Stacy Edwards
EDEL 300: Classroom Management Plan
4-17-13
Approx. Grade Level for Plan: 1st Grade
“A hundred years from now it will not
matter what my bank account was, the
sort of house I lived in, or the kind of
car I drove...but the world may be
different because I was important in
the life of a child.”
-Forest E. Witcraft
Discipline Philosophy:
Beliefs about classroom environment:
(see brochure)
Philosophy of Education:
I believe that the world of education is a puzzle. There are so many pieces to it
and when they fit perfectly together, there are some amazing results. These words are the
puzzle pieces that I believe are necessary for the perfect fit. Education has consistently
changed over time and will continue to do so in the future. The one aspect to education
that will always remain the same is the fact that students have the ability to learn. They
have the ability to take in knowledge, learn life skills, and build relationships with peers.
All students are unique individuals who come to school with their own strengths,
weaknesses, and experiences as well. They bring these qualities to the classroom and it is
our job as teachers to help these students continue to learn and grow in each of these
areas. Teachers can do this by making sure to create interactive and engaging lessons,
providing a safe and positive learning environment, building relationships with students
and parents, use differentiated instruction, and continually reflect on their teaching
abilities.
Theories or Researchers that I identify with:
Lee and Marlene Canter:
One of the theorists that I really identified with was the Canters. The Canters were
the individuals to coin the term “Assertive Discipline”. The purpose is to not to punish a
misbehavior, but to prevent it from occurring. They also stated that both students and
teachers each have their own rights. Students have the right to learn in a calm and safe
environment, and teachers have the right to teach without interruptions. The way that I
would enforce the Canter’s theory is by creating effective routines, procedures, and rules.
This will enable me to have a controlled classroom environment where students know
what is expected of them. Students know what the consequences will be when directions
are not followed. When classroom expectations are put into place, then the teacher’s right
to teach without interruptions can be easily implemented. If I am able to put the Canter’s
theory in to place, then I know I can create an effective learning environment where I am
not focusing on punishing a behavior, but rather preventing it from occurring.
http://www.education.com/reference/article/classroom-management/
Fred Jones:
I also identified with another theorist who was talked about in class: Fred Jones.
Jones had a lot of memorable points that I believe are so true when it comes to classroom
management. Two of my favorite quotes that he said were: “Classroom management
must be built from the ground up so that most problems do not occur." and “You never
will be able to manage another person's behavior until you can manage your own.” These
two quotes couldn’t be more accurate and are pieces of information that I will certainly
apply in my classroom. If classroom management is not put into effect on the first day of
school, then the rest of the year will be spent on trying to put these management practices
in to place. This is why spending the first two or three weeks just on procedures are so
critical. I really liked his “Say, See, Do” Method, PAT time, and how to use nonverbal
communication. I would be able to implement the “Say, See, Do” Method not only for
visual learners, but all learners as a whole because it shows each step of the lesson. PAT
time is a great tool to use to increase motivation for students and it allows them to work
together as a team. And finally nonverbal communication is another valuable tool I can
use. Nonverbal cues can allow me to communicate with one student without disrupting
the class as a whole or pause verbal instructions.
http://www.fredjones.com/Tools-for-Teaching/Tools-for-Teaching-main.html
Preparation:
Introductory Postcard to Students:
(Front)
(Idea taken from a teacher from: www.mrsvandyke.com/Hollywood.htm)
(Back)
Letter to Parents: (scroll down)
Welcome to Room
28!
Contact
Information
Phone:
555-234-3454
Email:
snedwards@bsu.edu
Miss Edwards’
First Grade Class
2012-2013
Room #
28
Website:
snedwards.iweb.bsu
Dear Parents/Guardians,
With summer winding down and a new school year just around the corner, I wanted to introduce myself to
you. My name is Stacy Edwards and I will be your child’s first grade teacher for the 2013-2014 school year! I
graduated from Ball State University with a degree in Elementary and Special Education with Mild
Interventions. This is my first year teaching so I am eager to get the year off to a great start! I am from
Indianapolis, IN and am looking forward to settling into a new environment here at Sweet Apple Elementary.
Teaching has always been a passion of mine and I hope your child will get a lot out of what I have planned for
the year!
