Classroom+Procedures

**Classroom Procedures**  Classroom Management Plan- Elementary

A. Room use:

1. Teacher’s desk and storage area: - Student must obtain permission from the teacher in order to use any of the materials on her desk or in her storage area. - Students need to understand and respect that the materials on the teacher’s desk and in her storage area are important and not there for everyday student use

2. Student’s desks/tables and storage area: - Students will keep their books, folders, pencil boxes, and other materials in their individual desks. - Since the students will have access to their desks at all time, the teacher will explain and discuss with the students the appropriate and inappropriate times for them to be going into their desks. - There will also be a designated area in the classroom where the students will keep materials they do not need on a daily basis. For example rulers, markers, crayons, and glue. - The teacher and students will establish the appropriate and inappropriate times for the students to go and access these materials. At certain times the students will have to ask for individual permission from the teacher to use these materials.

3. Storage for common materials: - Students will be allowed to access these commonly used materials as long as their use pertains to the lesson being taught. - Examples of these materials are clipboards, small chalkboards, base ten blocks, or other materials used in mathematics. - During anytime that is considered free time when the students are allowed to work on any activity or homework of their choice then the students will be allowed to access these materials freely.

4. Drinking fountain, sink, pencil sharpener: - The students’ drinking fountain procedure will be the same as the same as the procedure for the bathroom. - The students will be required to sign their names on a chalk board or dry erase board, and then take the designated pass for a boy or a girl. (Procedure explained in more detail under the bathroom procedures.) - Students will only have access to the classroom sink at appropriate times, which will be determined by the teacher and the lesson or activity of that time. - Any other time the students want to use the sink the students will have to ask permission from the teacher. - The students will be allowed to use the pencil sharpener at any time in between the subjects or lessons. For example once the class finishes a lesson on social studies, the students will have the few minutes in between the lessons to sharpen pencils, go to the bathroom, or get ready any materials they will need for the next lesson. - If the students need to sharpen a pencil during a lesson, they will raise their hand with the pencil in it in the air. The teacher will then either take the pencil and sharpen it for the student or give the student permission to sharpen it him or herself, during the lesson. - All of these procedures will be explained and rehearsed by the teacher and students at the beginning of the year.

5. Bathrooms: - The bathroom procedure is also used for the drinking fountain. - Located in a area near the door there will be a small area of the chalkboard or a dry erase board where the students will have to sign in and out for the bathrooms - The students are to sign their name to the board and then take the appropriate pass for a boy or girl to go to the bathroom. - The appropriate times for the students to use the bathroom is in between the subjects while everyone is getting ready for the next lesson, this is also the time when the students can sharpen their pencils and get all materials ready. - The bathrooms will also normally always be open for the students use, however if the teacher wants to be sure all the students are present for a lesson she will write closed on the bathroom sign out board. - If the bathroom is closed the students will have to get individual permission from the teacher, and only for emergencies.

6. Center, station, or equipment areas: - For the specific times that are designated to working at the centers or stations, teacher will provide students with specific directions for the center and the task the students are to accomplish during the allotted time. - During free time the students will need to get permission from the teacher to work at a specific center. - At the beginning of the year the teacher and students will discuss and establish a different set of rules for each particular station. For example the station for working on a computer will have different rules than the station for arts and crafts. Allowing the students to help determine the rules within the classroom will make them feel that they have some control of their own. - As for the equipment areas, the students will be told what equipment or materials they will need for a lesson. In between one lesson and another lesson is the time in which the students should be getting ready all the materials they will be using. - Students will be allowed individual access to the equipment area during free time or when the teacher gives them permission.

B. Seat work and teacher-led instruction:

1. Students attention during presentations: - At the beginning of the year when the class begins to go over the rules of the classroom, the students and teacher will develop a signal the teacher can use to gain the students attention at anytime. - The signal could be a hand movement or a word, that only the teacher and the students will know the meaning. - This procedure will be practiced repeatedly at the beginning of the year until all the students use and understand this procedure.

2. Student participation: - Student participation is encourage, but to keep control of the classroom the students are required to raise their hands when the want to speak. - The teacher needs to be strict and continue with this procedure throughout the year. - If a student does not follow this procedure the teacher should ignore what the student said, whether the answer was right or wrong. Students need to understand they will not be acknowledged without raising their hand first.

