Fall

08

Be Your Best!
The Business of Classroom Management

Gretchen Worth
2016
 Setting a Strong Foundation
Philosophy of Classroom Management

In Ms. Worths classroom students do the business of learning as active

members of a respectful classroom community. The venture starts by being prepared to
always put forth their best effort to make good choices while experiencing the gift of
learning. It does not end when we exit the classroom; it grows and expands outside the
confines of the classroom walls. As the teacher, I accept and express that everyone can
and will learn, but not in the same way, and not on the same day. Therefore we strive to
do our best, not comparing ourselves to each other, but instead encouraging and
supporting one another so that every member of the classroom community, students
and teacher alike, can succeed.

To even come close to achieving what is described above, there first must exist a
firm foundation on which to build the classroom environment and culture. That
foundation is a classroom management plan on which a growing, thriving, supportive,
joyful learning community will be built. Classroom management is essential in being
successful because without clear goals and expectations, and a plan to reach them, the
statement above is just a dream that will never become reality. To make it reality I have
to put into place and will execute a classroom management plan which builds towards
the goals.

The following pages outline the tools contained in my classroom management

plan, which will make my philosophy a reality, not a dream. While I have laid the
foundation of my plan long before the school year starts, the communitys foundation is
built during the first days of school. The foundation set during those first days will be
supported by prevention strategies, which lay out classroom policies and
procedures. Despite my best laid plans, things will go wrong, which is where the
intervention strategies will be used to correct and redirect behavior. Finally, since
learning happens outside the classroom, a good relationship with families will be
built, welcoming them into the learning community. All of these will build a foundation
for learning through the strongest management tool there is, an engaging lesson plan
that draws students in, and leaves them wanting to know more. With all of these in
place, my goal of creating a respectful classroom community that does the business of
learning both in and out of the classroom becomes a reality.

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 First Days of School!
The first day of school is scary for both teachers and students alike. The step into the
unknown of a new classroom, with different people is exciting and terrifying at the same
time. Starting off on the right foot and setting a good foundation for the coming school
year is crucial to the classes success as academic scholars. Sometimes it is hard to
know what you should be doing or who you are expected to be. During the first days of
school students will be introduced to this years theme BE the BEST you can BE! They
will informed of classroom expectations pertaining to responsibility, behavior,
academics, and much more. I, as the teacher, will model how to be a helpful and
productive member of the classroom by being my best self and encouraging students to
do the same.

During the first days of school we will be

Be a welcoming and orderly classroom

Bulletin boards are brightly colored and ready to be filled with
student work. At least one bulletin board will have a designated spot
for student writing samples, which will be updated regularly BEST
throughout the course of the school year. (Image
http://firstgradeatoz.blogspot.com)
Reference material such as a map, number line, sight words, etc.
are easy to read and visually stimulating.
Students seats are arranged in table groups of 4-5 students with
clearly designated places for everything. Each student will have
pencil box, labeled with their name and containing crayons, erasers,
and a pencil with their name on it. Additionally they will have a work
in progress folder in which all incomplete work will be kept. Each
table will have a divided box containing scissors, scratch paper, and more
coloring supplies.
At the teachers desk a tape line reading please wait here will be on the floor.
When students are waiting to be helped, they must stand behind the line so as to
give the teacher and any students she might be working with privacy.

Be welcoming to all
Greet students at the door each morning with a smile and verbal
acknowledgement.

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 Call students by name as quickly as possible and encourage
them to use names when referring to teacher and other
students.
Use interest inventories and all about me worksheets to learn
about student interests and guide instruction. (pennant from pinterest)
Be consistent: establish classroom routines
When students arrive in the morning they are expected to hang up
backpack, move attendance clip, retrieve work in progress folder, and
quietly work at their desk following the instructions on the board.
Write daily schedule on the board for students to reference throughout the day.
Write on the board students must dos (assignments in WIP folder) and may
dos (fun learning activities such as reading, special worksheets, or educational
games). Time will be provided at the end of each day for students to work on
their must dos, if they complete their must dos they can move onto may
dos.

Be good stewards
Take students on a tour of the classroom, pointing out reference materials on the
wall and in the classroom, and different classroom zones (including teacher
only).
Explain classroom jobs and give students the opportunity to
practice and ask questions.
Establish the expectation that students will take care of the
classroom, doing their best not to break anything and leaving
the room neater than when they came in.
Read and/or do an activity with What if Everybody did that? By
E. Javernick and encourage students to think before they act.

