1 Running Head: CLASSROOM MANAGEMENT

Valerie Riley Classroom Management Final Project K-2 Northwest Nazarene University EDUC3240 April 24, 2013

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Table of Contents

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Title Page Table of Contents Procedures Title Page Administrative Routine- Attendance Administrative Routine- Pencil Sharpening Administrative Routine- Handing Back Student Papers Lesson Routine- Collecting Assignments Lesson Routine- Knowing the Schedule for the Day Lesson Routine- Students Assisting Each Other Interaction Routine- Using Stations Interaction Routine- When the Phone Rings Interaction Routine- When Students are Allowed to Talk During Class Developing Classroom Rules, Consequences, and Rewards Title Page Rules Consequences Rewards Classroom Set-up Title Page Classroom Set-up for First Few Weeks Ideal Classroom Set-up 1 Ideal Classroom Set-up 2 Dcor of Walls Philosophy and Reflection Title Page

23-26 Philosophy and Reflection Pages

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Procedures Administrative Routines Attendance Pencil Sharpening Handing Back Student Papers Lesson Routines Collecting Assignments Knowing the Schedule for the Day Students Assisting Each Other Interaction Routines Using Stations When the Phone Rings When Students are Allowed to Talk During Class

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Attendance There will be a plastic pocket chart with each students name on a double sided card placed alphabetically in the pockets of the chart. When students enter the room from recess in the morning after they hang up their jacket and backpacks they will go to the pocket chart and flip over their name from the pink side to the green. Then they will take down their chair from the top of their desk. I will have the attendance screen open before the bell rings so that when the student are doing their morning seat work I can glance at the pink name cards and see if their chair is still on their desk to ensure that they didnt just forget to flip over their card. As students come in late, they will bring me their tardy slip, if they dont have one they will be sent back to the office to ensure they are properly accounted for. Then the tardy student will flip over their card and I will change their absence to a tardy. I will have this done within the first ten minutes of class. If a student comes in tardy after ten minutes, I will just make sure they have a tardy slip from the office. If the student leaves and comes back, I will make sure they have checked in the office properly by making sure they have a hall pass or proper entry slip. If I do make a mistake, I will tell the office immediately as I know this affects our average daily attendance. If afternoon attendance is taken, I will set a reminder on my outlook calendar so I take it in a timely manner. It will be a student job to turn the names back over to pink at the end of the day so the cards are ready for the next morning. If a student has more than four tardies or absences, I will conference with the student and parents about the importance of attendance for their academics as well as setting a positive routine for their school career. I will see if there are any issues that I can help resolve.

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Pencil Sharpening At the beginning of the year I will collect all the pencils brought by students and sharpen enough for 4 per person. Each student will be given 2 sharpened pencils and the remainder of the sharpened pencils will be put in a cup labeled sharp. When a students pencil is dull they will put the dull pencil in a cup labeled dull and pick up a sharp pencil out of the sharp cup. I feel that the pencil sharpener is a distraction, even small handheld ones that students can keep at their desks. Many times students will waste time or spend too much time sharpening their pencils as a stall tactic for avoiding their assignments. I personally find it distracting for the pencil sharpener going off several times a day. I will sharpen the dull pencils during my prep time or I will make this a student job to be completed during an appropriate time. I also will keep a supply of pink erasers and pencil top erasers so that students will be able to get the most use out of their pencils. The erasers are usually gone before the lead is.

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Handing Back Student Papers I dont plan on grading every paper, but I do plan on looking at them all and assessing if the student understands and can implement the information. When we are doing practice work as a class I will walk around to make sure everyone is putting the correct information on the papers. As I walk around and the students paper is completed and correct, I will put a mark on their paper indicating it is completed and can be put in their cubbies. I will even use individual whiteboards and have students show me their whiteboards. If its a paper that I will grade, like a test or work that the student needs to complete on their own so I know they understand a concept, then I will have a class list printed and will paperclip this list to the stack of that assignment. I will write the grade on this list and it will also serve as a list of students I will still need to assess. Then, when I go to enter those grades in the grade book I will have just one paper to look at instead of 25. Every Friday the student will collect that weeks work, that has been checked or graded, out of their cubbies and will place it into their 9X12 manila Friday envelopes. The Friday envelopes will have the students name written on the outside and a communication sheet adhered to the front of the envelope. I will write any comments or notes for the week and the parent will write any communication back to me if they choose and their signature stating they saw the students work and any notes that went home as well. I plan on doing a weekly newsletter and would send that home on Fridays with their work home. The newsletter will have any upcoming events and what we are working on academically the following week in class.

