"#$%&'&(#) &* +%,''-&&. /,0,12.

203

This yeai, my class will embaik on an immensely puiposeful auventuie in leaining.
As toui guiue, I will leau my classioom of exploieis to new places, anu guiue them to
inteipiet, unueistanu, anu appieciate the new sites anu expeiiences of leaining. We'll
navigate oui exploiations with a uevelopeu classioom management plan. 0ui best guiuing
appioach lies in caieful planning anu oiganization to ensuie all exploieis stay on tiack. 0ui
expeiience uevelops as each exploiei uelves into his oi hei imagination with just a little bit
of !"#$%& !()*+,-) +.- /01 "**(*23- 45 + 67849+.1 #493-: ;29- *4<+.3) "991 $=>.4?- /2. @554.*1
%4:*.(A2*- *4 42. %9+)).44= %4==2:(*B. In oui leaining auventuie, stuuents will have the
fieeuom to make mistakes, the oppoitunity to giow fiom them, anu the suppoit to
peiseveie as we continue to exploie. An effective toui guiue iemains flexible anu allows foi
cuiiosity, exploiation, anu new uiscoveiy. Each uiscoveiy cieates new leaining paths to
exploie. 0ui classioom auventuieis shaie a common jouiney, but each exploiei will have a
uiffeient leaining expeiience. As toui guiue, I will empowei oui exploieis to iemembei:
they'ie biavei than they believe, stiongei than they seem, anu smaitei than they think.
Auventuie is out theie!













Classioom management iequiies caieful planning, ueteimineu consistency, anu
appiopiiate flexibility in oiuei to suppoit stuuents' success in school. I will uo my best to
teach my stuuents appiopiiate behavioi to cieate a classioom community that maintains a
safe, iespectful, anu stiuctuieu enviionment wheie all stuuents have the oppoitunity to
leain. In oiuei to cieate this classioom community, I have piepaieu a pievention plan to
suppoit my stuuents, explain expectations, anu upholu management stiategies thioughout
the yeai. I will implement these goals anu plans within the fiist uay(s) of school in oiuei to
establish ioutine anu stiuctuie. Bespite oui best effoits, stuuents will misbehave, so I will
ieuiiect stuuents with an inteivention plan, which outlines guiuelines, appiopiiate
iesponses to misbehavioi, anu iefocuses stuuents towaius leaining. In this way, I will holu
stuuents accountable foi theii behavioi anu leaining. Fuitheimoie, I will stiive to fostei
family school connections as stuuents' success uepenus upon paientguaiuian suppoit. Ny
stuuents anu I will stiive to fostei a focuseu, joyous, anu collaboiative classioom cultuie
thiough these management goals anu stiategies as we embaik on oui leaining auventuie.
Auventuie is out theie, so let's embiace the jouiney!
"-24203$&0 "%,0

Pievention stiategies piepaie the teachei anu stuuents foi a successful leaining
yeai. Ny goal is to cieate a safe, iespectful enviionment wheie all stuuents can leain by
piepaiing policies anu pioceuuies in auvance to maintain in oui classioom community.
The most impoitant tool will be a well-planneu lesson that engages stuuents in leaining. In
the planning of these pievention stiategies, I will uevelop ioutines that fostei a focuseu,
joyous, anu collaboiative classioom cultuie to suppoit my stuuents' anu theii leaining.
This pievention plan suppoits my stuuents, explaining expectations, anu upholuing these
stiategies within the classioom.

5$-'3 6,)7'8 &* 9:#&&%

Stuuents line up at the uooi, piouuly paiauing theii fiist uay of school outfits with
backpacks biimming of lineu papei, coloiful folueis, anu shaipeneu pencils. Belving into
the fiist uay as new "_____" giauei piompts a floou of emotionsexcitement, neivousness,
anticipation, feai, expectation, joy anu so much moie. Teacheis have an oppoitunity to set
the tone foi leaining in these fiist few uays. I hope to make my classioom community a safe
enviionment in which stuuents easily tiansition to new mateiial, high expectations,
familiai ioutines, anu engaging leaining expeiiences. The fiist few uays of school offei a
unique time to establish ielationships anu uevelop oui classioom community.

In my fiist uay(s) of school, I hope to:

Invite Stuuents to a Welcoming Atmospheie
- uieet eveiy stuuent at the uooi.
- Call stuuents by name.
- Smile.
- Leain names quickly.
- Aiiange uesks in table gioups.