3. Talk among students: - The talking level among the students will be described through the numbers 0-3. The procedures that go with each number will be demonstrated by the teacher and rehearsed

= Introduction and Overview = Each day that I spend in the classroom presents new challenges. Every situation and each different child requires an individualized response from me as the teacher. Nevertheless, a formal, written classroom management plan supported by research is an invaluable starting point when dealing with the ever-changing features of a classroom. I have always been an “organizer”. I like to be prepared. So, it is little wonder that I rely on organization, planning, and routine as 90% of my classroom management plan. When I am able to anticipate problems before they occur, I can avoid them and allow my classroom to function smoothly. The other 10% of the plan consists of discipline policies such as rules, consequences, and incentives. In most cases, if the day is organized and planned well, the discipline policies are not an issue. However, they are available if needed. I have learned that being myself and treating my students with respect is the best way to resolve any situation. An elementary classroom becomes like a family and I often develop maternal-like feelings for my students. Showing them that I truly care about their success and happiness is the best way to convince students that we are all working toward attaining common goals. = Classroom Management Goals =
 * Provide a productive, safe environment conducive to learning
 * Foster self-respect, responsibility, and empathy in my students
 * Spark enthusiasm for learning

Classroom Procedures
There are a multitude of classroom procedures that quickly become routine for my students. These procedures provide classroom ownership for the students and help the day flow more smoothly. Since we essentially follow the same routine every day, students know what to expect, thereby minimizing disruptive behaviors. I feel the two most important routines in elementary school occur when the students walk in the door and when it is time to leave at the end of the day. These two times can be very chaotic if not managed properly.

__Morning Routine__
Because the students can begin each of the Spelling activities independently, I am free to take attendance, respond to any notes or problems from students or parents, and insure that all of the homework is turned in. Meanwhile, the students are actively learning their Spelling and there is little wasted time in the morning.
 * 1) Unpack backpacks and hang up coats and backpacks
 * 2) Turn in lunch tickets
 * 3) Turn in homework
 * 4) Begin Spelling assignment listed on the board. We always do Spelling first thing in the morning. On Mondays, the students prepare for their pre-test, which is given immediately after morning announcements. On Tuesdays, the students practice their words in Spelling Centers. The Wednesday Spelling assignment is a puzzle using their words. Thursday is Spelling Battleship day. Finally, on Fridays, the students briefly review their words in Spelling Centers before taking the final test.