I would like to invite you to attend a meet the teacher night on August 10th. This is the week before the first
day of school and is for adults only. There will be some refreshments provided and the meeting will take place
in my classroom, Room 28 at 7:30 P.M. At this meeting I will address any questions you may have as well as
giving you some more information of how I plan on running the classroom, my rules and procedures, and
important events that you will want to mark on your calendar! I will address my discipline plan, but a few
general things I will let you know is that I will be sending a classroom contract home during the first week of
school. It is important that you review it carefully so we can start the school year on the same page. I know
that managing a class requires a proactive approach, and discipline/behavior problems require a reactive
approach. In order to encourage your child to make positive choices in my classroom, I will reinforce positive
behaviors. This may be through verbal praise, a small reward, a token, etc. On the other hand, to deal with
inappropriate behaviors I may use a pink slip or an action plan that will be filled out by your child. More
information on this will come at a later time.
I’m really excited about some of the activities we will be doing this year! We will be studying weather in the
upcoming weeks during a science unit. We will be doing our first group project of the year where students will
work with one another on creating safety procedures etc. using iMovie. Later on we will be doing a research
project on “Famous Hoosiers”. It was a lot of fun when I did this with my students when I student taught, so I
can only imagine how much the first graders will love it!
If you haven’t noticed, my contact information is on the top section of this letter, so please find a way to
contact me at your convenience if you would like more information or are unable to attend on the 10th. Take a
look at the bottom of the letter and you will find some upcoming events that will be happening first semester.
Sincerely, Stacy Edwards
*Please use this newsletter to your advantage! I strive to work with you in creating the most positive learning
environment through effective communication For
and Your
participation.
My contact information will always be
Calendar:
posted in the newsletter, on the classroom syllabus, and the class website, so feel free to get in touch at any
time!
Sept 1
Sept 25-30
Oct 15
Labor Day
Family Week
Fall Festival
I look forward to working with you. Have a great week!
Nov 20
PTA
Dec 17-Jan9
Winter Break
First Day of School Bellwork:
-Retrieved from http://pinterest.com/mlkeller90/morning-bell-work/
My first day of school bellwork would be a crossword puzzle of Dr. Seuss words! This would be a good
activity to get first graders thinking and would be appropriate for their age level.
Classroom Management:
Arrival Procedure:
Students will follow the arrival procedure each morning so the day can get off to a great start!
Students will help on another in an appropriate manner if needed.
1. Walk to the room in a quiet and calm manner.
2. Find your desk and take out papers, folders, etc. and place in desk.
3. Go to your cubby to place backpack and jacket.
4. If there is any homework from the previous night, place it in the Homework Bin.
5. On the board, move your name in the correct spot for how you are getting home (this lets me know
that you are here and I know how you will be getting home for the day!)
6. Place lunch money in the Money Bin.
7. Sharpen pencils and use the restroom if needed.
8. Take out your “Morning Work” folder and begin the days’ assignment.
9. Use inside voices when greeting peers in the morning before you begin morning work.
Tardy Procedure:
If students are tardy to school, they should follow the procedure listed below.
1. Have your parent/guardian walk you into school and check in at the front office.
2. Receive a tardy slip from the secretary and walk to the classroom as soon as you are checked in.
3. Follow steps 2-7 from the arrival procedure.
4. Depending where we are in class, either begin your morning work or join the class for “Community
Circle” or any other activity that may be taking place.
Absent Procedure:
If students are absent, they should follow the procedures listen below.
1. Turn in any homework or any papers in to the “Absent Bin”.
2. Check your mailbox! Here you will find the assignments, homework, and papers that need to
be sent home. There will usually be a personal note from me to further guide you!
3. Ask “three before me”; meaning ask three peers about any clarifications you still need before you
come ask me!
4. Make sure to have homework completed within two days of being absent, and turn into the Absent
Homework Bin.
Homework Procedure:
Students should follow the following procedures when completing and turning in homework.
1. Make sure to grab your homework folder when packing up.
2. Place your first and last name along with your classroom mailbox number.
3. Read directions carefully.
4. Upon coming to class the next day, turn homework into the Homework Bin at the BEGINNING of
the morning. Any papers turned in after bell work will be marked as late!
