follow set school procedures). One teacher's list of consequences for breaking classroom rules follows:
First time: Name on board. Warning.
Second time: Student fills out a form that asks them to identify the rule they've broken and what they plan to do to correct the situation. (Teacher
keeps the form on file.)
Third time: Isolation from class/team.
Fourth time: Call home to parents.
Fifth time: Office referral.
CLASSROOM BEHAVIOR CONTRACT
Teacher asks the students:
• How do you want me to treat you?
• How do you want to treat on another?
• How do you think I want to be treated?
• How should we treat one
Read no letters, books, or papers in company. When there is a necessity for doing so, you must
another when there's a conflict?
ask leave.
Every action done in company ought to be with some sign of respect to those that are present.
"After we're finished, I have all my
If anyone comes to speak to you while you are sitting, stand up although he be your inferior.
students sign the 'poster' as a commitment
to follow the class rules," said Gambrel.
"Then I take it to the local copy center
and have it reduced to notebook size. I make enough copies for everyone. Students keep their copies in their notebooks."
The original poster is displayed in the classroom.
Many of the rules relate to respect, which is a key word in Gambrel's classroom. Respect plays out in many ways, including paying attention,
turning in assignments, and being prepared.
Gambrel says she has done this activity for a couple of years and she has few discipline problems in her classroom. "I think this activity works
because we end up with the same rules I want, but they are the ones who made the rules," she said. "This works much better than me posting my
rules without input from them."
RULES OF CIVILITY
One of the important events in George Washington's life is said to be that as a 16-year-old student he copied into his notebook all 110 Rules of
Civility. Those rules were commonly known and circulated during Washington's time.
After talking about some of the rules of civility, talk about rules, why they are needed, and what purposes they serve. Is there a need for 110 rules,
or will a handful suffice? Invite students to share their ideas about what rules the class should have. Once the rules are decided, have students copy
those rules (as George Washington did) onto the first page or inside cover of their notebooks. There, they will serve as a constant reminder of the
class rules.
MORE ACTIVITIES FOR ESTABLISHING CLASSROOM RULES
Characteristics of good students.
Rhymes for remembering rules. Poems are a great tool for helping youngsters remember rules. Try some of these poems out on you K-2
students:
Establish the need for rules. Arrange students into groups of four. Give each group 15 blank index cards and a pair of dice. Give the teams 15 to
20 minutes to create and play a game that makes use of the dice and the cards. When time is up, have a member of each team explain the game the
group invented. The students will share the "rules" of the game. Discuss why rules are necessary. Then segue into creating your list of most
necessary class rules.

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Solve the equation. Write on the chalkboard r - r = r and r + r = r and then ask students what they think the equations mean. Tell students they
have something to do with the rules of the classroom. Arrange students into small groups, and ask each group to think of a list of words that begin
with the letter r that might relate to classroom rules. Then students use their list of words to come up with expressions that might fit the formula.
For example: respect + rewards = rules or rules - respect = rebellion. Other possible r words might include the following: regulation,
relationships, reflect, routine, resolution, regard, read, react, ratify, reason(ing), reckless, and recommend.
Under-the-desk Q&A. I found this fun activity on the MiddleWeb listserv; it was posted by Andrea, a fifth-grade teacher in Florida. She uses this
activity to share classroom procedures. Before the students arrive, she tapes an index card under each student's desk. A numbered question is
written on each card. When it's time to talk about class rules and procedures, the teacher asks students to check under their desks. The students find
the index cards, and the teacher calls on the student who found the question with the number 1 on it. The student reads aloud the question. For
example: "Mrs. S, when can I sharpen my pencil?" The teacher excitedly replies, "Oh, John, what a wise question!" or "Oh, Tricia, I'm so glad you
thought to ask that question!" Then the teacher shares the procedure, rule, or information prompted by the question. Continue around the room
until all the questions have been asked and answered.
Attitude is everything. Write the word attitude on the board or a chart in this way:
A = _____
T = _____
T = _____
I = _____
T = _____
U = _____
D = _____
E = _____
Have students write the same thing on a small sheet of paper. Then instruct students to write on the line the number that corresponds to each letter's
position in the alphabet (for example A = 1, B= 2, C = 3 ...). Finally have students add up the numbers on the lines. What is the answer? The
answer is 100, proving that attitude is 100 percent -- attitude is everything! Use this activity to lead into a discussion about the importance of
attitude. Why is having a good attitude important? How do you recognize a "good attitude" in a person? Create a poster that has the ATTITUDE
addition problem on it in large letters and numbers; the poster will serve as a constant reminder of the importance of a good attitude in your
classroom.
The perfect classroom. Ask students to write a paragraph that tells what they think the perfect classroom should be like. (This is not
fiction/fantasy writing; they should describe the atmosphere of an ideal real classroom.) Arrange students into groups of four. Ask each student to
underline in his or her paragraph the "most important words or phrases." After students have done that, they should pass their papers to the person
in their group who is seated to their right. Students should continue passing papers and underlining important words until the original writer has
her/his paper back. At that point, students will share with the group some of the important words and phrases in their own writing; a group note
taker will record the words and phrases that might best describe a perfect classroom. Group members will review the list and decide on five words
or phrases to share with the class. When the class has a fully developed class list of words and phrases, they will use some of those words and
phrases to write a "class statement" that will be posted on the wall for all to see. When things are not going "perfectly," it is time to review the
class statement.
Reinforcing rules each day.
Name ______________________________
Date _______________________________
My Behavior Checklist for the Week
DIRECTIONS: How are you behaving this week? The faces will tell you!
SMILE FACE KEY

