2012

G. S Lakie Middle School

Grade 6

Riley Laird

[CLASSROOM MANAGEMENT PLAN]

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Name: Ms. Riley Laird Subject/Grade: Math, Literacy Grade 6-8
School: G.S Lakie Middle School Dates:

2012

G. S Lakie Middle School
Grade 6

Riley Laird

[CLASSROOM MANAGEMENT PLAN]
1. SCHOOL ORGANIZATIONAL CHECKLIST

FAMILIARIZATION WITH SCHOOL POLICIES AND PROCEDURE:
Computer programs for attendance, marks, etc.
Dismissal and sign out
Fire drills and other emergencies
Library resources
Fish Friday school-wide activities
School Calendar of Events and Activities
Classroom, Paper and art supplies
Safety measures
Schedules
Bell times
Student assemblies, councils, handbook, keys
School-wide rules and behaviour expectations
Attendance procedures
School wide incentives of discipline
GETTING TO KNOW STUDENTS:
Class lists with pictures
Class Interest Survey
Class Learning Styles Survey
Ice Breaker games (Bingo, name games, team building activities)
Student Conversations
Parent Homework (in a million words or less)
DEFINE CLASSROOM RULES/INTERVENTION PLAN
Classroom rules
Follow-up strategies when rules not followed
How to communicate rules
Determine intervention strategies
Develop action plan for serious misbehaviour
Prepare sample formal contracts
Develop record-keeping system for behaviour issues
MATERIALS TO COLLECT AND PREPARE:
Supplementary teaching materials (see classroom supplies)
Unit plans
Yearly plans
Monthly School/district schedule
Lesson plans for first week
Grade Book
Student information Book (assign student numbers first day of class for organization)
New Student information pack
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Talk to previous teachers about students/ gather IPP information
Read Student Profiles
Develop system for grading and tracking marks
Develop Procedures Checklist
o Entering classroom/start of class
o Taking Attendance procedure
o Late procedure
o Absence procedure
o Students who lack materials (supplies, handouts)
o Handing out materials
o Handling equipment
o Collecting and returning student work
o Procedures for hands-on activities
o Leaving the classroom
o Text book distribution and sign out (assign #s to text books
o Procedures for assigning, collecting, handing back homework
o Homework Policy (when to be worked on, those who do not do it)
o Dismissal/closure procedure
o Procedures for group work, individual work, whole class discussion (traffic light)
o Fire drills supplies (extra class lists, clip board and pencil)
o Missed assignments (lab experiments, assignments, tests, quizzes, exams- see MIA sheet)
o Water and bathroom breaks passes
How to communicate and practice procedures
2. CLASSROOM PHYSICAL ORGANIZATION
SUPPLIES CHECKLIST
Classroom Organization:
o Student Desk/Table arrangement
o Teacher Desk Arrangement
o Computer Arrangement
o Create a Front or Center Focus area of class
o Decorate room
o Designate a spot for handing in assignments

Classroom Management Supplies:
o Fish Philosophy Poster
o Be an optimist prime not a negatron poster
o Fish Philosophy DVD
o Popsicle Sticks with names, for making groups and calling on students during discussions
o Blank Seating Plan Sheets
o Prizes
o Popcorn Party Jars
o Periodic Table of Respect Poster



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Daily Student Supplies: (Put at the back of the classroom in a labeled supply station)
When students need any of the basic daily supplies they can grab one whenever needed, unless I am in the middle of
directions or instruction. In that case they must raise their hands to ask permission. Supplies must be returned at the end of
the class. Text books are to be signed out, all text books will have a numbers on them students will write their name and
book number down.
o For Writing: Extra erasers and sharpened pencils
o For Measuring: Rulers / Protractors
o For Calculating: Calculators
o For Cutting: scissors
o For Colouring: Markers, Crayons, Pencil Crayons
o For Making things stick: Tape, Glue Sticks and glue bottles
o Scrap Paper
o Blank Paper
o Lined Loose Leaf Paper
o Construction paper
o Kleenex
o Paper towel

Classroom Supplies: (Put near the daily supplies)
Students are free to use these supplies whenever they wish. However they cannot use the pencil sharpener wile I am giving
instruction.
o Electric Pencil Sharpener x2 (1 for pencils 1 for pencil crayons)
o Heavy Duty Hole Punch
o Heavy Duty Stapler
o 2 Regular Staplers
o 2 Tape Dispenser
o 2 Rolls of Masking Tape
o Small Paper Cutter
o Extra Snacks/lunches for students (Kept in a locked drawer, students must ask teacher. These are reserved for
emergency situations or students who do not often get breakfast or lunch)

