Miss Bontrager’s:

“An effective teacher manages a

classroom. An ineffective teacher
disciplines a classroom.”
-Harry Wong
 Table of Contents

Introduction: Who is Miss Bontrager? ..............................................................3

Part One:
Personal Beliefs and Style of
Classroom Management ................................................................................. 5

Part Two:
Routines and Procedures.................................................................... 8
Plan to Maintain Appropriate
Behavior (Norms and Rules) ...................................................................... 20

Part Three:
Creating Classroom Environment/Climate ......................... 25
First Day of School Plan...................................................................... 37
Transition Activities .............................................................................. 43
o Academic Transitions
o Academic Sponge Activities

Part Four:
Communication Plan ............................................................................ 47

Citations

2
 Who is Miss Bontrager?

Ever since Miss Bontrager was a little girl, she dreamed of being a teacher! Both of Miss
Bontrager’s parents were teachers, so she had the life-changing opportunity to volunteer in the
classroom when she was growing up. Miss Bontrager loves to learn and wants to her students
to become as passionate about school as she is! In her free time, Miss Bontrager likes to do
anything outdoors (especially kayaking!), traveling, reading, and eating Reese’s Peanut
Buttercups!

3
 Part
ne
Personal Beliefs and Style of
Classroom Management

4
 Personal Beliefs and Style of Classroom
Management

Who am I as a teacher? How will I run my classroom?

My classroom management style revolves around Linda Albert’s Three Cs; Capable,
Connect, and Contribute. As she writes, “The Three C’s help students see themselves as capable
learners, connected with others, and contributing members of the class” (1990). Within each of
the C’s, I will make connections to other theorists such as Glasser (2007), Marzano (2013),
Wong (1991), and Fay (2016).

Capable...
Much like Albert, I believe that students will excel in their learning once they recognize that mistakes
are an ok and normal thing (1990). It is my goal for students to transform the failure connotation
into an opportunity for further learning and growth. As a teacher, I will focus on building-up the
confidence of my students by celebrating achievements and energizing success (Glasser, 2007).
I will additionally expect my students to follow my example of encouraging and up-lifting each other.

Connect...
In order to create an effective learning environment, it is significantly important for students to develop
positive relationships with their teacher and peers (Albert, 1990). In my classroom, students will learn
to respect each other and honor differences. We can still get along with people we may disagree with.
I believe that each child misbehaves because they are trying to fill a void. (Albert, 1990). With
positive teacher-student relationships, the teacher should be able to pinpoint exactly what the child is
longing for, whether it be attention, power etc., and can find ways to fulfill those needs.
Additionally, I believe that parental involvement has valuable components that will contribute to a
child’s learning. Thus, as a teacher I will connect with the parents/guardians about what their child is
learning as well as their behavior (Marzano, 2013).

Contribute...
When it comes to establishing Routines, Procedures, Norms, and Rules, I will make them clear and
consistent (Wong, 1991). Each child will know what is expected of them. Additionally, I believe that it is
essential for students to contribute to their behavior management. Though Albert’s Code of Conduct,
students will help shape the classroom rules and consequences (1990). On the first day, the class will
come up with a Classroom Code. Then, I will send the Code home to parents for their additional
contribution.
To further engage student contribution, when a student makes a poor choice, I will give them two
acceptable choices (Fay, 2016). After ten seconds, if the child still has not made the choice, I will make
the choice for them.

5
 Personal Beliefs and Style of Classroom
Management

Personality Impacts

Positive
Much like my glass-half-
full attitude, I want my
students to look for the
pros in any difficult
situations.
Encourager
I have always thought that
actions speak just as loud as
words. We can encourage
each other through verbal
praises, but also physical
actions, such as high fives or
thumbs-up!
Empathetic
Through careful word
choice, I am able to
make consequences and
difficult situations
appear more sincere and
acceptable.

Strategy Strengths and Weaknesses

Strengths
o Students recognize that mistakes are
normal and expected. They take
mistakes and learn from them.
o Students learn positive relationship
and people skills by practicing forms of
empathy and encouragement.
o Students get to own and contribute to
the responsibility for their behavior.
Consequences seem more realistic and
understandable when they were
written by the students.
o Parents/guardians get to participate in
the structure of the classroom.
Weaknesses
o The teacher risks losing some of the
control of the classroom management.
There may be some rules that students
and/or parents might not see eye to
eye with the teacher. They may not
understand the necessity of a
particular rule.
o Students may take advantage of
teachers who are too empathetic.

6
 Part
Tw
Routines and Procedures

Plan to Maintain Appropriate

Behavior (Norms and Rules)

7
 Time Monday Tuesday Wednesday Thursday Friday
8:00-8:10 Morning Journal
8:10-8:55 Math
Special
8:55-9:40 Music Art Gym Computers Spanish
9:40-10:25 Writing Writing Writing Writing Catch-up!
Whole Centers Whole Centers
Group Group
10:25-10:35 Brain Break
10:35-11:20 Science
11:20-11:50 Lunch
11:50-12:20 Recess

12:20-12:30 Afternoon Cool Down

12:30-1:15 Social Studies
1:15-2:00 Reading/ ELA centers
Problem of the Day
2:00-2:30
Math Writing Science Social Reading/ELA
Studies
2:30-2:45 Closure
2:45-3:00 Pack-Up and Go!

8
Morning Journal: As soon as students come into class, they are pull out their writing
journals. They will then answer a daily writing prompt, math or science equation, or other warm-
up activity in their journals.