Be quiet: use non-verbal cues

Raise your hand if you have a question or comment. This does not require your
mouth to move so raising your hand should be a silent action.
Student hand signs
Three fingers to chin for water
Fist with thumb sticking out for bathroom
Yes in sign language for I agree with you
Teacher hand signs
4 fingers to signal to incoming students that they should sit at their desk
3 fingers to indicate that student should sit on the rug
Students or table groups will hold up red, yellow, and green cue cards when
prompted to communicate level of understanding and/or progress on an activity.

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 When the teacher rings a chime, students are expected to freeze while touching
one part of their body above the shoulders.

Be positive: set a positive tone for learning as scholars

Use growth mindset ideas and language to set a tone of perseverance and
respect.
Reward participation and effort in students through acknowledgement of their
hard work.
Students who finish their must dos may move onto the may dos
Model excitement for all school subjects and tasks while encouraging students to
explore academic areas they are passionate about during free time in the
classroom.
Encourage students to refer to themselves as scholars, writers, mathematicians,
scientists, etc.

Be respectful
Establish a zero tolerance for laughing at or making fun of other students for
making mistakes.
Expect students to use listening ears and model by using listening ears as well.
Explain and model how to respectfully agree or disagree with opinions.

Be our best: Establish and communicate behavior expectations

Allow students to participate in creating classroom rules. Once rules are created
have all students sign to indicate their commitment to following the classroom
rules before posting on classroom wall.
For individual student behavior: use a behavior chart, such as
one to the left, to help students see how they are doing: clips
would have student names instead of numbers. All students
start each day at good work. If a student lands on red choices
there will be a consequence and letter sent home. Stress that
the placement of a students clip is their business and only their
business. (image sourced from http://kickinitinkindergarten.com)
For whole class behavior: hang Christmas lights across white
board and call them happy lights. When the lights are on that
means that I as the teacher am happy because the class is on
task and learning. If the lights get turned off, that means that I
as the teacher am sad because the class is off task, not
following directions, and not learning. Set the goal for the lights
to always stay on during each day. Set consequences if the lights get turned off a
certain number of times or remain off for an extended period.

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 Prevention Plan
Prevention strategies are the first step in having a productive and safe classroom
community where everyone can be their best. These strategies make sure that
everyone, students and teacher alike, know how the classroom will function each day.
They set out clear guidelines within which meaningful learning can take place without
interference.

Classroom Policy
In our classroom we try are hardest
to be SMART. Our class policy will be on
the bulletin board to remind us of our
operating procedures.

Classroom Procedures
These following procedures will set
expectations for the day to day learning
tasks SMART students will participate in and complete each day. Our classroom
procedures help to insure that we as a class can spend maximum class time learning.

Class Running:
These procedures allow for a smooth day with maximum instructional time.
o Class Jobs
(Goal: to give students responsibilities in the classroom)
Students will be assigned jobs such as: bellhop, attendance clips, white
board eraser, lights and doors, etc.
The jobs assignments will change ever 2-3 weeks and will be marked on
the class job chart.
o Class Numbers
(Goal: to increase efficiency in organizing homework)
Students will each be assigned a number at the beginning of the school
year.
This number should be written on all schoolwork.
o Attendance & Lunch Count
(Goal: know who is present and where they are eating lunch)
Upon arriving students will move clip to ready to learn poster to mark they
are here.

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 They will place their clip on the sack lunch or hot lunch side of the poster to
denote where they are eating lunch.
The teacher will simply count clips once everyone is settled and report the
numbers.
o Pencils & Sharpening
(Goal: to insure each student has a pencil and that it is sharp)
Each student will have two pencils with their name written on it
If a students pencil needs to be sharpened they will place it in the jar on the
teachers desk, sharpened pencils will be returned at the beginning of periods or
days
o Going to the Bathroom or Getting Water
(Goal: to go quickly and quietly when appropriate)
The teacher will stress to students that recess is the best time to go to the
bathroom or get a drink of water.
Students will be encouraged to bring a bottle of water and keep it under
their chair during the day.
If a student does need to go to the bathroom they will hold up their hand in
a fist with their thumb sticking out. The teacher will then dismiss them or
ask them to wait.
If a student needs a drink of water, they will place three fingers on their
chin and wait for recognition from the teacher.
Students will not be dismissed: during a test, within 15 minutes of recess,
during the reading of a story
o Morning Routine
(Goal: create an orderly morning routine that does not involve any direct teacher
involvement)
Each morning students will:
Hang up their backpack before morning assembly
Move their attendance clip
Retrieve their work in progress folder from their cubby
Begin working quietly as directed by instructions on board

Lesson Running
These procedures directly support instruction by specifying the behaviors that are
necessary for teaching and learning to occur
o Work in Progress Folder
(Goal: to provide a place for all incomplete work)
Each student will have a work in progress folder in which all incomplete
work should be stored.
This folder will be kept at the students desk during the school day and
placed in their cubby each afternoon.

