Melissa Tetreault

November 6, 2016
EDUC 330: Classroom Management Plan and Script

For a classroom to be an environment where effective teaching and learning can take place, you

must have a plan. This isnt just about lesson plans; you have a policy and a procedure for everything you

do throughout the day. For the purposes of this assignment, I am basing my information on what I would

do in an 8th grade math classroom. The reason for choosing this grade is that I have been working with

them for my 64-hour placement this semester, and I have so enjoyed the experience and would love to one

day be in this subject and grade.

My beliefs about the classroom environment mostly revolve around the idea that we are

community working towards a common goal. Being a parent has made more of a balanced, authoritative

person, which I believe will carry over into the classroom. By nature, an authoritative teacher works to

build relationships of warmth, acceptance, and openness on the one hand; and on the other hand, they

work to maintain control, establish high standards, and have high expectations of socially responsible

behavior. (Sigrum, 2011) There is time for work, but there also needs to be time for play. I would teach

my students to know the difference, and when its time for work, I would expect my students to be ready

to get down to business. Another moto that I am a firm believer in that I feel will carry over into my

classroom, and relates to authoritative teaching, is dont sweat the small stuff. I know letting little

things go can sometimes lead to bigger problems, but kids will be kids, and there are times where you

simply need to let it go. You pick your battles, and sometimes it just isnt worth battling over.

There are several theorists that I believe my classroom management ideas relate to. The first

theorist is B.F. Skinner and his operant conditioning model. Skinner believed that intentional actions

influence the surrounding environment, and these actions make responses more or less likely to occur.

(McLeod, Skinner-Operant Conditioning, 2015) One of the key elements to operant conditioning is the
use of positive reinforcement (strengthens behaviors by adding a stimulus), negative reinforcement

(strengthens a behavior removing a stimulus), and punishment (applying an unpleasant stimulus). In my

classroom, I can see myself using positive and negative reinforcements more than punishments. For

example, if students do their homework for the entire grading period, I would have a reward for them at

the end, such as bonus points on their final grade. An example of a negative reinforcement I would use is

students will forfeit time at the end of class to begin their homework if they are disruptive during the

lesson after repeated warnings. In this situation, homework is not a punishment (it should NEVER be),

but the extra time that we would have had in class is taken away. Good behavior during the lesson will

result in time in class to start homework, which leads to no homework at night. I am not a huge supporter

of punishment, which is the one element of this model I would not use much. For one, I would NEVER

use homework as a punishment. I have seen this done, and it is not good practice in my opinion. One

punishment I would use is my students being tardy to class would result in a lunch detention (if it is an

unexcused tardy). Also, my students will receive points off their grade if they do not complete their

homework. This model also uses a token economy, which I absolutely love. One of the ways that my

mentor teacher uses a token economy, and I plan to use it in my classroom, is her tickets. She gives out 3

tickets to random students during each class period who display exemplary behavior. At the end of the

week, she collects the tickets from the students and draws 3 names, and the students who are selected get

to spin a wheel to pick their prize. The kids love it and look forward to it every week.

The next theorist I can relate to is Ivan Pavlov and his theory on classical conditioning. This

theory relates back to my classroom environment. It focuses on nurture versus nature, and Pavlov

believed that learning had much to do with the environment. (McLeod, Classical Conditioning, 2014) He

believed that a positive experience in school would result in associating school with a positive emotional

connection. A negative school experience, in turn, would result in a negative attitude towards school. I

want my students to be as enthusiastic about learning (math in particular) as I am, and in order to

accomplish this, I must make my classroom environment cohesive for learning. Another moto that I
believe in which applies to this is the only time you should look down on someone is when you are

lifting them up. I have experienced teachers along the way that belittle, degrade, and humiliate students,

and then question why the students will not complete assignments or come to class. Those students view

school in a negative light, and it should be of no surprise to anyone when they become unenthusiastic and

unmotivated to learn. I experienced this exact thing this semester. One of the eighth graders I have been

working with was working independently on a worksheet instead of participating in a game (several

students were given this option). When he asked me for help, he was able to finish a problem with almost

no help from me. I made a point in saying that he knew how to do the problem he was working on