5. At the end of the day, grab your papers from your mailbox and place any homework assignments into
your homework folder. Write down any additional notes on homework in your agenda book.
Getting the Class’ Attention:
Students should respond to the following attention getters during class time. There will be many times
that I will need to regain the attention of students, and the following two procedures are examples I may
use to get them focused again.
“1, 2, 3 Eyes on Me”
1. When students are off task or talking when I am, I will clap and say “1, 2, 3, Eyes on me”.
2. When students begin to hear me say this, they will join in by clapping and repeating with me “1,2, 3,
eyes on me”.
3. Students will stop talking, put down any work they are working on, and wait for directions from me
once the class is back on track.
“Hands on top, that means stop!”
1. When I need the class’ attention, I will say, “Hands on top!”
2. Students will stop what ever it is that they are doing and finish the phrase “…that means stop!”
3. Students will place their hands on their head and have their eyes on me.
Visitor in the Room:
There will be many visitors who will stop by in the classroom on occasions that are both announced and
unannounced. The following procedures are to be used under any circumstance when a visitor is present.
1. Continue working when a visitor makes a quick trip to the room.
2. If you are done with a specific activity, turn to the “What if” chart and find an appropriate activity to
keep yourself working and engaged.
3. Please wait your turn to speak with me if you come across a question and I am currently talking with
our visitor.
4. If visitors are visiting for long periods of time, put on your best behavior to show them what Room 28
is all about! Visitors should not impair your ability to listen, learn, and follow directions!
Getting the Teacher’s Attention:
There are a few ways that students can get my attention in an appropriate manner. Please use the
following guidelines when you need me during group work, class discussions, or individual work.
1. If you would like to ask a question or make a comment during class discussion, hold up 5 fingers.
2. Please wait to be called on and if you have not been picked to speak, wait patiently until I have called
on you, but put your hand down until the person speaking has finished.
3. If you would like to use the restroom during class discussions hold up three fingers.
4. When working on an assignment individually, make sure to ask 3 peers before you ask me for help. If
you are still stuck, hold up two fingers and I will make my way to you as soon as I can.
5. If you need me for a personal issue or emergency please hold up 1 finger and I will
make my way toward you immediately.
Restroom Procedure:
Students should follow the following procedures when using the restroom individually or
as a class.
1. If you need to use the restroom, please hold up 3 fingers.
2. Wait until I have given you a signal that you may go to the restroom.
3. Make your way to the Restroom Binder where you will sign your name and write the
time that you are leaving.
4. Grab a “Miss Edwards Restroom Pass” lanyard. The pink is for girls and blue for boys.
5. When you have returned to the class, write down the time that you returned and hang
the lanyards in the appropriate hook.
* If we are going to the bathroom as a class, line up quietly in a single file line. Always
walk and keep hands to yourself until we have reached the restroom. Three boys and
three girls may go in the bathroom at one time.
Lining Up/Hallway Procedures.
In order to get to places on time and in an effective manner, students will follow the
following procedure regarding how to line up.
1. I will say, “Macaroni and Cheese, Everybody freeze!” This lets students know they
need to put away items into their desk and sit quietly as they wait for their group to be
called to line up.
2. Each group of students will be given a number 1-8. These numbers let students know
what group they are in.
3. When I call each group number, the members of the group will get up out of their seat,
push chairs in, and walk quietly and calmly in a single file line to line up by the door.
4. Group members that have already been called should wait patiently in line with their
hands to themselves until all classmates are lined up.
5. Once in the hallway, there should absolutely be no talking, that way other classes are
not disturbed.
6. Once the destination has been reached, students may begin talking once I have signaled
that it is appropriate to do so.
Dismissal Procedure:
1. Students will put away all materials and place them in their desk.
2. Students will check their mailbox and put any homework papers into their homework
folder.
3. Upon returning from grabbing their “mail”, students will look at the Homework board
and write down what needs to be completed for tomorrow in their agenda book.
4. They must raise two fingers, and I will come to them and sign their agenda book.
5. Students may then go to their cubbies to grab their backpack and jackets.
6. Students should sit and wait at their desk once they are packed up, and wait to follow
the procedures for lining up!
Bullying Pledge/Procedures:
The following is a classroom-bullying contract that will be signed by all students. This
will be hung in a spot that is visible to all students to remind them of this pledge.