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 o Finished Work Bins
(Goal: to provide a place for students to turn in class work)
In the back of the class there will be bins for math, language arts, social
studies, and science.
Completed work should be placed in the correct subject bin for teacher
collection.
o Must dos and May dos
(Goal: to clearly communicate with students what they should be doing)
On the board will be written the headers must do and may do with
activities listed under each.
Once a student completes the must dos they will be allowed to move onto
may dos, students should never not have anything to do.
o Unable to Spell a Word?
(Goal: students inability to spell a word should not stop them from writing)
If a student cannot spell a word, they should; try their best, circle the word,
and move on.
Students can use sight word wall, dictionary, and other reference material
to help them.
When the teacher comes by or during revision time, the student will put the
correctly spelled word in their writing.
o Homework
(Goal: to give students practice with academic concepts)
Students will be given homework in their folder on Monday and the folder
should be returned on Friday.
If a student misses school on Monday, they will receive their homework on
their next day of attendance.
If a student does not return their homework in their folder on Friday, they
can bring it on Monday. Students will not receive new homework until they
have returned their homework in their folder.
o Distributing Supplies
(Goal: quickly distribute supplies to the whole class)
The teacher will place materials in the supply bin on tables
Bell hops will come when signaled by bell and pass out supplies to class to
their assigned classroom section

Interaction
These procedures inform students of when it is appropriate to speak, at what noise
level, and with whom.

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 o Turn and talk
(Goal: Students will share ideas with their peers)
Teacher says turn and talk Students respond knee to knee and eye to
eye
Students will talk with their partner as directed by teacher
o When can students talk?
(Goal: clearly communicate and decrease shhh)
On the board will either be a green, yellow, or red light
Green = talk with an inside voice to your neighbor
Yellow = talk in a whisper only if you need help
Red = no talking (i.e. during a test)
o Hand motions
(Goal: Communicate without your voice)
Roll hands Keep going
C with hand Use a complete sentence
Yes in sign language I agree
o Talk moves
(Goal: create and have productive conversations)
Restate I hear you saying __
Press Can you tell me what you mean by __?
Add on I can add on to what ___ said
Connect I agree/disagree with ___
Think time I need some time to think
o Signal for attention
(Goal: get students attention quickly without much fuss)
Clap patterns: teacher claps pattern, students repeat
Flick lights: when the teacher flickers the lights, students should fall silent
and direct eyes towards teacher
Chimes: teacher rings chime, students touch body part above their
shoulders while falling silent
Teacher says waterfall, waterfall Students respond shhh while making
waterfall with hands before falling silent
If you can see me, clap once. If you can hear me clap twice. Etc.

Effective Teacher Discourse

This practice helps the teacher to effectively communicate with and build up students.
o Think about the choice you are (about to) make(ing), is it a good one?

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 o In this classroom you are thinkers. Im not going to give you the answers, you will
need to think and ask good questions to find answers.
o How can you help yourself?
o I admire your effort
o Lets work on this together!
o Look at all you accomplished!
o Please pay attention because I can only explain this to you, I cannot understand it
for you.

Relieving Energy
These procedures allow students to get their wiggles out and refocus on their work.
o Class Cheers
(Goal: encourage students)
Kiss your brain
10 finger wow
Pat yourself on the back
o GoNoodle
As a class, students will follow the movements of a Go Noodle video.
o Coconut stretch
Students will spell the word coconut or other words with their whole body.
o Regularly move between desk, rug, and/or stations
The teacher will structure the academic day so as to regularly have
students move between seating areas.
Students may be asked to do specific actions (i.e. hop, tiptoe, skip, etc.) to
move between areas.
o Take a lap
Students will be allowed to run a lap as a class or individual.

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 Intervention Strategies
No matter how well planned the lesson, or well implemented the policies and
prevention strategies, kids will be kids and misbehaviors will happen in every
classroom every day. While it is important to put into place policies and
procedures that set clear expectations and minimize opportunities for
misbehavior, it will happen. Therefore it is important to plan for the
inevitable so that I as the teacher am prepared to respond quickly and
consistently in such a way that nips the behavior in the bud while keeping
the class moving and maintaining a positive relationship with my students.

