Classroom Management

PlanSARA MARSH

CEDAR CREST COLLEGE

The Classroom THE DESCRIPTION

Classroom Description

The classroom is a second grade inclusion classroom in a suburban school

district. There are twenty students in this classroom. All subjects are taught

in this classroom. This includes math, language arts, social studies, science,

and writing. There is an instructional assistant assigned to the classroom

who assists students during the day, as well as a push in by the special

education teacher. Five students in the classroom have an Individualized

Education Plan (IEP). Diagnoses include autism, ADHD, and learning

disabilities. The classroom is set up to support whole group instruction,

small group work, and independent work.

Part 1 THE LAYOUT

Large Group Layout

The large group layout is laid out so that all

student desks are facing the main instruction area

and SmartBoard. Students are paired with

another student who will be their partner for peer

teaching and partner work. There is a large

carpet area in the front of the SmartBoard where

students will sit during the whole group math mini

lesson. There is also room for read alouds and

language arts instruction in the reading area.

Small Group Layout

Desks in the large group layout can be easily

turned to accommodate cooperative learning

activities. There is also the horseshoe area where

small group instruction will take place during

guided math and guided reading. Additional

areas of the classroom can accommodate

individual and small group work. The groups are

facing each other to encourage communication,

but are spaced away from other groups to allow

independence.

Part 2 THE RULES AND PROCEDURES

The Rules

1. Raise your hand to speak or stand.

2. Follow directions quickly.

3. Listen when your teacher is talking.

4. Respect others, respect yourself,

respect your school.

5. Be safe, be kind, be honest.

General

Procedures

MORNING ARRIVAL,

MATERIALS, TRANSITIONS,

EMERGENCY PROCEDURES,

DISMISSAL

Morning Arrival

I will meet students at the door to say good

morning and briefly talk.

Students will enter the classroom quietly, unpack

their backpack, place their backpack and coat

in their assigned cubby, move their name on the

attendance board, and begin working on their

morning work, which I placed on their desk prior

to arrival.

The routine will be the same each day so

students will learn what is expected of them

upon arrival and be displayed on the board as a

reminder.

Class Schedule

Class schedule will be updated prior to

student arrival each day and

displayed in an area of the room

where all students may easily

reference it.

Schedule informs students when

activities are occurring and at what

time.

Attention Getters

I use the Whole Brain Teaching technique of "Class!

Yes!" However I say "class", the students are

expected to respond back the same way with "yes."

If I say, "Hands and eyes" the students respond back

with folded hands and eyes on teacher.

Establishing an attention getter allows students cues

students to settle down and listen for directions.

Hand Signals

Students will use hand signals to communicate common

needs they may experience in the classroom.

The purpose of these hand signals is to communicate

needs, such has needing a drink, going to the bathroom,

etc, to the teacher in a quick and efficient manner that

does not take away from learning.

Nonverbal cues allow learners to visually understand

directions and expectations.

DesksOrganization

Students will have a toolbox that contains their

pencil, markers, crayons, scissors, and glue

stick. They will also have textbooks, a Take Home

Folder, Ketchup folder, Guided Math folder,

whiteboard, and at least one or two books to

read during down time.

A visual models for students how the inside of

their desk is organized.

Lining Up to Transition

Students will be assigned a number at

the beginning of the school year,

based on alphabetical order.

Students will line up in number order

when getting in line with the line

leader at the beginning of the line.

Students will line up quickly and

silently, ready to say Hallway Poem.

Hallway Expectations

Prior to entering the hallway, students will

recite hallway poem to remind themselves

of expectations.

Students will ensure that their toes are on

the hallway line and that they are right

behind the person in front of them.

They are silent as they transition to a new

room, being respectful of working classes.

Emergency ProceduresFire Drill

Students will quickly and silently get in number order line.

Teacher will turn off lights, grab class list, and emergency

folder. Last student in line is responsible to close the door

behind the class.

Students will follow teacher out designated door, walk to

designated area, turn around and face the school. There

will be no talking during this time.

The teacher will quickly take attendance and inform office

of class status by holding up the red or green card.

Noise canceling headphones are available for students who

are sensitive to loud noises.

Emergency ProceduresLockdown

Students will move to assigned area within classroom that

is away from doors and windows.

Teacher will ensure door is locked and lights are turned

off.

Students will sit with teacher on carpet in assigned area

until the lockdown is over.

Visual schedules are provided for students who need

reminders of behavior.

Afternoon Dismissal

Students will place homework folder and

any other items that must go home on to

their desk.