(evident in the previous problems that were all correct), and to have confidence in his ability. I told him I

thought he was very bright, and that he just needs to commit a little more time and effort to his work (he

doesnt do assignments outside of the classroom and he tends to goof off in class). After class, he came up

to the mentor teacher and I, and he told her that I told him he was smart and that he just needed to try a

little harder. She agreed, and he smiled and said he would give it try. Whether he does or not, that remains

to be seen, but simply acknowledging that he is smart and has so much potential (he does) gave him a

positive experience in the classroom for that day. Kids are constantly being told when they make a

mistake, so it is that much more important to take a moment to tell them when they are doing something

right.

The third theorist I feel I can relate to (not mentioned in the PowerPoint presentation) is

Vygotsky. He emphasizes the importance on culture and social interactions on cognitive development.

(McLeod, Lev Vygotsky, 2014) He believed that social interactions play an important role in the process

of making meaning. Vygotsky believed cognitive development starts with social interactions from guided

learning within the zone of proximal development as children and their classmates co-construct

knowledge, and the environment influences how they think and what they know. Children are curious and

want to be actively involved in their own learning, so it is important for students to work with their peers

in order to build understanding and schema (cooperative learning and collaborative dialogue). I love
cooperative learning and hands-on activities, and I plan to use activities like this almost on a daily basis,

if not daily. I think students spend too much time doing busy seatwork, which is why it is important to use

cooperative learning activities as often as possible. This semester, for example, I conducted a Pythagorean

Theorem scavenger hunt with the kids for them to practice this skill. The problems that I used were

identical to those used in the lesson, and the students could work in pairs to complete the activity. They

really enjoyed the activity, and they did not act as though they were learning. I incorporated some harder

problems that I knew they were capable of doing, but they would need to think a little harder about them.

Learning doesnt have to stop just because you are doing something fun; it should be simultaneous. It was

nice for the mentor teacher (and I) to be able to walk around and assess their learning by listening to their

discussions, and if the students had a question they asked us and we could explain it. It also benefited

students because we were able to make pairs of mixed ability students. This is not something that is easily

done with seatwork in groups, mainly because those of higher ability can become resentful of those who

are lower ability. This activity worked well with heterogenous pairs because they had to work together. If

they didnt, they would miss a question which threw off the rest of their activity. It was an easy way to

differentiate instruction as well. Some of the problems were more basic than others.

On the next two ages, you will find sample letters for my parents and students for the first day of

school, my philosophy on education graphic, and my classroom management map.

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 Welcome to room 108!

The Basics!
Hi! My name is Mrs. Tetreault, and I amwell.older than you I live in
Lewisburg with my husband, 4 children, and 2 cats. I enjoy reading, art,
music, cooking, pretty much ANYTHING! I will be your 8th grade math
teacher for the entire 2016-2017 school year. This is my FIRST year teaching
and I am excited to see what the year holds for all of us!

My childhood!
Yes, I was a kid at one time. I grew up in Griswold, Connecticut and attended
Griswold Public Schools from kindergarten until graduation!

My education!
I put off college until my kids were grown, and although it wasnt easy, it was
the best choice for me. I received my Associates Degree in Paraprofessional
Education in May of 2015. I received my Bachelors Degree in Elementary
Education with a 5-9 Math Specialization in May of 2016,

My favorites!
Food: Italian (anything!)
Movie: Fried Green Tomatoes
Book: Charlottes Web
Color: Blue
Drink: Diet Coke
Sport: Football (Go Patriots!)
Hobby: Drawing
Subject: Math

My contact information!
Email: tetreault_ml@bluefieldstate.edu
Class Webpage: www.Mrs.Tmath.weebly.com
Phone: School number
Hello, I want to welcome you to the 2016-2017 school year! My name is Mrs. Melissa
Tetreault and I am your childs 8th grade math teacher. I make it a point to introduce myself
to you and your child the first week to give you information about myself, my schedule, and
contact information.