Brain Break: After a while students need a minute to give their brain a rest! These activities
include, but are not limited to GoNoodle and Minute to Win It Challenges. Each of the Brain
Break activities will be written down on an index card stashed by the front board. Depending on
the day, I will either lead the Brain Break, or a star student will lead the activity.

Afternoon Cool Down: Often students can be all wound up after their lunch and recess
break! In order to calm them down for the afternoon lesson, students will do a cool down activity
such as a few yoga poses, a read aloud, etc. These activities will also be written down on index
cards and placed by the front board.

Problem of the Day: Before closing for the day, students will get into groups to work on
a Problem of the Day. Each day has a different content area problem. The Problem of the Day
encourages group work and supports information previously taught in class.

Closure: At this time, students are asked to pull out their journals again. They are to reflect
on their learning by answering the question commonly asked by parents, “What did you do in
school today?” After a few minutes of silent thinking and writing, a few students will be asked to
share what they learned to the class. Students are also given time to complete their classroom
jobs.

9
 Classroom Procedures

Entering the Classroom

o In the morning, the student will...
 Shake Miss Bontrager’s hand
 Move their lunch clothes pin to lunch of choice
 Look at “Today’s Special,” and begin answering prompt in Morning
Journal
 If stuck or confused, silently ask elbow partner for help
o If the student enters in the middle of an activity or lesson the student will...
 Silently ask elbow partner to explain what needs to be done
When Tardy
o The student will...
 Enter quietly
 Move lunch clothes pin to lunch of choice
 Place tardy slip on Miss Bontrager’s note tree
 Go to seat and ask elbow partner to explain what needs to be done
Turning in Work (Homework & In-class work)
o The student will...
 Place work in the middle of group
 Allow group leader collect work and turn into appropriate
homework/subject file by Miss Bontrager’s desk
Absent Work
o The student will...
 Collect their “We’re Sorry You Were Absent!” packet from the Absent
Work file
 Ask elbow partner any questions they may have about an assignment
 Work on absent work during free time
 Take “We’re Sorry You Were Absent!” packet home to be sign by
parent/guardian
 Bring back packet the next day
Missing Homework
o The student will...
 Fill out a “Homework Responsibility Card”
 Turn in “Homework Responsibility Card” into homework file
 Complete missing homework during free time or at home that following
night
 Turn in missing homework into homework file

10
 o Students who successfully follow procedure will receive a 25% reduction on
that assignment. Students who do not follow procedure will receive no credit.
Finishing Early
o The student will...
o Look at the “What Do I Do Next?” section on the whiteboard
o Complete assignments listed in order
Pencils
o The student will...
 Be given one pencil at the beginning of each month
 Place one of their dull pencils in the “Needs to be Sharpened Jar”
 Take a sharpened pencil from the “Sharpened Jar” ONLY after placing
another pencil in the “Needs to be Sharpened Jar”
o One student will be responsible for sharpening the pencils in the “Needs to be
Sharped Jar” during Closure.
Using the Bathroom
o The student will...
 Raise their hand to receive permission
 Sign, date, and write the Start Time on the “Bathroom Chart” on the
clipboard by Miss Bontrager’s desk
 Take Bathroom Pass and place it on their desk
 Come back at write the End Time on “Bathroom Chart”
 Subtract the End time from the Start time to figure out how long they
were gone
 Write Total Time Gone
 Place Bathroom Pass back by clipboard
Noise Levels
o The student will...
 Use CHAMPS posters to determine what their appropriate noise level
should be
Journals
o The student will...
 Be responsible for their journals
 Answer “Today’s Special” in their journal every morning
 Answer “What did you do in school today?” during the closure period
each day
 Turn in their journals after every Friday’s closure
Leaving the Classroom (Lining Up)
o The student will...
 Line up by groups
 Stay in their seat until instructed to get in line
 Once in line, answer the Call and Response “All Set?” with “You Bet!”
 Silently walk in the hallway
Attention Getters

11
 o The student will...
 Stop what they are doing and respond appropriately to the teacher’s Call
and Response
When You Need Help
o The student will...
 First ask their elbow partners for help
 Then raise their hand to get help from the teacher
Class Jobs
o The student will...
 Check the Job Chart every Monday morning to get their new job
assignment
 Read the description of the job to the left of the Job Chart
 Complete their jobs when appropriate
o Students who successfully complete their jobs will earn their table points. The
table with the most points will receive an award at the end of the month.
Group Work
o The student will...
 Fulfill their role (Group Leader, Illustrator, Summarizer, etc.)
 Work together on the assignment
 Stay on task (Group work is a time to collaborate on an assignment, not a
time to socialize!)
 Encourage and be respectful of all members of the group

Broken Procedures- Students who break any of the listed procedures will first be given
a warning. The teacher will then pull the student aside, when instruction is over and discuss the
broken procedure with the child. If it is the second offense, the child will be asked to complete a
Think Sheet form. They will additionally loose individual and/or group Class Dojo points.
Depending on the severity of the broken procedure, the child may be asked to send the form
home to be signed by a parent/guardian.

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Example of Today’s Special:

Today’s Special is posted on the whiteboard above the student lunch clothes pin board.
As soon as students walk into the room, they are to look at Today’s Special and begin
working.

Miss Bontrager’s Fourth Grade Class

Today’s Special
February 26, 2019

Morning Journal:

Complete the sentence, “If you were the teacher for a day...”

Objectives:

L.4.3a The student will... choose appropriate words to explain an

idea.

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 We’re Sorry You Were Absent
We missed you!

Assignments for __________________ on ________________.

Student’s Name Date

This is the work you need to make up. Please check off each assignment as you get it done.
Please return this sheet with your work by ____________________.