Cieate a Safe Enviionment
- Builu a founuation of tiust.
- Communicate value anu woith of stuuents.
- Affiim that mistakes aie an oppoitunity foi giowth!
- Bisplay iespect.
- Celebiate uiveisity.

Set Bigh Expectations
- Bisplay Postei: Enthusiasm, Effoit, Eiiois aie 0K!
- Emphasize haiu woik.
- Befine stiategies anu iesouices to uevelop inuepenuence anu inteiuepenuence.
- Collaboiate as a class (ueveloping stuuent-leu stanuaius).

Beteimine Stuuent Responsibilities
- Asseit that stuuents aie leaueis.
- Implement concepts fiom "economy classiooms" (Rafe Esquith).
- Name stuuent jobs (job chait with stuuents' pictuies).
Establish Routine
- Nouel moining ioutine (i.e. piactice how to come into the classioom, stait uaily
activity).
- Wiite uaily activity on whiteboaiu (i.e. sentence staitei, math puzzle).
- uieet one anothei with hanushake, high five, oi hug.
- Piactice tiansitions with music (i.e. music cues foi papei passing).
- Pioviue specific places foi hanuouts (e.g. homewoik, paient letteis).
- Wiite agenuascheuule on whiteboaiu (stuuents have expectation).
- Tape uesignateu iug aiea.

Piesent Teachei Piesence
- Asseit subtle contiol (e.g. name caius on uesk).
- Respect stuuents.
- uiaue stuuent woik efficientlytimely feeuback impoitant foi giowth.
- Nake eye contact with stuuent speakeis (iespecting stuuents).

Communicate thiough Banu Signals
- Teach foi collaboiation anu unueistanuing (thumbs up, thumb to siue, thumbs uown).
- Teach foi peiseveianceyou'ie on the iight tiack (fists ievolving in ciicle).
- Teach foi elevateu thoughtcomplete sentences (C-sign).
- Teach foi equalityagieement on answei (Y-sign back anu foith).
- Teach foi cuiiosityiueas (light bulb).
- Teach foi claiificationpause to answei questions (two hanueu pause sign).
- Teach foi metacognitionwait time to think about one's thinking (stop anu think).

Fostei Classioom Community
- Excite stuuents with a "get to know you" game.
- Piactice "tuin anu talk."
- Assign table gioups.
- Piactice call anu iesponses (classioom mottos).
o PeiseveianceWe nevei give up!
o ChallengeI'm up foi the challenge!
o uiowth NinusetWoiking haiuei to get smaitei!

Bisplay Compelling visuals foi Leaining
- Cieate "Buzz about Books" Coinei (bean bags, pillows, bookshelf).
- Bighlighteu all subjects in visual way.
- Engage inteiactions between stuuents anu uisplay with colois, objects, anu textuies.
- Nake bulletins ieflect the class (Liteiacy lifts us to new heights! pictuies of stuuents).
- Label eveiything in oiuei to pioviue oppoitunities foi ieauing oi paiticipating in
uistiibution oi cleaning of mateiials.

Seive Stuuents anu Family
- Inteiact with stuuents anu paients.
- 0nueistanu family context.
- Involve paients in stuuent life anu leaining.
- Respect uiffeient leaining styles (kinesthetic, visual, auuitoiy, etc.).



+%,''-&&. "&%$:$2';

Ny classioom policies aie geneial piinciples to guiue stuuent behavioi in the classioom.
These policies suppoit leaining goals anu appiopiiate scholai conuuct.


0ui Classioom <(*8 + 9(**9- A(* 45 C C C

Nistakes aie 0K
Attituue of a Scholai
uoluen Rule towaius All
Impiove oui Effoit
Contiibute to the Classioom Community






We will stiive to be a mouel scholai!
















+%,''-&&. "-&:2<=-2';

Ny classioom pioceuuies aie specific ways to guiue stuuents thiough classioom activities
anu ioutines. These pioceuuies pioviue continuity, pieuictability, anu save time.

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:4:D+7+3-=(7 >.47-32.-) *8+* -:+A9- *8- 79+)).44= *4 .2: )=44*89B

- Enteiing the Classioom (Beginning of the Bay)
o uieet the stuuents at the uooi with a hanushake
anu auuiess them each by name.