I am 35 years young, and this is my first year teaching. I am looking forward to what
this year brings for both myself and your child. I graduated in May of 2017 with my
Bachelors Degree in Elementary Education with a 5-9 Math Specialization. I am a married
mom of 4 wonderful children, and I also have two cats that are my babies too.

I typically arrive at school by 6:50, and I leave around 5. My prep period is from 11:36
until 12:28. These are the easiest times to reach me here at the school by phone. If you
would like, I have provided you with my email address, which I check periodically throughout
the day. Please do not hesitate to contact me for any reason. I am more than willing to
answer any questions or address any concerns that you may have. I believe that
communication between you and I is essential to your childs success in my classroom.
Please dont hesitate!

There are many standards that we will cover this year. The pace can move fairly
quickly, but rest assured, I have no problem slowing things down a bit in order for EVERYONE
to understand and learn. Some of the topics we will cover include exponents, number
classification (rational vs. irrational), perfect squares and square roots, the Pythagorean
Theorem, functions, graphing functions, and much more! I am a HUGE fan of cooperative
learning, and I have many activities in store for the children to participate in that involve
working as a member of a team.

My discipline policies are pretty simple. I expect a great deal of all of my students,
and my main goal is for them to learn to take responsibility for themselves and their actions.
Tardiness, per school policy, will result in a write up followed by a lunch detention. Of course,
if your child can provide documentation to explain their reason for being tardy, it will be
excused. I respect all children as individual people, and I expect the same from them. Mutual
respect is important, and a lack of respect will result in a discipline referral. Late work will
result in a deduction of half of the point value for the assignment after two days, and will be
given a zero if not turned in by the 5th day. I am trying to prepare these children for the
years ahead, and will work with you on an individual basis if circumstances come up. In
terms of classroom materials, I would love for children to have a notebook, a folder, and
pencil everyday. The folder and notebook will be kept in a cabinet in my room. If financial
difficulties do not allow you to provide these items, I will be more than happy to help. No
child will be without the proper tools in my class.

Lastly, I want to inform you and your child of my expectations for them this year.
One firm belief that I have for 8th grade students is for them to ultimately be responsible for
their education. This is always a work in progress for students. Being prepared for class,
having their assignments completed, paying attention in class and following school rules are
a few of the responsibilities that I expect students to work on. We are raising young citizens,
and I want them to leave my classroom with the ability to not only perform mathematical
computations, but to be participating members of our society. I will be here to help and
guide them on their journey this year.

My contact information:

Email: tetreault_ml@bluefieldstate.edu

Class Webpage: www.Mrs.Tmath.weebly.com

Phone: school number

 There is a rationale behind my classroom map. My desk will be in the in the corner out of the

way, but it will be placed in direct line of sight of the door. This will allow me to see who is entering my

classroom, and see my desk from the doorway. I wont be at my desk very often, but I will easily be able

to view all the students from my desk if they are doing independent work (such as a test or quiz). I would

like to have an island of drawers with a countertop near my desk. Again, it can be easily seen from the

door so that I can monitor it, and it would be near the teachers desk so that I can easily transfer materials

back forth from my desk to the countertop. The counter top would provide a surface for materials needed

for that days lesson, and the drawers would be labeled and contain any other materials that I may need

but wish to keep out of sight from the students.

