Classroom Management Action Plan Jarod Kenney English Fall 2013

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Table o Contents
Personal !tatement""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" """"""""""""""1 Teaching Philoso#hy"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" """""""""""""2 $etter o %ntrod&ction to !t&dents"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""3 $etter o %ntrod&ction to Parents""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""' (aily !ched&le""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" """""""""""""""""""") *asic Classroom Proced&res""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""+, Assignments and Pa#ers"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""., 10 Tardy and Absence Proced&res"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""11 *eha/ioral E0#ectations and Mo/ement Proced&res"""""""""""""""""""""""""""""""""""""""""""""""""""""""""12,1'

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1&les2 1e3ards2 Conse4&ences2 and *eha/ior %nter/entions""""""""""""""""""""""""""""""""""""""""""""1),15 6rgani7ing the Classroom8 Floor Plan"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""16rgani7ation o !eating""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" "1. 6rgani7ation o Materials8 the Teacher"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""20 6rgani7ation o Materials8 the !t&dent""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""21 The First (ay o !chool8 the Classroom"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""22 The First (ay o !chool8 Acti/ities and Assignments""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""23 The First (ay o !chool8 6#ening (ay !cri#t 9Period:"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""2' The First (ay o !chool8 6#ening (ay !cri#t 9*loc;:""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""2)

Personal !tatement
It is my belief that if the teacher gets students interested and excited in what she or he is teaching them, the classroom will be much easier to manage. Students should enjoy what they are learning (to some extent) and be actively engaged in the learning process. If this is not the case, then the teacher has already failed. There is, of course, a distinction between the teacher and the student, but I believe that teachers and students should be friends in a professional aspect. The classroom should be a community
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where students feel comfortable sharing their thoughts and wor with one another as well as receive criticism and utili!e it in a constructive way. This classroom management action plan serves as the foundation for the organi!ation of the various aspects of my classroom. "y teaching philosophy reflects my beliefs on the teaching of #nglish. This classroom management plan organi!es everything necessary for the maintenance of a proper classroom$ rules and procedures, rewards and conse%uences, organi!ation of the classroom, organi!ation of the teacher, and organi!ation of the students. If a teacher neglects to plan a classroom management strategy, that teacher should plan to fail. &ith my nowledge and understanding of language and literature and my well'crafted classroom management action plan, I can rest assured that my class will run as smoothly as possibly. I now that I must plan for the unexpected( I am adaptable, so this is no issue. &ith this foundation, I can expect the educational experience of my students to be one of the right amounts of structure with the perfect amount of engagement. #ducation can be effective and fun, and it is my job to ma e that so)

Teaching Philoso#hy
Premise 18 To engage st&dents in acti/e in/ol/ement 3ith the m&lti#le com#onents o literat&re and the lang&age" Teacher 1ole8
*s an #nglish teacher, it is my role to help students +unpac , wor s of literature. -y +unpac ,, I refer to the act of sifting through a text, understanding the contexts, finding the essential meaning within the text, seeing why the text is important, and loo ing at the influence the text has had on the students. lives. #ven more importantly, it is the #nglish teacher.s job to breathe life into centuries'old literatures from different cultures and do what he or she can to ma e it accessible to the students.

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E ect on %nstr&ction8
To accomplish premise one of my teaching philosophy, I will utili!e many resources to supplement the literature read by my students. Students will find or be supplied with secondary and tertiary texts in order to further understand texts. I will use music, videos, and movies to illustrate different concepts, themes, or motifs found in literature. I will teach my students how to read not only as a means of seeing what is on the page, but how to find the little nuggets of importance which are hidden in some of the +fluff, found in literature.

Premise 28 To ins#ire st&dents to &se 3riting as a 3ay o e0#loring and thin;ing critically abo&t literat&re2 classroom content2 and the 3orld" Teacher 1ole8
It is the teacher.s role to have students write as well as read, as the two activities are two sides of the same coin of learning. /eading improves writing and vice versa. &hen students write, they are actively thin ing about whatever the topic about which they may be learning. *s an #nglish teacher, I will guide the students. writing so that they develop an ability to thin about what they read and learn on different levels of thin ing (literally, inferentially, critically, and creatively).

E ect on %nstr&ction8
To accomplish premise two of my teaching philosophy, I will have my students write about everything. The different writing activities I will use will include journals, simple note'ta ing, research reports, essays and critical writing, and creative writing. 0ournals will help students get their feelings down on paper after reading texts. /esearch reports will help students gain essential media literacy s ills, help them to evaluate sources of information, and learn more about the contextual elements which surround literary wor s. #ssays and critical writings will further students. understanding of texts and get them to thin ing about literature on a level above the literal. 1reative writing will improve students. relationship with and understanding of literature through active participation in the creation of written wor s( moreover, students will bring their own experiences, thoughts, and emotions to the table as they create the same types of writings as those authors whose wor s they read. &riting is essential in an #nglish classroom because it is writing which serves as the foundation of the subject.

