anna suminski-managment plan

8/9/2019 Anna Suminski-Managment Plan

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Miss Anna Suminski

Management Plan

2nd Grade Classroom

“Educating the mind without educating the heart is no education at all.”

-Aristotle

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Table of Contents

TitleCoverPage………………………………………………………………………………………….

……………….…..…..1 Table ofContents…………………………………………………………………………………….…………...………2

Part I. Classroom Organization……………………………...…………………………….………………..………3

Physical …………………………………………………………………..…......3

Operational…………………………………………………….………….……..4

Record Keeping Procedures……………………………………………………. 4 New Students in the Room ……………………………………………………...4

Keeping the Classroom Orderly/Keeping Students Organied and !es"s Clean #!isplay Student $or"………………………………………………………….. %

Part II. is!i"linar# Poli!ies an$ Professional %t&i!s…………………………………………………..…'

&sta'lishing (nitial )roup Rules/ &*pectations ………………………………...%

Conse+uences ,or -rea"ing Classroom Rules…………………………………. Rewards ,or ,ollowing Classroom Rules ……………………………………….

Student !isrespect to e or to Other 0eachers………………………………... 1

Student Con,lict on the Playground …………………………………………….12ac" o, otiation in Class …………………………………………………….

Student 0ardiness ……………………………………………………………….Student !isruptions !uring Class and Students O,,ending Others ……………56

Cheating ………………………………………………………………………..56Contacting Parent7s8/ )uardian7s8 and the Principal …………………………..56

!e,iant -ehaior ……………………………………………………………….56

Pro,essional &thics ……………………………………………………………..55

Part III. Classroom (outines an$ Pro!e$ures……………………………………………………………….11

9ow to 0each Students to :ollow Classroom Routines and Procedures……… 55

Opening Routine/;ttendance …………………………………………………..5<

Student Sharing………………………………………………………………... 5


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-athroom and !rin" Procedures……………………………………………… 5%

;'sences……………………………………………………………………… 5%

!i,,erentiation………………………………………………………………….5Communicating with Parents ………………………………………………….5

Parent Con,erences…………………………………………………………… 51

Purpose: T&ere is no greater tool to &ave in a !lassroom t&an an e)e!tivemanagement "lan.

Task * +ou &ave ,ust been &ire$ as a ne- Se!on$ ra$e tea!&er. +our ne-"rin!i"al -ants a !o"# of #our management "lan to kee" in t&e o/!e an$in!ase "arents or substitute tea!&ers &ave an# 0uestions.

Part I: Classroom Organization

A. Physical

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&en I starte$ to $esign m# future !lassroom I starte$ -it& t&e stu$ents$esks. I "la!e$ t&e $esk to-ar$s t&e front of t&e !lassroom fa!ing t&e -&iteboar$ an$ over&ea$ s!reen. T&is -ill be eas# for all of t&e stu$ents to seet&e material on t&e boar$ at all times. T&e $esks are staggere$ so stu$ents-ill not &ave to look over one anot&ers &ea$ to see t&e boar$. e4t I "la!e$

t&e tea!&ers $esk5 tea!&er storage5 "&one an$ !om"uter all in one !entrallo!ation. T&is -ill make it easier for a tea!&er to kee" tra!k of t&eirbelongings. I also ma$e t&e $esk in t&e ba!k rig&t !orner so t&e tea!&er !ankee" an e#e on t&e room at al times an$ never &ave &er ba!k fa!ing &erstu$ents. T&ere is also a !lear vie- of t&e $oor5 stu$ents $esk5 an$ all -ork!enters. I "ut t&e !lass rug an$ in t&e ba!k of t&e !lassroom5 but b# t&erea$ing area. T&is -a# stu$ents !an s"rea$ out on t&e rug -&en t&e# rea$5but still be lo!ate$ rig&t b# t&e books. T&ere are t-o large !omf# !&airs fort&e stu$ents to sit an$ rea$ in. T&e $i)erent !enters are lo!ate$ in t&emi$$le of t&e room. I $i$ t&is so ever#t&ing !oul$5 some-&at5 be !entrall#lo!ate$. I $i$ not in!lu$e a restroom in m# !lassroom be!ause I &ave never

seen a bat&room insi$e of a se!on$ gra$e !lassroom. I t&ink allo-ing t&estu$ents to e4it t&e !lassroom an$ -alk to t&e restroom gives t&e stu$ents asense of res"onsibilit# an$ free$om.

B. Operational

Teacher Record-eeping Procedures

I -ill kee" m# stu$ent re!or$s on t&e !om"uter 6ele!troni!all#7 an$ manuall#in a book ,ust in !ase. I t&ink &aving t&em ele!troni!all# -ill be easier for me

to manage be!ause all of m# gra$es !an be on one

$o!ument. I -ill also &ave a &ar$er time loosing!om"uter t&en $i)erent "ie!es of "a"er8 T&is -illalso be easier for me to s&are gra$es -it& "arents-&en t&e# ask for a "rogress re"ort. I !an sen$ t&e"arents a !o"# of t&eir stu$ents assignment!om"letion an$ gra$e so t&e# !an &ave t&einformation -&en t&e# talk to t&eir !&il$ about &o-t&e# are $oing in s!&ool. I -ill make sure to &ave a&ar$ !o"# of gra$es as -ell be!ause m# !om"uter!oul$ !ras& an$ I t&ink it is im"ortant to &ave a ba!k

u". T&is also allo-s me to take 0ui!k notes an$ assessments -it&out &aving

to be on t&e Internet. So I -ill use a mi4ture of t&e t-o be!ause bot& &avebene9ts.

!e" #tudents in the Classroom

:eing t&e ne- ki$ !an be s!ar# or intimi$ating. I -ant to make sure t&at fromt&e time t&at ne- stu$ent -alks into t&e $oor to t&e time t&at t&e# leave togo &ome t&e# feel like t&e# are in a safe an$ loving environment. ;o"efull# I


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-ill &ave noti!e t&at m# !lass -ill be re!eiving ane- stu$ent. If I am informe$ I -ill make suret&e stu$ents kno- -e are getting a ne- stu$entso t&e# are not s&o!ke$ -&en &e or s&e -alksinto t&e !lassroom. I -ill s&are as mu!&

ba!kgroun$ on t&e stu$ent t&at I &ave -it& m#!lass so t&e# !an t&ink about t&ings to talkabout -it& t&eir ne- frien$.