I would primarily use my SmartBoard for instruction, so it would have to be located where it can

easily be seen by all students with little movement needed. The same would apply for the dry erase board,

which would not be used as much but must be seen with little movement required by the students. My
floor and wall cabinets would be located on the wall directly across the room from the SmartBoard. These

would be used for storage for supplies; and the counter top would have baskets with dry erase markers,

boards, erasers, pencils, and loose leaf paper that students can easily get as needed. I would love for them

to be painted with chalkboard paint for warm-up problems. That way I can have one cabinet assigned for

every day of the week, and students who were absent can refer to the cabinet to get the warm-up problem

they missed while they were out.

I would like a small set of shelves near the entrance to the classroom. On top of the shelves, I

would have baskets that are separated by class period for completed work. This allows for students to

place homework in the basket as they walk in, and completed classwork and exit slips in the basket as

they walk out.

For my student seating, I prefer circular tables (6) with at most 4 students per table. These tables

are conducive for cooperative learning activities (which I would do quite often), and can still be useful for

independent work and barriers can be put on them during tests. Tables allow for free movement around

the room, and with a central isle in between, I can conduct a lesson in close proximity to the students. I

can also use the tables as centers if I need to, and students can easily rotate through the centers in a

clockwise (or counter clockwise) pattern. \

There will be a filing cabinet in the back corner of the room that contains the students notebooks

and folders for each class period. These items will remain in the classroom so that students will always

be prepared. The folders would contain completed work, which would be used as a graded portfolio at the

end of each grading period. This would allow me to refer to their work during conferences (both student

and parent), and it would show academic progress or areas of difficulty. Make-up work for students would

be placed in sleeves on the While You Were Out wall. Each sleeve would have date written on them, if

there was a test/quiz, and the topic covered that day. Inside the sleeve, I would put the work that was

covered that day with the absent students name on it. When the student returns to school, they can go to

the day(s) they were out and retrieve any work without having to ask me what did I miss?, so it would
serve as a time saving method. The students would complete their make-up work and place it in their

class periods basket. The computer work stations would be near this wall. I would have 4-5 (ideally) that

would used for math activities when students finish their work and for extra practice. The closet would

separate the While You Were Out wall from the computers, and inside the closet would be shelves labeled

with their contents. Most of the materials in the closet would be those that arent used on a regular basis

but still need to be accessible. The closet would also be used for lockdown drills.

On the walls, I would have the sleeves for the absent work and a calculator organizer. The

calculators would be labeled with numbers and each student would be assigned a number. This is for

tracking purposes. On a small bulletin board, I would post a Problem of the Week. This problem would be

one that requires a little more effort to complete, but it would still be based on a concept that we are

covering for that week. The problem would be answered during the students own time (after classwork is

completed, for example) and would be turned in at the beginning of class on the last day of the week. I

would give the students who completed the problem correctly bonus points, and those that attempted to

complete it would receive points as well. The following items would be written daily on my dry erase

board:

Todays date
Class rotation schedule
The standard to be taught that day and its objective
Agenda for that days class
What to write in their planners
What materials they need to retrieve at the beginning of class
Reminders (dates, events, etc.)

This leads me to my arrival procedure. When students arrive, if I am not at the doorway or in my

room, the students will form a line outside my room and will not enter the room until I arrive. This is a

safety measure; other teachers in the vicinity can monitor my students behavior outside my room. When

they enter the room, they will place completed homework (if any) in the basket. They will then refer to

the dry erase board for instructions. They will see what materials they will need, the agenda, and what to
write in their planners. They will then refer to the chalkboard cabinets to begin working on their warm-up

problem. If I enter the classroom and students are not on task (performing one of these items), they will

forfeit warm-up points for that day. While the students complete their warm-up problem, I will take role.

Students who were absent can also use this time to retrieve their missing work from the previous day

from the While You Were Out wall, and write down the previous days warm-up that they need to

complete before the end of the week.

When there are 5 minutes left in class, an alarm will sound on the SmartBoard. When students

hear it, they will stop what they are working on and listen for instructions (for example, if the classwork is

to be homework I will let them know, instructions to put their items away, and to turn in any completed

work). Once the bell rings, students will only be dismissed if everyone is seated and quiet (unless they are

permitted to talk until the end of class). Students will push in their chairs and gather their things to go to

the next class.