Great Job Good Job Try Harder

The grid sheet allows you to put a happy face, a frown face, or a face that shows no emotion next to each rule each day. That way, students get
positive (or negative) reinforcement about their abilities to follow the class rules. This sheet can also be used throughout the year to help selected
students work on specific behaviors (for example, "I will hand in my homework assignments on time" or " I will not talk while walking in line in
the hall"). The completed sheet can be sent home at the end of the week for a parent's signature.
When Classroom Rules are Broken!
Here's What You Can Do:
Effective classroom management will increase instructional and learning time. Planning is key to success. Are you ready to take action on every
routine/rule that is broken? Are your expectations in place?
First of all, I'll assume that you've already brainstormed a list of rules/routines with your class and that they have been role-modeled and well
known by all members. These rules can be referred to as 'Our Classroom Code of Conduct' or 'Our Big 5' or 'Our Classroom Bill of Rights' or 'The
Class Constitution'.
Examples of rules are:
1. Always be your best and do your best.
2. Be cooperative.
3. Respect others and the property of others.
Always remain on task.
OR

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1. Be on time, be on task, be prepared.
2. Demonstrate respect for yourself, other students and property.
3. Behave appropriately at all times.
OR
1. Follow directions and instructions.
2. Always pay attention.
3. Work quietly.
4. Always do your best.
Once you have established the rules, discuss them and provide questions about what they mean. Provide role-modeling opportunities with the
rules.
Now, what are the consequences for breaking the rules? If you think you're ready, answer the following questionsabout your plan.
Are you prepared to be consistent with consequences? This is the important part! What will happen when a student breaks a rule once?
twice? a third time? This is when your discipline plan really shapes up!
The rule is broken once: The teacher conferences with the student. This should be done in a quiet area in the classroom or just outside the door
as to not embarass the child. The child should be prompted as to what they will do in the future.
The rule is broken a 2nd time:There should be at least one of the following in place: time out, detention, notice to parent, student writes a note
to parent, a behavior journal is started. (points for positive and consequences for negatives)
The rules is broken a 3rd time: Parent is informed of previous inappropriate behaviors and that should it continue - a behavior plan will be in
place.
The rule is broken a 4th time: In school or out of school 1 day suspension. Referral to a board specialist. Involvement of the behavior specialist
or special education specialist depending on your school. Parent conference.
Essentially, you will want to know what your plan of action is for 1st -4th offences - be prepared! Also, insure that your instruction strategies are
motivating and include choices. Discipline issues are far less when students are allowed choices and when their preferred learning styles/needs are
addressed.
Good luck!
Timothy Turtle tells time.
Leo Lion loves lizards.
Irene Insect is itchy.
Katy Kangaroo kicks kettles.
Harry Horse hates hats.
Fanny Fox falls flat.
Jim Jayhawker is just jolly.
Vicky Valentine visits Vera.
Willie Wolf washes windows.
Amy Ape ate apples.
Uncle Unicorn uses umbrellas.
Nancy Newt needs naps.
Mickey Mouse makes music.
Carrie Copy Cat cries.
Penny Pig plays peek-a-boo.
Ronnie Rabbit runs races.
Emmett Elephant eats eggs.
Danny Dog dips dirt.
Bobby Bear begs bread.
Ollie Owl opens oysters.
Quincy Quail quits quarreling.
Gary Goat gets gruff.
Sammy Snake says s-s-s-s.
Yolanda Yak yells yes.
Zeke Zebra zips zippers.
Xavier has extra x-rays.

What's the Difference between Assessment, Evaluation and Final Marks or Report Card Grades?
The overall goal of assessment is to improve student learning. Assessment provides students, parents/guardians, and teachers with valid
information concerning student progress and their attainment of the exptected curriculum/IEP. Assessment should always be viewed as
information to improve student achievement. Assessments are based on the levels of achievement and standards developed for those curricular
goals appropriate for the grade or those listed in the IEP. Assessment and evaluation measure whether or not learning and/or learning objectives
are being met. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). Assessment requires the
gathering of evidence of student performance over a period of time to measure learning and understanding. Evidence of learning could take the
form of dialogue, journals, written work, portfolios, tests along with many other learning tasks. Evaluation on the other hand occurs when a mark
is assigned after the completion of a task, test, quiz, lesson or learning activity. A mark on a spelling test will determine if the child can spell the
given words and would be seen as an evaluation. Assessment would be a review of journal entries, written work, presentation, research papers,
essays, story writing, tests, exams etc. and will demonstrate a sense of more permanent learning and clearer picture of a student's ability. Although
a child may receive high marks in spelling test, if he/she can't apply correct spelling in every day work, the high spelling test marks (evaluations)
matter little.
Effective teachers will use both assessment and evaluation techniques regularly and on a daily basis to improve student learning and to guide
instruction.
Assessment, Evaluation, and Report Card Marks or Final Grades
Ongoing assessment and certain evaluations will make up final marks and/or report card grades. For instance, let's say I am ready to give a
final/report card mark for language/English. Here is one example on how I would come up with that mark:
• 15% for notes done in class
• 10% for participation in group work
• 5% for homework completion