On t&e $a# t&e ne- stu$ent !omes to m# !lassroom I -ill "la!e t&e -el!omebanner u" in t&e !lassroom like I $i$ on t&e 9rst $a# of s!&ool for t&e rest ofm# stu$ents. e -ill all gat&er on our !lassroom rug an$ I -ill intro$u!e t&ene- stu$ent to t&e !lass. T&e stu$ent -ill get a !&an!e to s&are -it& t&e!lass -&at t&eir name is an$ -&ere t&e# use$ to live. If t&e stu$ent is!omfortable t&e# !an s&are out a fe- fun fa!ts about t&emselves an$ t&estu$ents !an ask &im or &er some 0uestions8 T&is -ill &o"efull# make t&e

transition less a-k-ar$ an$ allo- t&e stu$ents to get to kno- ea!& ot&er alittle better.

After t&e stu$ent intro$u!es &imself or &erself t&e stu$ents -ill sa# t&eirname an$ t&eir favorite "art of our !lassroom. T&is -ill let t&e ne- stu$ent alittle bit about t&em. T&e stu$ents -ill all be -earing nametags an$ so -ill I. T&is -ill &el" ever#one t&roug& out t&e $a# be!ause t&ings !an easil# beforgotten8 e -ill t&en inform our ne- frien$ about our !lassroom "oli!iesan$ "ro!e$ures. I -ill let t&e stu$ents s&are -it& our ne- frien$ -&atan#t&ing t&at t&e# t&ink &e or s&e s&oul$ kno- about our !lassroom. I -ill 9llin -&at t&e stu$ents $o not tell our ne- frien$. T&is -ill also &el" remin$ t&e

stu$ents of -&at t&e# are su""ose to be $oing $ail#.

After t&e initial intro$u!tions t&e stu$ents -ill return to t&eir $esks or tables$e"en$ing on -&at -e are su""ose to be $oing at t&at time. I -ill intro$u!et&e ne- stu$ent to t&eir !lass bu$$# -&o -ill be &el"ing t&em t&roug& t&e$a#. I -ill s&o- t&e stu$ent to t&eir $esk an$ s&o- t&em -&ere t&eir !ubb#is. If t&e stu$ent &as an# 0uestions t&is is time t&at t&e# !an ask me8 =rom&ere t&e ne- stu$ent -ill sti!k -it& t&eir bu$$# an$ go t&roug& t&e $ail#routine -it& t&at stu$ent. I -ill e4"lain -&at -e are $oing an$ - -e are$oing it along t&e -a#. T&e stu$ent -ill also re!eive a !lass ne-sletter fromt&e mont& before an$ t&e mont& to !ome5 a !onta!t sli" for t&e "arents to 9ll

out5 an$ t&e tea!&ers !onta!t information.

eeping the Classroom Orderly$#tudents Organized and %esks Clean

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I -oul$ &ave a fun sear!& an$ 9n$ for t&e stu$ents to"arti!i"ate in8 T&is -ill &el" t&em 9n$ out -&ereever#t&ing in t&e !lassroom an$ -&ere ever#t&ings&oul$ be "ut a-a# after it is use$. It also allo-sstu$ents to see -&at belongs in -&at se!tion of t&e

!lassroom. T&is -ill &el" to kee" us organize$ an$kee" t&ings in t&eir "ro"er "la!e. Stu$ents -ill be &el$a!!ountable for being able to lo!ate an$ "ut a-a#t&ings like games5 books5 ,a!kets5 lun!& bo4es5 et!. T&ere -ill be labele$ books&elves an$ bins for all$i)erent t#"es of items in t&e !lassroom. T&e stu$ents -ill 9n$ t&eir t&ings-&en t&e# are "arti!i"ating in t&e sear!& an$ 9n$. %ver#t&ing t&ing -ill be!learl# labele$ an$ "ro"er "la!e$ so all stu$ents !an rea!& it.

e -ill !lean t&e room ever# =ri$a# after re!ess. As t&e $a#s go t&roug& t&e-eek -e -ill "i!k u" a""ears -e see on t&e ?oor an$ kee" t&e room neat5

but =ri$a# -ill be our !leaning $a#. T&is is t&e time -e -ill make sure t&at t&egames are -&ere t&e# are su""ose to be5 books are "ut a-a# on t&e rig&tbooks&elf5 "a"ers are "ut a-a# in our take &ome fol$ers5 et!. e -ill also!lean our $esks ever# =ri$a#. It is im"ortant t&at stu$ents kee" a neat-orkstation. I t&ink it is easier to fo!us -&en t&ere is not !lutter in #our-orks"a!e an$ t&is -ill also &el" us kee" t&e number of germs to a minimumin our !lassroom5 if t&at is "ossible8 e -ill use s&aving !ream to !lean our$esks5 -&ile "ra!ti!ing our s"elling -or$s8 T&e stu$ents -ill get a smallamount of s&aving !ream to "ut on t&eir $esk5 -&i!& -ill &el" !lean a-a# t&emarks on t&e tables. T&e stu$ents -ill "ra!ti!e s"elling t&eir -or$s for t&at-eek an$ t&en -i"e t&e s&aving !ream u" before -e take our tests. e -ill

also &ave &ouse&ol$ !leaning -i"es for t&e stu$ents to use for t&eir !&airs5 It&ink if I kee" all of m# belongings organize$5 m# $esk free from !lutter5 an$!lean t&e stu$ents -ill $o t&e same. Monke# sees monke# $o is a sa#ing t&at!omes to min$. I -ant to lea$ b# e4am"le. It is not fair to e4"e!t t&estu$ents to sta# organize$ an$ kee" t&e room !lean if I am not $oing m# "artas -ell.

%isplaying #tudent &ork

On t&e 9rst $a# of s!&ool I -ill take a "i!ture of ea!& one of m# stu$ents an$I -ill &ave t&e -rite or tra!e t&eir name $e"en$ing on t&eir $i)erent abilities.

T&e stu$ents -ill be allo-e$ to $e!orate t&eir name s&eet. On!e t&e# are$one I -ill "rint ea!& stu$ents "i!ture an$ "ut it toget&er -it& t&eir name. I-ill "la!e t&e name an$ "i!ture above ea!& stu$ents !ubb#. T&is stu$ent-ork -ill sta# u" for t&e -&ole #ear an$ it -ill also be &el"ful for us toremin$ us of names.