There two types of tardies and absences: excused and unexcused. Excused are those in which the

student provides documentation (office note, up to 5 parent notes, or a teacher note) and will be marked as

excused. Unexcused will be documented and may result in a discipline referral including but not limited

to lunch detentions. Make-up work must be completed (for one day absent) within two days of the missed

class. After two days, the student will receive half credit, and after 5 days the student will receive zero

credit. Quizzes and tests that are missed are to be made up on the day that the student returns, and the

student will report to my room during my planning period (unless other arrangements must be made). As

previously mentioned, the warm-ups for the week will remain on the chalkboard cabinets, or they can ask

a classmate for the problem.

My feelings about homework are mixed. I believe that students need to practice, but I also feel

that students need to be able to ask me questions about the homework if needed. It will not be given every

night, and I will make every attempt to provide the students with class time to begin their homework.

There may be times where it is necessary to send classwork home for homework, and students must bring
it back the next day completed. One of my classroom tokens will be The dog ate my homework slip.. At

the beginning of each nine-week period, students will receive 5 slips that can be used during that grading

period only (they will be color coded). Students can submit these slips in lieu of homework, and they will

receive the points that the homework carried. Students can also receive more of these slips during our

weekly ticket drawings.

With so much information to cover and not much time to do it, it is important to have the

students undivided attention at all times. This doesnt always happen, so my procedure for getting their

attention is if they are talking, I will hold up my hand and say, Class? The students will then reply,

listening. If they respond and their attention is on me, the lesson will continue. If not, I will repeat this

procedure one more time. After two attempts, I will stand silent with my arms folded, and wait for

students to take notice. If after 10 seconds they have not, any time that was allotted for beginning

homework will be taken away, and the work will be completed at home with no homework passes

allowed. To get my attention during independent work or the lesson, the students will raise their hand and

wait for me to call on them. During other activities, the students can approach me (if they are moving

about the room to complete tasks), or raise their hand for me to come to them. My students are learning

appropriate social skills, and one expectation that I have is that they will not approach me when I am

speaking with another student privately or with a staff member, unless it is an emergency.

As with everything else, lining up and moving through the hallway also have procedures. If we

are leaving the classroom as a group, students will form two lines based on how I call them (this may

include by table or random characteristics). Students will push in their chairs and walk quietly to get in

line. Students who are sitting will remain quiet as well. If the students do not follow the procedure they

will return to their seats and we will start again. While walking down the hallway, the students will

remain in their lines and walk quietly. Again, if this procedure is not followed, we will return to the

classroom and start again. Individual students walking down the hallway (between classes for example)

will stay to the right and not stop to mingle and cause congestion in the hallway. Students will be given
certain times that they can go to their locker (see the schedule). Any student found not following proper

hallway etiquette will receive a warning followed by a discipline referral for repeated offenses.

Using the restroom will also have a procedure. Students will follow the 10/10 rule. They will not

be permitted to use the bathroom 10 minutes from the start of class or 10 minutes from the end of class. If

students arrive to class on time and theres time before the bell rings, they may use the restroom without

being tardy. In order to use the bathroom, they must have their planner signed by myself. If they do not

have their planner, I will allow them to use my hall pass, but this is only allowed 3 times per grading

period. After that, they will be written up for not being prepared for class. Any student that is not using

the bathroom for its intended purpose will require an escort (the deputy or a reliable classmate), and

disciplinary action can occur for repeat offenses.

