Middle School Math- Classroom Management Plan-Rachel Slaven

Classroom Procedures
Entering the Classroom: Students will enter the room quietly, and students will
keep their hands to themselves. Students will bring all necessary materials with
them when they come in, and they will hand in their homework to the appropriate
class period basket before they sit down! After the students are prepared for the
day, they will begin working on the bell work activity.
Handing in Assignments and Forms: Students will hand in their assignments
every day right when they get to class. There will be a basket assigned to each
class period. That is where the students will hand in their work.
Bell Work: When the bell rings and students have handed in their homework,
they should be in their seats working on the bell work problem of the day. The
Bell Question will always be a review problem from the previous lesson, or will
be a reflection question about the content covered prior to that day.
Gaining Attention: To gain student attention, I will use an attention grabber in
the format of call-response.
Example 1: Teacher says 1,2,3 eyes on me Students say 1,2 eyes on
you
Example 2: Teacher says 3,2,1 Students do: *Clap*
Classroom Supplies/Materials: Each student will be required to bring their own
supplies to class every day.There will not be any community supplies.
Computers- Students need to bring their charged computers every day.
However, the computers should not be taken out unless instructed to do
so by the teacher.
Pencils- Students need to bring their own pencil to class every day.
However, there will be a pencil jar in the classroom, for the rare occasions
that students forget their pencil.
Bathroom & Drink Breaks/Leaving the Classroom: Students should use the
restroom and get a drink during the passing period. If a student needs to leave
the classroom for any reason, such as to go to the office, restroom, drinking
fountain, locker, etc, they must fill out their planner and get the teachers
signature. Students will not be allowed to leave more than once in a class period.
If there is an emergency, such as a sickness, students do not need to sign out.
Movement in the Classroom: Students should remain in their seats, unless told
otherwise. If a student needs to get up for any reason during a lesson, such as to
sharpen a pencil, get a tissue, etc, they should do so as quickly and quietly as
possible. Students do not need to ask permission to leave their desk, as that will
cause a disruption to the rest of the class.
 Make-up and Late Work: There is a wall file that will have a section for each day
of the week. If a student is absent, he or she will need to go to that file and find
the section for the day they were gone. There will be a sheet of paper with his or
her name on it that lists everything they missed, and everything they need to do
to get caught back up. They will have two days to complete that work. If a student
hands in a homework assignment late, he or she will have 3 days to hand it in. 1
point will be deducted for every day that it is late.
Finishing Early: If a student finishes classwork early, he or she may read a book
or work on other homework. Students need to be doing something productive
and sitting quietly, ensuring the rest of the class to work in silence.
Class Participation: Students are required to participate in class every day.
Students need to complete the bellwork problem, take notes, participate in group
work, give input during class discussions, complete guided practice, and
complete all assigned homework/practice problems on a daily basis.
Group Work: There will be cooperative learning done on a daily basis in this
classroom. Group work will most often be done as a table. There are 4 students
per table, so generally students will work in pairs or groups of 4. On occasion,
there will be an activity where I will pair students up based on skill level and
ability.
Cell Phone Use: There is to be no cell phone use during the school day. Student
phones should be turned off and stored in the lockers.
Calculator Use: The only time students are allowed to use a calculator in the
math classroom is when they are given permission.
Emergency Procedures: The emergency procedures are posted in every
classroom in the building. If there is a fire, students will exit through the main
entrance (east side of building). If there is a tornado or other severe weather,
students will go across the hall to an interior classroom and sit underneath of the
desks. If there is a lockdown situation in the school, students will line up along
the wall and sit silently.
Food & Drink: Students are allowed to have water in the classroom. There is to
be no food consumed in the classroom, unless permission is given by the
teacher.
Leaving the Classroom: Students are allowed to pack up once the bell has
rung, or when given permission to do so. When the class period is over,
students will take all of their belongings with them. Students will push in their
chairs and walk out of the classroom. If it is the last class of the day, students will
put the chairs on top of the tables.
 Morning Routine

1. Enter Quietly

2. Hand in homework to
the basket

3. Sit in your assigned seat

4. Begin working on the

Bell Problem
Classroom Layout
Classroom Expectations (student-friendly language)

1. I will follow directions, and do what is asked of me right away.

2. I will raise my hand if I want to say something.
3. I will be in my seat and working on the bell work problem when the bell rings.
4. I will not yell, tease, or swear.