$etter o %ntrod&ction to !t&dents

2ear students, 3ello) "y name is "r. 0arod 4enney, and I will be your #nglish teacher this year. I am excited to begin a new academic year, seeing new faces and hearing new voices) -efore I discuss what being in my class will entail, allow me to introduce myself. *s I have said, my name is 0arod 4enney. I am originally from the small town of 1hilhowie, 5irginia. I was educated at 1hilhowie #lementary, "iddle, and 3igh Schools for the first half of my life. "y post'secondary education was completed two institutions. *t 5irginia 3ighlands 1ommunity 1ollege I completed wor and received my *ssociates of *rts and Sciences degree in #ducation. *t #mory 6 3enry 1ollege, I completed

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undergraduate wor in #nglish literature and graduate wor in #ducation. I have my -achelors of *rts degree in #nglish and "asters of *rts degree in #ducation. I myself am a reader and writer of the 3orld. *s *lfred, 7ord Tennyson states in his eponymous poem <lysses, +I am a part of all that I have met.,8 *s for my pre'professional educational experience in school systems themselves, #mory 6 3enry 1ollege provided me with many hours of experience both observing and teaching at the elementary, middle, and high school levels of education. #nglish9the study of the complexities of written and spo en language9is my passion in life. Through the written word we are capable of escaping our own lives, shoving our feet into the shoes of others, and exploring the world and beyond) &e read to experience the world and other worlds by proxy. &e 3rite to explore existence beyond our own personal bubbles( we create our own vision of what actually exists and what we wish existed. That is what #nglish is all about. 2uring the course of this school year, I hope to broaden your mind and show you that the world is far bigger than our own little personal bubbles. &e will be reading all forms of literature9novels, short stories, plays, and poems 9and discussing many themes which are both universal and uni%ue. In addition, we will be writing many different texts as a way of exploring the wonders of the #nglish language. #ssays will focus on helping you find your voice as an academic, a literary critic, and as a person living on this sphere we call earth. 1reative writings9 poetry, short stories, plays9will allow you brea away from strict conventions and rules of language and explore ideas that yo& want to explore. I am excited to see what surprises are in store for this coming year) Sincerely,

0arod S. 4enney

$etter o %ntrod&ction to Parents

2ear parent(s) or guardian(s), 3ello) "y name is "r. 0arod 4enney, and I will be your child.s #nglish teacher this year. I am excited to begin a new academic year, seeing new faces and hearing new voices) -efore I discuss what being in my class will entail, allow me to introduce myself. *s I have said, my name is 0arod 4enney. I am originally from the small town of 1hilhowie, 5irginia. I was educated at 1hilhowie #lementary, "iddle, and 3igh Schools for the first half of my life. "y post'secondary education was completed two institutions. *t 5irginia 3ighlands 1ommunity 1ollege I completed wor and received my *ssociates of *rts and Sciences degree in #ducation. *t #mory 6 3enry 1ollege, I completed

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undergraduate wor in #nglish literature and graduate wor in #ducation. I have my -achelors of *rts degree in #nglish and "asters of *rts degree in #ducation. I myself am a reader and writer of the 3orld. *s *lfred, 7ord Tennyson.s :lysses states in the +I am a part of all that I have met.,8 *s per my educational experience in school systems themselves, #mory 6 3enry 1ollege provided me with many hours of experience both observing and teaching at the elementary, middle, and high school levels of education. #nglish9the study of the complexities of written and spo en language9is my passion in life. Through the written word we are capable of escaping our own lives, shoving our feet into the shoes of others, and exploring the world and beyond) &e read to experience the world and other worlds by proxy. &e 3rite to explore existence beyond our own personal bubbles( we create our own vision of what actually exists and what we wish existed. That is what #nglish is all about. 2uring the course of this school year, I hope to broaden your child.s mind, to show your child that the world is far bigger than her or himself. &e will be reading all forms of literature9novels, short stories, plays, and poems9 and discussing many themes which are both universal and uni%ue. In addition, we will be writing many different texts as a way of exploring the wonders of the #nglish language. #ssays will focus on helping your child find her;his voice as an academic, a literary critic, and as a person living on this sphere we call the earth. 1reative writings9poetry, short stories, plays9will allow your child to brea away from strict conventions and rules of language and explore ideas that she;he wants to explore. I am excited to see what surprises are in store for this coming year) Sincerely,

0arod S. 4enney

(aily !ched&le
Class Period 1 *loc; 2 Content 3igh School #nglish 3igh School #nglish Time <$=>'?$>@ ?$8='8>$A@

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Period 3A $&nch Period 3* Period 'A Period '* Period )

3igh School #nglish 7unch brea 3igh School #nglish 3all 2uty Elanning 3igh School #nglish

