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Table of Contents
Part I: Classroom Organization
Physical Classroom Layout
Displaying Student Work

3
4
5

Classroom Operations
Teacher Binder
Record Keeping Procedures
Roll Taking
Grade Record System
New Students
Classroom Orderliness
Substitute Information

5
6
6
6
6
7
7
7

Part II: Disciplinary Policies and Professional Ethics

Expectations
Rules
Classroom Clips
Build Your Rainbow
Disciplinary Policies
Minor Infractions
Mid-Level Infractions
Extreme Infractions
Parent or Guardian Involvement
Inattentiveness
Bullying
Cheating
Professionalism and Ethics

9
9
9
10
10
11
11
11
12
13
13
13
13
13

Part III: Classroom Routines and Procedures

A New School Year

15
15

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Morning Routine
Afternoon Routine
Leaving the Classroom
Field Trips
Classroom Jobs
Hand Signals
Assignments and Work Time
Fun Friday (Preferred Activity Time)

15
15
16
16
17
17
18
18

Differentiation Policy

19

Communication with Parents/ Guardians

20

Links to Pictures

21

References

22

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Part I: Classroom Organization

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Physical Classroom Layout
I have arranged my classroom to promote community and
collaborative learning. I chose an ocean theme because I think it is a
fun and educational way to organize my classroom.
My classroom includes essentials such as a door, sink, drinking
fountain, pencil sharpener, wastebasket, recycling bin, phone,
intercom, and storage spaces. I also consider a teachers desk to be a
necessity for workspace and organization.
There is a large carpeted area at the front and center of the
room for morning meetings, whole group instruction, and class read
alouds. In front of the carpet space, students will face the
whiteboard/smartboard. In addition, at the front of the classroom, I
have classroom rules, learning objectives, and information to refer to
during morning meetings (calendar, weather, student jobs, etc.)
posted on bulletin boards. The classroom clip chart will also be located
at the front of the room (More detail about this management tool on
page 10). There is a small group table in the front corner of the room
so I am able to work closely with students while keeping an eye on the
rest of the class.
Students will work together at tables in groups of four. Seating
arrangements will change frequently to promote cooperative social
learning. The tables can be organized by colors, sight words, and/or
content vocabulary words.
In my classroom, I have a paper file area for students to collect
graded papers and announcements. Next to the paper file area,
students have lockers to place their coats and backpacks. I have
located my classroom library, Readers Reef, in a corner of my
classroom. It includes shelves filled with a wide variety of books and 3
comfy chairs.
I think it is important to have a world map and globe to
reference for social studies lessons, or when particular locations are
mentioned. They can also be viewed for student exploration. The
technology area can be used for educational games and reading
software. The computers will be facing the front of the room so that I
am able to monitor student activity. It is important for me to include
additional space for theater and art exploration because I plan to
integrate the arts in my classroom.
I will have various plants in my classroom because they can be
used to teach lessons about responsibility and the plant cycle. I
included plants to place on top of the science cubbies, in front of a
large window so they receive adequate sunlight. I will include blue
and green streamers over the window to give the classroom an
underwater view (3).

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2 and 3
Displaying Student Work
I included a bulletin board in my classroom design to display
student work. Displaying student work allows students to take
ownership of their contributions to the classroom. When the class
performs well on an assignment, I will display it to encourage students
to continue their hard work. Occasionally, I will ask students what
work they think should be displayed and why.
I will also feature a student of the week on this board (each
student will be featured once). The star student will fill out a
questionnaire about some of their favorites (ex. subject, food, movie),
share them with the class, and have their picture and favorites sheet
posted on the bulletin board.
Classroom Operations
It is important to create procedures to organize materials and student
progress.