Lesson plans for the first 10 days of school (how will the students learn the
expectations)

Day 1 (30 minutes): I will explain each of the expectations/procedures to the students. I
will also model what this behavior looks like, as well as what it doesnt look like. We will
discuss as a whole class why each expectation is important to the learning environment.
Day 2 (10 minutes): As a class, we will review the classroom expectations. I will then
introduce a video project that the students are going to work on for the first couple
weeks of school. Students will work in groups of 4. The students will create video about
how to be successful in the math classroom. The requirements are listed below:
The video will be 1-3 minutes long.
The video must include the 4 classroom expectations.
The video must include at least 2 classroom procedures.
Every student must be in the video (unless special circumstances arise,
which will be addressed at the time).
Every student will contribute ideas to the video.
Day 3 (10 minutes): Students will be given the first 10 minutes of class to complete an
outline of the rules and procedures they will include in their video.
Days 4-5 (10 minutes): Students will be given the first 10 minutes of class to plan ideas
for their videos. The group will need to decide what they want to do represent each rule
and procedure, and then they will write it out. All ideas must be approved by me first to
make sure that they are school appropriate. Students may start to bring me their ideas
toward the end of the 10 minutes for approval.
Day 6: Students will be given the first 10 minutes of class to finalize any last minute
ideas and thoughts. All student ideas must be approved by me by the end of day 6.
Day 7 (15-20 minutes): During the first 15 minutes of class, students will record their
videos.
Days 8-9 (10 minutes): For the first 10 minutes of class, we will watch each groups
video.
Day 10 (10 minutes): For the first 10 minutes of class, we will finish watching any
remaining videos. Then we will review the expectations one final time.
Consequences

If a student is not following the classroom expectations or classroom procedures, there

will be a hierarchy of consequences followed. (This model is based off of Chester
Middle School, as that is where I am student teaching)

Tier 1: The first time that the student is not following the expectations or procedures, he
or she will be given an initial verbal warning.
Tier 2: The second time that the student is not following the expectations or procedures,
he or she will be given a final verbal warning.
Tier 3: The third time that the student is not following the expectations or procedures,
he or she will miss their 8th period class. In Chester Middle School, the students have
either PE or a sports practice during 8th period. The student will also be required to
complete a reflection about why he or she was not following the expectations and
procedures, and what he or she will do to fix that behavior.
Tier 4: The fourth time that the student is not following the expectations or procedures,
he or she will be given a detention. Detentions are to be completed before or after
school with the principal. The student will also be required to complete a reflection about
why he or she was not following the expectations or procedures, and what he or she will
do to fix that behavior. I will also be contacting the students parent/guardian via email
or phone call (whichever the parents preferred method of communication is).
Tier 5: The fifth time that the student does not follow the expectations or procedures, he
or she will be sent to the principal's office. All disciplinary action will be decided on by
the principal. When the student returns to class, he or she will also be required to
complete a reflection about why he or she was not following the expectations or
procedures, and what he or she will do to fix that behavior. If the principal does not
contact the students parent/guardian, I will be contacting them via phone call.
Communicating with Parents

Meet the Teacher

At the beginning of the year, I will send out a Meet the Teacher letter. In the letter, I
will give the parents information on the following items:
More about me and my experience
What the classroom will look like
The Classroom Expectations (the 4 classroom rules)
I will include a brief statement about the video project, and will
include a QR code with a link to our class SeeSaw blog. There will
be a more detailed description of the project and classroom
expectations/procedures listed there. When the parents log into
their account, they will be able to see their students group video.
What they can expect to see for homework
What they can expect their students to learn

SeeSaw
One of the ways parents will be able to keep up with their students is through SeeSaw. I
will post student work on a weekly basis to their profile. Parents will be able to see what
we are doing in the classroom, and will offer a unique way to engage with their students.

Email
The main form of communication with parents will be through email. Periodically
throughout the year, I will email all of the parents. I will check in with them to see if they
have any questions about the classroom or how their student is doing. Then when
parents have concerns, they will hopefully feel more comfortable emailing me to
address them.

Phone Calls
Some parents may not have email, and might prefer a phone call. So in this instance, I
will make phone calls instead of emailing parents! For some student behavior and other
issues, the best form of contact will be to give the parents a call.

Infractions
Minor:
Being disruptive in class repeatedly
Computer Misuse
Insubordination
Inappropriate Language

Major:
Cheating
Plagiarism
Vandalism
Bullying
Possession of Paraphernalia
Drugs, Alcohol, Weapons, etc...

If a student commits a minor infraction he or she will be sent to the office to speak with
administration. I will also contact parents via phone call if administration does not.
Students will also complete a reflection, and will come up with a solution to fix the
behavior.