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Stu$ents -ork -ill be $is"la#e$ A@@ overt&e !lassroom an$ in t&e &all-a# forever#one to see. T&is -ill allo- t&estu$ents to take "ri$e in t&e !lassrooman$ be "rou$ of -&at t&e# &ave

a!!om"lis&e$. Stu$ents seem to tr# &ar$er-&en t&e# kno- t&at numerous "eo"le -illbe seeing t&eir -orks. I -ill make sure to"ut u" $i)erent $ra-ings t&e stu$ents !reate5 sam"les of t&eir -riting5assignments t&e# !om"lete in mat&5 s!ien!e5 so!ial stu$ies5 &an$ -riting-orks&eets5 s"elling tests5 et!. I -ill &ave a bulletin boar$ in m# !lassroom ,ust for t&e stu$ents -ork. T&e stu$ents -ill also get some-&at of a sa# in-&at I $is"la# in t&e !lassroom. I -ill give t&em t&e o"tion bet-een t-o$i)erent "ie!es an$ t&e# !an "i!k t&e one t&at t&e# like best. %ver# t-o-eeks -e -ill a$$ an$ take a-a# $i)erent "ie!es of stu$ent -ork so t&estu$ents !an !ontinue to see t&e goo$ -ork t&e# are $oing. T&is is a -a# to

buil$ t&e stu$ents !on9$en!e an$ it allo-s me to "raise t&e stu$ents fort&eir &ar$ -ork. If a stu$ent $oes not -ant t&eir -ork $is"la#e$ it $oes not&ave to be5 but ever# stu$ent -ill &ave t&e !&an!e to &ave t&eir -ork be$is"la#e$ for t&e -&ole !lass to see.

Part II: %isciplinary Policies and Pro'essional (thics

(sta)lishing Initial *roup Rules$(+pectations

I -ill front loa$ t&e 9rst t-o -eeks of m# !lass. As a !lass -e -ill take t&e

9rst t-o -eeks of s!&ool to s"en$ing time learning t&e "ro!e$ures5 rules5e4"e!tations5 !onse0uen!es for our !lassroom5 an$ set u" boun$aries. T&iss&oul$ &el" t&e stu$ent be!ome familiar -it& ever#t&ing an$ &o"efull# maket&e rest of t&e #ear run smoot&l#.

Conse,uences 'or Breaking Classroom Rules

T&e stu$ents -ill kno- t&e !onse0uen!es for breakingt&e rules be!ause -e &ave s"e!iall# gone over t&em fort&e 9rst t-o -eeks of s!&ool. T&e !onse0uen!es -illalso be "oste$ in t&e !lassroom !lear for ever#one to

see. T&e 9rst time a stu$ent gets in trouble t&e# -ill geta verbal remin$er of -&at t&e !onse0uen!es are for

breaking t&e !lassroom rules. I -ill "ut a ne4t to t&eir name for t&e $a#. T&is -ill &el" me remember if t&e stu$ent &as !ause$ trouble t&at $a# an$ I!an look ba!k at all of t&e ot&er $a#s an$ see if t&ere is a "attern to t&eirmisbe&avior. T&e se!on$ time t&e stu$ent breaks t&e !lassroom rules t&e#-ill get > minute of t&eir re!ess taken a-a# or t&e# -ill &ave to stan$ on t&e-all for > minutes. I -ill "la!e an ne4t to t&e stu$ents name. I= t&e

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stu$ent !ontinues to misbe&ave t&e# -ill go to a bu$$# !lassroom an$ sit int&at tea!&ers room for 1 minutes. T&is is somet&ing t&at I -ill alrea$# &ave-orke$ out -it& a fello- tea!&er an$ a "oli!# t&at t&e o/!e -ill be a-are of. T&e stu$ents "arents -ill get a !all &ome after s!&ool an$ I -ill sen$ a letter&ome -it& t&e stu$ent informing t&at "arent - t&e stu$ent misse$ "art of

re!ess5 or t&e -&ole re!ess $e"en$ing on t&e severit# of t&e stu$entsa!tions5 an$ t&e "arent -ill be re0uire$ to sign t&e sli" an$ sen$ it ba!k tot&e tea!&er. If t&e stu$ent !ontinues to $isru"t t&e bus# tea!&ers !lass or$oes not !oo"erate t&e# -ill be sent $o-n to t&e o/!e5 t&e stu$ents"arents -ill be !alle$ rig&t a-a#5 an$ a "arent !onferen!e ma# be s!&e$ule$as -ell. T&is -ill &el" us a$$ress t&e stu$ents be&avior an$ get $o-n to t&ebottom of t&e misbe&avior.

Re"ards 'or 'ollo"ingClassroom Rules

I t&ink it is im"ortant totea!&stu$entsto $o t&erig&t

t&ingbe!ause itis t&erig&t t&ing to $o. I $onot -ant m# stu$ents to rel#on "raise or a re-ar$ ever# time t&e# $o somet&ing res"e!tful or follo- t&erules. I -ill em"&asis t&e im"ortan!e of being a goo$ frien$5 being res"e!tful5an$ follo-ing t&e rules. I so un$erstan$ t&at re-ar$s $o motivate t&estu$ents to an$ e4tent. it& t&is in min$ I -ill kee" a glass ,ar on m# $eskan$ a bo4 of marbles. %ver# time I see t&e stu$ents $o somet&ing kin$ orreall# follo- $ire!tions I -ill "la!e a marble in t&e ,ar. On!e t&e ,ar is 9lle$

-it& marbles t&e stu$ents -ill re!eive a !lass re-ar$. T&e stu$ents !an -in a"izza "art#5 "a,ama $a#5 an e4tra &our of in$oor re!ess5 an i!e !ream "art#5or t&e# -ill be allo-e$ to brig in t&eir favorite boar$ games an$ -e -ill "la#t&em for an &our. T&is -ill &o"efull# motivate stu$ents to sta# on taskbe!ause t&e# never kno- -&en I -ill be -at!&ing or -&en t&e# -ill re!eive amarble.