8>$B='88$C? 88$C?'88$B? 8=$>A'8=$B8 8=$BD'8$AC 8$A<'=$C8 =$CD'C$=C

*asic Classroom Proced&res

Proced&res to Teach Proced&res
Erocedures for different behaviors will be taught at different times. -asic procedures for student movement and behavioral expectations will be taught on the first three days of class. Erocedures which only arise in certain situations9namely disaster drill procedures

First Class o the (ay8 Proced&res

*t the beginning of the day, students will enter the class and be seated at their assigned des . 'Students will observe the school.s moment of silence and recite the pledge of allegiance. 'Student will listen %uietly to the morning announcements. 'Students will begin wor ing on any of the following activities as soon as they enter the classroom. '*ctivities will vary depending on the plan for each day. *ctivities may be any of the following$
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a. 2aily bellringer activity b. Study for a test or %ui! given that day c. /eview homewor assignment from previous night

Students will have until the morning announcements have finished or at least @'8> minutes to complete any of activities a'c.

Class 6#ening Proced&res

'Students will begin wor ing on any of the following activities as soon as they enter the classroom. *ctivities will vary depending on the plan for each day. *ctivities may be any of the following$
a. 2aily bellringer activity b. Study for a test or %ui! given that day c. /eview homewor assignment from previous night

'Students will have B'@ minutes to complete any of activities a'c. 2uration given for completion depends upon the difficulty of the daily assignment. '*s students are completing the daily assignment, the teacher will ta e care of any silent daily business. Silent daily business includes anything from chec ing homewor ( passing out %ui!!es, tests, or other assignments( etc. '*s soon as students have completed the daily assignment, the teacher will ta e care of any verbal daily business. 5erbal daily business includes anything from providing reminders of due dates for assignments, restating important school'wide news, and providing a %uote of the day.

=etting the Class> Attention

The teacher will employ several methods of getting the class. attention depending upon the situation. =etting attention to begin learning To get students attention before the daily lesson begins, the teacher will employ several techni%ues. 8. The teacher will show a video clip that at first appears unrelated to the lesson shown but it thoroughly entertaining. *s the lesson progresses, students will be as ed to thin about and explain how the lesson applies to the video and vice versa. =. The teacher will project onto the board a single picture, as ing students to fully describe and analy!e the picture. The picture shown will relate to the daily lesson. C. The teacher will play a song, projecting the lyrics onto the board. Students will listen and be as ed to apply the song the daily lesson. A. The teacher will write on the board and as the class a thought'provo ing %uestion

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=etting attention 3hen the class loses oc&s &hen the class loses focus and devolves into a roaring mass of chatter and off'topic discussion, the teacher will employ several techni%ues to refocus the class. attention. 8. If the teacher is lecturing or discussing an important point during the daily lesson and the students are tal ing over him, the teacher will pause, standing silently at the front of the classroom. The silence will get the class. attention better than yelling or tal ing over the students. =. If the students are wor ing independently or in groups on activities, the teacher will raise his hand and say +"ay I have your attention classF, or +G ay class. Hocus your attention on me., Gr +Elease stop what you are doing for a moment and give me your undivided attention.,

?&ieting the Class

The teacher will use the 1rescendo techni%ue for %uieting the class. It is in the teacher.s experience that this method wor s well at %uieting the class %uic ly. In essence, this techni%ue begins with nonverbal cues and gradually adds verbal cues of varying effect and volume. *gain, however, the teacher will @6T under any circumstances yell or tal over the class( there is a limit to the crescendo. There are a few steps to this techni%ue. 8. The teacher will cease tal ing. =. The teacher will stand %uietly at the front of the classroom. C. If students persist in tal ing after step =, the teacher will raise his hand. A. If students persist in tal ing after step C, the teacher will audibly clear his throat. B. If students persist in tal ing after step A, the teacher will use a sound effect device to grab the students. attention. D. If students persist in tal ing after step B, the teacher will vocally as the class to %uieten down. It is in the teacher.s experience that if most of the class follows the directions, those students will as or tell the others to become %uiet. Students are also most li ely to listen to their classmates in these situations.

1oll Ta;ing Proced&re

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/oll or attendance will be ta en first thing every day. The teacher will ta e roll while students are wor ing on the daily opening activity. The opening procedures for class ma e it so that roll can be ta en %uic ly and easily.