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Collecting Assignments The assignments that I will collect will be the ones that I will put in the grade book or assignments that I would like to display. I will have several class lists printed. I will write the assignment that will be collected at the top of the page and highlight any students that are absent that day that will need to make up the assignment that I feel is necessary for assessment. I will have class jobs for the week and one will be paper collector. If students are in rows I will have the students pass it down the rows, and the person at the end of the row will pass it up to the row ahead of them and then the person in the paper collector will bring me the papers. I will then paper clip the class list to all the papers. If the students are in groups then they will pass it to the person in the group with whatever group member has the number I call out. Then the paper collector will pick up the papers from each group. Since I dont plan to grade every paper, I will make it a priority that the papers I do collect will be graded within a few days. But the first day I will have already highlighted the students absent and will check to see if all the students present handed it in by comparing it to my list. If they were present and didnt hand it in, I can check with them that day while the days activities are still fresh in their minds. The students that are absent will need to make up the assessment or work when they return. I will do that during silent reading time and not send it home, since the point is to know what the student can do by them and what they need to work on. When I do grade all the papers, I will see if there is a pattern of certain problems or concepts that students dont understand. This will assist me in knowing what we still need to do practice work on as a class.

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Knowing the Schedule for the Day The daily schedule will be up on the board, if space is limited I will place it in a pocket chart on the wall. I will print and laminate times of the day and subjects and put magnets on the back of each specific time and subject card. I will put the chunked time on the left and adjacent to the time will be the subject happening during that time. I prefer to do math and reading in the morning while student are at their best. The schedule will be changed daily as needed and any special events to be put up. This is a task that can be done by a student and confirmed by me. I will have students in my room that will need to go to speech, ESL, special education services and occupational therapy. For those students the times and dates of those services will be each week and taped to their desks as a visual reminder for them. I will go over the schedule in the morning and make a point of any changes. If we need to have a longer time in one subject than usual I will let the students know of this as well. I feel that posting the times of the subjects will assist students in telling time as well as estimating time.

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Students Assisting Each Other Cooperative learning is a strategy that students can really gain from both academically and socially. When going over a test or classwork the students can be asked to share the strategy they used to come up with the answer. That students strategy may make sense to a peer and the concept may become more concrete to them. Students take advice from their peers often better than if it comes from an adult. An adult can suggest something to a student many times, but when a peer suggests it, then the idea becomes more of a reality for the student. However, students may give feedback that isnt specific or helpful. I would use a tool, a check list, which asks the students specific questions about the assignment that the partner can fill out to give specific feedback to their counterpart. Collaborative learning is a useful tool where students get to learn from each other and hear others ideas. If it is explained to the students why this type of learning will help them and give them proper instruction and follow through the students will be successful. A professor suggested to our class that when pairing students to work together, for example, in reading to use the following formula. List your student levels in order take the list and cut it in half, then lets say out of 30 students, pair number 1 with number 16 and number 2 with number 17. This way there is a stronger student but the range isnt to large like putting the number 1 student with the number 30 student would be. Cooperative learning improves student achievement, motivation and attitude. This type of learning will be used many times in the students future. If they figure out how to use it successful early, it will reap great benefits.