(Idea taken from: http://www.district7.net/pardee/Anti-Bullying%20Pledge.pdf)
We, the students of Miss Edwards’ First Grade Class, agree to join together to eliminate
bullying in our classroom.
We believe that each of our classmates deserves to be treated equally in a safe and accepting
environment in this classroom.
Forms of bullying that will NOT be tolerated include but are not limited to: hitting, shoving,
making fun of, laughing, or excluding someone.
By signing this pledge, we agree to: value and treat others with respect, report incidents of
bullying to an adult if we see it, be a good role model to others, and be a good friend to
others.
We will not be bullies to other students in this classroom and will try to help stop bullying
not only in the classroom, but in the entire school as well.
I promise to be a buddy, NOT a bully!
Signed by: (all students will sign along the bottom of the pledge)
Date:_______________________________________
Instructions for Students:
VictimIf you are a victim of bullying please fill out an “I’ve been Bullied” sheet and place it in
my mailbox on my desk. I will talk with you at a later time to discuss the issue and we
will discuss an appropriate solution.
Bystander:
If you are a bystander witnessing someone being bullied, bring the situation to the
attention of a teacher. Once you have gotten a teacher to take care of the issue, please fill
out a sheet as well, “I witnessed Bullying” to give further information on the situation.
Classroom Rules/Discipline Procedures:
For the classroom rules, I decided to create them on my own. I want my students to practice
these rules from the first moment they step into my classroom. Although I do not have student input for
these rules, I plan on making changes to the rules as the school year progresses. Once students have
mastered the original rules, they may help me in creating new rules that they would like to see in place.
Classroom Rules:
1. Do what the teacher asks of you- immediately
2. Keep hands, feet, and objects to yourself
3. Have a positive attitude and encourage your classmates
4. Respect materials around you
5. Raise your hand and sit quietly if you would like to be called on
Since the theme of my classroom will be Hollywood, the Rewards and Consequences
systems will incorporate a behavior board dedicated to Hollywood themes.
Rewards:
Positive ConsequencesIndividual
If students do not move their behavior clip past “On the Red Carpet” by the end of the
week they may be eligible to receive one “Free Movie Pass to Edwards Theatre”. These
may be collected each week throughout the year or on a weekly basis and used for cool
prizes at the “Concession Stand”. Students may choose to use their pass at the end of the
week or save it for bigger prizes.
- With one Movie Pass, students may choose from: pencils, erasers, stickers, a positive
note home to parents, etc.
-With 5 or more Movie Passes, students may choose from: extra “Oops” Homework
vouchers, may choose to be Star of the Week, sit on community circle mat or the
classroom library beanbags to complete assignments, or lunch with the teacher!
-With 20 or more Movie Passes, students may choose from: real movie tickets to use at
theaters, a Movie Pack (including popcorn bag and some candy)
(http://pinterest.com/pin/117304765264589788/)
Group
If the class can go the whole day without moving their behavior clip past “On the Red
Carpet”, then 2 minutes of PAT time will be added.
Students may also choose to put 2 tickets into the classroom jar. Once this jar is full they
may choose rewards such as: pajama day, music/computer time, etc.
Punishment:
Negative Consequences
Step 1: A verbal warning will be used. I will try and do this in the most appropriate way
possible so instruction is not disrupted.
Step 2: Students will move their clip on the behavior board from “On the Red Carpet” to
“Take One”. This will serve as a second warning, but this time the clip will be moved
down and a pink slip will be given.
Step 3: Have students go to the listening station. Here they may listen to a story or listen
to some calming music for 5 minutes on the set timer. When the timer is up, students may
add more time if needed. Their clip will again be moved down one spot to “Take Two”.
Step 4: A direct consequence is given followed by an Action plan, which is filled out by
the student. A copy is sent home to the parents and one is kept on file for my own
records. Student will move their clip to “Take Three”.
Step 5: Parent teacher conference or meeting with the principal depending on how severe
the issue is. Student will move their clip to “Cut!” on the behavior board.
Idea from: http://clutterfreeclassroom.blogspot.com/2012/04/hooray-for-hollywoodvirtual-vacation.html
Example of my Action Plan if students reach Step 4:
Name________________________________________
Date_______________
1.What is causing the problem?