Assignments and Pa#ers

Aeading or All Pa#ers
Students must at one point in their academic career learn of the "7* or *E* style for formatting papers. 3aving this same heading format for A$$ submissions will acclimate students to this format, eventually cementing it in their memories. *ll papers9whether they be homewor assignments, in'class activities, %ui!!es, tests, essays, or other9will have the same heading, which is a slightly modified version of the "7* format for a heading for essays. @ame Teacher @ame Class and #eriod !&bmission (ate

(istrib&ting Pa#ers
The teacher will distribute different papers in different manners. 8. Tests, %ui!!es, and graded wor will be handed to the student individually. 2" Iuided notes, assignment sheets, essay prompts, %ui!!es;tests'to'be'ta en, and general handouts will be handed to the first person in each col&mn and passed hori!ontally across the rows from
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left to right. This method of passing papers eeps students from turning their bac s to the teacher, helping to minimi!e the number of disruptive behavioral issues.

Collecting Pa#ers
The teacher will collect different papers in different manners. 8. Tests, %ui!!es, and graded wor will be collected from the student individually. 2" Iuided notes, assignment sheets, essay prompts, and general handouts will be passed hori!ontally across rows from right to left, all papers eventually ending with the first person in each col&mn. This method of passing papers eeps students from turning their bac s to the teacher, helping to minimi!e the number of disruptive behavioral issues.

% !t&dents Finish Early

Should students finish the daily opening activities early, they are given the choice of (8) rereading or reviewing textboo reading assignments and notes, (=) wor ing on an assigned activity, or (C) reading a boo of their choosing.

Aome3or; Proced&res
'3omewor is due the day after it is assigned. '3omewor can only be turned in late if a student missed the class period during which it was assigned. 'The same procedures pertaining to ma e'up wor apply to homewor procedures. Assignment8 '#ach day.s homewor assignment will be posted on the board. Students will copy down the assignment details in the homewor section of their noteboo . Hive minutes before class ends, the teacher will verbally assign and explain each night.s homewor . Collection8 '*s soon as students enter the classroom they will turn in their noteboo s to their homewor assignment before beginning the daily opening assignment. 'The teacher will chec for homewor completion while students wor on the daily opening assignment.

Posting Aome3or; Assignments

3omewor assignments will be posted in the following manners$ 8. 2aily homewor assignments will be posted on the board before class begins. =. 3omewor assignments for each day of the wee will be posted on the teacher.s wi i;%uia page so that students, should they lose their written assignment, can access it online at any time.

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Tardy and Absence Proced&res

Tardy Proced&res
,A st&dent 3ill be co&nted tardy i sheBhe is not in herBhis seat 3hen the class bell rings" '3owever, there are two types of tardies$ (8) e0c&sed tardies and (=) &ne0c&sed tardies. 8. *n &ne0c&sed tardy is one in which a student enters the classroom after the bell rings and does not have a written excuse from a faculty, staff, or administrative member of the school. =. *n e0c&sed tardy is one in which a student enters the classroom after the bell rings and has a note from a faculty, staff, or administrative member of the school. 'Students who are tardy will be mar ed depending on which type of tardy they incur. These students will be expected to cause no disruption to the class routine and immediately begin wor ing of the daily opening activity.

Absence Proced&res
'% and 3hen st&dents are absent rom class2 they are to ma;e &# all missed 3or; 3ithin a calendar 3ee; 9se/en days: o the missed day"

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'The student will be instructed that he or she will not come to class, interrupting the daily routine, as ing +&hat did I missF, It is disruptive and unnecessary. '* folder will be posted outside of the classroom. This "a e'up Holder will contain sheets on which will be written all activities and assignments for the wee . 'Two, three'step procedures are in place for getting caught up on a missed day of class depending on the situation of the student. 8. If the student has fore nowledge that she;he will miss class for one or more days$ a. The student will pic up a ma e'up wor sheet from the "a e'up Holder before the day she;he will be absent. b. The student will complete any and all reading and writing assignments listed for that day. c. &hen the student returns, she;he will get from a classmate any notes ta en on the day she;he missed and copy them into her;his noteboo . =. If there are unforeseen circumstances which cause the student to miss class for one or more days$ a. The student will pic up a ma e'up wor sheet from the "a e'up Holder on the day she;he returns. b. The student will complete any and all reading and writing assignments listed for that day. c. &hen the student returns, she;he will get from a classmate any notes ta en on the day she;he missed and copy them into her;his noteboo .

*eha/ioral E0#ectations and Mo/ement Proced&res

Cal;ing in the Aall
Students will wal on the right side of the hall going and coming. If between classes, student are allowed to tal ( however, students will eep their volume at a low decibel level, as some classes may still be in session. Students will remain well'behaved, parta ing in no tomfoolery or horseplay.

Entering the Classroom

Students will enter the classroom li e well'behaved human beings. Jo tomfoolery. Jo horseplay. Students will wal through the door and sit at their des s.

$ea/ing the Classroom

&hen the bell rings, students are to continue wor ing until they are dismissed by the teacher. :pon dismissal, students will exit the classroom as they have entered it$ li e well'behaved human beings.