#tudents %isrespect to e or Other Teachers

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I -ill not tolerate $isres"e!t to-ar$s ot&er stu$ents5 sta) members5 orm#self. I t&ink stu$ents look to one anot&er an$ m#self to see &o- to a!t. I-ill al-a#s be res"e!tful an$ &ol$ m#self to a &ig& stan$ar$. I -ill make sureto %E%( $isres"e!t a stu$ent5 a "arent5 or anot&er sta) member be!ause I

$o not -ant m# stu$ents to ever $o t&is eit&er. I -ill talk about t&e!onse0uen!es for $isres"e!ting stu$ents5 sta)5 an$ t&e !lassroom in t&e 9rstt-o -eeks of s!&ool. uring t&is time -e -ill also get to kno- ea!& ot&er asa !lass. I &o"e $uring t&is time -e !an foster a relations&i" t&at brings our

!lass toget&er as a famil#. If -e !reate a senseof !ommunit# it -ill be &ar$ for t&e stu$ents to$isres"e!t someone t&e# !are about. I $oun$erstan$ t&at famil# members $o 9g&tsometime.

Stu$ents -&o $isres"e!t an#one in m#

!lassroom -ill follo- t&e same !onse0uen!esas before 6-arning5 loss or re!ess5 an$ sitting ina bu$$# !lassroom for an e4ten$e$ "erio$ of

time.7. Stu$ents -ill -rite a letter to t&e "erson t&e $isres"e!t e4"laining&o- t&e# $isres"e!te$ t&at "erson an$ an a"olog# to t&at "erson. T&estu$ent -ill $eliver t&is letter to t&e "erson t&e# &ave $isres"e!te$. I -ill&ave a min !onferen!e -it& t&at stu$ent an$ tr# to 9gure out -&at -as goingt&roug& t&eir &ea$ -&en t&e# $isres"e!te$ t&at "erson. I -ill tr# an$ 9gureout if t&ere is some un$erl#ing issue to e4"lain t&eir be&avior an$ I -ille4"lain to t&em - -e $o not $isres"e!t ea!& ot&er. I -ill also !all t&e"arents to let t&em kno- -&at &as &a""ene$ in !lass an$ kee" t&em u" to

$ate on t&e stu$ents be&avior. I -ill also remin$ t&e stu$ent t&at our !lassan$ s!&ool are a famil# an$ !omminute of "eo"le t&at -ant -&at is best fort&em. I -ill !ontinue to -ork -it& t&is stu$ent until t&e# !an $emonstratet&at t&e# un$erstan$ -&at it means to res"e!t t&e "eo"le in our buil$ing.

#tudent Conict on the Playground

Con?i!ts on t&e "la#groun$ !an !arr# into t&e!lassroom. &en at re!ess I -ill make sure tokee" an e#e out for an# alter!ations. I -ill a""roa!& t&e stu$ents an$ -e -illuse somet&ing !alle$ t&e 15253 "oli!# 6mo$i9e$ from %l#se ebb7. 1F Take 1

big $ee" breat& 2F T&e stu$ents s&oul$ tr# to use t&eir "roblem solving skillsto -ork out t&e "roblem. 3F If t&e stu$ents !annot solve t&is "roblem on t&eiro-n t&e# s&oul$ get some "ers"e!tive from t&e tea!&er. T&is allo-s t&estu$ents to tr# to be selfFsu/!ient an$ take on some res"onsibilit#.

/ack o' oti0ation in Class

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If I am no intereste$ an$ engage$ in t&at an$ a!tivities &o- !an I e4"e!t m#stu$ents to be engage$ an$ motivate$ to learnH +ou !ant8 As a tea!&er Inee$ to kno- m# stu$ents strengt&s an$ -eakness. I nee$ to kno- -&att&e# are intereste$ in an$ &o- to kee" t&em engage$. At t&e beginning of

t&e #ear I -ill give m# stu$ents an interest

surve#. T&is -ill allo- me to see -&at t&e#like an$ -&at t&e# $ont like. I -ill tr# tomake ea!& lesson an$ a!tivit# as en,o#ableas "ossible. I t&ink a "ositive attitu$e !ango a long -a#. T&ere -ill be times -&enstu$ents $o not -ant to $o -&at -e are$oing t&at $a# in !lass. It is mu ,ob to 9n$out -a#. T&ere -oul$ be an un$erlinereasons - t&at stu$ent $oes not -ant to

!om"lete an assignment. Ma#be t&at stu$ent $i$ not get enoug& slee" orsomet&ing &a""ene$ at &ome t&e nig&t before. I am a &uman too so I

un$erstan$ t&at t&ings &a""en an$ #ou are not al-a#s fo!use$5 but I &o"e toe4!ite m# stu$ents8

#tudent Tardiness

Sometimes stu$ents miss t&e bus5 mom or $a$ is running late5 t&e -eat&ermesse$ u" #our "lans5 #ou &ave a $o!tors a""ointment5 or #ou get si!k. T&ese t&ings &a""en all t&e time an$ #ou never kno- -&en somet&ing mig&t!ome u". In se!on$ gra$e it is snot often #our fault for being late so I -ill not"enalize t&e stu$ent for being late5 unless I &ave "roof t&at t&e# $e!i$e$ toski" !lass. I -ill follo- m# s!&ools atten$an!e an$ tar$iness "oli!#. If

tar$iness be!omes a "roblem I -ill s!&e$ule to meet -it& t&e "arent or!ommuni!ate -it& t&em some&o- to see if t&ere is a "roblem -it& gettingt&e stu$ent to s!&ool on time. e -ill -ork toget&er to make a "lan t&atbene9ts all "arties involve$. I -ill kee" a re!or$ of all tar$iness in m# !lass.After a stu$ent is tar$# 3 times I -ill sen$ a note &ome to t&e "arents lettingt&em kno- t&at t&e stu$ent &as been late on t&ree se"arate o!!asions. T&estu$ent -ill nee$ to get t&e sli" signe$ an$ return it t&e ne4t $a#. T&estu$ent -ill not intentionall# be "enalize$5 but being late !onstantl# ma#!ause t&em to fall be&in$ t&e ot&er stu$ents. I -ill e4"ress t&e !on!ern tot&e "arent

1


11/21

#tudent %isruptions %uring Class and #tudents O1ending Others

e -ill follo- t&e !onse0uen!es $is"la#e$ an$ talke$ about in t&e 9rst!ou"le -eeks of s!&ool. Stu$ents kno- -&at is e4"e!te$ of t&em an$ -&at-ill &a""en if t&e# $isru"t t&e !lassroom. If I start to noti!e a little !&atter I-ill move m#self over to -&ere t&e talking is !oming from. ;o"efull# m#"resen!e -ill sto" t&e !&atter all toget&er. If t&is is not t&e !ase on!e I let t&estu$ents start -orking on t&e task at &an$ I -ill talk to t&e in$ivi$uals

!&attering "rivatel#. I $o not -ant to $ra- attention to t&em. T&is is -&eret&e stu$ents -ill get t&eir -arning an$ tol$ if #ou !ontinue to talk -&ile #ouare su""ose to be "a#ing attention to t&e -&ole !lass #ou -ill sit insi$e fort&e 9rst > minutes of re!ess. Make sure to follo- t&roug& -it& #our state$!onse0uen!es. T&is -ill s&o- stu$ents &o- serious #ou are an$ t&at t&erules are not to be broken. If t&e stu$ent !ontinues to $isru"t talk to t&em-&ile t&e# are sitting in for re!ess. Ask t&em if t&e# &ave an# 0uestionsabout #our "oli!ies an$ - t&e# ignore$ #our -arning. (emin$ t&e stu$entof t&e !lassroom "oli!es. If t&e# !oo"erate let t&em go out to re!ess an$ $onot &ol$ t&is $isru"tion against t&e stu$ent for t&e rest of t&e $a#5 &ave afres& start for t&e stu$ent -&en t&e# !ome in from re!ess. If t&e stu$ent

$oes not !oo"erate go to ste" 35 -&i!& is sitting in a bu$$# !lassroom.

Cheating

I -ill look to see -&at t&e s!&ool "oli!# for !&eating is an$ in!or"orate t&atinto m# !lassroom. I "ersonall# -ill &ave a %(O toleran!e "oli!# in m#!lassroom -&en it !omes to !&eating. Stu$ents -ill be intro$u!e$ to t&is"oli!# in t&e 9rst -eeks of s!&ool. C&eating -ill be !onsi$ere$ as tr#ing totake someone elses -ork an$ !laim it as #ours. If t&is &a""ens t&e stu$ent-ill re!eive a zero on t&e assignment an$ a "&one !all -ill be "la!e$ &ome-it& t&e "arents.

Contacting Parent2s3$*uardian2s3 and the Principal

I -ill &ave o"en !ommuni!ation -it& t&e "arents in m# !lassroom an$ t&e"rin!i"al. T&e "rin!i"al an$ "arents are al-a#s -el!ome in m# !lassroom. T&e "rin!i"al s&oul$ feel free to sto" b# our !lassroom an$ t&e# s&oul$ beable to see -&at -e are -orking on t&at $a#. I $o not imagine &aving man#

11


12/21

"roblems -&ere t&e "rin!i"al nee$s to be involve$ in m# !lassroom5 but I -illkee" o"en !ommuni!ation -it& t&em. I -ill &o-ever inform t&e "arents ofan# in!i$ents t&at &a""en in t&e !lassroom. e -ill also &ave o"en!ommuni!ation an$ !onstant !onta!t t&roug& "&one !alls5 emails5ne-sletters5 take &ome fol$ers5 -ritten notes5 an$ "arent !onferen!es.

%e4ant Beha0ior

e9ant be&avior su!& as ignoring m#instru!tions or goo9ng aroun$ in !lass &asalrea$# been a$$resse$ above in !onse0uen!esan$ stu$ent $isru"tions. If a stu$ent $i$ be!omeviolent in t&e !lassroom or a $anger tot&emselves5 m#self5 or t&e ot&er stu$ents it isim"ortant to &ave a "lan to "ut into a!tion.

If a stu$ent be!omes violet in m# !lassroom Iask t&e ot&er stu$ents to ste" out into t&e&all-a#. I -ill &ave alrea$# -orke$ out a "lan fort&em to go to m# bu$$# tea!&ers !lassroom. T&is is -&ere t&e# -ill sta# until t&e $e9antbe&avior is un$er !ontrol an$ it is no longer at&reat for t&em to be in t&e room. I -oul$ &avem# line lea$er tell t&e bu$$# tea!&er to !onta!t t&e o/!e an$ let t&em kno--&at is &a""ening in m# !lassroom. T&e# -ill &ave a !o"# of m# "oli!# an$-ill kno- t&at m# stu$ents -ill be in anot&er !lassroom. T&e o/!e -oul$t&en sen$ $o-n t&e a""ro"riate "eo"le to m# !lassroom to &el" &an$le t&e

situation at &an$. Again o"en !ommuni!ation -it& t&e o/!e is ke# to!lassroom su!!ess.

Pro'essional (thics

12


13/21


14/21

$o-n t&e a""ro"riate information into t&eir "lanners. e -ill t&en start!lass.

#tudent #haring

If a stu$ent &as somet&ing t&at t&e# -ant to s&are -it& t&e !lass t&e# -ill&ave to -ait t&eir turn an$ raise t&eir &an$.Stu$ents kno- t&at it is not "olite ora!!e"table to ,ust blurt t&ings out in !lass. If stu$ents &ave somet&ing more t&an ,ust at&oug&t t&e# -ant to s&are -it& t&e !lass5 fore4am"le a native $an!e or a book -ritten int&e @1 69rst langue7 -e -ill &ave to sit $o-nan$ s!&e$ule a time for t&is to &a""en. T&ere-ill be "lent# of o""ortunities in !lass forstu$ents to s&are t&eir t&oug&ts5 ans-ers5

o"inions5 an$ e4am"les of -ork.

If m# stu$ents are &aving trouble s&aring one $a# I !an use Po"si!le sti!ks.%a!& sti!k -ill &ave a $i)erent !&il$s name on it. I -ill "ut t&e sti!ks in a !u"an$ "ull out one sti!k at a time. &en I "ull out t&e sti!k t&e stu$ent -&osename is on t&at sti!k -ill &ave to s&are an ans-er to t&e 0uestion -e &avebeen talking about. T&ese &ave been !alle$ fair sti!ks as -ell. T&e name!omes from t&e tea!&er not s"e!i9!all# !alling on a stu$ent t&e# -ant5 butever#one &as t&e e0ual o""ortunit# to be !alle$ on.

Room 6elpers

T&ere are man# $i)erent bene9ts of &aving !lassroom &el"ers8 T&is givesever#one in t&e !lass a sense of res"onsibilit# an$ allo-s t&em to be involve$8 Italso &el"s !reate a !ommunit# be!ause ea!& ,ob nee$s to be !om"lete$ in or$erfor us to &ave a su!!essful !lassroom. T&is -ill also &el" me out as a tea!&er -it&some minor $etails an$ take some res"onsibilit# o) of m# "late. I -ill make sure togo over t&e gui$elines for ea!& ,ob at t&e beginning of t&e #ear in t&e 9rst t-o-eeks. T&e stu$ents -ill &ol$ one ,ob for a -eek an$ t&en -e -ill rotate. T&is isunless a stu$ent !annot &an$le t&e ,ob t&e# are assigne$. In t&is !ase -e -illmake ot&er arrangements for a $i)erent stu$ent to take t&at ,ob. T&e ,obs t&at -ilbe in m# !lassroom in!lu$e mo$i9e$ from 6%ori 6auser7 8isha Barnes7 and

9ackie #chneider3*

1


15/21

• ail helper* t&e# -ill be in !&arge of "utting ba!k-orks&eets in stu$ents mailbo4es.

• Calendar helper 2 student3: t&is stu$ent -ill&el" t&e !lass go t&roug& -&at $a#5 mont&5 an$#ear it is an$ &el" re!or$ -&at number $a# of

s!&ool it is.• /unch carriers 2; students3: t-o "eo"le -ill &el"

&ol$ t&e bin t&at !arries t&e !ol$ lun!& bo4es in it tot&e lun!&room.

• #ecretary T&e se!retar# takes notes for !lass

$is!ussions or s"eakers.

• (,uipment anager T&is "erson &el"s -it& !om"uters5 visuale0ui"ment5 an$ au$io e0ui"ment.

• oo eeper T&is "erson !ares for animals in t&e room.

• /i)rarian ;e or s&e !&e!ks on books&elves ea!& $a# to make sure t&e# areorganize$.

• O?ce Runner ;e or s&e takes out atten$an!e to t&e to a""ro"riate "la!ean$ runs erran$s for t&e tea!&er.

• Recess (,uipment ;e or s&e takes t&e ball basket out for re!ess

$ail#. T&is "erson also makes sure -e &ave t&e same number of ballson t&e -a# in as -e $i$ on t&e -a# out.

• Paper Passer: T&is stu$ent -ill "ass out t&e "a"ers ea!& $a# for t&estu$ents in t&e !lass.

• Substitute: This student fills in the job of anyone who is absent that day(s).

• Naturalist: T&is stu$ent -ill -ater t&e "lants in t&e !lassroom.


16/21

I -ill "ersonall# make sure to sen$out a letter to t&e "arents at leastone -eek in a$van!e remin$ingt&em of t&e u"!oming 9el$ tri".

T&is letter -ill in!lu$e -&at t&estu$ent -ill nee$ to bring -it&t&em5 -&at t&e# -ill nee$ to leaveat &ome5 if t&e# nee$ to "a!k alun!&5 an emergen!# number to!all5 our tentative "lan for t&e $a#5an$ an#t&ing s"e!ial t&e# nee$ tokno-.

6ome"ork

%a!& stu$ent -ill get a "lanner at t&e beginning of t&e #ear. T&e# -ill -rite$o-n t&eir &ome-ork ever#$a# an$ &ave a "arent sign t&eir "lannerever#$a#. T&is -ill &el" to ensure me t&at t&e "arents kno- -&at t&e !&il$ issu""ose to be $oing ea!& nig&t an$ it kee"s t&em in t&e loo". T&e# -ill !o"#$o-n t&e $a#s goal in t&e "lanner so t&e "arents !an see -&at -e -orke$on. T&e stu$ent -ill also !o"# $o-n -&at t&e# &ave to $o at &ome t&at nig&t.%a!& nig&t stu$ents -ill be assigne$ to rea$ 2o minutes -it& a "arent5sibling5 guar$ian5 gran$"arent5 frien$5 in$e"en$entl#5 it $oesnt matter aslong as t&e# are s"en$ing 2 minutes in a te4t8 T&is -ill be re"eate$ ea!&$a# in t&e stu$ents "lanner. An# ot&er assignments -ill be -ritten $o-n ont&e boar$ un$er t&e &ome-ork !ategor#. T&is -ill !&ange ever#$a#

$e"en$ing on -&at is $ue8

Stu$ents -ill also &ave -eekl# s"elling -or$s t&at t&e# -ill ta"e into t&eir"lanners. T&e 9rst t&ree nig&ts of t&e -eek t&e# -ill be re0uire$ to -riteea!& s"elling -or$ 3 times. On t&e fourt& nig&t t&e# s&oul$ $o a "ra!ti!eFs"elling test to "re"are t&em form =ri$a#s -eekl# s"elling test.

6anding in Papers

I -ill &ave a !learl# labele$ turn in bin on m# $esk. T&is is -&ere t&e stu$ents

-ill turn in all of t&eir assignments5 tests5 0uizzes5 -orks&eets5 "a"ers5 et!. T&is bin -ill sta# on m# $esk for t&e entire #ear so t&e stu$ents -ill al-a#sbe able to lo!ate t&e bin. &en I give stu$ents ba!k t&eir "a"ers I -ill eit&er"ut t&em in t&eir in$ivi$ual !ubbies for I -ill "ass t&em out to ea!& in$ivi$ualstu$ent.

Acti0ities 'or #tudents i' They


17/21

%a!& stu$ent -orks at a $i)erent "a!e an$ learns in a $i)erent -a#. I $o not-ant to rus& stu$ents -&en -orking in !lass. Stu$ents s&oul$ &ave enoug&time5 -it&in reason5 to "ra!ti!e t&e skills t&e# nee$ to be su!!essful. T&estu$ents -&o get $one earlier t&an t&e rest of t&e stu$ents s&oul$ take t&etime to go ba!k about $ouble !&e!k t&eir t&inkingJ-orkJmat&Jt&oug&t

"ro!ess. On!e stu$ents &ave gone over t&e -ork t&emselves t&e# s&oul$!om"are t&eir assignment -it& anot&er stu$ent in t&e !lass. If t&e# is a$is!re"an!# stu$ents s&oul$ !&e!k -it& one more stu$ent an$ !om"aret&oug&t "ro!esses. After stu$ents ma# -ork on "ra!ti!ing t&eir s"elling-or$s5 in$e"en$entl# rea$ing or rea$ing -it& a bu$$#5 return to anassignment t&e# &ave not !om"lete$ in a $i)erent sub,e!t5 or $ra-ing orfree -riting at t&eir $esk. Stu$ents -ill &ave a list "oste$ of -&at t&e# !an $oon!e t&e# &ave !om"lete$ an assignment so t&e# !an selfFmonitor if t&e# areon task or not

Announcements

%ver# $a# t&e announ!ements -ill be $one at t&e beginning oft&e $a#. T&is is "art of our o"ening routine. T&e s!&ool -i$eannoun!ements -ill !ome on in t&e morning signaling t&estu$ents to be 0uiet. T&en -e -ill $o our !lassroom

announ!ements if t&ere are an#. I -ill be orall# tell t&e stu$ents -&at t&eannoun!ements are an$ also -ritten on t&e boar$ for ever#one in t&e!lassroom to see. Stu$ents !an ask an# 0uestions at t&is time about -&att&e# !lassroom or s!&ool -i$e announ!ements mean.

%ismissal

An#time -e leave t&e !lassroom as a !lass for somet&ing like lun!&5 re!ess5or s"e!ials -e -ill line u" at t&e $oor be&in$ t&e line lea$er. I -ill $ismiss t&estu$ents from t&eir seats 9ve minutes before t&e# are su""ose to leave fort&e s!&e$ule$ event. T&is is time for t&em to "ut an#t&ing a-a# in t&eir!ubb#5 grab a ,a!ket5 get a book to return to t&e librar#5 grab an instrumentfor ban$5 et!.

1B


18/21

An#time -e -alk in t&e&all-a# #ou -ill stan$ ne4t to#our &all-a# bu$$#. Sot&ere -ill be t-o stu$entssilentl# -alking ne4t to

ea!& ot&er &ol$ing &an$s. T&is -ill make it easier forme to kee" tra!k of t&estu$ents be!ause t&e# -illnot be in a long line t&at is&ar$ to monitor. T&estu$ents are e4"e!te$ to be 0uiet an$ res"e!tful in t&e &all-a#s. If -e!annot -alk t&e -a# -e are su""ose to -e -ill -ait until -e &ave 94e$ t&e"roblem an$ t&en !ontinue to our $estination. Stu$ents -ill &ave "ra!ti!e$t&is st#le of -alking for t&e 9rst t-o -eeks e4tensivel# so t&e# -ill kno--&at to $o an$ &o- to a!t.

At t&e en$ of t&e $a# it is t&e tea!&er -&o $ismisses t&e stu$ents not t&ebell on t&e lou$ s"eaker. Stu$ents s&oul$ sta# seate$ until t&e tea!&er tellst&em it is time to "a!k u" to go &ome. %a!& stu$ent -ill be e4"e!te$ to "ut&is or &er !&air on to" of t&e table to make it easer for t&e ,anitor to !leant&e !lassroom at nig&t. Stu$ents -ill not run out to t&eir !ubbies or out of t&e!lassroom. T&e# are e4"e!te$ to -alk an$ not s&ove ot&er stu$ents. T&e!lassroom "ro!e$ure5 rules5 an$ !onse0uen!es are still in e)e!t even t&oug&t&e bell &as rung.

Bathroom and %rink Procedures

Stu$ents -ill be allo-e$ to go to t&ebat&room on!e in t&e morning an$ on!e afterlun!&5 unless t&ere is an emergen!#. Stu$ents-ill be en!ourage$ to go to t&e bat&room$uring t&eir lun!&5 re!ess5 an$ before -e startour morning routine. T&is -ill &el" kee" t&e!lassroom interru"tions to a minimum an$ma4imize t&e amount of time t&e stu$ent isin t&e !lassroom learning.

One bo# -ill be allo-e$ to be out of t&e !lassroom at a time an$ one girl -illbe allo-e$ to be out of t&e !lassroom as a time. oing to t&e bat&room is nottime to go so!ialize -it& #our frien$s in t&e &all-a#. Stu$ents -ill &ave tosign out -&en t&e# leave t&e room. T&e# -ill -rite $o-n t&eir name5 -&eret&e# are going5 -&at time t&e# leave t&e room5 an$ -&at time t&e# !ameba!k. T&e# -ill tae t&e bat&room "ass -it& t&em. One -ill be for t&e bo#san$ one -ill be for t&e girls. T&is -ill &el" me kee" tra!k of -&o is out of t&e!lassroom an$ makes sure t&at t-o "eo"le of t&e same gen$er are not in t&e

1D


19/21

&all at t&e same time. T&ere -ill be a $igital!lo!k ta"e$ to t&e !li"boar$ -&ere stu$ents signout so t&ere is no !onfusion on t&e time t&e#&ave been outsi$e of t&e !lassroom.

T&e stu$ents $o not nee$ to leave t&e !lassroom to get a $rink of -ater. I -illtrust stu$ents to use t&e $rinking fountain at t&e a""ro"riate times an$ ana""ro"riate amount. If stu$ents start to abuse t&is "rivilege t&ere -ill onl# be!ertain times stu$ents -ill be allo-e$ to get a $rink of -ater. I -ill "ersonall#monitor t&e time t&e stu$ents are allo-e$ to use t&e -ater fountain.

A)sences:

I &o"e t&at all m# stu$ents -ill be e4!ite$ to !ometo s!&ool an$ -alk into m# !lassroom ever#$a#e4!ite$ to learn5 but I kno- t&is is not al-a#s t&e

!ase. Stu$ents miss s!&ool for all sorts of reasons5but I -ant t&em to feel like t&e# are misse$ -&ent&e# are gone. %a!& stu$ent -ill re!eive a L-emisse$ #ou !ar$ in t&eir mailbo4J!ubbies on t&e$a# t&e# are gone. T&is allo-s t&e stu$ent to kno-t&at -e -ere t&inking about t&em8 T&is alsoremin$s t&e stu$ent t&at t&e# are love$ an$ misse$ -&en t&e# are not in!lass.

I -ill !olle!t all of t&e s&eets t&at t&e stu$ent &as misse$ from t&at $a# an$&ave t&em "la!e$ in t&eir !ubb#Jmailbo4 for -&en t&e# return8 If for some

reason I $i$ not get to !olle!t t&e "a"ers in time t&e stu$ents !an !olle!tt&eir "a"ers from t&e 9le fol$ers -it& "a"ers from t&e a!tivities $one ea!&$a#. I -ill also !onferen!e -it& t&e stu$ent at t&e beginning of t&e $a# toe4"lain -&at t&e# misse$ an$ ask t&em if t&e# &ave an# 0uestions about t&e"a"ers t&e# misse$. I -ill also !all t&e "arents to let t&em kno- -&at I &avesent &ome -it& t&e stu$ents an$ inform t&em of -&at t&e stu$ent nee$s to$o in or$er to be !aug&t u"8 e -ill -ork toget&er to ensure t&e stu$entsoverall su!!ess.

%i1erentiation Policy:

T&ere are man# $i)erent -a#s an$ reasons for a tea!&er to $i)erentiate forall $i)erent t#"es of learners. It is im"ortant for t&e tea!&er to make !ontentan$ assignments suitable for A@@ stu$ents. %a!& stu$ent fun!tions $i)erentl#so t&ere is no oneF-a# to $i)erentiate for a &ig& abilit# or lo-er abilit#stu$ent. I -ill make sure to 94 assignments an$ assessments to ensure t&atstu$ents !an !om"lete t&em to t&e best of t&eir abilities. T&is ma# in!lu$et&ings like allo-ing t&em to s"eak "art of t&e assignment5 $ra- or usevisuals5 listen to somet&ing be rea$ orall#5 get u" an$ $o some sort of

1G


20/21

movement5 et!. T&ere are lots of a$,ustments I !an make to assignments. I!an also give e4tra time to stu$ents -&o nee$ it -it&in reason5 let stu$entsuse mani"ulative5 re!eive assistan!e from an$ ai$5 allo- t&e stu$ent to leavet&e room for a "ull out met&o$5 ensure t&at I &ave &ig&er level !ontent an$materials on &an$5 et!. I -ill also make sure to make use of all of t&e

resour!es t&e s!&ool "rovi$es for me su!& as title 1 tea!&ers5 %S@ instru!tors5 TA s"e!ialists5 S"e!ial %$u!ation Tea!&ers5 et!. t&ese "rofessionals !an &el"me make a s"e!i9! "lan an$ $etermine -&at -ill best suit t&at s"e!i9!stu$ent. i)erentiation -ill be $one on a "ersonal an$ in$ivi$ual basis fort&e stu$ents in m# !lassroom.

Communicating "ith Parents:

At t&e beginning of t&e #ear I -ill sen$ a letter &ome to t&e "arents to informt&em of m# !lassroom "oli!ies an$ e4"e!tations for t&e stu$ents. I

-ill also let t&em kno- -&at I &ave "lanne$ for t&e #ea an$ -a#st&at t&e# !an get involve$ in an$ outsi$e of t&e !lassroom8 I -antto let "arents kno- t&at t&e# are -el!ome to !ome to t&e!lassroom an$ !an "la# a role in t&eir !&il$s e$u!ation8 I -ill givet&e "arents m# !onta!t information as -ell so t&e# kno- t&e best

-a# to !ommuni!ate -it& me an$ &ave multi"le-a#s to !ommuni!ate -it& me. I -ill be s"en$ing t&e"arents mont&l# u"$ates of -&at -e &avea!!om"lis&e$ in !lass t&at mont&5 -&at -e &ave in t&eu"!oming mont&s5 an$ an# s"e!ial events t&e#s&oul$ kno- about in our s!&ool or

in m# !lassroom. T&is allo-s t&e"arents to sta# involve$ an$ "art of t&e "ro!ess.

I -ill sen$ &ome a s&eet -it& ea!&stu$ent on t&e 9rst $a# of s!&ool fort&e "arents to 9ll out. On t&is s&eett&e "arent -ill be able to in$i!atet&e best -a# to !onta!t t&em5 email5"&one !alls5 or -ritten letters &ome-it& t&e stu$ent. I -ill also ask t&em

t&e best time in t&e $a# to !onta!tt&em. T&is -ill &el" me toa!!ommo$ate ea!& famil# be!auseever#one is bus# an$ I realize t&at8ill also sen$ &ome m# !onta!t information5 again5 so t&e "arents kno- &o-an$ -&en is best to !onta!t me.

Parent Con'erences:

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Parent !onferen!es are a great -a# to !&e!k in -it& "arents an$ s&are -it&t&em -&at t&eir stu$ent &as been u" to in t&e !lass8 T&is is a time to&ig&lig&t all of t&e goo$ t&ings t&e stu$ents are $oing an$ -&at t&e# aree4!elling in. t&is !an also be a time to a$$ress an# !on!erns #ou &ave as

-ell. I -ill make sure to !olle!t sam"les of stu$ent -ork t&at I t&ink reall#$emonstrate -&at t&e stu$ent is $oing -ell. I -ill also allo- t&e stu$ent toa$$ a sam"le or t-o t&at t&e# -ant t&eir "arent to see. T&is allo-s t&estu$ent to &ave some involvement in t&e !onferen!e "ro!ess. I -ill also s&o-t&e "arents an$ e4am"le of somet&ing t&e stu$ent !an -ork on or nee$s&el" im"roving on.

I kno- t&at "arents are bus# an$ some of t&em -ill not be able to !ome tot&e !onferen!e $uring t&e times I &ave available. I -ill nee$ to be ?e4ible-it& m# !onferen!e s!&e$ule. I -ill nee$ to -ork -it& t&e "arents to 9n$times t&at -e !an bot& meet. T&is mig&t mean sta#ing late5 !oming in earl#5

meeting on t&e -eeken$s5 or !on$u!ting a "&one !onferen!e. I mig&t alsonee$ to !oor$inate -it& t&e s!&ool so I !an &ave an inter"reter t&ere for t&e"arents. I -ill also see if an# of t&e ot&er tea!&ers t&e stu$ent -orks -it&5 ifan#5 are available $uring t&e meeting time. If not I -ill make sure to voi!et&eir !on!erns an$ let t&e "arents kno- a "rogress re"ort from t&eir en$.

Sin!e -e &ave ke"t u" !ommuni!ation t&roug& out t&e #ear t&ere s&oul$ beno ne- s&o!king or ne- ne-s to t&e "arents. T&is s&oul$ be a !&an!e for useto !&at an$ !at!& u" on -&at t&e stu$ent is $oing in t&e !lassroom an$ at&ome. T&e environment of t&e !onferen!e s&oul$ be rela4e$ an$ !omfortablefor ever#one involve$. I -ill make sure t&ere is "lent# of time for t&e "arents

or guar$ian to ask an# 0uestions. I -ant t&em to feel safe an$ !omfortable-&en asking 0uestions.

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anna suminski-managment plan

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