Amber Jordan 1

Learning Environment
The teacher plans for a structured, positive learning environment, where students feel safe and valued as contributing members of a learning community.

Classroom Management 1. Describe and explain activities that would develop a positive climate where students will feel like valued members of a learning community. My goal for my classroom is to make each student feel loved and welcomed by me, the teacher as well as their classmates. I will welcome each student into the classroom each morning by greeting them and making them feel welcome. My classroom will be a safe place for my students to come to and learn in. My students will know that we strive to be safe physically and emotionally. I want my students is to always feel like they can confide in me and talk to me in any situation. I will teach students to speak their opinions and whatever they are feeling. I will work to make sure every student will feel comfortable expressing themselves whether it be giving an opinion or idea, reading out loud, or sharing information. My overall goal is to form a class family to ensure all my students are safe, comfortable, can learn, and are respected by all in our classroom. 2. List the 3-5 behavioral expectations or rules for all students in your classroom. 1) Respect yourself, others, and their property 2) Listen at all times 3) Raise your hand if you need assistance 4) Be prepared and ready each day

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3. List the hierarchy of consequences that you will follow when infractions of the rules occur in the classroom. First Offense: Verbal warning Second Offense: Second verbal warning and a note on daily homework sheet that parents sign each day Third Offense: Sent to Mr. Perrin (Interventionist) Fourth Offense: Phone call to parents or guardians *If misbehavior continues or behavior is unexceptional, the student will be taken to the principals office and parents or guardians will be called to pick the student up and taken home. 4. List the types of intrinsic and extrinsic reinforcements that you will utilize in the classroom. Intrinsic- Students will be addressed for their wrong choices and good choices. In the classroom, I will verbally say things like, I love how Hunter is reading quietly at his seat and staying on task. This will allow those that are not making the right choices a chance to see what they are supposed to be doing. I will always praise students for making good choices in the classroom. I will also call on those that are making bad choices and simply say, Kiana, isnt making the same choices as Hunter, can a friend tell her what we are supposed to be doing? In other situations when students may be misbehaving, I will directly call them out so that their behavior can be fixed. Intrinsic reinforcements are very easy to do in the classroom and will be used all the time to instruct students to make good choices.

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Extrinsic- Students work every day to receive PBIS Paws. These paws are given to students who perform well in the classroom, in the hallways, lunchroom, activities, or anywhere in the school. The students should strive to be ready, responsible, and respectful at all times. When teachers see students making good choices these paws are given to them. At the end of the month, each class counts to see who has the most paws. One student from each class who has the most paws is awarded for the, Terrific Kid Award. Another extrinsic reinforcement that the students strive to make good choices for is to be able to do certain procedures in the classroom. This might be carrying the red, first aid bag whenever we leave the classroom, carry the hand sanitizer to lunch, wiping and cleaning around the lunch tables, taking papers to the office, and anything the teacher may need to be done in the classroom. Each student loves to have a responsibility, so my students work hard each day to be that person that has a job to do. These extrinsic reinforcements are essential in the classroom to motivate the students to make good choices rather than wrong choices. Non-Instructional Routines and Procedures 1. Describe non-instructional routines and procedures that will ensure your classroom runs safely (i.e. you are providing appropriate supervision) and smoothly. How will you begin and end class (include taking attendance and, if applicable, lunch plans) As students come into the classroom, I will greet them each morning. Our class will begin by having students put away their jackets and book bags in their cubbies. Students should then start their morning math work and eat breakfast. Students will pick their lunch choice by

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placing their magnet with their name on it under the choice they want. When students settle in and are doing their work, I will take attendance by going around the room to see who is at school. How will you distribute and collect materials and student work? Every morning a student will distribute a pencil to each student. I will also have a student take up homework as pencils are being passed out. All other work will be placed into the finished work basket as students complete it throughout the day. How will you assign and utilize student helper(s) or assistant(s)? There will be assigned student helpers for each week. This will be based off of students performance and behavior from the week before, but all students will have a turn to be a student helper. How will you manage routine tasks such as pencil sharpening, bathroom breaks, and transitioning between classes or hallway transitions? There will be a pencil container full of sharpened pencils for the day. If students need another pencil after their first pencil, they should get one out of the container. After all the sharpened pencils are taken, there will be a student assigned to sharpen a few pencils at a time. Bathroom breaks can be taken whenever students need to go. If the teacher is teaching, students will only be allowed to go if it is an emergency. There is no need to ask about bathroom breaks because we have one in our classroom. Students should always be quiet and walk in a straight line in the hallways. How will you ensure your students are appropriately supervised and safe during emergency situations? (e.g. fire and tornado drills)

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During emergency situations students should remain calm, quiet, and follow directions. During these emergencies, I will count students as we leave the classroom and as we get to our destination. We will practice these drills periodically and remind students to stay calm and quiet in all emergency situations. I want my students to know how to perform in these situations and remain safe at all times.