Language Arts___________________________________________________________
________________________________________________________________________
________________________________________________________________________

Math____________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Science__________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Social Studies____________________________________________________________
________________________________________________________________________
________________________________________________________________________

Other____________________________________________________________________
________________________________________________________________________

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 Homework Responsibility Card

Check all that apply to you:

______I did not have the assigned homework.

______I did the homework- but did not have it in class

Excuses- Check all that apply to you:

______I did not have appropriate materials at home.

______I forgot

______I was too sick- to do my homework

______I was absent and did not get the assignment

______Other- explain in detail__________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________ ____________________________
Signature Date

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 Miss Bontrager’s Bathroom Chart
*Make sure to place the Bathroom Pass on your desk before leaving the
classroom!

Date Start Time Name End Time Total Time Gone

16
CHAMPS posters. (n.d.). Retrieved March 16, 2018, from
https://www.teacherspayteachers.com/Product/CHAMPS-posters-1993783

17
Third in Hollywood. (n.d.). Call and Response Poster. Retrieved March 15, 2018, from
https://www.teacherspayteachers.com/FreeDownload/FREEBIE-Call-Response-Poster-1407682

18
Rodriguez, A. (n.d.). Behavior Think Sheet for Student Reflection. Retrieved March 16, 2018,
from https://www.teacherspayteachers.com/Product/Behavior-Think-Sheet

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 Plan to Maintain
Appropriate Behavior

Norms:
We Respect Each Other
We will embrace each other’s
uniqueness. We will treat each other
the way we would want to be treated.
We Try Our Best
No matter what do, we will give it all
our all! We will not turn in any work
that is less than what we are capable
of.
We Are A Team
We will work together to reach the end goal of success. Much like a team, we will
support each other through the good and the bad times.
We Learn From Mistakes
We will never view mistakes as failure! We will give ourselves grace and reflect on our
mistakes. We will view mistakes as opportunities to make improvements and become
our best selves.
We Create
We use our own unique gifts and talents to create projects that our own. We will use
our knowledge and imaginations to solve problems, think outside-of-the-box, and create
new ideas.
We Celebrate Each Other’s Success
When others succeed, we are going to praise them for their hard work! When someone
in the class succeeds, we all succeed!

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 Discussing Norms: On the first day of school, the teacher will introduce the
Plan to Maintain Appropriate
six norms to the class. Students will get into groups and create a poster
representing one of the norms. They will then present their poster to the class,

Behavior
while also demonstrating what it looks like to appropriately follow the norms.

Rules:
Code of Conduct
Linda Albert (1990)

1. Developing the Code 2. Teaching the Code

- With the guidance of the teacher, -The teacher and students will:
students will brainstorm and o discuss
create a set of rules which will o demonstrate
shape the way they want the o role play
classroom to run. appropriate and inappropriate
- The teacher and students will behaviors for memorization and
create consequences for those clarification.
who do not follow the code. -Finalized copies of the Code are
- The teacher will additionally send posted in the room.
out copies of the Code to
parents/guardians, asking them
for their input.

3. Enforcing the Code 4. Reinforce the Code

- The teacher will hold
consequence for those who do
not follow the code.
- Students will keep each other
accountable for broken codes.
-Students will be encouraged to self-
evaluate their behavior.
-The teacher may ask students to
discuss, demonstrate, and role play
commonly broken rules again.
-Throughout the school year, the
teacher and students may revisit the
code, checking for new rules to be
added and old ones to be removed.

21
 Throughout the school year, the teacher will make efforts for
each child to feel capable, connected with others, and contributors to
class.

Plan to Maintain Appropriate

Behavior

Enforcement Plan:
Individual Student Infraction: When a student does not follow the classroom routines,
procedures, norms, and rules, the step-by-step process listed below will be used to enforce
behavior. Severe and escalating behavior may skip down to the bottom of the process.
1. Warning
o Depending on the offence the teacher will...
 Use subtle gestures (Marzano, 2003).
 Use short verbal cues or questions (Marzano, 2003).
 Give the child two acceptable choices to better their behavior (Fay,
2016).
2. Consequence and Think Sheet
o Student will be given a consequence. This may include a loss of individual Class
Dojo or group Class Dojo points. Additionally, they will be asked to fill out a Think
Sheet. A copy of the Think Sheet will be kept on file.
3. Conference with Teacher
o The teacher will hold a behavior conference with the student during one of their
recess or lunch times. The teacher will pull out previous Think Sheet forms to go
over trends in behavior.
o Collaboratively, the student and the teacher will fill out another Think Sheet
form. The student will then be required to send the Think Sheet home to be
signed by parents.
4. Principal’s Office and/or Call Home
o When a child’s behavior is not resolved after steps 1-3, they will first be asked to
call home. I will log the conversation in my Parent Contact Log form. If this does
not resolve the behavior, the child will be scheduled to have conference with the
principal. If a child’s behavior is dangerous for themselves or others around
them, they will immediately be sent to the principal’s office.

22
 Plan to Maintain Appropriate
Behavior

Enforcement Plan:
Group Infractions: When a small group, or the whole group of students are not following
the classroom routines, procedures, norms, and rules, the step-by-step process listed below will
be used to enforce behavior. Severe and escalating behavior may skip down to the bottom of the
process.
1. Warning
o I will call to attention the whole class. Then I will remind them about the
routines, procedures, norms, or rules they are breaking and that there are
consequences for inappropriate behavior. A student will then share to the class
what the consequences are for the expectations they are breaking.
2. Loss of Points
o Each table group is responsible for their own Class Dojo points. Depending on
the offense, a small group or the whole group of students will lose group points.
o More severe behavior will result in the removal of the end of month group
awards.
3. Classroom Rearrangement
o If steps 1-2 do not prevent inappropriate group behavior, the classroom seating
will be rearranged. Students will no longer sit in groups, but will be placed in the
island room set-up.