End o (ay (ismissal

Students will observe the same procedures at the end of the day as they do when leaving the classroom. School is dismissed with the bell, but the students are not dismissed until the teacher dismisses them.
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Mo/ing abo&t the 1oom

Students will remain seated until given express permission by the teacher to move. Students will wal at an even pace, not running at any time. *ll movement will be enacted for a purpose( students are not to wander aimlessly about the classroom.

$istening to ?&estions
!t&dents are to sho3 res#ect to the teacher and classmates 3hen 4&estions are being as;ed" 6ne st&dent 3ill s#ea; at a time2 and no st&dents 3ill tal; o/er one another" Students will listen to the %uestions being as ed and silently contemplate the possible answers to the %uestion.

1es#onding to ?&estions
Students will silently contemplate the possible answer to %uestions posed by either the teacher or students. #ither the teacher will answer the %uestion, G/ the teacher will call on an individual student to propose a possible answer to the %uestion.

=etting the Teacher>s Attention

Students will employ any one of a few techni%ues in order to get the teacher.s attention. The techni%ue employed will be determined by the situation. 8. If the teacher is lecturing or spea ing about the daily lesson, the student will raise her;his hand until the teacher sees, ac nowledges, and calls on the student. =. If the teacher is wor ing with a student individually, so that his bac is to that student, that student will raise her;his hand and say +"r. 4enney, to ensure that the teacher nows that he is needed. The teacher will ac nowledge that student and attend to her;him after he is finished helping the current student.

Pencil !har#ener Proced&res

Students may only get up to sharpen their pencils if there is not a student already sharpening her;his pencil. Students will observe the following procedures when determining the right situation to sharpen their pencils. (&ring e0#lanation2 gi/ing o instr&ctions2 or disc&ssion8 'The student will not interrupt the teacher to as permission to use the sharpener. 'The student will wait until the teacher ends explanation or instructions to sharpen her;his pencil. (&ring des; or gro&# 3or;8
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'The student may sharpen her;his pencil at any time during

1estroom *rea; Proced&res

Should a student need to use the restroom during class, she;he will follow the procedures for getting the teacher.s attention to as permission. Students are limited to o&r (A) restroom brea s per wee . /estroom brea s are limited to five'minute intervals. Should a student exceed her;his five'minute time limit, she;he forfeits one brea during that wee . Should a student as to use the restroom but venture elsewhere in the school and be found out, she;he forfeits all remaining brea s for the wee .

!t&dent !&dden %llness Proced&res

Should a student fall suddenly ill, the student will immediately exit the room and proceed to the school nurse.s office. If the student needs assistance, depending upon the circumstances and severity of illness, either the teacher or another student will accompany the ill student to the school nurse.s office. Should the teacher need to accompany the student, procedures for when the teacher is away from the room shall be observed.

Chen the Teacher is a3ay rom the 1oom

The teacher will be in the room at all times during class periods. 3owever, should a situation arise that would have the teacher leave the room, the following procedures will be observed. 8. *ll students are expected to remain seated at all times while the teacher is absent. *ll students are expected to wor on the assignment assigned by the teacher until the teacher returns. =. Gne student will be given the role of classroom monitor. The classroom monitor will write down the actions of the other students. The classroom monitor is expected to be honest. The student assigned as classroom monitor will change each time. C. *nother teacher will periodically chec the classroom to ensure that order is being maintained.

!chool,3ide Proced&res
Students are expected to follow all school'wide procedures in and out of this class. -asic school'wide procedures will be reviewed at the beginning of the year.

(isaster (rill Proced&res

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The teacher will go over disaster drill procedures within the first two wee s of school and review them the day before a drill is enacted. 2isaster drills enacted by the school include tornado, earth%ua e, fire, and evacuation drills. /egardless of the type of drill, during the procedure, students are expected to be silent and attentive, treating the drill as if it is an actual emergency.