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Using Stations Using stations is a great way to get a lot accomplished in a short amount of time. The key to stations is planning. Each station must be set up, with written instructions for each station to follow so a student can refer back to them. This will insure that they are getting out of the lesson what their goals are and that there wont be down time for the student to wander what to do next. I observed reading stations that worked very well in a 2nd grade classroom. There were 4 stations; a reading station with the classroom teacher, a science station, a computer station, and a language station. The classroom teacher broke the groups into 5 students each group, she took one group that was placed together according to their reading level. She would have that group take turns read aloud and ask the group comprehension questions. This way she could assess where each student was and what they needed to work on. The group at the computer station would read an online book and answer question about what they read. The science group would read a passage from a science book and do the activity that the teacher had, like drawing a food chain after reading about it. The language group would have a worksheet that needed completed that included daily oral language, brain teasers, and handwriting. When their worksheet was finished they put it in a basket and got our their book bags, that had books at their reading level and read anywhere in the room as long as they were quiet. The groups would switch every 20 minutes and the whole class did all four assignments in less than an hour and a half. Its a lot of work for the teacher to set up, but the students will learn the routine quickly and make good use of their time.

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When the Phone Rings Hello, Mrs. Yorks 2nd grade classroom, this is Bobby. How may I help you? This is what I hear when I call down to Mrs. Yorks classroom. Most of the time she has a student answer the phone, since she isnt usually sitting at her desk. She has taught the students the proper etiquette in answering the phone. I would assign this as a weekly student task. If the phone rings, its usually the office asking for a student. If a parent feels that they need to speak with me on the phone I will have the office take a message and I will get back to them as soon as I can. I will let parents know that they may e-mail me at any time. If it is other than the office asking for a student, I will instruct the phone answerer to ask the person on the other line to hold for the teacher. I will then give the students a task to do or they may read quietly from a book they will have at their desk. I think that its a great thing to model to the class how to properly answer the phone and how to relay a message. I had a student come into my office last week and needed to use the phone. After he dialed his moms phone number, he asked where the send button on the phone was. This student has never used a land line phone, only a cell phone and didnt know you dont need to push send for the call to go through. Phone etiquette is another skill that they will need to know for future use.

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When Students are Allowed to Talk During Class Talking is necessary, but the students need to know when the proper time to talk is. I plan to teach a lesson within the first two days of school to let students know the expectations for talking. In the lesson I will have the students role play certain situations and I will show them the appropriate level of talking. I will have a noise level chart and will let the students know what level they can speak at during certain activities. We will practice that level and when the talking exceeds that level, I will sound a chime and just point to the appropriate level on the noise level chart. I feel that students should not talk during tests or when the teacher is talking. I feel that talking from time to time while students are doing assignments is necessary. If a student needs to ask a question, they always need to raise their hand and never blurt out. I will make sure they have times to talk, during games, group work, and even shouting our answers in a jeopardy type assessment. The main thing is to be consistent and follow through on any consequences. If a student blurts out I will remind them of the rule to raise their hand, this is their warning. If it continues then the student will fill out a think about it sheet and I will discuss it with them one on one. I plan on having a class rule that states Raise your hand to talk or to get out of your seat. So I would follow the consequences if the rule is not kept. Knowing when to talk and at what level will model for students how to work in a group and not just blurt out , but take their turn, even when a mediator isnt present.

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Developing Classroom Rules, Consequences, and Rewards

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Rules On the first day of class I will ask the students to come up with some rules. I feel that if the rules are established by the students, they will follow them better than if told to them by the teacher. They will in a sense be accountable to what they believe in not what the teacher says. We will limit our rules to 5. I know I can guide the discussion so that the students will respond to certain scenarios and will come up with similar rules as below. 1. Respect your teacher and classmates. 2. Raise your hand to talk or to get out of your seat. 3. Follow directions the first time you are asked. 4. Keep your hands and feet to yourself. The first of the year, I may have to refer often to these rules and make sure students understand them and let them know if they arent being followed. I they arent being followed I will need to be sure to follow through on the consequences. If they are being followed I will need to follow up on the rewards.