Token Reinforcement

23
o Class Dojo is an online application that teachers use to reward and deduct points
for students based upon classroom behavior. Parents/guardians may also create an
account to monitor their child’s behavior throughout the day. In my classroom, I will
use Class Dojo to keep track of student individual and group points. At the end of two
weeks, students with 10+ points will receive a small reward, such as a fancy eraser or
scented marker. At the end of each month, the group with the most points will
receive a reward such as pizza with the teacher. Additionally, I will have whole class
challenges. For example, if the whole class achieves 50+ at the end of a month, they
will be able to pie me in the face.

Part
Three
Creating Classroom Environment
and Climate

24
 First Day of School Plan

Transition Time
o Academic Transitions
o Academic Sponge Activities

25
 Creating Classroom
Environment and
Capable

Climate
Connect

Contribute

In my classroom, students will establish a growth mindset.

They will believe they are CAPABLE to learn and achieve
We are Capable! success! Achievements and mistakes are celebrated.
Mistakes are expected, respected, inspected, and
corrected. Each mistake will be viewed as another
opportunity for growth.

Intangible Climate
The Girl Who Never Made Mistakes by: Mark Pett and Gary
Rubinstein
o Towards the beginning of the school year, I will read The Girl Who
Never Made Mistakes to my class. The story discusses the
pressure that often comes with trying to be perfect and how
everyone makes mistakes. (Pett, 2011).
o After finishing the book, I will share a personal story when I made a
mistake. I will also be wearing one polka dot sock and one plaid sock (A mistake that
Beatrice made in the book). We will use this moment to talk about mistakes and how
they are expected in my classroom.

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Classroom Cheers
o Students will be taught different cheers to use when encouraging their classmates. For
example, after a student comes up to the front of the room to share something, they
will be able to pick the cheer their classmates give them. Throughout the year, the
teacher and students will work together to create new cheers.
o I will start off by teaching my class these three cheers:

Kreifels, J. (n.d.). Classroom Cheer Cards. Retrieved March 16, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Classroom-Cheer-Cards-1314889

Tangible Climate
Mistakes Board
o In my room, I will have a bulletin board labeled “Everybody Makes Mistakes.” Students
will complete a worksheet that has them finished the sentence, “This one time I made a
mistake...” Each child will write about a time they made a mistake and what they
learned from it. The worksheets will then be placed on the bulletin board as a reminder
that mistakes are a normal and acceptable thing to be learned from.

Posting Student Work

o Throughout the school year, I will decorate my classroom with student work. After
posting their work, I will point to where I posted it and explain three things that I am
most proud of. Students should feel accomplished and proud of their hard work!

27
 In my classroom, students will feel as though they are a
We will part of a family, or team. They will learn about, respect,
Connect with and embrace each other’s differences. Through various
team building and diversity activities, the class will learn
each other! to grow a strong appreciation for themselves and others
around them.

Intangible Climate
The Name Jar by: Yangsook Choi
o Yangsook Choi (2003) writes about a young English Language
Learner who is struggling adjusting to a new classroom. As the
story goes on, the classmates, as well as the ELL, start
embracing each other’s differences. To set the tone of
acceptance, I will read this book to my class on the first day of
school. It an excellent ice breaker that helps students learn
each other’s names.
o Students will then take a Name Interview worksheet home to
their parents/guardians. They will ask questions such as “How
did you pick my name?” and “What does my name mean?” The (Choi, 2003)
following day, students will bring back their Name Interview sheets
and share them with the class. Then, students will complete the “What My Name Means
to Me” worksheet, and the teacher will hang them up in the Culture Corner.

Exciting Things
o During the transition time between the students’ Morning Journal and the begin of my
math lesson, I will randomly select students from the Class Dojo app to share a few
exciting things. Peers will respond to each other’s Exciting Things by using a Classroom
Cheer. A time for sharing Exciting things builds community and connections within the
class.

Problem of the Day

o At the end of each day, we will have a Problem of the Day. Students will get into groups
to solve a problem I have given them. Some days the problems are content based where
other days, they are Fun Class Challenges, such as the Human Knot. The Problem of the
Day encourages teamwork between classmates.

28
 Tangible Climate
Puzzle Pieces
o I will pass out a blank puzzle piece to each of the students.
They are to then fill out the puzzle piece with words and
pictures that describe them. The puzzle pieces will be put
together to make one classroom puzzle. Even though each
piece is different, they all fit together to represent Miss
Bontrager’s class. It is uniquely beautiful!

(K., 2016)
Culture Corner
o The reading corner in my classroom will be culture themed. There will a map of the
world, a poster with “hello” and “goodbye” written in different languages, and different
country flags (Including my Guatemala flag!). As we continue to learn about different
cultures, more artifacts will be added to the Culture Corner.
o Later in the year, students will do a project that involves discovering where their
ancestors are from. We will connect pictures of each student to the country their family
is originally with string.

In my classroom, students will begin to take charge of their

We will own learning. I will share some of the responsibility with my
students, challenging them to become respectable leaders.
Contribute to Students will be given smaller responsibility tasks, with
gradual increased responsibility. Additionally, students will
our classroom! create and record goals. Students will evaluate their goal
progress throughout the school year.

