Ms.

Caseys
Classroom
Procedures
Rules, Procedures, and
other classroom routines

Classroom
Guidelines,
Consequences,
and Incentives

3 Levels of Management Guidelines

Level 1: Essential Classroom Guidelines/Rules predetermined, short, and concise. (An example is: Be Good, and Do Your
Work!)
Level 2: Classroom Expectations These are a slightly longer
list of guidelines that the class creates together. It helps create a safe
space, holds the students accountable, and promote a collective
classroom identity. Students should sign this as a class!
Level

3: Classroom Reminders These are simply a few key

reminders about procedures in the classroom that are generally not

covered by level 1 or 2. For example, what to do when the teacher
asks for attention.

Note: How these look and how rules/guidelines are created change between grades!

Primary Classroom Guidelines Sample 1

Caring

Heart- I will use kind words and be nice

Raised Hands- I will raise my hand to ask questions
Listening Bodies- I will always follow directions
Quiet Mouths- I will use a soft voice and not talk while the
teacher is talking

Make

Good Choices- I will always come prepared to learn

I will always do my personal best!
Be Good, and Do Your Work.

Classroom Guidelines Sample 2

Be

Good
Do Your Work
Make Responsible Choices
Growth Mindset

(discuss what these rules look and

sound like in great detail with the students!)

Classroom Guidelines Sample 3

The Three Bs
Be

Responsible
Be Respectful
Be Safe

Classroom Expectations

These are created with your class and may change; for example:

We will
Always try our hardest
Maintain a safe space
Show appreciation for our
educational opportunities
Complete our assignments with
integrity
Be honest, kind, and
considerate to others
Show effort, enthusiasm, and
actively participate
Think outside the box and
be creative
Have FUN, SMILE, and LAUGH!

Classroom Reminders (Examples)

When I ring the chime, ask for statues, ask for eyes (clap), ears
(clap, clap), or any other attention grabbing tool, you must STOP,
LOOK, and LISTEN.

When I am giving instructions, you stay in your seat, remain still, and
actively listen until I say Go!

Please stay in your assigned seat unless instructed otherwise.

Only Pencil Sharpeners will sharpen pencils during chore/job duty

time each day. The teacher will supply sharpened pencil bucket at
the start of each class, and you will keep two sharpened pencils at
your desk- you can switch out pencils when both of yours are dull.

If you are fiddling with objects while I am teaching/instructing, I will

take them away and they will become mine temporarily!

Note: These are communicated to students orally throughout the year as an

expectation for classroom behavior.

Commitment to the Four Cs

Critical

Thinking
Collaboration
Communication
Creativity
My Teaching Philosophy Summary: My utmost
goal is to develop critical thinking, communication,
collaboration, and creativity through the use of Culturally
Responsive Teaching. CRT promotes independent thought
and the valuable skills required to be successful in the 21st
century. I use strong classroom management techniques, as
well as act as the facilitator for child-centered instruction, to
ensure my classroom provides the best community possible for
my students.

Consequences for Breaking

the Classroom Guidelines
Pre-Warning:

Students will be given the opportunity to

take a short break with a hand signal from the teacher

First

time: Warning (if significant, with Guideline Ticket)

Second

time: Action Plan (and Call Home); action plan

will be signed by all parties, including parents

Third

time: Referral to office

Pushing,

fighting, name-calling, swearing or bullying: will

go STRAIGHT to office.

Note: Guideline ticket warnings distributed for more serious offenses (screaming
in class, getting out of seat often, or other behaviors that greatly disrupt
students).

Documentation for Consequences

Guideline

ticket:

Action

Plan:

will be automatically used if a large assignment

is not turned in on time, or if there are continuous
And repetitive behavioral problems to help student
The goal is to be positive and restorative, and
creation of an action plan includes one-on-one
conferencing with the student (and parent if
needed).

Incentives/Rewards
Class

Points- incentives are determined from class; the class decides how many

points they think they can earn by the end of the month, and this average is taken for
number of points needed to earn a party/reward. This reward is also decided and
voted on by the class as a whole.

Group

Points- incentives to be determined by class

Class Dojo Points- points will be awarded (privately) to students on or often off

task throughout the day. Parents will have access to these scores. To avoid
competition, students will simply hear the points being added or subtracted, but will not
know to whom.

Raffle Tickets- distributed to students daily for a raffle drawing for a small
prize at the end of the week
Bonus

Bucks- (if available, school wide incentive program)

Note: Incentives may change each year, as well as incentive systems. Each class is
unique, and therefore may respond better to different forms of incentive programs and
strategies. These are designed not to create competition, but rather create an
environment of accountability and responsibility in the classroom.

Classroom
Procedures
Would be presented as posters around the classroom for the students

Morning Routine- Read and Create!

Line

up quietly outside the door along the wall

Wait for the teacher to come to the door before
coming in
Hang backpack on hook and take out your
reading book and homework folder
Find your desk
Complete the Read and Create! activity on the
whiteboard silently

Note: After Recess Routine to be determined, and depends greatly on grade level
curriculum/agendas.

After Lunch Routine- S.T.A.R.T.