Science Lab Supplies:
All supplies will be put away in closed cabinets in the proper place. Supplies are to be washed before being put away. When
gathering supplies, ONLY one student per group will gather the supplies. Lab coats and aprons will be hung on hooks. All
containers will be properly labeled so it is easy to find what you need and cabinets will have an inventory list attached to
the door. One student per month will be the quality control agent: this student is responsible for ensuring all materials are
stored properly after class and everyone has cleaned up properly they will dismiss the class.

Emergency Supplies:
These should be kept by the first aid kit and include an inventory list. Students must notify a teacher before using these
supplies. The teacher must have access to a phone.
o Band Aids (2 sizes)
o First Aid Kit

Substitute Supplies:
o (These can be put in a labeled binder or basket that are always in the room in case of a last minute absence)
o Class List with pictures
o Extra room Key
o Contact numbers
o Lesson Plan and Materials for that lesson
o Seating Plan (with pictures from teacher logic)
o Daily Schedule with bell times and class locations
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o School Map
o Lock Down and Fire Drill procedures
o Photocopy code, logins for any online learning resource materials

Teacher Personal Supplies: (for the teacher only)
o Lesson Plan Book
o Grade Book (assign student #s first day of class)
o Student Information and notes binder
o 1 hole, hole punch
o Good Scissors
o Tape, masking tape and duct tape
o 3 USB Sticks
o Stapler and extra staples
o Markers and Sharpies
o Post it notes of various sizes
o Dry Erase markers
o Laser Pointer
o Whistle or Bell
o Stop Watch
o Pens, Pencils, Highlighter, Marking pencils

Teacher Personal Emergency Tool Kit:
o Band Aids
o Tooth Paste and Tooth Brush
o Water Bottle
o Snacks
o Cash
o Deodorant
o Hair Brush
o Umbrella
o Change of clothes
o Make up
o Watch
o Runners
o Educational Movies (BBC Planet Earth/Blue Planet, BBCs Natures Most Amazing Events, etc.)
PHYSICAL ORGANIZATION OF CLASSROOM CHECKLIST (SEE APPENDIX 1 FOR ROOM DIAGRAM AND
SEATING ARRANGEMENT)
Create a this week calendar on the white board using electrical tape so students can see what lessons, activities, events
and assignments they have during the week
Put the classroom expectations and rules at the front of the class
Tape off a section of the white board for homework and assignments at the front of the class
Put the daily schedule by the door, and at the front of the class
Have an emergency class list and drill procedures on a clip board hanging on the wall by the door
Create a seating arrangement plan
Room diagram
Have a poster up outlining options for students who are done all work including sponge activities early
Have a file folder for handing in assignments, 1 file per subject or class. Include a file for no names, and extras
Have a separate file folder for handing in forms, and getting extra forms. (if forms require money, they must be given to the
teacher directly)
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Have a MIA list posted in the classroom listing the assignments missed that day for students who were absent. Extra copies
of assignments will be in a designated folder by the hand in folders
Put up 2 boys and 2 girls washroom passes. (students must ask to go to the bathroom before leaving, the pass is to help
keep track of who is gone)
Have a technology station, quite reading area, and separate area to get supplies


3. RELATIONSHIP/COMMUNITY BUILDING PLAN

BUILDING RELATIONSHIPS WITH STUDENTS:

During the first few days I will set the proper tone. I will need to show students that I am an authority figure in the classroom by
being assertive, fair, and consistent. It is important to set this tone and delineate boundaries from day one.
1. During the first few classes I will play some icebreaker/get to know you games with the students and try my best to learn all
their names in order to build connections with the students.
2. Creating an safe environment where the students feel comfortable with me and each other will be the most important task for
the first few days of school
o I will ensure that the students get to know me as well as each other.