Intangible Climate
Classroom Leaders
When students are placed in groups, each person in the group will have a specific
leadership role (Recorder, Leader, Reader, Time Keeper, Material Manager, Presenter).
The teacher will assign students their roles each time they switch groups. The
descriptions of each of the roles will be posted in the room. Students are expected to
fulfill their leadership roles when needed.

29
Self- Assessments
Each month students create new goals for themselves. At the end of the month,
students will reflect and assess their goals in their Morning Journals. Throughout the
school year, students will learn how to create achievable goals.

Student Lead Parent-Teacher Conferences

Towards the middle-end of the school year (depending on the responsibility capabilities
of the students) the student will help the teacher lead parent-teacher conferences. They
will show parents their folder of work and explain what they have been doing in class,
including Learning Goal and Self-Assessments. Before the actual parent-teacher
conferences, I would meet with each child to help them figure out what they were going
to show. Students will contribute to presenting their parents/guardians their progress.

Tangible Climate
Code of Conduct
At the beginning of the school year, students collaborate with the teacher to create a
classroom Code of Conduct. Students are able to give input into what they would like
their classroom rules to be. Once the rules are established, students will demonstrate
what appropriate and inappropriate behavior looks like. Students contribute to
managing their behavior.

Learning Goals
At the beginning of each month, students will create
new achievable goals. Some months the teacher will
give them a theme to write their goal about. For
example, if the class is struggling with vocabulary
development, the teacher may ask the class to write
goals on their vocabulary. The goals will be written
on Sticky Notes and posted under the student’s name
in the Goal Chart.

(Skogstad, 1970)

30
31
Friedrich, R. (n.d.). We All Fit Together Classbuilding Activity. Retrieved March 17, 2018, from
https://www.teacherspayteachers.com/Product/We-All-Fit-Together-Classbuilding-Activity-
310247

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Krahn, S. (2012). The Name Jar book activity. Retrieved March 17, 2018, from
https://www.teacherspayteachers.com/Product/The-Name-Jar-book-activity-291813

33
Krahn, S. (2012). The Name Jar book activity. Retrieved March 17, 2018, from
https://www.teacherspayteachers.com/Product/The-Name-Jar-book-activity-291813

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Crabtree, K. (n.d.). Group Roles. Retrieved March 17, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Group-Roles-2423341

First Day of School Room Set-Up

Set-Up Explanation: When starting off the school year, the students will be
learning and adapting to the classroom norms. The goal is to eventually place students
into groups. However, I believe that it will be more effective to start off the school
year by setting the desks in a horseshoe shape. Students should master working
independently and with elbow-partners before working in groups.

The kidney table is for small group work with the teacher. The teacher will pull
students over to the kidney table during writing centers, math groups, etc.
Additionally, the circle rug provides a comfortable space for students to do their free
reading. Students who misbehave in the reading area may temporarily lose their
privileges. The homework table, next to the teacher’s desk, is where students are
expected to turn in their work. Students who were absent may also pick up their
“We’re Sorry You Were Absent” packet from the homework table.

35
 Small Group Room Set-Up

Set-Up Explanation: Some of the best learning comes from working in peer groups.
After the students prove that they have mastered the classroom norms, independent
work, and elbow-partner work, they will be placed into groups. I will establish group
expectations and norms. The group expectations are similar to elbow-partner
expectations. Thus, it should not take long for the students to adjust to being in groups.
Once placed in groups, students will be able to come up with a group name and group
“flag.” The groups will be changed each month. During the month, the group can gain
or lose points according to behavior. The group with the most points at the end of the
month is rewarded a prize.

36
 Island Room Set-Up

Set-Up Explanation: Sometimes students need a break from being in groups. If the
class is struggling with small-group behavior or just needs a change, I will place them in
them into “islands.” Each child will have their own space, but will be close enough to still
work with an elbow-partner. The “islands” will also be split in half. Each side will be able
to come up with their own group name and flag. The teacher will keep track of points for
each side of the room. At the end of the month, the group with the most points earns a
prize. The Island Room Set-Up can also be used for classroom debates.

37
 First Day of School Plan:
Write “Miss Bontrager’s Fourth Grade” on the whiteboard
Write “I’m excited to grow with you this school year!” on whiteboard
Write “Look at Today’s Special to figure out what to do next!” on
whiteboard
1. Draw arrow pointing at “Today’s Special”
Place journals on each desk along with a blank piece of paper, and
“All About Me Pennant”
Before Class
Make sure name tags are visible and easy for every child to find
Underneath “Today’s Special” write:
1. Write your first and last name on the journal at your desk
2. Write your first and last name on the blank piece of paper
3. Flip over the blank piece of paper and answer the questions,
“In Fourth Grade I want to learn about....” and “This summer
I...”
4. Complete the “All About Me Pennant”
 You may use the coloring supplies in the center of the
table
Play welcoming music softly in the background.
8:00- Morning Work I will stand outside of the door, introduce myself to the students as
8:10 Miss Bontrager, and shake their hand.
I will tell them how excited I am to have them in my classroom this
year!
Then I will ask them to find their desk and look at the whiteboard for
instructions.
8:10- Introduction “Good morning Fourth Graders!! Welcome to the first day of Fourth
8:15 Grade! My name is Miss Bontrager and I am SO, SO, SO excited to be
your teacher this year! I cannot wait to get to know each and every
single one of you more! This is going to be a great year! I can just feel
it!”  Smile lots!
“If you haven’t finished everything on Today’s Special, don’t worry!
We’ll have plenty of time later to finish those projects!”
“We have a lot of things to get done today. Every minute is precious,
so let’s get started!”