General guidelines for responding to misbehavior

The following guidelines allow for consistent, appropriate, thought out
responses to the misbehaviors that are bound to happen in the classroom.

Stay calm: When students act out in class my first response will be to take a
deep breath and stay calm. Remembering that misbehaviors are normal, I
will not escalate the situation but instead respond in a calm manner.

Assume the best: When a student misbehaves, I will assume that they want
to learn, that the misbehavior may be caused by something I dont know
about, and that the student may have simply forgotten the procedure they
have not done correctly.

Preserve student dignity: Students should never feel that their misbehavior
is a reflection as who they are or feel embarrassed in front of their
classmates. When addressing misbehavior it will be done quietly and
privately with the assurance that I as the teacher believe that the student
can and will change their behavior because they want to learn.

Be quick and consistent: When a misbehavior occurs, I will respond quickly

and consistently. Not allowing the behavior to get on my nerves and annoy
me, my response will be quick, quiet, and consistent each and every time.

Each day is a new day: Just because yesterday was a rough day does not
mean that today will be one too. Each day starts with a clean slate and the
assumption that the student has learned from yesterdays mistakes and is
ready to be their best today.

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General consequences of misbehavior
General consequences allow for quick and consistent responses to a variety
of types misbehavior without much thought on my part.

The look & hand signal: Students who are off task or exhibiting other minor
misbehaviors will be given the look to signal that I have seen what they are
doing and may be given a hand signal such as zip your lips or eyes
on the page to help redirect their behavior.

Move a clip: All students will begin the day on good work. Those who
do excellent work may move up to wow! Students who misbehave
will clip down to warning for a minor misbehavior, oops for failure to
improve or a more major misbehavior, and red choices for a major
misbehavior or continued failure to correct behavior with warning
and oops. Students who land on red choices will have a letter sent
home along with other consequences depending on the behavior.

Lose a minute: Students who are wasting time, whether it be theirs,

the teachers, or the classs, will have their initials placed on the
board and will loose a minute of lunch recess.

Responses to minor, chronic, and more serious

misbehaviors

Minor misbehavior: These are misbehaviors that occur regularly in the

classroom and students may not be aware of their own behavior. These
should be addressed quickly and quietly, reframing in a positive manner
whenever possible. Below are a few examples and appropriate responses to
each:
- Being late to school: I am so glad you were able to join us but sad
that you missed out on some awesome learning. Make sure youre on
time tomorrow so that you have maximum learning time.
- Shouting out an answer: the look, reinforce hand raising that is
occurring, reminder to raise hand and wait to be called on, I am so
glad you have a thought to share but remember that scholars raise
their hand and wait to be called on before sharing their ideas.

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 - Talking and/or distracting other students during instructional
time: Students may be given the look with a signal to zip their lips and
put their eyes up front, if possible proximity to student will be used,
student may be asked either verbally or non-verbally to move where
they are sitting
Chronic misbehavior: These misbehaviors while still minor in nature are also
chronic and the student begins to form bad habits requiring a response that
not only stops the behavior but also helps to form new habits. Below are a
few examples of misbehavior and possible responses:
- Consistently not turning in homework: The student will first be
asked to speak with the teacher and asked if they are aware that their
homework is not being turned in and the importance in the learning
process of doing homework and submitting it. The student will be
asked to set a goal to turn in all future homework and complete a
behavioral contract with the teacher and parents.
- Daily complaining about/refusing to do assignments: The
student will be reminded that part of school is completing assignments,
even if they are not what they want to be doing. The student will also
be asked what is it that makes assignments worthy of complaining
about and what could be changed to make the assignments more
interesting. As the teacher, I will also be quick to praise any time an
assignment is worked on without complaining and look to see if there is
a pattern in which assignments are contested and which are quietly
completed.
- Getting out of seat often: When the student gets out of their seat,
they will be signaled to return to it. If I can put a hand on their shoulder
to prevent them leaving their seat and ask why they are leaving their
seat, I will do so. The student will be asked if they realize how many
times they are getting out of their seat and why they are doing so. The
student will be asked how many times they believe it is reasonable to
leave ones seat in a period of time and will work with the teacher to
establish a maximum number of times the student may leave their
seat during the given time. If a change can be made to where the
student is sitting or resources placed on their desk to minimize the
need to get up, the necessary changes will be made.