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Teacher Binder
My personal teacher binder will include:
Emergency Information - What to do in critical situations, a map
of the school
Student information sheets names, pictures, emergency
contact information, transportation information, medical
information, educational exceptionalities, parent/ guardian
communication information, and a log of communication
Curriculum Guides
Weekly and Daily Lesson Plans
Monthly Calendar include estimated time frames for units, and
information about professional development meetings, early
outs, field trips, assemblies, practicum student visits, etc.
I will also maintain a 3-subject notebook.
Section 1: Record information from Professional Development
meetings
Section 2: Write lesson reflections, including how I can improve
Section 3: Journal funny or memorable things that happen in the
classroom
Record Keeping Procedures
Roll Taking
When students enter the classroom at the beginning of the day,
they will indicate their lunch choice by moving a clothespin labeled
with their name to lunch choice A. choice B, or a lunch from home
(pictures included). I will view who has not moved their clip, double
check, and determine who is absent. I will then record attendance in
my grade record system. This method of taking roll is efficient and it
does not disturb the class.
Grade Record System
I plan to use both a paper and electronic grade record system
that will provide information about students attendance, scores, and
their running total. Having this information together in one place will
simplify the process of checking student progress at any given time.
(Wong & Wong, 2009)
My school district may have an electronic grade record program
in place, and if not there are many efficient programs available such as
www.gradebooks4teachers.com/ and www.educational-softwaredirectory.net/teacher/gradebook. I will make sure to save my
electronic grade book in multiple places to ensure its safety.

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New Students
When a new student joins my classroom, I will follow a
procedure to ensure it is a smooth process. I will add the students
name to my classroom list, classroom clips, and their take home tray.
I will look for background information about this student, individually
greet him or her, and learn about their interests. With this
information, I will thoughtfully pair the student with a buddy to explain
our classroom procedures. When a new student arrives, I will also
introduce the student to their classmates with a fun name game and
team building activity.
Classroom Orderliness
At the beginning of the school year, I will emphasize that it is
important to keep the classroom neat and tidy to create the best
possible learning environment. Students will be expected to pick up
trash on the floor when they see it. When necessary, I will have each
student try to find a piece of trash to throw away or recycle. I will
explain that folders, papers, books, and school supplies should remain
organized and kept in their assigned spaces.
Substitute Information
I will prepare an organized binder with information for the
substitute.

Welcome Thank you note, school day schedule, name of a

teacher to contact if they have questions, Feedback form about
the substitutes experience in my classroom (4)
Student Information - Names, pictures, their parent/ guardian
contact information, information about students that do not work
well together, and other notes including food allergies, gifted and
talented students, ELL students, and students with special needs
o Class list
o Seating chart
Classroom Management - Rules, procedures, classroom jobs, the
classroom clip chart, and consequences
Emergency Information - What to do in critical situations, a map
of the school
Educational activities and lessons

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Part II: Disciplinary Policies and Professional

Ethics

Expectations
I will have positive expectations for all
of my students. In my classroom, students
will work hard, be successful, and have fun
while learning. (Wong & Wong, 2009)

5
Rules
My classroom rules will be
general and clear, and they will be
displayed at the front of the room. I
will discuss each rule with students
to ensure that students understand
them. Afterwards, I will have each
student sign the classroom rule list,
indicating their understanding and
acceptance of these rules.
6

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Classroom Clips
I plan to use a classroom clip chart to
monitor daily behavior. I will explain how the
clip chart will be used and what each level
represents. When the school day ends, a
classroom helper will move all of the clips to a
neutral position. At the end of the day,
students are positive or neutral; they will
have the opportunity to build their rainbow.
Build Your Rainbow
Each student has a small pocket on a
bulletin board with 7 notecards that represent
the 7 colors of the rainbow. Each day the
student has neutral or positive behavior
according to the clip chart, they will add the
next color of the rainbow. When students
complete their rainbow, they will receive a
non-tangible reward (ex. eating lunch with
the teacher, technology time, assisting a
teacher in a different classroom, reading
time, or a show-and-tell opportunity at the
morning meeting)