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Consequences 1. Warning. 2. Think about it paper. 3. Note or phone call home. 4. Principal visit. These consequences will need to take place to let students know that they need to do their part to make our classroom successful. I will not yell and scream, and when given the warning I will state it simply and without anger. If the same student makes a second infraction in the same day then the student will fill out a think about it sheet and I will discuss it with them one on one. For first graders the think about it sheet will be simple but still a tool that they will use to see what they did and how they can change their behavior in the future. Sometimes a think about it sheet may need to be filled out in another classroom if the student or teacher needs for the student to take a break from the room. I will have a partner teacher that we can send students to each others class for this purpose. If the student shows up to the partner teachers class with a think about it sheet, the student will know where to sit and work on it quietly. If a third infraction occurs in the same day I will make a note or phone call home to let the parent know the situation. If I dont get a hold of the parent by phone, I will ask that the note be signed by the parent. If the note doesnt get signed, then I will call or e-mail the parent until I get a response. If a fourth or greater infraction occurs in one day, the student will get to visit the Principal. I will send a form along with the student stating what the infraction was to let the Principal know. Each student will get to wipe the slate clean each day and will be encouraged to be a successful student.

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Rewards Rewards must also be given to balance out the consequences. I there are only consequences then students may feel trapped, like teachers only look for students to make mistakes. I will reward students for following the classroom rules. I will use a visual to show the students how they are doing in relation to earning a reward, for example a number line or marbles in a jar. The rewards will be given on a weekly basis if earned by the class; and then a larger cumulative number to earn a larger reward. The rewards will be posted along with the consequences to enforce the idea that the student has the choice to follow the rules or not depending on whether they want a reward or consequence. 1. Friday fun time. 2. Extra recess. 3. Prize Box. 4. Class party. Friday fun time activities will be games, art lessons, or gym time. An extra 15 minute recess with special equipment like hoola-hoops or mini footballs will be another choice. And a final choice can be a treat or toy out the of the prize box. The reward will be drawn from an envelope after they have received enough points for it. Then as a running total a class party can be earned. The party can include what you would do a childrens party. Piatas, snacks, games, and I love to make crafts so this can be included as a choice activity to do at the party. The class parties will last 45 minutes instead of the 15 minute for the weekly rewards. Communication about the rewards will go home in the weekly newsletter to let parents know that the class rules are being followed.

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Classroom Set-Up

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Classroom Set-up for First Few Weeks I feel that it is beneficial to set up the classroom in rows for the first week or two of school. This way I can assess the personality types of the students to see how I would like to group them for my following classroom set-ups.

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Ideal Classroom Set-up 1

I would like to put the students in groups of four for cooperative learning. I really like having a rug for student to all come together to read stories and go over calendar. The library can double as a quiet place for a student that needs to sit alone or a student that needs to fill out a think about it sheet, if the library isnt already in use. Otherwise, I will have a desk separate that isnt in a group.

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Ideal Classroom Set-up 2 This is an alternate set-up where student would work together in pairs. I tried to set it up to be able to get to as many students in the T-zone as possible.

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Dcor of Walls The walls need to be decorated at a balance that doesnt look like a hospital, but wont over stimulate students with disabilities. By my desk, I plan on having a picture of my family. There will be a word wall, a bulletin board, the calendar and schedule area, the rules, consequences and rewards, and smart board or white board. Outside the classroom I will have an area where I will display classroom work. I love to decorate my home for the different seasons and holidays and will extend that into the bulletin board of my classroom. This change will take place monthly; by making this change it will bring a refreshing view and excitement to the classroom. I will add to the word wall as we review new words. I wont put something up to just put it up; it will need to have a purpose and something that will be referred to often. I will post a welcome sign on the front of the classroom door so all will be visually welcomed before I welcome them personally. I am very tidy and wont have piles and messes lying around. If we are in the middle of a project I will have a designated area for them to stay. The wall dcor will be welcoming, attractive, and necessary.