1&les2 1e3ards2 Conse4&ences2 and *eha/ior %nter/entions

Classroom 1&les
Students will be as ed to follow these rules every day they are in the classroom. In addition to these three, the classes will suggest two more rules. The classes will vote on which of the suggested are the best two, and the two rules with the most votes will be added to this list for the duration of the school year. 1" 1es#ect e/erything and e/eryone in this classroom" '#ach person in the room is a human being deserving of indness and respect. #very object in the room is here to better your learning experience( treat the contents of this classroom as if they were your own. /emember the golden rule. 2" @o r&de or ina##ro#riate lang&age2 and no e0cessi/e tal;ing" 'There is a time and a place for certain words. The classroom is no place for profanity, curse or swear words. 3" Follo3 all school mandated r&les" '*lthough all school rules may not be explicitly listed here, you, the student, are re%uired to follow those rules in this classroom at all times.
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Classroom Conse4&ences
The teacher will observe a +three'tiered plus two, approach to dealing with misbehavior or brea age of classroom rules or expectations. In short, as much behavioral management will be ta en care of in'house or in the classroom as possible. #xternal aid will be sought if misbehavior persists to a severe degree. Mild Cla&se 8. Gne and only one nonverbal warning will be given when the student brea s a classroom rule or behavioral expectation. The nonverbal warning will be given until the student ac nowledges her or his mista e. =. If the nonverbal warning is noted by the student but misbehavior continues, one and only one verbal warning will be given is misbehavior continues after the nonverbal warning is given. C. If the verbal warning is noted by the student but misbehavior continues, the student will lose points from her or his daily grade. !e/ere Cla&se Should misbehavior persist beyond the first three conse%uential, the following external conse%uences will be enforced. 8. If the student persists in misbehavior, she or he will receive a daily participation grade of !ero. =. If the student persists in misbehavior, a student will continue directing the class while the teacher and misbehaving student step outside of the classroom to %uic ly discuss and attempt to correct the issues. The student will also meet with the teacher after class, during activity period, or during the teacher.s planning period to discuss in depth what is causing the issues and what can be done to correct them. C. If the student persists in misbehavior, she or he will go immediately to the principal office to discuss and correct her or his behavior. A.If the student persists in misbehavior after she or he has met with the principal, the teacher will send both email and send home a letter to the student.s parents or guardians, informing them of the issue and as ing for help within the home environment to correct the issues.

*eha/ior %nter/entions
The 1lassroom 1onse%uences section of this classroom management action plan outlines the succession of conse%uences if misbehavior persists. The succession on conse%uences will also serve as the succession of behavioral interventions utili!ed to correct misbehavior. Should none of the conse%uences in the mild cla&se correct misbehavior, se/ere cla&se interventions will be implemented. Should misbehavior persist beyond the first three conse%uential, the following external conse%uences will be enforced. 8. If the student persists in misbehavior, she or he will receive a daily participation grade of !ero. =. If the student persists in misbehavior, a student will continue directing the class while the teacher and misbehaving student step outside of the classroom to %uic ly discuss and attempt to correct the issues. The student will also meet with the teacher after class, during activity period, or during the teacher.s planning period to discuss in depth what is causing the issues and what can be done to correct them.
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C. If the student persists in misbehavior, she or he will go immediately to the principal office to discuss and correct her or his behavior. A.If the student persists in misbehavior after she or he has met with the principal, the teacher will send both email and send home a letter to the student.s parents or guardians, informing them of the issue and as ing for help within the home environment to correct the issues.

Classroom 1e3ards | 1ecogni7ing Positi/e (isci#line

The teacher will use the following methods to reward individual students for exemplary behavior and academic s ill. 8. Eraise. '5erbal praise during class. '&ritten praise on assignments. =. 3omewor passes. '&hen the homewor pass is used by the student, the teacher will determine what element of the night.s homewor the student can opt out of completing. C. #xtra credit points on assignments, %ui!!es, and tests. A. 1andy and gum. Should the entire class be exceptionally well'behaved for any period of time, the entire class may be rewarded in the any of the aforementioned manners, but also in any of the following manners. 8. "ovie day$ students will be able to watch a pre'approved film adaptation of a literary wor . =. 1lass'wide homewor pass. C. 1lass'wide awarding of candy or gum

6rgani7ing the Classroom

Floor Plan or my Classroom

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"y classroom will be arranged in the same manner as the floor plan below.

6rgani7ation o !eating
*eginning !eating Arrangement

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Gn the first day of classes, students will be allowed to sit wherever they wish. Ao3e/er, this student' chosen arrangement is on a one'wee probationary period during which the teacher will monitor student behavior to .

%m#lementation o Assigned !eating Arrangement

Should this seating arrangement not best suit classroom management and the students. education experience, an assigned seating arrangement will be implemented. *ssigned seating is always an option in this classroom.

!eating Assignment Method

If the beginning seating arrangement does not best suit classroom management and the students. education experience, the teacher shall create an assigned seating chart, ta ing into consideration the behavior of each student as well as how each student gets along (or does not) with the others.

Class !eating Chart

*eginning !eating Chart The teacher will fill in a blan seating chart on the first day of class according to how students wish to sit. This seating chart shall be used so long as it continues to wor efficiently. Assigned !eating Chart The teacher reserves the right to create a new, assigned seating chart for any class should the beginning seating arrangement cease to wor efficiently.

Cor;ing Together in =ro&#s

&hen students are wor ing in groups9groups may be assigned or student'chosen depending on assignment and circumstances9the des arrangement may be moved to whatever configuration the group deems fit. "oreover, students will be allowed to position their group anywhere in the room (in the reading area, on the circle rugs, at computers, etc.) to suit the purposes o the group assignment.