8
7

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Disciplinary Policies
Management tools and expectations are an important part of
reducing behavior issues. However, logical consequences are required
to enforce rules and maintain a safe learning environment. It is
important to be consistent and have the same rules and consequences
everywhere in the building and on the playground.
Minor-Level Infractions
If students break a rule in a minor way, I will use a logical
consequence to discourage the behavior. In addition, students would
be required to move their clip down on the behavior chart. (Mackenzie
& Stanzione, 2010)
Examples:
o Students who abuse privileges or classroom materials will
temporarily lose the privileges or materials
o Students who talk during instruction will be temporarily
separated from their peers
If a student repeats a minor-level infraction over a period of
time, they will participate in Recess Academy. In Recess Academy, a
student will learn and practice appropriate behavior skills during a
small portion of recess. (Mackenzie & Stanzione, 2010)
Mid-Level Infractions
Examples
o Large distraction to peers
o Defiance
o Disrespect to a teacher or peer
I will address the student individually with a calm tone, and
suggest they take a break to cool down at the time out space in the
classroom. They will be allowed to work on an assignment, read, or
write during this time. After a few minutes, I will ask the student if
they are ready to join the class. I will have another individual
conversation with the student, and state that I am glad they are able
to be respectful and join their peers. I will ask them to explain their
behavior, why it was inappropriate, and brainstorm ideas to prevent
similar behavior in the future. At an appropriate time, the student will
complete a behavior reflection worksheet (9) and write an apology
letter.

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9
If the student continues to misbehave, they will go to time out in
an upper-elementary buddy classroom. I will notify the buddy teacher
that the student will be coming to their classroom for a time out, what
the student should be working on, and how long they should stay.
(Mackenzie & Stanzione, 2010)
Extreme Infractions
If a student becomes violent, I will have a plan in place to
ensure that all of my students are safe. I will have students form a
line and stand in the hallway. I will stand by the door to monitor the

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student in the classroom and the rest of the class. At this time I will
contact the office for additional support.
Parent or Guardian Involvement
Parents or guardians should be aware of consistent infractions,
bullying, or any violent behavior.
To discuss a students behavior, I would request a meeting with
the student, their parents/guardians, and myself to discuss what is
causing the behavior and to create an action plan to prevent it in the
future. Refer to page 19 for more information about communication
with parents and guardians.
Inattentiveness
I will have a meeting with students who repeatedly have
difficulty paying attention in class to create accommodations to help
them remain engaged. Some examples include: closer proximity to
the teacher, giving students something to hold (ex. putty), allowing
them to stand or move while learning, and more frequent brain
breaks.
Bullying
I will have a no tolerance policy for
bullying in my classroom. Any form of
emotional, verbal, or physical abuse will be
addressed immediately. I will follow my
schools action plan for bullying, and ensure
that it does not happen again. Parents/
guardians and administration will be notified
of the incident.
10
Cheating
From a young age, students must learn that work they complete
is their own. I will discuss my expectations, and clarify exceptions to
the rule (ex. group work). If I catch a student cheating, I will discuss
the incident with the student and their parents, and they will be
temporarily separated from their peers to re-do the assignment.
Professionalism and Ethics
Professionalism is critical in the teaching profession because
teachers are role models for students. I will not partake in school

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lounge gossip; and I will not discuss personal or academic information
about students with people whom it does not concern.
I will work effectively with my colleagues and administration. I
plan to compromise and be polite at all times. If I disagree with a
colleague or my principal, I plan to respectfully state my view, and
provide research. As a first year teacher, it will be important for me to
seek help from my colleagues. I will share ideas and resources, and
request assistance when necessary.

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Part III: Classroom Routines and Procedures

Establishing routines promotes efficiency and learning. At the
beginning of the school year, I will state my routines and procedures,
model them, allow students to practice, and review as necessary.
A New School Year
Prior to the first day of school, I will send a letter home to
students and parents introducing myself. I will also include
information about where my class is located in the building. Outside of
my room, I will have my name and schedule posted. As Wong and
Wong (2009) stated in their book, it is important to create a
consistent, safe, and nurturing environment from the very beginning
of the school year. It is a critical time to establish rules, procedures,
and control in the classroom.
Morning Routine
Students will be greeted at the door with a handshake, high 5,
or hug
Students enter the classroom quietly and indicate their lunch
choice (attendance)
Students hang up their coat and backpack
Students gather their browsing boxes and read
Stand up, hand over heart, and recite the Pledge of Allegiance
All students come to the carpet and engage in a morning
meeting
o Morning meeting leader states the date and the weather
(while referencing pictures)
o Share time sit in a circle and students share a piece of
information, or wish the class Good morning
o Class chant Recite together with corresponding actions
Today I will be the boss of my arms, and I will be the
boss of my legs. I will focus and concentrate, I will use my
imagination, and I will work with my team, because Team
First Grade ROCKS!
o Students will return to their seat on the whole group
carpet space and listen to the daily plan
Afternoon Routine
Students will be dismissed by tables to gather papers from their
mailbox, retrieve their backpack and coat, and put up their
chairs