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Philosophy and Reflection

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Building relationships establishes a classroom climate that is positive, safe, and empowering and will assist in student motivation. It is necessary for a teacher to create and strengthen relationships. Teachers starting positive relationships right away, even before school starts will increase student motivation. I will send out a postcard, before school starts, to welcome students to my class and letting them know how excited I am for the upcoming year. First impressions are influential in students long term outcomes. Continuing the communication daily by talking honestly, making eye contact, using personal stories, incorporating humor, and communicating outside of class will increase the rapport between the teacher and student. Rapport is defined as a relationship containing trust and harmony. Students feel that an important quality for a good instructor to have is building a rapport with them; they even desire it. To gain the desired learning outcomes, trust and credibility need to be established between teacher and student. Teachers will establish trust if a student feels that a teacher believes in them and knows that the teacher has a personal outcome and strategy specifically for them; this is how I will establish my authority. The teacher must show that and not just state objectives. Learners retain 90% of what they say and do and retain only 20% of what they hear. Intentionally building rapport and relationships with students isnt an easy task for a teacher, it takes planning and effort. The effort is worth it because it sets the stage for the rest of the year in a positive way. By being interested in students and capturing their interests, teachers can make a connection with their students. After the potential is seen and the connection made, then purposeful encounters can happen where learning and growth take place. These meetings are not just happenchance, but intentional walks to touch and affect students. Teachers should strive for a connectedness through conversations to progress students holistically, just as a master would

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for their apprentice. If a student knows that at teacher loves and cares for them and feels secure in their presence then they will gain greatly need esteem from the teacher. When a teacher models behaviors of a functional adult, including how they relate to others and handle negative situations they will provide student with the knowledge of how healthy relationships should look. Teachers wont be able to save students from their lives, but providing a model for them to reflect on will provide students with hope. Communication starts not by talking, but by observing others behaviors and interests and by listening. Students will trust their teachers when teachers communicate that they are listening to them. A classroom activity that helps student communicate is a circle of communication. At the beginning of the day, end of the day, or both a circle can be formed where students can talk about their activities, interests, or issues. There will be those tough kids that will make teaching difficult. I will try to find out the root of why they behave the way they do and formulate a plan with the help of the school counselor and psychologist. This will take extra planning and follow through, but the results will be well worth it. Develop a relationship with those tough kids is very crucial. The following story conveys the importance relationships have on students academically, socially, and emotionally: Andrews former teachers warned mehe was erratic, unpredictable, and borderline dangerous. Worse, they warned, he has little remorse for his actions. Andrew was labeled Emotionally Disturbed (ED). His excitable eyes and smile greeted me the first day. But within weeks, Andrews first-day smile transformed into outbursts, glares, and bizarre behavior. Teased by peers, Andrew lashed out physically and landed himself in trouble. Unable to relate, Andrew

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withdrew into a lonely state, drawing disturbing illustrations during class. I needed to build a relationship with Andrew, though he frightened me. We began to talk at recess, about cartoon art and carshis passions. Slowly, we started to connect. I was no longer his disciplinarian; I was his mentor, friend, and teacher. He learned to make changes in his actions and his reactions to peers. Andrew began to trust me and sought me out to talk. He tried harder in academics and we celebrated his successes. By the end of the year, the child feared by many hugged me and said, I dont know how Im going to make it without you next year. I nearly cried. And I thought, me too, Andrew.

Students will be motivated to learn in the classroom when trusting teacher-student relationships are formed, strengthened, and lived out. Students dont care how much their teacher knows until they know how much their teacher cares. Building relationships with fellow classmates also helps build a positive environment that will create strong bonds and feelings of being connected. This type community will allow the student to freely express themselves, will reduce anxiety, and improve positive outcomes. Individuals will see themselves as valued, respected, and known in this type of connected environment. Students tap into high level thinking and creativity when they feel safe in a nurturing and caring environment. Teachers can foster this by teaching and modeling social skills where the encouragement is practiced and put downs are not allowed. Students are more motivated and involved in learning when they feel supported and respected. When students work together, even more support is perceived, and students are more apt to seek help. The developments of relationships help provide a more inclusive classroom. Students also feel that it

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is important to be able to choose who they sit with in the classroom. This shows that students value friendships and friendships provide motivation. Collaborative working and activities build self-esteem. What was beneficial to me in this classroom management class was that I came to the conclusion that I dont have to take things personally and that I have permission to ask my colleagues for help. I have confidence to assess situations and formulate plans to work on classroom issues. Having tough kids in the classroom was concerning to me and now I feel that I have a good foundation and references to go back to when I feel overwhelmed. If I need additional information as I go along in my career, there are people I know and trust to talk to.