3. During the first few days of class I will work with the students to help them understand and expand upon the rules and
expectations for the class
o During the first few days we will also practice those procedures and behaviors discussed. We will try mock fire drills,
lock down drills and how to transition in the classroom.
o I will ensued students know the rules and expectations through various activities and formative assessment as well as
knowing the repercussions for breaking them.
o I will ensure students know how to behave during substitute teachers and guest speakers.
o We will have our first class meeting where students will be given monthly class jobs (responsibilities) to help develop a
sense of respect and responsibility for the classroom.
I will also introduce the students recognize students ballot box, to help develop a sense of community
Students recognize students- students can nominate another student for doing something kind,
helpful, or something for the good of the class. Students with nominations will receive prizes at the
next classroom meeting. If everyone in class is nominated for something, and nominated someone in
return, then they class will get a class party day at the end of a unit.

4. Classroom Meetings: In order to develop a sense of community and responsibility there will be classroom meeting held monthly
(or per discretion of the teacher). Any issues that come up during the month can be discussed during the meeting and the class
will work together for a solution.
o During the meeting the students recognize students nominations will be read aloud, and a meeting chair will be chosen
to run the next meeting.
o Students may also put discussion suggestions into the suggestion box for things to discuss during the classroom
meeting. This may be issues related to classroom material, or things like bullying.
o The first classroom meeting will set the ground rules of discussion (I feel statements, no calling out, no hurtful
statement etc.) The first meeting will be about respect to everyone in the classroom.

5. Covering material will come after I feel these first few issues are taken care of. However, during the first day of class a package
will be given out to students that includes among other things a yearly outline and first unit to be covered outline. This package
will include:
Interest survey
Multiple Intelligence survey
Yearly Outline
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Unit Outline
Letter of introduction to parents
In a million words or less (Parent Activity)
Any forms that need to be filled out for the school
Agenda
Yearly schedule for parents
Class Schedule (1 for parents and students)
A copy of the Fish Philosophy


BUILDING RELATIONSHI PS BETWEEN STUDENTS:
Providing opportunities for students to interact and get to know each other will be vital in establishing a positive classroom
environment during the first two weeks. Introducing the concept of an open learning environment will also help students to be more
comfortable around each other.
Throughout the year, providing regular opportunities for student interactions will keep this motto fresh in their minds. This can be
achieved by regular group activities, which I believe should be a key part of any instruction. An ongoing area to work on will be to
encourage positive peer relations.
BUILDING CLASSROOM COMMUNITY:
Organization of classroom and display of materials: The classroom will be set up in a way to welcome students and allow them to
feel comfortable in the learning environment.
Strategies to be used throughout the year to maintain a positive classroom community:
o Ensuring that the needs of all students are met. I have a hunch that the students I will be teaching in my practicum
may have issues meeting their basic needs (according Maslows hierarchy) and I will try to become involved in any
programs the school has in place to support these students (i.e. breakfast/lunch programs, etc.).
o Emphasizing and reinforcing idea that the classroom is an open learning environment. This involves developing a
can do atmosphere and improving students confidence in their abilities.
o Openly discussing issues that arise within the classroom will also alleviate any tensions that may arise.
o Role playing will also help address classroom issues focusing on students social and cognitive development.
o Using positive discipline strategies
o Relating content to students cultural backgrounds will be important for not only building relationships with those
students, but using their experiences to enhance the overall climate of the classroom.
o Enriching the content and relating it to students lives will help promote a positive and engaging atmosphere.

I will emphasis the importance of respect. Showing the students respect both during instruction, decision-making, and discipline
techniques will be crucial to earning the students respect. I feel that respect from and for all parties in the classroom community is
essential to developing and maintaining a positive environment. Some other strategies that I can and will implement to maintain a
positive and safe community are to:
Display student work around classroom (Start with having the students make posters about each themselves) (Create
poems about respect and other classroom expectations)
Make students feel welcome, by greeting them daily and being friendly towards them.
Provide a variety in all aspects of instruction
Relate content to students interests
Get students involved and engaged!
Be consistent
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Attribute positive behaviors to each student
Use positive discipline strategies
Share relevant personal stories
During the first week of class create a periodic table of respect (all the elements of respect)


3. RULES AND PROCEDURES PLAN
RULES:
CLASSROOM RULES:
1. Respect: Yourself, Others, Stuff
2. Ready: Come to class on time and prepared
3. Responsibility: responsibility for your learning
4. *additional rules are created as a class

LAB RULES
1. Read all instructions before starting
2. Wear proper clothing and safety gear
3. Follow proper clean-up directions (no one can leave until all stations are clean and supplies are away)
4. Take Responsibility for your actions