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When all students have completed these tasks, they will line up
at the front of the room according to how they get home and I
will dismiss them

Leaving the Classroom

Whole Class
Students walk in the halls many times throughout the day to go
to specials, lunch, recess, etc. Students will be instructed to clean up
and put their materials away about 3 minutes before it is time to leave
the classroom. They will be expected to line up efficiently, and walk
quietly through the halls.
Individual Students
I will use a magnetic board to keep track of where students are
in the building. Students will move their number the appropriate
category to when they leave the classroom to use the restroom, go to
speech, ELL, Intervention, the nurse, etc.

11
Field Trips
Field trips are a fun and engaging way to extend learning.
Before a field trip, I will send home a note to parents with information
and an itinerary. Students will be assigned a buddy to be accountable
for, and a number. When transitioning, buddies will state their

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numbers in order to ensure that all students are present. Students
must be in my view or in the view of another teacher or volunteer
during a field trip.
Field trip ideas: Living History Farms, to view a play or musical,
Arts Center, Botanical Center, Historical Building
Classroom Jobs
Classroom jobs
promote responsibility,
build community, and
they can also help a class
be run more efficiently. I
will rotate these jobs
weekly. Not every
student will have a job
each week, but all
students will have the
opportunity to try each
job. All jobs will listen to
an explanation, view a
demonstration, and
practice before they are
assigned to a specific role.
11

Morning Meeting Leader Leads the morning meeting, states the

date, the weather, and ensures everyone is sitting appropriately
in his or her carpet square.
Sanitizer Dispenser Squirts a pump of hand sanitizer into each
students hand before lunch
Gardener Responsible for watering classroom plants
Electrician Turn the lights on and off at the teachers request
Classroom Clip Organizer At the end of the day this student
will move all of the clips on the lunch clip chart and behavior clip
chart to a neutral place so that it is ready for the next day
Paper Passer Will assist with passing out papers and materials
Pencil Monitor Sharpens dull pencils before or after school
Snack Helper Helps pass out snacks

Hand Signals
I plan to use hand signals to manage drink and bathroom
requests. One finger signifies that the student would like to take a
drink, and two fingers signify that the student would like to use the

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restroom. I will make eye contact with the student and nod my head
to indicate that they are able to go. If it is not an appropriate time, I
will shake my head no to indicate that they must wait.
Students will raise their hands to signal a question or comment,
and they will wait until they are called on to share their thoughts.
Assignments and Work Time
Students will be given time in class to complete most of their
assignments. If they choose to waste this time, they will be
responsible to complete their work before class or during Fun Friday.
If students complete their work early, they can choose an educational
activity from the Im Done Jar. Examples of activities include:
making a picture book, writing a letter to a friend, draw a picture using
shapes, write a journal entry about your day (can share at morning
meeting), etc.

12
Fun Friday (Preferred Activity Time)
I plan to set aside a block of time on Fridays for students to
participate in a preferred activity if they have completed all of their
coursework for the week. In addition, students can earn additional
time if they are on-task, receive a compliment from another teacher,
etc., and time may be taken away if students are not on task. I will
keep a tally of the time accumulated for Fun Friday on the board for
students to monitor. (Mackenzie & Stanzione, 2010)