__Exiting Routine__
Our school is essentially one long hallway. Each classroom has a counter separating the classroom from the hallway, so our rooms are open to the hallway. Students eat lunch at tables directly outside of their rooms. Therefore, when students are waiting in the hallway to be dismissed, I can still easily monitor them, as well as the students remaining in the room. There are many more routine procedures throughout the day including bathroom time, break time, and lunch time. In another attempt to establish routine, I always tell my students what the schedule is for the day immediately after Spelling. This is especially important if there is a special or different event that day. If the students know what to expect, they are less likely to misbehave. = Physical Arrangement of the Classroom = I always arrange the students’ desks into table groups for two reasons: this arrangement frees up the maximum amount of space in the rest of the classroom and, this arrangement provides more working spaces when the students perform group work. Besides 22 students, an aide, and myself, my classroom houses a library complete with a loveseat, my computer and filing cabinet (the student computers are in the hall), and a math center consisting of a table and bookcase. In addition, I utilize many different teaching strategies in a day necessitating easy movement of supplies and students in the room. The students may be joining me on the floor one moment and moving around during a “dance break” the next. Table groups provide the space needed for daily classroom activities. In addition, I require my students to work in groups about once a day. Table groups provide a good meeting place for students who need to work together. My desk is in the front corner of the room farthest from the door and faces the back of the room. From this spot, I can easily see the entire classroom as well as the hall outside of the classroom. However, I do not spend much time at my desk during the day. I normally stroll through the classroom answering questions and helping students stay on task. **Incentives** In my classroom, school is considered each student’s job. Just as I am expected to show up to my job each day, prepared and ready to work, I expect each student to come to school prepared and ready to work. If a student does just that, he or she gets paid for his or her efforts. Every student has the opportunity to earn $5 a day for executing his job. On Fridays, I open the classroom store. The store contains such valuable items as: candy = $15, mechanical pencils = $25, test freebies = $50, computer passes = $50, kindergarten reader passes = $50, cans of soda = $100, and out-to-lunch passes = $250. Students can either spend their paycheck right away, or save it in their checking account to buy a more expensive item later. I think this incentive program has plenty of virtue. It is logical to fifth grade students. They get to experience the concept of working to earn money. In addition, students often comment on how hard it is to save money for the more expensive items. What a great welcome into the real world!! I can empathize with their troubles. = Classroom Rules and Consequences = About six years ago, my school agreed on a comprehensive discipline plan called C.H.A.M.P.S. Each letter stands for a goal area: "C" is for classroom behavior, "H" is for homework completion, "A" stands for accepting responsibility, "M" is for mealtime interactions, "P" is for playground behavior, and "S" refers to showing respect for oneself, one's peers, and adults. As is the case with most discipline plans, C.H.A.M.P.S. came with not only rules, but consequences. The first offense results in a warning with the student's name on the board. The second offense includes a time-out or a personal interaction with the teacher and a check after the student's name on the board. The third offense results in a second check on the board and the student must fill out a behavior plan. This plan states the rules that were violated and what the student should do differently next time. The behavior plan must be signed by the teacher and a parent before the child is allowed back into the classroom the following day. A fourth offense results in yet another check on the board and the student must call his or her parent. More offenses can result in suspensions and there is an "extreme clause" that allows teachers to skip steps in the list of consequences if the behavior is extreme. Every week, each child takes home his or her C.H.A.M.P.S. sheet with a synopsis of the child's behavior. It must be signed by a parent and returned the following Monday. The C.H.A.M.P.S. plan is used building-wide, which was one of its main selling points when it was adopted. The lunchroom and playground supervisors use "tickets" to inform classroom teachers of violations outside of the classroom and then teachers are able to follow through with the appropriate consequences. Although consequences are cumulative throughout the day, each student starts new each day. Another positive aspect of this plan is that students have the same general rules, expectations and consequences all six years that they are in our building. Finally, the C.H.A.M.P.S. plan provides parents with a weekly record of their child's behavior. Parents know to expect this report every Friday and students are held accountable to make sure their parents see it and that it is returned on Monday. Having a building-wide plan does alleviate some confusion concerning expected behaviors and consequences. ** Homework Policy ** 1. Hold up your hand and say, "Give Me Five." The children put their hands in the air and shout "five!" As they count down to one, they get progressively quieter until "one" is said in a whisper. Or, after saying, "Give me five," everyone puts their hand in the air and counts loudly using their fingers from 1 to 5. 2. Teach the children that the five fingers on their right hand stand for the five things they must do when you hold up your hand. Say, "Give me five," and wait until all the children hold up their hand. Then lead them in saying the five things together. (1) Eyes -- look
 * 3:00 – The “Boards and Floors” person erases the board and checks the floors to ensure that each student has picked up their work area.
 * 3:05 – Patrol and bus students are allowed to begin packing up to go home. Once these students are packed, they wait in the hall to be dismissed.
 * 3:10 – Patrol and bus students are dismissed. The remaining students begin to pack up to go home. Once they are packed, they move into the hall to wait to be dismissed.
 * 3:15 – Final dismissal.