In order to provide students with a positive school experience so they develop a positive attitude

towards school, I will have a zero tolerance for bullying. If a student feels they are the victim of bullying,

they may personally report the incident to me. We will discuss the incident(s) and the conversation will be

documented. I will make every attempt to mediate a conversation between the victim and the bully. Each

incident will be reported to administration, and I will refer the victim to the counselor to discuss the

incident if they wish to do so. If the victim does not want to talk to me personally, I will have a DropBox

in my classroom where students can talk to me under an alias. I will address the issue in one of two ways

(depending on the situation): I will address it in a whole group discussion about the topic (not the specific

event), or I will respond to the alias in a response folder. Bystanders are just as guilty as bullies. Students

that witness bullying will report it to me using the two procedures described for the victim. Again, the

incidents will be documented and reported to the administration.

Students will not only be active partners in their education, they will be active in classroom

management rules, consequences, and rewards. I would ask the students for their input for each of these

categories, and consider all suggestions. There are certain rules, consequences, and rewards that I would

definitely include and provide if students do not mention them. My rules are:
 1. Think before you speak; words cant be taken back.
2. Use self-control when in the classroom; stay in your own bubble and mindful of others.
3. Come to class ready and prepared to learn.
4. Use your own brain, thats why you have one.
5. If you dont understand, ASK and not ASSUME.

Consequences for breaking these rules will be as follows:

1. Using harmful words will result in a discipline referral per teacher discretion which may include a

lunch detention. We all have bad days, but repeated acts will not be tolerated.
2. Any acts of physical harm aimed towards another student or the destruction of school property

will receive a discipline referral on the FIRST offense with no exceptions.

3. Coming to class without completed homework will result in points deduction per the grading

procedure for missing work. If a student needs pencil or paper, they must ask BEFORE class

starts or they will lose participation points.

4. There is a zero tolerance for cheating. Any student(s) suspected of cheating will receive a zero for

the assignment.

The reward system in my class will consist of the previously mentioned ticket system. Tickets will be

given to students, who will then put their name on them. These tickets are the students responsibility to

keep track of. If their ticket is drawn in the weekly raffle, they will spin the Winners Wheel for a prize.

Some prizes include homework passes, quiz passes, bonus points, a free choice, computer time, sitting in

my chair, and switching their seat for a day. Another reward I will have is if the entire class gets a

problem correct on the test or quiz, the whole class will receive 5 bonus points.

The first day of school is an exciting time for all. The warm-up on the first day will consist of a Get to

Know You activity. I may do a simple question/answer activity, a name glyph, or other activity of this

nature. I will be waiting at the door to greet the students as they enter. Ill greet them and give them quick

instruction to look at the board to see what they are to do upon entering the room. For the first day, I will

hand the students paper to complete their warm-up on. After the first day, students can retrieve paper from

the basket on the counter if needed.

 There is a lot of preparation work for me prior to the first day of school. Bulletin boards will be

covered with bright paper and a border, in order to begin with a clean slate for student work,

announcements, and the problem of the week. They will be labeled with what they will eventually contain

(for example, the problem of the week board will have this written across the top). I plan to use one of

two methods to complete a seating chart. Unless I know a significant amount of information provided by

the previous teachers (not necessarily reliable; kids can change depending on age and approach), students

will be given a choice on the first day of school as to who they would like to sit with. I might also hand

students a random number as they enter the room, and they will sit in the seat with that number. If

necessary, students will be moved if they become a distraction to others around them.

The following materials will be gathered prior to the first day of school:

Students will have their own notebook and folder (labeled with first and last
name), and they will be placed in the appropriate filing cabinet drawer.
Pencils will have something attached to them (an artificial flower for example)
and placed in a container for students to borrow and return. The flower (or
object) will be used to identify pencils that are not returned before leaving class.
Pencils that are for students to keep will be sharpened and placed in a basket on
the counter.
Baskets containing paper, markers, dry erase boards, chalk, and erasers will be
placed on the counter.
Calculators will be numbered and each student will be assigned a number.
Books (if used) will be labeled inside the cover with the students name
Students will be assigned a two-digit number to be used in class and will be
written on all assignments.
Letters to students and parents will be printed and placed in students folders.
School rules, consequences, rewards, and expectations will be typed up in a
contract for students to sign and return.
For homeroom students, planners will be ready to be handed out, along with
forms to go home.
Daily information will be written on the dry erase board.
Warm-up questions will be written on the chalkboard cabinets.
Role will be printed for each class.
 The first weeks lesson plans (or more if required) will be completed with all
materials prepared.
It is important to teach the students policies and procedures on the first day so they can begin