2. What is causing the behavior/problem to happen?
3. What are some solutions to the problem so that I can prevent it from happening again?
Student Signature:_____________________________________________________
Parent Signature:_______________________________________________________
Teacher Signature:_____________________________________________________
Accountability Component:
To make sure that my students understand the classroom dynamic, procedures, and expectations,
I will create a packet that has all of the information that is stated above in an organized manner.
This packet will be passed out on the first day of school and I will go over each part in depth. For
the next few weeks I will make references to certain parts of my discipline plan and expectations
to keep it fresh in their minds.
This packet will be sent home with students to show their parents. Parents and students will read
this together at home and must sign the slip that is at the bottom of the packet. This slip will be cut
out and must be returned to me by the end of the first week of school. The packet should stay at
home for parents and students have a copy of at hand. The slip will look like the following:
___________________________________________________________________________________
I, _________________________________ have read and understood the discipline policy and
(Parent/Guardian)
classroom procedures that Miss Edwards will implement in her First Grade class. I have discussed with
my child this policy, and both of us understand the expectations that this classroom will have. If I ever
have a question or concern regarding my child and the procedures listed in the packet, I will not
hesitate to contact Miss Stacy Edwards.
Parent Signature:_____________________________________
Student Signature:___________________________________
Date:___________________________
Computer drawn map of classroom and labels:
Written Rationale:
Teachers Desk/Shelves:
The teacher’s desk is placed in the far left corner of the classroom. I did this because I
wanted to make sure it was as far away from the classroom door as possible. My desk is a
place that I will never be at while I am teaching, so putting it in a corner where it will not
be distracting for me or my students is important. Around the teacher’s desk are some
shelves for storing purposes. Here there will be filing information, lesson plans, etc.
Computers:
In the back of the room I had computer stations with a round table and some chairs. I did
this because in the back of the room is a great place for students to do independent work
during free time. Here they may look up information for projects, take reading quizzes,
etc. Having a table by the computer stations allow them to have another place to work
and collaborate with one another too. Having the computers in the back allows for
students to work in a quiet manner that does not cause much distraction for other things
that may be going on in class.
Circle Rugs/Chairs/Bookstand:
In the far right of the room is where I placed a rug with beanbags, a chair, and a
bookstand. This is where I plan to have the classroom library area. It is another place
where students can take a break, especially if they have moved their behavior clip to
warning number three. I like having it near the computers because it is another area
where students can have free time or where they may go if they have finished a class
activity early. Having a bookstand here is perfect so students can easily grab books
without having to go too far away from the rugs, chairs, etc.
Kidney Table/Storage Area:
On the right side of the classroom along the walls will be a kidney table and a storage
area. These were put in to place so that I can have literacy stations set up for my reading
lessons. Here I may individually be able to work with students or work with a small
group of students. The storage area will have manipulatives and other hands on materials
that students may use to their advantage.
Bulletin Boards/Smart Boards:
The Smart Board will be placed in front of the classroom where the students can easily
see information that is written on the board. This is where the main instruction will take
place. These boards will be frequently used throughout the day so it is important that
students can see it easily. Bulletin boards are placed on the side of the classroom, and this
is where posters on classroom procedures may be hung or awesome work that has been
done by students!
Student desks:
Student desks will be placed in the center of the room and be placed in rows. I would
have the desks in the center of the room so that students have access to all parts of the
room in an easy manner. Each row will have 4 students. Each cluster will have a name
and students will use titles of movies as their cluster names to go along with the
Hollywood theme. By having rows, this allows me as the teacher to work the crowd.
Fridge/Sink Area:
This will be located on the left side of the classroom near the door. Students may place
their lunchboxes into the fridge when the come in the classroom. Having a sink readily
available is important to keep as clean of a classroom as possible, and so that students can
wash their hands without having to make trips to the restroom to do so.
Seating Assignment Method:
Student name cards will be placed on the desks before the first day of school. Each
student’s name will be placed on each side of the name card and will be held in a plastic
stand. That way students may see the names of their peers so matter where they sit.
Students will be able to find their names a little easier, rather than having a flat nametag
taped to their desk. I will have the seating arrangement already in place so that I have an
equal amount of boys and girls placed around each other.