IMPLEMENTING AND REI NFORCING RULES:
My approach to establishing my rules will be to first describe and explain my rules using the rules poster as a teaching aid. This
poster will be developed as a class so that the students feel responsible for their actions. If any further rules become necessary over
the semester, or rules need modifying, we will develop them collaboratively as a class.
During the first week of class, after outlining my specific classroom rules, we will watch the Fish Philosophy video
and discuss its implications in the classroom and real life. This will help to set the tone for the classroom.
Then we will discuss which each of the 4 rules looks like in class. Etc: what does it mean to be ready, responsible
To reinforce the rules about respect, preparedness, and cleanliness, my main approach will be talking with the individuals
involved. First I will give prompts, like, What is our respect rule? Is doing/saying ___ respecting that person? Is that being
responsible? How could you show more responsibility? Secondly, I would have longer individual chats with the student, where I
would try to help the student identify the problem, brainstorm solutions, choose a solution, and come to an informal agreement
with me on a course of action. Next I might try a class meeting and get the class to help solve the problem. Then, I would try a
conference with parents and/or administrator, following a similar agenda, with a written course of action agreed on.
If behaviours become persistent than we will either address the issues again as a class through repeat instruction or I will follow
the Bumps principle with the students involved. I will keep thorough records of student issues for records, report cards, and
parent involvement.

KEY PROCEDURES:
START OF CLASS
1. Come in quietly and sit at your desk. Get out the materials you need. Look at the agenda. Hand in assignments.
2. Start on the bell work at your desk while the teacher takes attendance.
3. If done work early work quietly at your desk on a fast finisher activity
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a. (Have sponge activities available for students to work on when done classroom work)

GETTING YOUR ATTENTI ON
1. Teacher stands at front and asks for attention by saying give me 5 then waits. Counts down from 5 if necessary
2. OR Pencils down and face the front


ANSWERING QUESTIONS
1. Hands up to answer.
2. No shouting out answers unless prompted to as a class.
3. Teacher chooses who answers.

IF YOU NEED HELP
1. Reread the instructions or question.
2. Ask a neighbor first.
3. Raise your hand and wait patiently.
(Have a poster with theses instructions at the front of the class as a reminder)

IF YOU MISSED A CLASS
1. Get the notes from a friend and check the MIA board for what you missed
2. Check class folder for missed handouts or assignments.
3. Talk to teacher about due dates and missed assignments. It is your responsibility to make up workbook pages, notes, and
assignments if you are away.
4. If you inform the teacher ahead of missing class notes will be provided for you.

END OF CLASS/DISMISSAL
1. Teacher dismisses you not the bell: When the teacher says, and not before, pack up all your materials, put waste in the correct
garbage or recycling container, and leave your desk clean and tidy. (occasionally I will tell you ahead of time you may leave at
the bell)
2. Leave in an orderly fashion, quietly walking to the exit when your teacher dismisses you row by row.

4. INTERVENTION PLAN
LOW-KEY INTERVENTIONS:
Low-key behaviours will be addressed using the bumps system (1-3). From previous practicum experience, the bumps served me
well. They adequately addressed minor student misbehaviour without disrupting my teaching.
Types of low-key behaviours include shout-outs in class, talking to neighbours, listening to iPods during instruction, cell phones,
hats in class, not paying attention to instruction, not following proper lab procedures, etc.
First level of intervention: I will use proximity, then eye contact and the teacher look to get attention of misbehaving
student.
Second Level: I will pause in my instruction and wait for student to stop behaviour.
Third level: I will use a short verbal cue (students name) to gain students attention. The last of my low key responses
would be a request to cease the behavior politely.
The response will be chosen based on the number of times the behaviour is repeated.
I will be consistently polite and friendly during interventions, ending each interaction with a thank you.
I will repair all relationships after any sort of disciple had been used.
Class Wide Intervention Plan:
I will use popcorn party jars as a way for students to visually see how their behavior effects everyone. This technique will
be used as a reward system for good classroom wide behavior. If students are not working well, to loud or not on task I will
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take spoonfuls of popcorn kernels out of the good jar into the bad one and visa versa. If students fill the good jar
completely we will have a class party at the end of the unit. This will help students to monitor each other as well as give
motivation to work efficiently