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8:15- Morning “This morning, whether you noticed, or not, you followed a
8:25 Procedures procedure. Can anyone tell me what a procedure is? That’s right, it is
the way we do things in our classroom. Every morning we have set of
procedures we will follow.”
As a few students to volunteer to demonstrate a procedure.
“Billy and Patricia are going to show us the morning procedure.
Patricia will pretend to be me. Patricia, stand by the front door. Billy
walk into the classroom and shake Patricia’s hand. Excellent job!
Next, Billy move your lunch clothes pin to your lunch of choice.
Perfect! You just demonstrated the first part of our morning
procedures. Next, Billy go sit down in your seat. Patricia, walk up to
the board and point to Today’s Special. Billy take out your Morning
Journal and follow Today’s Special instructions. After a few minutes,
Patricia (who is me!) will call the class to attention, and we will begin
the rest of our day.”
“Can I get a couple more students to show us the morning
procedure? It’s the exact same thing that Billy and Patricia did for
us.”
Take a few more volunteers until the class has appeared to mastered
the morning procedures.
“Just like our morning procedures, we also have Classroom Norms
that we will follow every single day. Classroom Norms are the
expectations that I have for you guys.”

8:25- Classroom “In our classroom, we have six different norms that we will follow.”
8:45 Norms Point to the six Classroom Norms posters.
“Bridget, why don’t you read the first poster.” Point to the “We
Respect Each Other” poster.
Call on students to read the other posters.
“Now I want to know what each of these Norms mean to you.”
Place students into groups of six (Groups would have previously been
established; including which norm they would make a poster about).
Pass out poster board and markers.
“I will give you ten minutes to create poster that represents what
each norm means to you. The poster must include (Write list on
white board) the name of the norm, a picture representing the norm,
and a description of what it means to follow the norm. Once you are
done, your group will come up to the class and demonstrate what it
looks like to follow your norm, so make sure you are also planning
what your demonstration is going to look like. ”
Give students time to work on posters, walking around providing
help when needed.

39
 Call on groups to come up and demonstrate their norm.
Hang up norm posters on blank space on wall once they are done
demonstrating.

8:45- Ice Breaker “Can someone tell me what the weather is like today? It’s been a
8:55 long time since I’ve been outside.”
Take a couple responses.
Play some quiet Christmas music in the background
“It’s so weird. I just have a feeling that it is going to start snowing,
and what’s the best thing to do when it’s snows? HAVE A SNOW BALL
FIGHT!”
Turn off the Christmas music.
“Take the piece of paper you wrote your name and answered the
two questions on, and crumble it up. Then, when I start playing the
Christmas music, you may through your paper like a snowball fight.
When I stop playing the music, pick up the nearest snowball to you
and go back to your seat.”
Students will stand up and share what their snowball says. The
student whose name is on the snowball will stand up and wave to
the class.
Introduce class numbers. “Each of you has your own class number. It
is located on the upper right corner of your desk. Once you find it,
give me your biggest smile!”
“Our morning has flown right by! It’s already time for our first
special. When I say your number you may line-up by the door.”

8:55- Special Since it is Tuesday, the special is Art!

9:40
9:40- The Name Jar When students start filtering in the room after special, instruct them
10:00 by Yangsook to take a seat at their desk.
Choi (2001) “Have any of you been to another country? Way back when I was in
college I went to the country Guatemala.” Show Guatemala on the
map. “Today, I’m going to share with you a story about a girl who
moved to the United States. She was not used to the culture of the
United States and had a hard time fitting in. Much like the main
character in the book, we all come from different places. It might not
be from different countries, but we all come from different families.

40
 As I read this, I want you to think about how we will treat people who
are different than us.”
Read book.
“In my class, we will learn how to connect with each other. We are all
very different from each other, but that does not mean that we
cannot get along with each other. We can disagree and still be
friends.”
“Next, I want us to reflect on the book, pull out your journals.”
10:00- Writing Prompt “Thinking about the book, what are some rules that we can create
10:15 that will allow us to get along with each other? What rules do you
think we need to have in our class?”
Write “What rules do we need to have in our class?” On the white
board.
“I’ll give you five minutes to write down your thoughts.”
10:15- Code of “In our class, we will work together to create rules. Our rules are
10:45 Conduct what I like to call a Code of Conduct.”
Pull out chart paper.
“What are some rules that we need to have in our classroom?”
Take ideas and guide students to create rules you already have in
mind.
“We will take these rules and send them home to your parents. They
will give us input on what they want our rules to look like to.
Tomorrow, we will demonstrate our rules much like we
demonstrated the norms this morning.”
10:45- Call and “Bada-ba-ba-ba!” Expect a few students to say, “I’m lovin’ it!”
11:00 Response/Class “Notice how I got your attention when I said something you are
Cheers familiar with? These are call and responses. In our class, there are a
few call and responses I would like you to memorize with me.”
Point to call and response poster.
Practice them several times with students. Have a few students lead
class in call and responses.
“We also have cheers that we use to celebrate each other.”
Point to classroom celebration poster.
Practice classroom cheers several times.
11:00- Math Have students stand-up.
11:20 Assessment “I have a few math questions for you guys! I just want to see what
you remember from math last year. If you do not know the answer, it
is not a big deal. I just want your honesty.”
Play Would You Rather in math assessment form. Students that
recognize the math terms will stand on one side of the room, where
those who do not, will stand on the other. Students who say they