(2) Ears -- listen

(3) Mouth -- closed

(4) Hands -- still

(5) Feet -- quiet Later when you say, "Give me five," the children are to think of these five things and hold up their hand to show they are ready to listen. 3. Clap or tap in a pattern, for example, clap slowly twice and then clap fast three times. The students are to stop what they are doing and repeat the pattern. If necessary, do it again until all children have responded and are quiet. You may want to vary the pattern. 4. Shake a shaker, touch a wind chime, ring a bell, play quiet music or use any kind of sound maker as a signal for students to be attentive. 5. Raise you hand and stand still until the students are quiet. Or, raise your right hand and put the index finger of your left hand on your lips. The children are to do the same. Another idea is to hold up three fingers which is a silent signal for "Stop, look, listen." Then wait until all the children have their three fingers up and are quiet. 6. Say, in a normal tone of voice, "Clap once if you can hear me." Those listening will quiet down and clap one time. Then say, "Clap twice if you can hear me." More children respond with two claps. Finally say, "Clap three times if you can hear me." By this time you should have the attention of your students. 7. When you say, "Voices," teach the children to respond with a quiet, "Shhh..." Use it if the children are too loud. If you want their attention, say, "Voices" again and they respond with a quieter, "Shhh..." Say it a third time very quietly, "Voices." All students should be quiet and ready to listen. 8. Tell your students that they will be playing, "The Still Waters Game" often, and that they will know the game has begun when you say, "1, 2, 3, 3, 2, 1 still waters has begun." Ask them to freeze like an ice cube and remain silent when they hear that sentence. Time the children to see how long they can remain still. The goal is to beat their best time. Hold your fist in the air and each time you see someone move or talk, put a finger up. Once you have all five fingers up, check your watch and tell the class how long they were able to remain still. 9. Practice having the children stop, look at the teacher and listen when the lights are flicked off and on. 10. Teach the difference between being silly and serious. Tell them that there is room for both of these behaviors. Then practice by saying, "Act silly!" Let them be silly. Then say, "Now, act serious." Model this often at the beginning of the year so when you say, "I need to have serious behavior," they respond accordingly and are attentive. 11. Use a count down or count up system. Say, "You have until five to be ready for....... 1, 2, 3, 4, 5." Start a count down at whatever number you think the students need to be ready. For example, start with 5, 10 or 15 depending on the activity to be put away. 12. Say, "Boys and Girls…" and then write numbers as a countdown on the board from 5-4-3-2-1. The idea is that there is a consequence if you reach one before receiving everyone's attention. For example, a child talking may have to move or lose some free time, or use some other outcome for the whole class. Another idea is to hold up your hand and count silently to five on your fingers as you look at a watch. Teach the students if they do not become quiet by the count of five, their recess time will be cut by the amount of time it takes them to become quiet. 13. Use an old fashioned desk bell that you can tap. One tap means the class is getting too loud. Two taps mean that they need to stop what they are doing and listen. 14. Use a target word for a day or week. Have the students pick one that is related to what they are studying. For example, pioneer, Ohio, or fossils. When you say the word, the children stop, look and wait for directions. Or, the children could respond with a definition or short response to the target word; for example, if you said, "Ohio," the students would respond, "The buckeye state." Other call backs could include "spaghetti" -- "meatballs," or "Abraham" -- "Lincoln." Let the students suggest new words to be used. 15. Use a piece of poster board to make a noise level monitor. On the left side label it 1, 2, 3, and on the right side, list the type of noise acceptable for each. For example: 1 - No talking

2 - Whispering

3 - Normal talking

Use a large clip to indicate the acceptable noise level at any given time. 16. Say "1, 2, 3, eyes on me" and the children say back, "1, 2, 3, eyes on you," with their faces turned toward you and looking at your eyes. Or, say "1, 2, 3, Look at me" in a sing song voice. Another teacher-child response idea is for the teacher to say, "Hey, oh," and the children reply "Oh, hey." Or, the teacher says, "Freeze, please." And after giving instructions, the children say, "Melt." 17. Use, "Teacher Says," like "Simon Says." For example, "Teacher says, touch your nose," "Clap once," or "Teacher says, look at me." 18. Say in a robotic voice, "Miss Moore to Class - Come in class" and smile! This method can be used with individual students as well. Or, use a special phrase when something is really important; for example, say, "Mrs. Brown's class..." instead of saying, "Boys and girls." 19. Buy a large rain stick at a science store. When you turn it over, it sounds like rain falling. When the children hear the sound, they are to stop what they are doing and listen. 20. For an assembly of the student body shout the school name and have the children respond with the name of the school mascot, i.e. the administrator shouts, "Memorial" and the children respond with, "Bulldog!" After they shout the mascot name they are to be silent. 21. Let your voice get quieter and quieter as a signal for the children to be quiet. Talk softer or not at all until they are still. Or say softly, "Tootsie Roll, Lollipop, we`ve been talking, now let's stop." 22.Teach young children the following chant: 23. Sing the following words to the Frere Jacques tune: "Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look at me, look at me." Other ways to end the song are: "Snap your fingers" or "Pat your head." 24. Sit in your chair and start singing one song after another with no pauses. The children all join in the singing and come to group time. You can do the same thing with poetry. Start reciting poems that the children know and they will repeat them with you as they join the group. 25. Use motions like circling your hands quickly, then slow down and clap. You can also do the motions to a song like the "Itsy, Bitsy Spider.' When all of the children are copying the gestures silently, sing the song through.
 * Teacher says; "1, 2." Children say: "Eyes on you."
 * Teacher: "3, 4." Children: "Crisscross on the floor."
 * Teacher: "5, 6." Children: "No more tricks."
 * Teacher: "7, 8." Children: "Sit up straight."
 * Teacher, "9, 10." Children, "Let's begin!"