Serious misbehavior: These misbehaviors are those that violate classroom or

school rules, threaten the safety of others, or are immoral. None of these
misbehaviors will be tolerated or ignored and will result in a students clip

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immediately moving to red followed by an appropriate consequence. Below
are a few examples and possible responses:
- Calling another student a bad name: When this occurs, the student
will be immediately and privately asked if that was an acceptable thing
to say. Students will be given the opportunity to explain why they used
the word and find a better way to express their feelings. The student
will also be asked to apologize to the other student.
- Cheating: The student will automatically fail the assignment but
depending on the situation may be given a chance to redo it or make it
up. The student will be asked why they felt they needed to cheat and
reminded that cheating on assignments does not help them to learn
because it does not show me as the teacher what they do and do not
know.
- Refusing to do what the teacher requests: The student will be
reminded that the teachers directions are not suggestions. They will
be asked why they are refusing to do the task and if there is something
that can be changed to insure cooperation, I might do so. Continued
refusal to cooperate will result in a trip to the principals office as
learning cannot take place if the student is unwilling to follow
directions or enter into a conversation as to how learning could take
place.
- Hitting or fighting: Students will immediately be separated and
contained to designated areas. School policy will determine the next
actions on my part but the clear message that physical violence is
never the answer will be communicated no matter the policy.

Behavioral contract and think sheet

To help students think through their actions and create a plan for how they
will behave in the future the following sheets will be used.

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 Family-School Relationships
Learning does not end when students exit the classroom and as such a
strong relationship between families and the school, specifically my
classroom, is crucial in ensuring that students can be successful scholars. In
order for students to be successful the classroom learning must be supported
at home through homework help, discussions, and a positive attitude about
school. To achieve this, I need to make sure that I am communicating with
my students parents and that they feel that they are an integral part of our
classroom community whose work and input is vital. The strategies listed
below will help me to insure that communication between parents and I is
productive and occurring regularly.

Communication Strategies

All About Me Poster: Each student will have the opportunity to complete
an all about me poster at home and present it to the class. This will allow
the class and I to get to know the student and their family. With the poster, I
will also send home a sheet for the parents to fill out about their student
and provide the opportunity for them to include any information that they
feel I need to know.

Open Door Policy: Parents are welcome in the classroom as volunteers or

observers and there will be a sign-up sheet always posted and the
newsletter will highlight opportunities as well. If I am in the classroom before
or after school, parents are always welcome to poke their head in to say hi,
talk about concerns, or simply look at displayed student work on the
classroom walls.

Notes & Emails will be sent about behavior highs and lows. They will also
be sent about special events or information parents need to know before the
next newsletter comes out. Responses to emails will be prompt and parents
are always welcome, and encouraged, to use this method of communication
if they need to contact me.

Monthly Class Newsletter outlining what the class learned in the previous
month and what we are going to learn in the coming month. If possible,
advanced students may be involved in writing the newsletter.

A Letter of Introduction will be sent to Parents/Guardians at the beginning

of the school year to welcome them, introduce myself and my classroom
philosophy, and let them know who they can support their student. (see
attached letter)

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Dear Parents and Guardians,
It is my joy and pleasure to welcome you and
your students into my classroom for this school year. In
Ms. Worths classroom we do the business of learning
as active members of a respectful classroom
community. The venture starts by being prepared to
always put forth our best effort to make good choices
while experiencing the gift of learning. It does not end
as we exit the classroom instead growing and
expanding outside the confines of the classroom walls.

Help Your Student Thrive

You are an integral part of our classroom community and your support is crucial. There
are many ways to be involved and supportive:
- Come help in the classroom! It is always a joy to have parent volunteers.
- Ask your student about what they are learning and have a meaningful conversation
with them, if they ask a question, research it!
- Read together, play games, go to museums, watch educational programs: partner
with me in making learning occur outside the classroom.
- Speak highly of the value of education and be positive about all subjects, even
math.
- Create a quiet space for reading and books to read so that your student can reach
their goal of reading 20-30 minutes each day.
- Make sure your student is set up for success each day by getting a good nights
sleep, eating hearty breakfast, and arriving at school on time with the necessary
supplies.

Meet Ms. Worth

I have always had a passion for teaching and helping students

to be the best learner they can be. In high school I began to
explore that passion by teaching dance classes and tutoring
students after school. Venturing out, I attended Westmont
College where I earned my Bachelors Degree in Liberal Studies
and Elementary Teaching Credential. Being in the classroom as
a teacher brings joy to my heart and a smile to my face and I
cannot wait to laugh and learn with this years class!

Blessings,

Contact: Gretchen Worth

gworth@westmont.ed
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