41
 remember what the math term is will briefly explain their
interpretation of it is.
11:20- Lunch
11:50
11:50- Recess
12:20
12:20- School Rules The principal will come in and explain the importance of school rules.
12:30 Instruct the students to be respectful before the principal gets there.
12:30- Afternoon Cool “Our brains have been on overload all day! Let’s take a moment to
12:40 Down Activities relax. Every day, after lunch we will do a cool down activity. This gets
us ready for more learning the rest of the day.”
Lead the group in a couple yoga poses.
12:40- Science Rules “My absolute favorite subject is science! It can be very fun, but also
1:00 and very dangerous at the same time.“
Experiment Mix hydrogen peroxide and yeast together to make an “elephant
toothpaste” explosion.
“If we are to have fun in science, we must be extremely careful with
the materials we have.”
Read off a list of science expectations, and have each student come
up to sign science contract.
1:00- Social Studies Tell a story about the one time you got lost in Canada. Your phone
1:20 was no longer working, so you could not use a GPS. Ask the class
what are some ways of navigating when you do not have a GPS.
“In our class, it is extremely important that we know where
everything is.”
Pass out blank sheets of paper. “I want each of you to recreate a map
of our classroom. Where is everything located?”
Give them time to search the room and draw their maps.
1:20- Classroom “Have any of your teachers in the past used Classroom Dojo?”
1:40 Dojo and If so, have student explain what it is. If not, spend some time
Classroom explaining what Classroom Dojo is and the points they can receive or
Rewards loose depending on behavior.
Explain reward system.
1:40- Reading/ Explain what your favorite book is. Give details why you love reading
2:00 English (It takes you to a whole other world!)
Language Arts Pass out a classroom Interest Survey. Allow students some time to
complete what they like and dislike most about reading.
2:00- Problem of the “At the end of each day, we will get into groups to solve a problem.
2:15 Day Each day will represent a different subject. On Tuesdays, we do
problems based on writing. Get into your groups (the same as the
classroom norm activity groups). Choose one person to be your

42
 scribe, the person who writes everything. Answer the question, ‘If
you were the teacher for a day, what would your classroom look
like?’”
Ask groups to share their thoughts when they are done.
2:15- End of the Day Have a few students volunteer to demonstrate end of the day
2:30 Procedures procedures.
Clean-Up: Have students demonstrate picking-up their mess and
putting all their folders back into their desk.
Line-Up: Have students demonstrate what it looks like to line-up for
their buses.
2:30- Closure Have students pull out their journals.
2:45 “At the end of every single day, we are going to write what we
learned in class today. This way when your parents ask you what you
learned in school, you have an answer for it.”
2:45- Pack-up and Thank students for an excellent day.
3:00 Go! Have them line-up and get ready to head home!! 

43
Miller, K. (n.d.). All About Me Pennant Banner (Back to School Activity). Retrieved March 16,
2018, from https://www.teacherspayteachers.com/Product/All-About-Me-Pennant-Banner-Back-
to-School-Activity-2067459

44
Transition Time
After using their brains for a
long period of time, students
need to get up and moving.
Transition activities allow the
class to get the blood flowing
again. Thus, refreshing
student minds for further
learning.

{Academic Transitions}
Music
Each subject will have its own transition song. Some of the particular songs
are listed below:
o Math- 867-5309/Jenny: by Tommy Tutone
o Writing- Paperback Writer: by The Beatles
o Science- A Sky Full of Stars: by Coldplay
o Social Studies- History: by One Direction
o Reading/ELA- A Whole New World: by Lea Salonga and Brad Kane
When students hear the song playing, they will know it is time to get out
materials for that particular subject. They should be prepared and ready to
go by the end of the song (and of course I will be singing along with each of
the songs!).

What Am I- Vocabulary Edition

The teacher will select a new vocab word, or a word from the word wall
without showing the students. The teacher will then describe themselves as
though they are the vocab word. Students will have to use the clues to
figure out what word their teacher is. For example, the teacher could have
the word “roots” and describe themselves as a part of a plant.

45
 The teacher may also select other students to lead the activity (Bradshaw).

Gestures
Students are placed into groups. Each group is then given a vocabulary word.
Students must create a gesture to represent the word. Students will then
demonstrate their gesture to the class. Gestures can be used to help
memorize new vocabulary.

Problem of the Day

Each represents a certain content area. For example, Mondays are Math
days. Students will be given a content specific problem to solve in groups.
The problems are reflective on what they students have been learning
recently.

{Academic Sponge Activities}

Would You Rather
Students are given a “Would you rather _____ or ______” scenario. One
side of the classroom represents one of the options, while the other side
represents the other. Students choose a side and share their reasoning.

Pass the Story On

The teacher, or students start off writing the beginning line of a story.
Other students are then selected to come up to the board and complete the
story. Although creativity and goofiness is encouraged, students are
reminded to connect their sentence to what was written before. A story
makes sense and sounds smoothly when read.
At the end, the teacher or a student read the whole story (Bradshaw).

Scrambled Spelling
The teacher takes a vocabulary word and jumbles it all up. The scrambled-up
word is then written on the board. Students are given their own individual
whiteboards to solve the word. When students have completed the word,
they are to hug their whiteboard to their chest. The teacher will then walk

46
 around and check their word. The teacher may add multiple scrambled words
to keep the students thinking.

Riddle
The teacher will write a riddle on the board. For example, Q: “I’m tall when
I’m young and I’m short when I’m old. What am I?” A: “A candle.” The
students are given time to talk in groups or elbow-partners to solve the
riddle.

Around the World

One student from each group comes up to the board. The teacher gives
them a math problem to solve. The student to get the answer correctly first
gets a point for their team. A new member of each group then comes up to
the board to solve another problem (or, the teacher may let the student who
got the first got the answer correct stay up there until they miss a
problem).