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Differentiation Policy
It is important to differentiate instruction to maximize learning
and ensure that all students are successful. Differentiation allows all
students have different opportunities to learn information, make sense
of ideas, and demonstrate their understanding. Differentiated
instruction is proactive, qualitative, rooted in assessment, and it
provides multiple approaches to content, process, and product. I will
proactively plan instruction in anticipation of student differences in
readiness, interest, and learning needs. I will clarify key concepts,
plan engaging and hands-on lessons, emphasize critical and creative
thinking, and balance teacher and student selected groups and
assignments. I will maintain high expectations for all of my students,
but adapt expectations appropriately for students ability levels.
(Tomlinson, 2001)
Strategies for Differentiation (Tomlinson, 2001)
Compacting 3 step process, assess what the student knows,
plans for learning based on what is not known, freed up time
used for enriched study
Interest centers Special areas of interest, can be differentiated
by the level of complexity and independence required
Independent projects Teacher and student think of a problem
or topic of interest, plan method of investigation and the
resulting product
Tiered Assignments Varied levels of activities that build on
students prior knowledge of essential concepts
Flexible grouping Different groups based on student readiness,
interest, or learning style, heterogeneous or homogeneous
groups, sometimes students select, sometimes teachers do
Varying questions Based on learners readiness, interests, and
learning styles
Mentorship/Apprenticeship Work with teacher, media
specialist, parent volunteer, older student, or community
member who can lead to student growth in an area, may be
combined with a project
Contracts Grant freedom about student choices
Provide creative product options for students to demonstrate
their understanding project or performance based assessment
Use of graphic organizers
Visual supports
Sentence starters and paragraph frames
Total Physical Response incorporating movement and language

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Communication with Parents/ Guardians
I think it is important to communicate with parents, and
successful communication can improve a students education. I want
parents to know that I care about their children and that I want them
to succeed.
Before the school year begins, I will send home a letter to
parents introducing myself with a map indicating where my classroom
is located in the building (Wong & Wong, 2009). At back to school
night and during the first week of school, I will ask parents/ guardians
what their preferred method of communication is and if they have
Internet access. Initially, I plan to contact the parents/ guardians to
tell them something positive about their child. Building a positive
relationship from the beginning of the school year may be beneficial
later in the year if I need their support for an academic or behavioral
issue.
I will create a blog to share what my students are learning about
in class. I will print my blog posts for students to take home if their
parents or guardians do not have access to the Internet. I will also
print reminders and updates for students to take home about
upcoming activities.
Conferences will also be an important time to interact with
parents/ guardians. I think it is beneficial for students to practice
leading their parents/ guardians through the classroom and showing
them work that they are proud of. Afterwards, I will show them their
academic progress and discuss their behavior.

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Links for Pictures
1. https://www.teacherspayteachers.com/Product/Ocean-Theme1951484
2. https://www.teacherspayteachers.com/Store/Artrageous-Fun
3. http://charmingclassroom.blogspot.com/2014/09/oceanclassroom-theme.html
4. http://www.primaryjunction.net/2013/10/substitute-teacherfeedback-form.html
5. https://theschoolcounselorkind.wordpress.com/2014/07/21/butfirst-let-me-thank-you-for-telling-me/
6. https://www.teacherspayteachers.com/Product/Ocean-Theme1951484
7. https://www.teacherspayteachers.com/Product/Behavior-Chart1823714
8. My Photo Ms. Rita Olsthoorns Classroom
9. http://www.elementaryschoolcounseling.org/individual-counselingactivities.html
10. http://www.freedominstitute.org/bullying-and-what-you-can-doabout-it/
11.https://diaryofasecondgradeteacher.wordpress.com/2012/07/29/st
udent-where-abouts/
12. http://www.pencilsbooksanddirtylooks.com/2013/10/new-andimproved.html

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References
Mackenzie, R. J., & Stanzione, L. (2010). Setting limits in the
classroom: A complete guide to effective classroom management
with a school-wide discipline plan. (3rd Ed.). New York: Three
Rivers Press.
Tomlinson, C. A. (2001). How to differentiate instruction in mixedability classrooms. (2nd Ed.). Alexandria, VA: ASCD.
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be
an effective teacher. Mountain View, CA: Harry K. Wong
Publications, Inc.