6rgani7ation o Materials8 The Teacher

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Materials or the Classroom

"y classroom will be supplied with all the materials necessary for learning every day. Supplementary educational texts will be on the shelves so that students may use them to better understand texts discussed in class or to be used for research purposes. Eaper and writing utensils will be available for students who need them( however, students are responsible for their own supplies, though the teacher nows that some students have not the means necessary to obtain them. 1omputers will be available for students to do in'class technology'enhanced learning (research, word processing, etc.).

Teacher 6rgani7ation
The teacher has his own des and storage at the bac of the classroom. The des is placed in such a manner as to be out of the way but positioned for optimum observability. *ll teaching materials are organi!ed on, in, or around the teacher.s des . Hiles and paper copies of all wor , assignments, lesson plans, and otherwise will be ept in a storage area by the teacher.s des ( electronic copies of all wor , etc. will be ept on the teacher.s computer as well as a flash drive ept in the teacher.s des .

Pre#aring or a !&bstit&te
The teacher will provide for the substitute the following materials$ 'a copy of the daily schedule. 'a copy of the student roster and seating chart. 'the 1lassroom "anagement *ction Elan noteboo . '7og'in information for the computer and roll'ta ing software. '7esson plans with detailed instructions on implementation. 'Important information about students (individual needs, I#Es, etc.) The teacher will also inform the students of any absence ahead of time unless the absence occurs unless circumstances arise which prevent it.

6rgani7ation o Materials8 The !t&dent

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!t&dent !torage
Students are supplied with storage within the classroom. The class is essentially divided down the center. #ach half of the class is provided with storage at the from of the classroom, on either side of the board. Should a student bring a bac pac or boo bag, said bag is to be placed in the designated student storage areas at the front of the class. -inders and textboo s may be ept at the des .

Content o (es;s
Students are to eep any possessions, objects, or materials in the storage bin beneath their des s. Jo bags, possessions, or materials are to be in the pathways between des s for safe and efficient movability.

Class Contact $ist

Gn the first day of class, students will write the following information on a note card. 8. Jame =. -irthday C. 3ome phone number A. 3ome address B. School email D. Earent(s);Iuardian(s) name(s) This information will be compiled by the teacher into a spreadsheet for easy access. &ith this information, the teacher can contact the student, the parents;guardians, or both to communicate important information. The class contact list will be ept in a file in the teacher.s storage area.

The First (ay o !chool8 the Plan

The Classroom
Abo&t Me *&lletin *oard
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*s a way of letting my students now more about me and building rapport with them, I will create a bulletin board in the classroom featuring aspects of my life. I will include the following$ K * picture of my pet cat. K Several pictures from my trip to #ngland during the summer of =>8=. K *rt wor that I have created (hobby). K "y diplomas and Sigma Tau 2elta membership certificate. K "y signed photograph of Sylvester "c1oy, the Seventh 2octor on (octor Cho. K * Iuy Haw es mas . K 1opies of the covers of my favorite boo s, movies, and video games. K * personal silhouette collage.

Class *&lletin *oard

Hollowing the same concept of the *bout "e bulletin board, I will have students create silhouette collages which will them decorate a bulletin board or the walls of the classroom. These collages will serve as a way for students to learn about each other and for me to learn about them. The silhouette collage will be completed in the following manner$ K Students will trace their profile outline onto a 8=x8A inch piece of poster board. K Students will write words describing themselves and their lives around the edge of the silhouette. K Students will write their progressive cin%uains (completed during first bellringer activity) in the center of the silhouettes in bold lettering (where their heart would be). K Students will use maga!ines, the internet, and their own drawing abilities to fill their silhouette with pictures of things which relate to their lives. K The completed silhouette collages will be placed on the bulletin board or walls around the classroom.

The Class8 Acti/ities and Assignments

=etting Ac4&ainted Acti/ity
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Hor the students and the teacher to learn about each other, the class will play a game of +Two Truths, Gne 7ie., The premise of this game is as follows. Ioing around the room, each student will stand and tell the class his;her name. Hollowing this, the student will tell the class two true statements and one false statement about him;herself. It is the class. and teacher.s job to determine which statements are the truths and which one statement is the lie. This game allows for the students to learn about each other and have a fun time in the process.

6#ening (ay *ellringer Acti/ity

*s students enter the classroom on the first day of class, they will be instructed by myself to find their assigned seat where they will find their first assignment( in addition to being on a handout on the des , the assignment will also be written on the board. The students will complete a progressive cin%uain about themselves following the instructions on the assignment. K 2efinition of cin4&ain$ a poem or stan!a composed of five lines. K *ssignment$ :sing the following format given, fill in the individual parts of the poem with words that describe yo&" K Hormat$

First Aome3or;

Hirst name (2escription) Two adjectives (*ction) Three gerunds ('ing words) (Heeling) Hour word phrase 7ast name

Assignment

The first homewor assignment will be assigned the night of the first day of class. The assignment will be left a bit open to student interpretation for the purpose of assessing several of the student.s abilities to construct an essay and write effectively. #ach student will write a two'to'three page personal essay on the following prompt$ '1hoose a photo from your life. It can be anything9your second grade yearboo picture, a picture of a family reunion, a picture you too on a trip, your Haceboo cover photo9any picture from your life. &rite a two'to'three page expository essay explaining how that picture is important in your life.