Statues
The class divides into two lines. Each person in line will face another person
in the other line. One line will close their eyes, while the other line strikes a
pose. Once the close eye line opens their eyes, they are to mimic the pose of
the person in front of them as quickly as possible. Students in the same line
may team up to create a pose.

47
 Part

F ur
Communication Plan

48
 Communication Plan

Weekly Newsletter
Throughout the school year, I will be A Administration
sending home a Weekly Newsletter with
each of my students. The newsletter will C Colleagues
contain information about what their child
is learning in each subject along with
important dates and reminders of up
P Parents/Guardians
coming events.
The newsletter will additionally be posted S Students
on my classroom blog. Administrations,
parents/guardians, and colleagues are
encouraged to check out my weekly newsletters on my
blog. The link is https://blog.seesaw.me/missbontragers5grade

Code of Conduct
On the first day of school, the teacher and students will work together to create a set of
classroom rules called the Code. The Code will then be typed up, sent home to
parents/guardians, and posted on the blog for their input. Parents/guardians my write
comments on the document sent home or comment on the blog post.
The teacher will take into consideration what the parents/guardians wrote and make
modifications to create a Code. The final Code will be sent in next week’s newsletter.

Pre-School Welcome Letter

A few weeks before the first day of school, I will send out a welcome letter to my
students. The letter will include a brief description about me, the goals I have for this
year, important upcoming dates, and a list of needed school supplies.

Communication Binder
Throughout the school year, there will be many instances in which I will need to contact
parents/guardians at home. Whether it be a behavior intervention or a time in which I
want to brag about their child, I will keep a record of all contact. If a further issue were
to occur, administration would be given the binder to look at all contact records.
The binder will also have the parent/guardian contact information.

49
Online Communication Apps
With the increased usage of technology devices, there are several different apps that I
will use to communication what is going in my classroom to parents/guardians,
students, administration, and colleagues. During the Open House, I will pass out a flyer
that describes each of the apps and step-by-step instructions that parents/guardians
may use to get connected. The apps are listed below:
o Classroom Dojo- Behavior management and class attendance.
o SeeSaw- Classroom blog that showcases the Weekly Newsletter as well as
student work.
o Sign-Up Genius- A website that allows parents/guardians to sign-up for specific
responsibilities. For example, they may sign-up to bring dessert to an end of year
celebration.

50
51
Stiles. (n.d.). Newsletter Template Editable. Retrieved March 18, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Newsletter-template-editable-3201984

52
 Classroom Code of Conduct

Dear Parents/Guardians,

One the first day, your child along with their peers, helped me craft what
we call the Code of Conduct. The Code is just another fancy way of saying
“classroom rules.” I believe that it is important for the students to contribute to
their behavior management. Now that we have got the ball rolling, I would LOVE
to get some of your thoughts! We want our Code to be pleasing to the family at
home as well. Below is the Code. Feel free to write your thoughts and send them
back in with your child the next day.

Miss Bontrager’s Classroom Code of Conduct

Thoughts:____________________________________________________________

______________________________________________________________________

53
______________________________________________________________________

_____________________________

54
Teacher Letter Home. (n.d.). Retrieved March 18, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Teacher-Letter-Home-1982396

55
Parent Contact Log & To Do List. (n.d.). Retrieved March 15, 2018, from
https://www.teacherspayteachers.com/FreeDownload/Parent-Contact-Log-To-Do-List-765680

56
Biggs, K. (n.d.). Student Information Sheet freebie! Retrieved March 18, 2018, from
https://www.teacherspayteachers.com/Product/Student-Information-Sheet-freebie-1283242

57
 Classroom Communication
Q: How will Miss Bontrager communicate with me about my
child?
A: Technology offers so many different ways for me to communicate with you at just a touch of
a button! There are three different online sources that I will use to communicate. These
include, Class Dojo, Seesaw, and Sign-Up Genius.

Q: Do I have to use these online sources to communicate

with you?
A: No, I will still send home a Weekly Newsletter every Friday with your child. However, with
these three sources, you will be able to monitor your child’s classroom behavior, see samples of
their work, and more!

Q: What do each of these sources do? And how to I sign-

up?

Seesaw
Seesaw is where my classroom blog is located.
Each week I will post the Weekly Newsletter and
samples of student work. Later in the year, I will
Class Dojo be teaching students how to use the website.
Class Dojo is an app that can be They will then be able to post
downloaded on your phone. At any their own work and videos on
time, you may log-on to the site. The link is:
check your child’s
behavior and https://blog.seesaw.me/missbontragers5grade
attendance. Create an account at:
https://www.classdojo.com/

Sign-Up Genius

58
 Sign-Up Genius is a way for
parents/guardians to sign-up for food to
bring to classroom parties, chaperone
opportunities, etc. I will post in the Weekly
Newsletter when there are
activities to sign-up for. The
link is:
http://www.signupgenius.com/

References
Albert, L. (1990). Cooperative Discipline: How to Manage your Classroom and Promote Self-

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Bradshaw, J. (n.d.). The Secret to Time Fillers. Retrieved March 17, 2018, from

http://www.teacherkarma.com/2014/10/cheat-sheet-classroom-time-fillers-freebie.

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Choi, Y., & Page, Y. C. (2003). The Name Jar Paperback. Retrieved March

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 Golden, CO: Love and Logic, Inc.

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https://www.teacherspayteachers.com/Product/The-Name-Jar-book-activity

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https://www.teacherspayteachers.com/FreeDownload/Classroom-Cheer-Cards-13148

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https://www.teacherspayteachers.com/FreeDownload/Parent-Contact-Log-To-Do-List

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