Preamble

In my classroom there are great successes, laughter, lots of play, exploration, inventors, creators, thinkers, and even strugglers. There are all styles of learners who need multiple formats and approaches to educational topics. All students deserve to have their needs met in a classroom. I can promise I put my whole heart into finding a route of learning for children that makes them feel successful as they achieve their academic goals. I believe in making education fun and meaningful to my students. To accomplish this, having an effective classroom management plan is a key point in my success to keep the struggles to a minimum. This classroom management plan is a contract I make with students that promises I will protect their right to learn and enjoy school. This allows me to expect impeccable behavior from my students without causing friction and resentment, which then frees me to build meaningful and influential relationships with my students. Preventative Management The greatest preventative management I can have is to be a positive role model myself. I am bound by the same contract as my students and must abide by the same rules; in doing so I create trust with my students. While being a positive role model I create fun and interesting learning topics to keep students actively engaged. I model good manners and how to use them. I teach daily about classroom community and respect of the learners in our classroom. Our classroom has set expectations that the students help me create. Expectations should be spoken of in terms of what I want the students to do, rather than what the students are not supposed to do. For example: Be Respectful Be Responsible Be Safe Be Successful

Ms. Ottleys Classroom Management Plan

In my experience students get into trouble because they have been given a list of what they shouldnt do (rules), and they are not sure what they are supposed to do (expectations). Having expectations give students the opportunity to take accountability for their actions. I believe in a system of rewards. Most rewards are positive feedback and praise from a teacher or a friend. I do like using a system of checks and balances where students can earn Teacher Bucks for our classroom store and to purchase homework passes and other things. This is something I introduce after the

beginning of the year to reinforce positive behavior. I feel students should be rewarded for their efforts in a classroom. Supportive Management There will always be days where students misbehave. I support these students with redirection; reminding them of the class expectations and conversing with them about what they might need. Many times the misbehavior is happening because of disinterest or something going on with the students personal needs. I am very good at positioning myself between students and creating groups where students can work well together. I have a gift of understanding students and I feel reading students body language is key to supporting good management. The one and only rule I have is: We NEVER say, I cant. We always say, Ill try. This rule helps students who are struggling and therefore acting out. Setting individual expectations is a big part of my philosophy in creating a classroom for every style of learner. Corrective Management Effective corrective management is mainly in the attitude of the teacher. Intervening with positive affirmations, a positive outlook and then talking with students with dignity while on their level of understanding is how I converse with my students. When corrective discipline is needed I follow simple steps of natural consequences. Remove child from the situation or item Have students state which expectation they may not be following and discuss how they might do better in the future. If needed have them write a letter of apology and how they feel. Give Time limit to when they may return to the situation, friend or item If problem persists involve parents with a phone call Maintaining a Positive Classroom Environment A main part of my teaching philosophy is including all learners. This includes students going through all types of personal situations. To maintain a positive classroom environment we have daily meetings where students get to share their experiences outside of school as well as may share their books they have created in our writers workshop. When issues arise, we vote, discuss and decide as a whole group the best route to solving the problem. I have a meeting board where students place things to discuss at the meeting. If they have learned how to read a book they can share it, if they brought something from a grandparent they can share, if they want to talk about how they got pushed while lining up they can write it on a sticky note and we address it. The meeting time has many possibilities but it is a key ingredient to creating the classroom community I strive for.

 Classroom Procedures Our classroom has many daily procedures. A simple break down of how my classroom runs is: Morning Meeting and Daily Routines: 1 hour (Lunch Count, Attendance, Calendar Companion, Meeting time, DOL, Daily Math, Science Writing) Literacy Block: 1.5-2 hours (The Daily 5, Words Their Way sorts, Writers work shop, Guided Reading) Math: 1 hour (Mini Lesson, group work and Math stations) Lunch Science and Social studies End of day Literacy and Creative writing This schedule is posted in the room daily and any changes will always be marked. I believe in lots of group work, peer work, exploring answers ourselves and differentiated instruction for all needs. This is why I follow the Daily 5 approach to Literacy and station work in Math, for these harder topics with students. This allows for student to work at their pace and their level. For each topic I have many extra activities that meet the needs of high and low students. Having stations allows for extra one on one or small group instruction for my students. To evaluate students achievements I monitor progress for each area of study. At the beginning of each week the students and I create a goal for achievement in literacy, math and any other needed topic. When they reach their goal then they receive Teacher bucks. If they fail to achieve their goal then we will reevaluate and discuss what we need to do to achieve the same goal the next week. This allows for student to be the creators of their own success. One simple procedure I keep in tact is self-affirmations that we can solve our own problem. I have sharpened pencils in a can, crayon replacements, extra paper, glue and scissors always available so students can solve the majority of material problems themselves. For other problems students must: Ask 3 Before T. Ask again if they can solve their problem by their self (get a replacement use a strategy that was taught etc.) Ask a neighbor Ask a friend who doesnt sit by you Then ask the teacher. Communication with Parents I have regular communication to parent through our classroom website. I post and email weekly newsletter and post class assignments for all students. I also have a daily planner where students and I communicate regularly with their parents. Daily- signed planners guarantee my communication with parents and guarantee students a way to earn teacher bucks.