following them. I will being by explaining proper etiquette when entering and leaving class, and then

model the correct way (and the incorrect way). Following the model, the students will act as if they are

leaving, and follow the procedure for both leaving and entering. I will then explain and model where to

place completed work, and where to obtain any materials. The next procedure I will explain and model is

how to refer to the board upon entering the room to see what materials are required and what is on the

agenda. We will then discuss the planners and how they are used (hallway pass, homework, school

policies), and I will demonstrate how to use them. Then, I will give the students a tour of the room to

show them where everything they may need is located. Finally, after everything discussed, I will ask for

student volunteers to demonstrate each procedure, and ask students where things are. For example, I will

ask the students where the folders and notebooks are located, and students will point to the filing cabinet.

As previously mentioned, I want my students to be active members in the classroom. I will ask

the students to come up with a list of rules that they feel are important to the success of the classroom

community. I will write them down on a large piece of paper to be hung up in the classroom. If there are

rules left out that I feel are necessary, I will add them as I mention them to the students. Once the list is

completed, I will type up the list and provide each student with a copy that the student and parent will

sign. The list will contain the rules, consequences, and rewards. First offenders (other than zero tolerance

offenses) will receive a verbal warning/reminder of the rules and the signed contract. Second offenders

will receive a written warning that both the student and the parent must sign stating which rule was

broken. Third offense will result in disciplinary action including but not limited to lunch detention and

progressive discipline as necessary.

Rule violations will be tallied on a day to day basis. If the student violates two or less rules in a

single day, the tally will start over the next day. Three or more violations will not reset until the end of the
day Friday. For example, a student violates two rules on Tuesday, Wednesday they will begin with no

violations again. If said student reaches three that day, they will not start again until the following week.

Schedules in schools will vary, but my ideal schedule will be the following:

Enter the classroom prior to the tardy bell.

Flex period: 8:00-8:40. A different activity is scheduled each day of the week. Mon:
Computer/Library on alternating weeks, Tues: Art, Wed: PE, Thurs: Music, Fri: PE
1st period: 8:45-9:37
2nd period: 9:42-10:34
3rd period: 10:39-11:31
4th period: 11:36-12:28 Planning period/student lunch
5th period: 12:33-1:25
6th period: 1:30-2:22
7th period: 2:27-3:19
Dismissal: 3:20
Locker breaks are permitted after 1st period before 2nd period, after 3rd period before 4th period,

after 4th period before 5th period, after 6th period before 7th period, and after 7th period prior to loading

buses.

Classroom management consists of a lot of planning. It is important to be clear and precise with

every aspect. Without clear expectations, students will not be successful. Although every attempt must be

made to plan ahead, you still have to be able to handle the unexpected.
References
McLeod, S. (2014). Classical Conditioning. Retrieved November 1, 2016, from Simply
Psychology: http://www.simplypsychology.org/classical-conditioning.html
McLeod, S. (2014). Lev Vygotsky. Retrieved November 4, 2016, from Simply
Psychology: http://www.simplypsychology.org/vygotsky.html
McLeod, S. (2015). Skinner-Operant Conditioning. Retrieved November 1, 2016,
from Simply Psychology: http://www.simplypsychology.org/operant-
conditioning.html
Sigrum, D. E. (2011). Improving Authoritative Teaching. Retrieved November 1,
2016, from International congress for School Effectiveness and Improvement:
http://www.icsei.net/icsei2011/Full%20Papers/0146_B.pdf