If a student commits a major infraction, he or she will be immediately referred to

administration, and everything will be handled by the principal or superintendent.
ADD/ADHD/Disorganized BEHAVIORAL INTERVENTION PLAN (BIP)

Name: Date:
Parent: School:
D.O.B. Teacher:
Telephone: Support Staff:

Target Problem Behaviors:

Inattentive, unfocused, off task, and distractible
Excessive movement, out of seat, fidgeting, not keeping hands to self, etc
Poor organization, messy, and missing work
Unprepared, no materials or books, etc
Impulsive, blurts out, disruptive, etc
Rushing through work, tasks, and directions
Other:

Intervention Plan:
Objectives:
Improve attention and focus on assignments, tasks, and instruction
Reduce distractibility
Maintain organized and neat work space, book bag, locker, folders, etc
Come to class with necessary materials, books, and supplies
Engage in extra movement in a non-disruptive and non-distracting manner
Reduce disruptions to class by raising hand, waiting to be called on, thinking and
pausing before doing, etc
Take time and care with assignments, instructions, notes, etc
Other:

Preventative Strategies:
Student seated away from distractions
Teacher will utilize proximity control
Teacher will give frequent verbal and physical (touch on arm or shoulder or tap on
desk) redirection and refocusing
Teacher will have student explain the directions and directives in their own words
Reduce assignments, problems, questions, or workload
Reduce number of items or text on a page and/or increase the font size and white
space
Give student frequent breaks or errands to run (go to bathroom, get drink, take note to
office, etc.)
 Student will utilize sensory aides, like work corral, seat cushion, rocking chair,
yoga ball seat, weighted object on lap or shoulders, tight fitting vest, sound
blocking earphones, music, nature sounds, or white noise in earphones,
VELCRO brand hook and loop fasteners under desk or other textures, fidget
toys, etc.
Provide student with materials (pencil, paper, book, etc)
Student will be offered alternative ways to complete assignments when possible
(verbal responses, computer, hands-on, act out, record responses on audio or
video, draw, etc)
Student will be allowed to move around (stand, walk, etc) within their area or work
standing up (perhaps at podium)
Student will keep all materials in a crate by their desk or near the teacher (to keep
desk empty and materials more organized and accounted for) and their desk
opening will be turned around away from them
Assignments and discussions will be related to the students interests when possible
Teacher will help student begin assignments by completing the first several items
or problems with the student
Teacher will ignore minor disruptions, outbursts, etc from the student
Teacher will structure the students day, routine, and schedule more strictly, giving
student frequent reminders of how much time is left, what task is next, etc
Other:

Teaching Alternative Behaviors:

Student will daily or weekly organize desk, crate, or locker, putting assignments
into color coded folders with a to do side and a done side.
Student will maintain a planner or organizer with daily assignments and homework
Teacher will pause before giving directions
Teacher will remind student when they are off task
Student will use a visual schedule or checklist
Student will use a timer with assignments
Student will utilize a self management system, like a tracking chart or checklist
Student will ask to take a break or get up and move around when needed
Student will pause and count to 10 after instructions or directions and before beginning
assignment or task
Student will self administer small breaks in their seat every couple problems or
items completed to help pace themselves and prevent rushing through work
Student will go back and check their work before handing in assignments or
putting them away
Other:
Positive Reinforcement:
Verbal praise from teacher (use clinically supported ratio of at least 4 positive to
1 correction)
Rewards at school for attending, organization, work completion, etc
Rewards at home for attending, organization, work completion, etc
Increased adult attention
Positive note or call home
Stickers, check on behavior chart, star, etc.
Play or free time with a peer of the students choosing
Food or edible treats
Send to office for praise and/or treat
Give break to get a drink
Allow extra recess or free time
Allow student to be a helper when their work or task is complete
Other:

Consequences for Non-Compliance:

Firm redirection and warning
Classroom card flip system
Office discipline referral
Student Responsibility Center (SRC)
Detention
Holding student after school or at recess to finish work or task until completed
Come in early the next day to complete unfinished tasks, receive missed instruction, or
organize materials
Complete a think sheet
Note or call home
Natural consequences
Loss of privileges, incentives, and/or rewards in school
Loss of privileges at home and must complete unfinished school task at home
Time out
Teacher will speak to student in hallway
Other:

Home Intervention/Support:
Parent/Guardian will monitor students academics, behavior, and attendance on Parent
Connect
Parent/Guardian will maintain regular communication with teachers,
administrator, and school
 When teacher reports behavior and other incidents to parent/Guardian, they will
discuss it with the student at home and take appropriate actions
Parent/Guardian will daily or weekly assist student with organizing materials, backpack,
and/or locker
Parent/Guardian will follow through with rewards, incentives, and praise at home
Parent/Guardian will follow through with consequences and discipline at home
Parent/Guardian will establish a daily structured homework routine and assist
student with work
Parent/Guardian will establish a structured routine in the home (bed time, free
time, wake time, breakfast, etc)
Parent/Guardian will daily check students planner, checklist, chart, or other
tracking and monitoring forms, signing them as appropriate and relevant to the
established plan
Parent/Guardian will attend behavior and academic meetings and conferences
Other:

Program Review Schedule:

The Behavior team will meet to review, assess, and revise the BIP (if needed) on:

Signatures: