Classroom Management Plan

Classroom Management Plan

David L Tetterton

804-437-1173

dlquadt@yahoo.com

blog:  http://davidtetterton.blogspot.com

Secondary (grades 6 – 8)

Resource

Statement of Purpose:

Our classroom is a safe, creative and positive learning environment.  Here, students will be encouraged to share, interact and be excited to learn and succeed in order to achieve their academic potential and social skills.

 

Rules and Relationships:

5 Rules: I will:

1.               Be in my seat ready for start of class when the bell rings.

2.               Be kind, in my words and my actions, to my classmates.

3.               Follow all instructions when given the first time.

4.               Keep my hands, feet and all other objects to myself.

5.               Continue working on projects until dismissed by teacher.

 

Teaching Rules Strategies:

To teach the rules, I will have them posted on the whiteboard on the first day of class, and then on a poster board near the door.  This way all the students and their parents can see the rules as they enter and exit the room.  Each student will also be given a sheet (like a 3x5 card) with the rules and the consequence chart so they can have it in their notebooks for each access. On the first day of class, I will go over the rules, by giving them examples and non-examples of the rules, and then divide the class into groups and have them assigned one of the rules and have them come up with a role play to share with the class later that day or during class on one of the following days. This will continue until all the rules have been explained by the students in their groups to the other groups.  I will also teach any concept of the rule that the students do not understand.

 

Booster Sessions; Re-teaching the Rules: 

Throughout the year, I will maintain and follow the rules.  The students will be recognized and praised for following classroom rules.  Should a student struggle with any of the rules, I will, as needed, remind him/her, individually of what the rule looks like individually.  When a majority of the class has issues with one of the rules, I will re-teach that rule using direct instruction complete with examples and non-examples.

 

Parental notification; Classroom rules:

Prior to the start of school, approximately one week, I will send a letter to each parent introducing myself and explaining to them what I want to accomplish with their children in my class this year.  This will take a little homework on my part so that I can individualize each letter for each individual student.  In this letter, I will also give my contact information to include my phone number, e-mail address and my class blog-spot. As part of the introduction letter, I will send two copies of the classroom management plan (one for the parents to keep and one for the parents and student to sign).  This will allow all concerned parties to know the expectations of the student, parent and teacher in my classroom.  This letter will be sent out in time prior to the “back to school night” that the school holds each year. 

 

Build/Maintain Relationships with students/parents:

Students:  The best method for building and maintaining a relationship with students is by showing them genuine concern and interest in them.  This will be done by giving them the attention they deserve in assisting in getting them to complete their tasks and being by being kind to them. Through a lot of praise and compliments, the students will learn that when constructive criticism or correction is given they will know I am concerned with their success and trying to help them grow.  By greeting them daily, I will let them know I care about them.  By getting to know them individually I will demonstrate my interest in them is not confined to the only the classroom, but it in their whole development into adulthood.

Parents:  I will build and maintain a positive relationship with the parents by showing them that I care about their children.  This will be done by my investing into the success of the child in my classroom.  Sending notes home with the student as to their progress, calling the parents and/or sending emails as necessary.  I will update my class blog-spot on a weekly basis with updates and other information that will assist the parents in the academic and social success of their children.  Flexibility is a must in maintain and building relationships and I will be willing to meet the parents on their schedules if they are ever worried about or want to discuss their child’s progress in my class.

 

Consequences: 

POSITIVE	NEGATIVE
Free and Frequent: Smiles Praise General praise written on home/class-work   Intermittent: Emails, Notes, or Phone calls home Blog-spot spotlight Bonus “Bucks”   Strong and Long Term: Class Party Bonus “Bucks” redemption	1st time:  Verbal Warning 2nd time:  Lose Bonus “Bucks”* 3rd time:  Parental notification via email or telephone 4th time:  Office referral             *See section regarding Bonus “Bucks”

 

Data Collection Method:

Student Name	Positive Consequence	Negative Consequence	Parental Contact
	Date         Consequence	Date            Consequence

 

Method for Monitoring Student Consequences: Backup Reinforcers:

Bonus “Bucks”:  These are actual “Bucks” (see example to follow).  They will be varied each week by color and a special code.  This will alleviate any counterfeiting and will not carry over after expiration date of “Buck”.  Redemption will be at the end of each month or when needed for special considerations.  Lost “Bucks” will not be replaced and are assigned to each student so they are not transferrable.  “Bucks” are earned intermittently.  They will be distributed at my discretion of when and why they are given.  On the last Friday of each month, or the last day of the term or semester, students will redeem their earned “Bucks” if they so choose.  It is the responsibility of the student to keep track of their “Bucks”.  This will be done by giving each student an envelope to store them. 

              1 Bonus “Buck” = hall pass rental

              10 Bonus “Bucks” = 5 extra credit points (once per week)

              25 Bonus “Bucks” = 10 minutes free time (student decides) or 10 extra credit points

              50 Bonus “Bucks” = homework assignment waived (big projects excluded)

As part of the negative consequences, when a student does not follow established rules for the classroom they will have to lose 3 “Bucks” on the 2^nd offense.  Should the student not have 3 “Bucks”, they will have to come into the classroom before the start of the next school day and perform a service for the students by cleaning something in the classroom for 5 minutes.

 

Procedures:

Describe: Implemented: As I am teaching in the secondary setting, there will be a new set of students about every 75 minutes.  When students arrive in the classroom, I will greet them and give them an assignment to begin after the bell rings.  Until that time, they are free to move around, talk to each other and perform other needed tasks such as sharpening pencils and asking me questions.  After the bell rings they are expected to be in their seats ready for the start of instruction (Rule #1).

There are different types of routines that happen throughout the classroom period.  These can include: group instruction, small group work, and individual work.  Since this is a common procedure in my classroom, there will be transitions happening to allow students to move from one location to another.  These movements will be kept to a minimum to avoid confusion and distractions. 

There are two other times when transitions occur and they are when the students enter and exit the room.  Rule #1 talks about when entering the room and Rule #5 discusses when leaving the room.  Students are expected to be performing their assigned tasks until I dismiss them.  This will normally occur after the bell rings at the conclusion of class time.

Bathroom usage:  Knowing the needs of students and also of trying to maintain a positive, creative environment in my class, I will require that the students will raise their hands and request permission to go to the bathroom.  As stated above, it will cost the student 1 “Buck” to rent the hall pass.  Only one student is allowed to the bathroom at a time.

Students are expected to maintain “school rules” when transitioning from one classroom to another.

Should the occasion arise; that is an emergency/crisis (fire, earthquake, flood, lockdown, etc.) the classroom will follow the district and school policy. 

When my students need to regroup or I just need to get their attention, I will say, “Attention Class.”

Taught: 

I will teach my class starting the first week of the importance of keeping the classroom rules.  I will demonstrate with examples and non-examples of what to do when the bell rings at the start of class and also at the end of class.  Transition will also be taught at this time by demonstrating how to go from large groups to small groups for instruction by dividing the class into small groups; they will learn the rules through role playing by using examples and non-examples.  Reinforcement will continue throughout the semester by re-teaching and booster sessions for obeying and following classroom procedures.  The students will be reminded as they transition from one activity to another, whether group or individual work. 

Crisis procedures will be taught as per the school or district policies and regular scheduled drill practices. 

Physical Layout of Class: Rationale

The physical layout I chose will allow me as their teacher to be able to maintain control of the classroom.  There is an area for remedial reading with bookshelves and the appropriate books that will give the students a chance to achieve their academic success.  Using tables instead of individual desks will allow fewer distractions from the windows and the door.  The students will be assigned seats that I reserve the right to change at any time.  This will also give the students the opportunity to transition to individual and small group instruction as required.  There is a half partition which slightly isolates the remedial reading area from the rest of the class and yet allows monitoring from all points of the classroom.  There is a partition near the door which isolates the computers from the persons when entering the classroom.  This removes that distraction.  The reason for selecting this format is that I feel that the center of attention will be the instruction rather than the distractions that come from the windows, door and general types of distractions from the students.  The space is more adequately utilized for teaching rather than just filling up an area.

Classroom Management Plan

Classroom Management Plan

David L Tetterton

Secondary (grades 6 – 8)

Resource

Statement of Purpose:

Our classroom is a safe, creative and positive learning environment.  Here, students will be encouraged to share, interact and be excited to learn and succeed in order to achieve their academic potential and social skills.

 

Rules and Relationships:

5 Rules: I will:

1.               Be in my seat ready for start of class when the bell rings.

2.               Be kind, in my words and my actions, to my classmates.

3.               Follow all instructions when given the first time.

4.               Keep my hands, feet and all other objects to myself.

5.               Continue working on projects until dismissed by teacher.

 

Teaching Rules Strategies:

To teach the rules, I will have them posted on the whiteboard on the first day of class, and then on a poster board near the door.  This way all the students and their parents can see the rules as they enter and exit the room.  Each student will also be given a sheet (like a 3x5 card) with the rules and the consequence chart so they can have it in their notebooks for each access. On the first day of class, I will go over the rules, by giving them examples and non-examples of the rules, and then divide the class into groups and have them assigned one of the rules and have them come up with a role play to share with the class later that day or during class on one of the following days. This will continue until all the rules have been explained by the students in their groups to the other groups. 

 

Booster Sessions; Re-teaching the Rules: 

Throughout the year, I will maintain and follow the rules.  The students will be recognized and praised for following classroom rules.  Should a student struggle with any of the rules, I will remind him/her, individually of what the rule looks like individually.  When a majority of the class has issues with one of the rules, I will re-teach that rule using direct instruction complete with examples and non-examples.

 

Parental notification; Classroom rules:

Prior to the start of school, approximately one week, I will send a letter to each parent introducing myself and explaining to them what I want to accomplish with their children in my class this year.  This will take a little homework on my part so that I can individualize each letter for each individual student.  In this letter, I will also give my contact information to include my phone number, e-mail address and my class blog-spot. As part of the introduction letter, I will send two copies of the classroom management plan (one for the parents to keep and one for the parents and student to sign).  This will allow all concerned parties to know the expectations of the student, parent and teacher in my classroom.  This letter will be sent out in time prior to the “back to school night” that the school holds each year. 

 

Build/Maintain Relationships with students/parents:

Students:  The best method for building and maintaining a relationship with students is by showing them genuine concern and interest in them.  This will be done by giving them the attention they deserve in assisting in getting them to complete their tasks and being by being kind to them. Through a lot of praise and compliments, the students will learn that when constructive criticism or correction is given they will know I am concerned with their success and trying to help them grow.  By greeting them daily, I will let them know I care about them.  By getting to know them individually I will demonstrate my interest in them is not confined to the only the classroom, but it in their whole development into adulthood.

Parents:  I will build and maintain a positive relationship with the parents by showing them that I care about their children.  This will be done by my investing into the success of the child in my classroom.  Sending notes home with the student as to their progress, calling the parents and/or sending emails as necessary.  I will update my class blog-spot on a weekly basis with updates and other information that will assist the parents in the academic and social success of their children.  Flexibility is a must in maintain and building relationships and I will be willing to meet the parents on their schedules if they are ever worried about or want to discuss their child’s progress in my class.

 

Consequences: 

POSITIVE	NEGATIVE
Free and Frequent: Smiles Praise General praise written on home/class-work   Intermittent: Emails, Notes, or Phone calls home Blog-spot spotlight Bonus “Bucks”   Strong and Long Term: Class Party Bonus “Bucks” redemption	1st time:  Verbal Warning 2nd time:  Lose Bonus “Bucks”* 3rd time:  Parental notification via email or telephone 4th time:  Office referral             *See section regarding Bonus “Bucks”

 

Data Collection Method:

Student Name	Positive Consequence	Negative Consequence	Parental Contact

 

Method for Monitoring Student Consequences: Backup Reinforcers:

Bonus “Bucks”:  These are actual “Bucks” (see example to follow).  They will be varied each week by color and a special code.  This will alleviate any counterfeiting and will not carry over after expiration date of “Buck”.  Redemption will be at the end of each month or when needed for special considerations.  Lost “Bucks” will not be replaced and are assigned to each student so they are not transferrable.  “Bucks” are earned intermittently.  They will be distributed at my discretion of when and why they are given.  On the last Friday of each month, or the last day of the term or semester, students will redeem their earned “Bucks” if they so choose.  It is the responsibility of the student to keep track of their “Bucks”.  This will be done by giving each student an envelope to store them. 

              1 Bonus “Buck” = hall pass rental

              10 Bonus “Bucks” = 5 extra credit points (once per week)

              25 Bonus “Bucks” = 10 minutes free time (student decides) or 10 extra credit points

              50 Bonus “Bucks” = homework assignment waived (big projects excluded)

As part of the negative consequences, when a student does not follow established rules for the classroom they will have to lose 3 “Bucks” on the 2^nd offense.  Should the student not have 3 “Bucks”, they will have to come into the classroom before the start of the next school day and perform a service for the students by cleaning something in the classroom for 5 minutes.

 

Procedures:

Describe: Implemented: As I am teaching in the secondary setting, there will be a new set of students about every 75 minutes.  When students arrive in the classroom, I will greet them and give them an assignment to begin after the bell rings.  Until that time, they are free to move around, talk to each other and perform other needed tasks such as sharpening pencils and asking me questions.  After the bell rings they are expected to be in their seats ready for the start of instruction (Rule #1).

There are different types of routines that happen throughout the classroom period.  These can include: group instruction, small group work, and individual work.  Since this is a common procedure in my classroom, there will be transitions happening to allow students to move from one location to another.  These movements will be kept to a minimum to avoid confusion and distractions. 

There are two other times when transitions occur and they are when the students enter and exit the room.  Rule #1 talks about when entering the room and Rule #5 discusses when leaving the room.  Students are expected to be performing their assigned tasks until I dismiss them.  This will normally occur after the bell rings at the conclusion of class time.

Bathroom usage:  Knowing the needs of students and also of trying to maintain a positive, creative environment in my class, I will require that the students will raise their hands and request permission to go to the bathroom.  As stated above, it will cost the student 1 “ Buck” to rent the hall pass.  Only one student is allowed to the bathroom at a time.

Students are expected to maintain “school rules” when transitioning from one classroom to another.

Should the occasion arise; that is an emergency/crisis (fire, earthquake, flood, lockdown, etc.) the classroom will follow the district and school policy. 

When my students need to regroup or I just need to get their attention, I will say, “Attention Class.”

Taught: 

I will teach my class starting the first week of the importance of keeping the classroom rules.  I will demonstrate with examples and non-examples of what to do when the bell rings at the start of class and also at the end of class.  Transition will also be taught at this time by demonstrating how to go from large groups to small groups for instruction By dividing the class into small groups, they will learn the rules through role playing by using examples and non-examples.  Reinforcement will continue throughout the semester by re-teaching and booster sessions for obeying and following classroom procedures.  The students will be reminded as they transition from one activity to another, whether group or individual work. 

Crisis procedures will be taught as per the school or district policies and regular scheduled drill practices. 

Physical Layout of Class:

The physical layout I chose will allow me as their teacher to be able to maintain control of the classroom.  There is an area for remedial reading with bookshelves and the appropriate books that will give the students a chance to achieve their academic success.  Using tables instead of individual desks will allow fewer distractions from the windows and the door.  The students will be assigned seats that I reserve the right to change at any time.  This will also give the students the opportunity to transition to individual and small group instruction as required.  There is a half partition which slightly isolates the remedial area from the rest of the class and yet allows monitoring from all points of the classroom.  There is a partition near the door which isolates the computers from the persons when entering the classroom.  This removes the distraction. 

Internet Safety Assignment

David L Tetterton

IPT287 Internet Safety Assignment

 

1.    What articles did you choose to read?

1.    “Let our Voices be Heard”

2.    “Things as They Really Are”

3.    “Technology and a House of Learning”

2.    What were the three most important things you learned from the readings?

1.    That we need to be in better control of the media (Internet, TV and video games) in our homes.

2.    That inappropriate material on the TV has jumped from 67% in 1998 to 75% in 2000, and

3.    Making friends on the internet or having a relationship with someone other than your spouse is not appropriate.

3.    Describe the video resources you watched (name, content, hosted location/website, etc.).

1.    I watched several websites and learned quite a bit.  Some of the information was already known.               

1.    http://www.ikeepsafe.org/assets/videos/?vid=fauxpaw_video

2.    http://www.ikeepsafe.org/iksc_kids/

3.    http://www.webwisekids.org/index.asp?page=Katie_parents

4.    http://www.pbs.org/wgbh/pages/frontline/kidsonline/view/main.html

4.    What are the three most important things you learned from the video resources you viewed?

1.    That our children hide what they view from us.

2.    We as parents and educators need to be more persistence in knowing what is being viewed.

3.    We need to also respect our children’s privacy.

5.    Describe who you talked with (no names are needed - just a brief description of age). 

1.    I spoke with my wife and daughter.  Wife: 49 years old, Daughter: 16 years of age

6.    Describe what you shared and what the reaction of the person was. 

1.    We together watched several of the videos above, after I had watched them.  The reaction of the wife was one of disbelief, while the daughter knew of the hazards, because of a previous incident on the net. 

7.    What will you do differently now that you have completed this assignment?

1.    I will try to be more involved in my children’s behavior on the internet.  I will also be careful of the types of individuals they come in contact with.

8.    How can you use what you have learned to have a positive influence on those you teach?

1.    The positive influence I can best have towards those I teach is by being informed of the hazards that are on the internet and explain and show them what can happen.  Let them know that I care about them and that they are important to me.

 

TPACK Presentation

I just finished the TPACK Presentation Project and it can be viewed at: http://docs.google.com/present/view?id=dhpq9xn2_80fss972dv
Hope you like it.

Lesson Plan on Science

Name: David L Tetterton
Title: Clouds
Summary: Students will learn the basic cloud types and be able to measure, record weather patterns over a period of time.
Primary Core Objective: Science - 4th Grade   Standard 2 Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns.   Objective 1 Observe, measure, and record the basic elements of weather. a.         Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds). b.         Observe, measure, and record data on the basic elements of weather over a period of time (i.e., precipitation, air temperature, wind speed and direction, and air pressure).
Materials Used by the Teacher:   ·       White/Chalkboard ·       Markers/Chalk ·       If not raining, go outside for observation ·       Handouts ·       Assessment sheets	Materials Used by the Students:   ·       Pencils ·       Paper ·       Science Book ·       Graph paper ·
Technologies Used by the Teacher:   ·       PC ·       Barometer ·       Thermometer ·       Overhead projection from PC	Technologies Used by the Students:   ·       PC ·       Barometer (shared in groups) ·       Thermometer (shared in groups)
Intended Learning Outcomes:   ·       Students will learn the different types of clouds: cumulus, cirrus, and stratus.  They will list what each looks like and their characteristics. ·       The students will prepare a graph for studying the patterns of weather and start graphing the changes in barometer and the temperature over a period of 4 weeks.
Instructional Procedures: Ask the students what are the different kinds of clouds.  Expect to get answers such as rain, snow, fluffy and etc.  Explain to students that there are many different kinds of clouds, but today we will learn about three (3) kinds. Show video clip. http://teachertube.com/viewVideo.php?video_id=96209&title=Clouds If the weather is suitable, take students outside so they can try to identify the different kinds of clouds in the sky.  Give each student a handout with a picture and characteristics of each of the three (3) different clouds. Take Laptop out with you with the barometer attached and after the identification process is completed, show the students what the barometer does and have them observe the changes on the screen.  Explain what is happening and what a barometer does.  Return to the classroom and show the students the manual barometer and the thermometer and explain the project for the next four (4) weeks. Show students on the board how to graph the weather changes, this will be an ongoing procedure throughout the next four (4) weeks).
Extensions: As students complete the graphing, have the fast finishers go to the computer and explain to you or to the aide in the class what is happening on the screen. Once they complete this, the fast finishers can have computer time until all the class has finished the graphing.
Assessment Plan:   Handout sheets with pictures of clouds and have students label each cloud with its name.  Then have them match the cloud name with the characteristics. Given the data: precipitation, temperature and air pressure (barometric reading) have students graph the weather pattern.

 

Lesson Plan 1 math same more less than

Name: David L Tetterton
Title: Is it more, less or the same?
Summary: Students will point to objects and tell whether they are the same, more or less than the example
Primary Core Objective: Kindergarten -- Mathematics Standard 1 Students will understand simple number concepts and relationships. Objective 2 Identify and use simple relationships among whole numbers up to 30. d. Compare sets of objects and determine whether they have the same, fewer, or more objects
Materials Used by the Teacher:   ·       Pictures, blocks, chalk, chalkboard, whiteboard, dry erase markers, paper and worksheet	Materials Used by the Students:   ·       Paper, pencils, blocks
Technologies Used by the Teacher:   ·  Chalkboard/Whiteboard, dry erase       markers/chalk, ·  Computer and projector	Technologies Used by the Students:    Pencils, markers/chalk Computer with math software
Intended Learning Outcomes:   ·       Students will describe the difference between more, less or the same.
Instructional Procedures: Teacher shows as preview: http://www.youtube.com/watch?v=bxpAHliQ8ww The teacher will explain what the students will learn today.  At this point, the teacher will explain the difference between same, more and fewer (less).  The teacher will show pictures of what more and less (fewer) than look like.  This will be projected onto the front of the classroom by use of computer and projector.  The teacher will then model with the blocks what the same is, as well as model more and less.  At this point the teacher will again model the precepts taught with the students also participating with their blocks.  Finally the students will model the concepts taught with their blocks.  The teacher will also use the white/chalk board to demonstrate, after which the students will do the same.
Extensions: In case there are those students that finish ahead of the other students, teacher will have either paper (handouts) with pictures the students can color that will go along with the class instruction.
Assessment Plan: At the end of the instructional period, the teacher will have the students demonstrate their knowledge content by asking questions and having them answer, using the blocks.  A worksheet with pictures of more than, less than, and the same number of objects will be given to students to measure their learning.  The students will circle the correct answer.  This will be a permanent product assessment tool that follows the summative arrangement of assessments.

 

Lesson Plan for Language Arts

Name: David L Tetterton
Title: Media for Kindergarten
Summary:   Students will learn about the different types of media available that can be used to tell a story, demonstrate an object, or explain an interest.
Primary Core Objective: Standard 1 Oral Language - Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.   Objective 2 Develop language through viewing media and presenting. a.         View a variety of media presentations attentively. b.        Use a variety of formats (e.g., show and tell, drama, sharing of books) in presenting with various forms of media
Materials Used by the Teacher:   ·       PC with overhead projection ·       White/Chalk board ·       Chalk/markers for board ·       Picture presentation ·       Magazines ·       Newspaper ·       Radio	Materials Used by the Students:   ·       Pencils, pens, crayons ·       PCs if available ·       Old magazines ·       Objects or items brought from home for show and tell.
Technologies Used by the Teacher:   ·       Magazines ·       PCs ·       Projection equipment	Technologies Used by the Students:   ·       Magazines ·       PCs
Intended Learning Outcomes:   ·       At the end of the class, the students will give a presentation with an object brought from home.  ·       The students will also use the PC and other items to demonstrate other ways to make a presentation that will be shown to the class.
Instructional Procedures:   Explain to the class that today we will learn about different types of media. Ask:  Does anyone know what media is? Explain media. Show video clip from Sesame Street.  http://www.youtube.com/watch?v=eM9RtCCXrsw Ask students what did they learn from the video. Explain that this is a form of media.  Other forms of media are movies, radio shows, TV programs, newspapers, magazines and storytelling. Have students get magazines and find something that they like in it and tell the other students about it.  Explain that this is a form of media. Show newspaper and read a small article from the paper to the students.  Tell them that is also a form of media. Show the radio and explain that many of them listen to the radio in their cars with their parents.  Another form of media is the radio. Show the pictures of different types of media. Show video of children making a newspaper. http://teachertube.com/viewVideo.php?video_id=7174&title=Class_Newspaper_Writing Ask students to go to PC and we can make our own newspaper. Have students get out their items that they brought from home for sharing time.  Explain that as they tell their stories, they are doing media.
Extensions: As each student finishes his/her sharing time, let them join in listening what the other students have to share.
Assessment Plan: Give the students a handout with pictures of different types of media and other pictures and have them circle the pictures that are media.  Ask the students what they learned in class today.  As students finish the assessment, allow the students to use the computers in the classroom in groups to start creating a newspaper, magazine or something else that could be used to demonstrate their knowledge of different types of media.