Line

up quietly outside the door along the wall

Wait for the teacher to come to the door before
coming in
Once coming in with voices off, students will have
three minutes to either pick a book of his or her
choice for silent reading, or to take out the book
they brought from home.
S.T.A.R.T. begins immediately (students and
teachers are reading together): students and the
teacher will participate in silent free reading time.

End of the Day Routines

Catch-up

time for unfinished work (if time

permits)
Daily Classroom Chores
End with Daily Group Acknowledgements,
Sorrys, and Thank-yous from students

Turning In Homework/Forms
In

the morning, the table group captain collects the

teams homework and places it in the homework
bucket by the teachers desk. This should be completed
while students quietly work on their Read and Create
morning bell activity.

No

Homework/Forms?
Grab a Student Responsibility Card from my desk, fill it
out instead of doing the Read and Create activity,
and place it on the top right-hand corner of your desk.

Note:

Most homework will be assigned online this is in

the case a project is due, forms need to be turned into
the school, or a paper assignment was sent home.

Late to Class Tardy Policy

Enter

class quietly
Put away your backpack in silence
Put your tardy slip in the basket on my desk
Sit down or come to the rug
Check-in with teacher at lunch

Note: Tardy Policy will directly apply to schools tardy policy procedure, and
is therefore subject to change.

Asking to use the Restroom

One boy and one girl at a time are allowed to use the restroom.
If you need to use the restroom, write your name under the boys or
girls bathroom pass cutout placed on the whiteboard. When you
return, erase your name from the board.

OR

Hand signal to use the restroom (dismissed by teacher)

OR

Bathroom passes (one for boy, one for girl) on clipboard: turn it
around when you are leaving for the bathroom, and turn back to
facing forward when you return.

*OR indicates the one method used has still not be chosen for the year.

Done with Work?

Step

One: Complete any bonus challenge activities

assigned to you if you finish early (differentiated
instruction this will be written on the board for students)

Step

Two: Check your to-do incomplete work folder

and work on any unfinished assignments

Step

Three: Take out your favorite book and read silently

Step

Four: Draw a picture related to something we

learned today, or work on your coloring packet.

If

you are done early, I will come check your work to

stamp it.

Classroom Job Duties

Pencil
Desk

Sharpener: sharpen all pencils

Swippers: wipe down all desk

Chairs:

put up all chairs

Dish

Sparkler: use sink to clean all dishes (e.g. art)

Dust

Spies: collect all trash from room floor

Trash

Takesr: take trash and recycling to bin

Library

Organizers: clean up library space

.

Job duties/chores will be completed at the end of every day before dismissal

Roles within Table Groups

Captain
Materials

Manager
Recorder/Reporter
Technology Master

Note: Roles within table groups will change often, so students can
practice a variety of responsibilities at their table!

Exiting the Classroom

Any

time we are leaving the classroom:

Grab your backpack, homework, and/or snack if
instructed
Line-up at the door quietly in line order as excused
Hands by your side and out of pockets
Wait to be dismissed by teacher (ie: Go! or Table ___
may line up)

Hand Signal Examples

Teacher:

Tapping pointer finger to chin means child is

excused to take a quick break (pre-determined area
set by teacher).

Students:

hang-loose Gesture means I agree!

Students: Thumb and pointer/middle finger tapping
together means I disagree!
Students: Turning volume up near ears: Talk louder
Students: Moving hands in circles around each other:
keep going! as encouragement
Students: Fingers crossed and arm raised: Restroom!
Students: Peace sign and arm raised: Quiet!

Organization Strategy Example

Students will have
A 2-3 inch 3-ringed binder (with dividers for
subjects we set up in class)
3 Spiral Notebooks (scientific journal, writing
journal, math journal) to go in their binder
Vocabulary sheets (hole-punched and in binders)
Homework Folder (for forms or questionnaires, any
home projects, reading logs, et cetera)
All materials will be hole-punched and organized within the binder, either in
their subject notebooks or as additional resources behind subject dividers.

Library Procedures
Specific

to school site

Fire Drills/Earthquake Drills

Specific

to school site

School-Wide Rules
Specific

to school site

Mindfulness Practice Examples

Mindful
ceiling!

Spines start from beginning of year. String from the

Chime/Bell for focused attention on teacher

Friday

Yoga (mini lesson, brain breaks)

Mindful Listening (1) Laying flat, and listening (to rain, outside);
a form of meditation

Mindful Listening (2) after recess or an outdoor acitivity such

as P.E., students stand and hold hands before sitting in a circle. Students
close their eyes and breath deep. They are then instructed to visualize
a happy moment in their lives, and then volunteers share with the
group or in partners (or both). Practice is focused on listening and
relaxation.
Mindful

Eating Raisin (mindful eating), feel, listen, taste

Mindful Movement walk very slowly practices
Deep Breathing with feelings of adrenaline (before adrenaline peak;
explicitly taught to students)

From Video: http://www.mindfulschools.org/resources/healthy-habits-of-mind/

Heartfulness Practice Example

If

someone is absent, close eyes and visualize them.

Say to them words of encouragement and
compassion, such as healthy heart, healthy mind,
stay safe
At the end of each day, we will have a quick group
Acknowledgements session. Here, students can
stand up and say they are sorry to someone, say
thank you to someone, or acknowledge something
someone did that day.

From Video: http://www.mindfulschools.org/resources/healthy-habits-of-mind/