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 • 20% for a book report which was marked for content, conventions, grammar, process, understanding and spelling
• 20% which reflects the mean average of 3 quizzes given
• 20% for an oral presentation for which I was evaluating reasoning, oral communication and organization
• 10% Weekly spelling and grammar quizzes
The most important element of assessment and evaluation is to provide information for improved student performance. When one looks at a mark
of 65% or a C in Language/English, it is important to know how the student can improve to receive a 75% or a B next time. Look at the evidence
and work with the teacher to determine the areas of strength and the areas of weakness to improve overall learning.

The most important element in classroom management is to have a plan. Answer the following questions to see if you are 'ready for anything'.
1. What do students do when they come into your classroom in the morning? After recess and lunch?
2. What is the consequence for not completing assigned work both in class and out?
3. What is the consequence for student(s)interrupting the class or a small group?
4. How do your students request to leave the room for a drink or to visit the washroom?
5. What is the process for the whole class leaving for lunch or recess or to go to the gym?
6. What is the consequence for the child who forgets things?
7. After giving a set of instructions or directions, what is in place for the student(s) that still don't understand?
8. How do you respond to the child that keeps leaving his/her seat?
9. How will your students know about acceptable voices/noise levels to use for the various activities?
These are just a few questions that come to mind, with a good plan in place, you'll be able to answer each question quickly with an appropriate
response that works.
If you're uncertain about how you'll handle the above questions, it's time for you develop a plan of action. First off, determine what your rules are -
these are best done as a whole class activity. When your students are involved in the decision making process that affects them, chances for
success occur with their involvement. For instance, when determining the washroom routine, ask your students what the routine should be. In my
class, I had a student that used sign language, all the students thought we should form the letter T in sign language and raise their hand showing the
'T'. When the teacher saw the 'T' she/he would give a nod. The child then left. We had a one at a time rule, therefore, there was a picture of a toilet
on the blackboard which was turned upside down until the student returned.
Rules and routines need to be taught and referred to regularly, especially early in the year. Here are some useful tips to teach routines and rules.
Golden Rules About Classroom Management
1. Ensure that you have clearly stated rules and procedures with established consequences that are expected and reviewed regularly. All students
must know the rules, routines and expectations.
2. Never continue on with instruction when the rules are being broken - pause, delay and ensure that you have your student's attention.
3. Catch your students using appropriate behavior and praise them!
4. Use behavior contracts when necessary and follow up with appropriate incentives.
5. Be sure that your instructional periods are NOT too long, students need to be mobile throughout the day.
6. Provide individual , personal cueing and prompts to certain students as needed. Sometimes just touching a student's shoulder will bring them
back to task.
7. POST the important rules - keep it short, no more than 6 and refer to it often. These should be posted after the class has brainstormed them.
Consistent approaches to classroom managment will work, effective classroom management takes time and should be seriously implmented at the
beginning of the year. Show your students respect at all times, students who think they're not liked will become your biggest behavior issue. For
tips on dealing with specific behaviors (aggression, tattling etc.) try the tips here.
Strategies to Improve Motivation
Many students with disabilities lack motivation. The lacking motivation often stems from a low self-esteem or confidence level. As teachers and
parents there's a lot that can be done to improve the motivational level. One needs to remember, these students are often fragile mentally and
require a great deal of confidence boosting before the following techniques will work. The goal is often to help develop a 'can do' attitude, one that
sets the child up for success.
Try the following strategies:
• Always build on prior knowledge, this means you really need to understand exactly where your student is academically.
• Be sure to praise and recognize ALL efforts and attempts at improving. Give lots of verbal and non-verbal reinforcements.
• Provide opportunities for peer mentoring, buddy up, social skill development and cooperative learning whenever the situation
presents itself.
• Use graphic organizers to assist the student.
• Give immediate feedback for on task, task completion, solid efforts and demonstrated improvement at every opportunity.
• Encourage independence at every opportunity and provide positive feedback when the student is working well independently.
• ALWAYS focus on the student's abilities NOT disabilities.
• Provide opportunties for the child to take risks in new learning situations
• Give the child opportunity to provide feedback, let him/her tell you why he/she thinks you're happy with them.
• Always provide opportunities throughout the day for the student to experience success.
•
When the opportunity presents itself, be sure to send home 'happy notes'.
Remember, consistency in approach will help to change undesirable behaviors (lacking motivation), your time and patience will pay off and slowly
but surely your efforts will be rewarded! Remain positive!

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