The teacher will call quiet groups of

students to pack up.

When a student is packed up, they may

color, read quietly, or play a class game

until it is time to walk to the busses.

When announcement is made, students

will put away any materials on desk, line

up at the door, and follow teacher down

to the bus pick up.

Instruction

Procedures

WHOLE GROUP

COOPERATIVE LEARNING

INDEPENDENT WORK

Whole Group InstructionMath

Math is taught in a guided math format to allow for differentiation of

content.

In the beginning of math, the teacher will teach a 10-15 minute mini-lesson

to introduce content.

Students will watch and work with teacher on the carpet as concept is

introduced. (I do method)

I do, we do, you do format.

Small Group InstructionMath

During guided math, students will

meet with teacher during the

designated time to learn the

lesson at a pace and style that fits

their learning needs. (We do)

Small group lesson will take place

at the horseshoe table.

Students will work with teacher on

math worksheet by using

whiteboards and math

manipulatives.

Independent WorkMath

Students will rotate between the four

guided math centers. (You do)

Students will refer to Guided Math

bulletin board to see what they are

working on that day.

Board will clearly list each students'

rotation and what specific activities

they will be doing at each station.

Work will be placed in Guided Math

folder and handed in at the end of

the week.

Guided Math Expectations

Work on assigned center and activities.

Math manipulatives and supplies are

tools not toys.

Clean up area before transitioning to

new center

Math talk only

Voices stay at a whisper or partner

voice.

Guided Math and CentersIndependent Work

A small group and independent

work activity will be modeled and

explained; however, materials and

bins will also contain visual

schedules for students to

reference.

These visuals remind students of

directions and expectations,

which reduces off-task behavior due to uncertainty.

Whole Group Expectations

Whole Group ProceduresMirror

When teacher says mirror, students

will repeat what teacher says and

does.

Eyes are on teacher.

Voices and gestures are mirroring

the teacher's voice and gestures.

This uses a combination of

auditory, verbal, and kinesthetic

learning.

Whole Group a ProceduresPeer Teaching

Same concept as a Think, Pair,

Share.

Listen to teacher's directions about

which partner will teach first.

Turn and look at partner.

Teach partner topic being

discussed.

When teacher says switch, other

partner will teach.

Cooperative Learning Group

Expectations

Students will work in assigned area

with group.

Each student will share

responsibility and contribute to

group.

Students will use soft, partner

voices.

Students will think before speaking

to ensure what they are saying is

helpful and respectful.

Independent Work

Visual directions inform students

what to do during independent

work.

Directions will be provided in an

auditory, as well as, visual format for

learners.

Students can reference visual

directions throughout activity to

remind themselves of work

expectations.

Must Do and May Do

When students are finished with their

assigned work, they should consult the

must do and may do board.

This board can be adjusted

depending on classroom needs.

Students must complete all assigned

work first before they move on to the

may do activities.

May do activities can include reading

a book, flash cards, playing a math

game, finishing work in Ketchup

folder,etc.

Time Management

Timer will be projected during

independent center work and

cooperative learning to ensure

students can visually see how much

time they have to work and assist with

self-management.

Allows students to know when

transition will occur.

Teaching and

Enforcing the

Procedures

TEACHING AND

MANAGEMENT

Teaching the Procedures

Rules and procedures are taught and modeled from the first day of

school.

Teacher will explain each rule and choose students to model what it looks

like to follow each rule.

As procedures arise, teacher will explain the appropriate procedure and

have students model how the procedure looks, as well as why that specific

rules or procedure is in place.

Example: "We walk silently in the hall, because other classes are working and we

want to be respectful of them."

Enforcing the Procedures

Posters regarding classroom

procedures will be displayed

around the classroom to remind

students of classroom expectations.

Teacher will refer to poster and

specific expectations regularly to

remind students of what the

classroom should look like and sound like.

Wording is concise and simple.

Enforcing the ProceduresWhole Group

A whole group classroom

management plan

encourages positive behavior

and group effort. Students

are expected to self-regulate

themselves and act as a

positive role model for their

peers.

Brownie points and Teamwork

BINGO are two examples of

whole group management

plans.

Enforcing the Procedures Individual

An individual behavior plan will be put in place

for students not responding to Tier 1 methods.

When creating the individual behavior plan, the

student's targeted skills are explicitly stated and

goals are set.

The type of behavior plan is dependent on the

needs of the child. The student will choose the

reinforcer each day. The reinforcer may not be

the same every single day to avoid satiation.

The teacher will uphold the behavior plan with

fidelity.