The Teacher

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6#ening (ay !cri#t

') Min&te Class Period
This script will be followed on the first day of class. Hirst$ Ireet students at the door. (:ntil bell rings) +3ello) JameF It is a pleasure to meet you, LST:2#JT J*"#M) I am "r. 4enney, and welcome to #nglish class) Nou may sit anywhere you wish. Instructions for your first assignment are on the board and your des . If you would please get started on that, I.ll be with you shortly), Second$ Hirst day bellringer activity. (B'<minutes). '!ee First (ay *ellringer Acti/ity e0#lanation on #age 5" ,The teacher will ta e roll while students complete the bellringer activity. Third$ +&elcome to #nglish 1lass, speech. (C'B minutes) +Iood morning;afternoon) I am "r. 4enney, and welcome to #nglish class) This semester;year we are going to be exploring language. I now, I now) It sounds cra!y. &hy would we explore languageF Nou.re wondering, do I need a map for thisF &ell, N#S) Nou will need a map . . . of sorts. Nour textboo will be your map, and I.ll be your guide. &e will be exploring the bounds and limits of the #nglish language (primarily). 3owever, literature extends far beyond the scope of texts written primarily in #nglish( translated texts count as well) &e will not only be reading different texts but creating them as well. &e.ll be writing expository (informative and explanatory) texts and also creative texts, li e poems, short stories, and plays. &ell, enough about what is IGIJI to happen. 3ow.s about we "*4# it happenF Hourth$ 2iscussion and ta ing up of bellringer activities. (B minutes) '!ee Collecting Pa#ers #roced&res on #age 13" Hifth$ 3andout copies of letters of introduction to students and parents and class syllabi. (8'C minutes) '!ee Aanding 6&t Pa#ers #roced&res on #age 13" Sixth$ Ietting ac%uainted activity (=>'=B minutes). '!ee =etting Ac4&ainted Acti/ity e0#lanation on #age ." Seventh and lastly$ *ssignment of first homewor assignment. (8'C minutes) '!ee First Aome3or; Assignment e0#lanation on #age 1' ,In addition to this assignment, students and their parents;guardians will be expected to read through the syllabus and sign and return the final sheet.

6#ening (ay !cri#t .) Min&te *loc; Class

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This script will be followed on the first day of class. The bloc class script is a modified version of the period class script( what would ta e two'to'three days to cover with a period can be covered in one bloc class. Hirst$ Ireet students at the door. (:ntil bell rings) +3ello) JameF It is a pleasure to meet you, LST:2#JT J*"#M) I am "r. 4enney, and welcome to #nglish class) Nou may sit anywhere you wish. Instructions for your first assignment are on the board and your des . If you would please get started on that, I.ll be with you shortly), Second$ Hirst day bellringer activity. (8> minutes). '!ee First (ay *ellringer Acti/ity e0#lanation on #age 23" ,The teacher will ta e roll while students complete the bellringer activity. Third$ +&elcome to #nglish 1lass, speech. (B minutes) +Iood morning;afternoon) I am "r. 4enney, and welcome to #nglish class) This semester;year we are going to be exploring language. I now, I now) It sounds cra!y. &hy would we explore languageF Nou.re wondering, do I need a map for thisF &ell, N#S) Nou will need a map . . . of sorts. Nour textboo will be your map, and I.ll be your guide. &e will be exploring the bounds and limits of the #nglish language (primarily). 3owever, literature extends far beyond the scope of texts written primarily in #nglish( translated texts count as well) &e will not only be reading different texts but creating them as well. &e.ll be writing expository (informative and explanatory) texts and also creative texts, li e poems, short stories, and plays. &ell, enough about what is IGIJI to happen. 3ow.s about we "*4# it happenF Hourth$ 2iscussion, sharing, and ta ing up of bellringer activities. (8> minutes) '!ee Collecting Pa#ers #roced&res on #age ." Hifth$ 3andout copies of letters of introduction to students and parents and class syllabi. (8'= minutes) '!ee Aanding 6&t Pa#ers #roced&res on #age ." Sixth$ /ead'through and discussion of class syllabus (=> minutes) Seventh$ Ietting ac%uainted activity (=>'=B minutes). '!ee =etting Ac4&ainted Acti/ity e0#lanation on #age 23" #ighth$ Hirst homewor assignment and in'class time to begin. (B'8> minutes) '!ee First Aome3or; Assignment e0#lanation on #age 1' ,In addition to this assignment, students and their parents;guardians will be expected to read through the syllabus and sign and return the final sheet.

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