HIGHER-LEVEL INTERVENTIONS
Higher-level interventions will be used when the problem behaviour is not controlled using a low-key response. Here I would also
follow the bumps (Bennett & Smilanichs bumps 3-6).
If bumps 1-2 have failed to correct behavior smaller less disruptive behavior then I will ask once more politely for the behavior
to cease explaining that the student is dis-respecting me and I would really appreciate if:_________) I will remind them back
to the beginning of the year and the classroom expectations : be prepared, and respect
Correcting a more persistent misbehaviour: The first step I would take in would be to say that I dont want to come over here or
ask you again, this is your warning, if this behavior continues then. provide a limited choice, and then, if needed, reinforce the
choice the student made by following up on the choice (You have chosen to ____).
The next step would be to have an individual informal chat with the student, away from other students, out in the hall, at the back
of the classroom, or after class, during lunch, etc. The aim is to politely and calmly work with the student to identify the problem,
and find and agree on a solution.
o For persistent but minor infractions I will inform the student that I putting their name on the board and will track their
progress over the week for ________, if they improve, I will remove a letter of their name each day. If they do not
improve a tally beside their name and this will be brought to either their parents attention or be discussed in a
personal meeting during recess or lunch. (this will be for constant calling out or talking during class, NOT major
infractions)
o I may ask students who continue to call out, misbehave or are disruptive to wait in the hall or breakout room for me
and I will come talk to you in a few minutes. (This is for students who have trouble self monitoring and are constantly
being disruptive)
I will try to avoid power struggles at all costs, but if do find my self in a conflict situation I will always try to calmly diffuse the
situation, and provide an opportunity for the student to save face and take responsibility for their behaviour.
If the problem behaviour persists or is more serious, I would turn to involving parents and administration and following any school-
wide policies, and if need be, draw up a formal behaviour contract.
After any sort of intervention I will make attempts to repair the relationship with the student and try to understand the root
problem that may be causing the student to act out in any way.
It is important as a school, that students receive consistency in their learning experiences wherever possible, in particular, how
higher-level interventions are handled. I am prepared to include the schools policies into my own classroom. I am more than
confident that whatever they have developed works for their current teachers and will work for me.
It is important as a school, that students receive consistency in their learning experiences wherever possible, in particular, how
higher-level interventions are handled. I am prepared to include the schools policies into my own classroom. I am more than
confident that whatever they have developed works for their current teachers and will work for me.
BUMP 1-4 RESPONSES:
o Teacher look
o Proximity
o Touch
o Saying name
o Gesture
o Pause and wait
o Ignore behaviour
o Asking politely, thank you
o Choices
o Implied Choice
o Take away distraction
o Squaring off
o Send a student to the hall
o Praise students who are following rules
BUMP 6-10 RESPONSES:
o Calling parents
o Informal Agreement
o Student contract
o Involving administration
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o In-School Suspension o Out-of School Suspensions
INTERVENTION PLAN RESPONSES AND BEHAVIOURS
These behaviours will be dealt with using the BUMP system and in some circumstances will include; school, parent, counselor,
resource officer support.




Major Behavioral Issues (Bumps 10 and
up) Includes School Policies and
Procedures:
Fighting, Vandalism, Bullying, etc.

Higher Key Behaviours (Bumps 5-10):
Repeat offenses, bullying, rudeness, defiance, continues to
miss assignments, etc.

Low Key Behaviours
(Bumps 1-4):
Calling out, chatting, off task, not raising hand, innapropriate
comments, hats in class, cell phones in class, not listening, not
following procedures, passsing notes, etc.

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WHOLE CLASS REWARD MANAGEMENT SYSTEM
To foster team (class) spirit I will implement a whole class positive reward system that will give the class a goal (reward) to work
towards. Points can be added for good whole class behavior if individual students are excelling then I will make a point to call them
out on their good behavior and add points as an example.
The same goes for bad behavior as a class, or individual points can be removed. When removing points make sure to explain what
rule/procedure is being violated and recheck that they know the correct procedure for next time. Remind the whole class.
System: Popcorn Parties- These do not necessarily have to be popcorn parties, but a movie day/game day, just treats, it can vary
each time. This will keep an element of surprise
3 Strike System: Names will go on the board for students who are continually needing reminders to behave. (This will be for minor
infractions) You can get your name off the board by behaving. If your name stays on the board at the end of the week and the
behavior has not changed parents and admin will be involved for a student conference where you will have to fill out a contract.
Strike 1: Warning
Strike 2: name on the board
Strike 3: Up to 3 Checkmark beside the name (depending on the circumstances parents may be notified)
After 3 strikes and checkmarks you will meet with parents, teacher and principal for a conference and contract