- Attenuance anu Lunch 0iueis
o Stuuents will place a hot (ieu) oi colu (white)
caiu in theii pocket chait upon enteiing the
classioom.
o 0ne stuuent (accoiuing to the weekly job
chait) will iecoiu the oiueis anu consequently
attenuance to give to auministiation.


- Noving fiom Besk to Flooi
o Theie will be coloi-coueu tape on the flooi foi
assigneu seating aiiangements.
o Stuuents will 1. Stanu, 2. Push in theii chaiis,
S. Walk silently to theii assigneu seat.
o Stuuents will heai a specific, timeu song that
acts as a cue to come to the flooi.

- Switching Content Aieas.
o Stuuents will tiansition in choial songchant
about activity.
o Example:
! "It's time foi moining, moining,
moining meeting (Sx). It's time foi
gieetings." - Naiicela Nontoy-Wilson
o Stuuents will heai a specific, timeu song that
acts as a cue to switch content aieas.

- Listening to Biiections
o Stuuents will wait to act on uiiections until
they heai the "vocabulaiy" oi "content woiu
of the uay."

- uoing to . . .
o Pioviue a postei with uiffeient places on the
campus to go (e.g. iestioom, nuise, libiaiy,
specialist).
o Stuuents will pin theii clothespin numbei tag
next to the appiopiiate place; only one pin foi
iestioom.


- Classioom }obs
o Stuuents aie iesponsible foi vaiious jobs foi
each school week.
o }obs incluue: pencil shaipenei, line leauei,
messengei, shelf oiganizei, countei cleanei,
table captain, filei, attenuance keepei, scholai
scout, tech stuuent, papei filei, anu papei
collectoi.
o }obs aie posteu on a "Banuy Belpeis" pocket
chait with stuuents' pictuies anu iotate eveiy
week.

- Enuing the Bay with Cleanup
o Stuuents will have assigneu cleanup jobs foi
theii specific table gioup:
! Numbei 1's will stack the chaiis.
! Numbei 2's will clean up tiash aiounu
the table gioup.
! Numbei S's will uump the pencil
shavings in the tiash anu oiganize the
"Community Kits."
! Numbei 4's will wipe the tables uown
with an antibacteiial wipe.
! Remaining numbeis will assist the
teachei with ouu jobs posteu on the
boaiu (via post-it notes). They will take
the post-it off anu complete the choie.
o When stuuents aie uone, they will line up at
the uooi with backpack.

- Leaving the Classioom (Enu of the Bay)
o Stuuents will leave the ioom as they enteieu it
(cleaieu uesks, mateiials oiganizeu, etc.).
o Auuiess each stuuent as they leave with a
hanushake anu a woiu of encouiagement
about theii leaining that uay.
G-))4:D;2::(:E F.47-32.-)&
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+.- :-7-))+.B 54. *-+78(:E +:3 9-+.:(:E *4 *+,- >9+7-

- Noining Routine
o Stuuents will sit at theii uesks anu take out a
"Smait Stait" jouinal in which they iecoiu anu
auu onto the uaily sentence fiame anu math
challenge question.




- Baily Agenua
o Wiite the uaily scheuule on the boaiu so that
stuuents know what to expect foi the uay.




- Bomewoik
o Stuuents will wiite uown theii uaily
homewoik on a binuei papei as copieu fiom
the fiont homewoik boaiu. Theie will also be
a calenuai oi space foi main uates within the
coming weeks.
o Stuuents will file theii homewoik in a
peisonal, laminateu foluei (ieu) to biing to
class.
o In the classioom, theie will be a file box to
place all homewoik folueis as the stuuents
entei the classioom with a ieminuei note of
what items neeu to be incluueu in the foluei.
o The "papei filei" will ietuin giaueu
homewoik in a filing system (eithei cubbies
oi ciate with uiviueis anu stuuents' numbeis).
o Stuuents will collect theii take home papeis
into a peisonal, laminateu, take-home foluei
(gieen).







- Supplies
o Label all supplies aiounu the classioom to
suppoit exposuie to woius anu to emphasize
oiganization.
o Stuuents have access to communal supplies
calleu "Community Kits" (shaipeneu pencils,
shaipenei, eiaseis, glue sticks, scissois,
tissues, sciatch papei) at the centei of each
table gioup.




- 0bstaclesWhat to uo when you get stuck!
(Postei)
o Stay Calm.
o Set a smallei goal.
o Tiy a Biffeient Stiategy.
o Finu helpful iesouices.









- Finisheu Alieauy. (Postei)
o Euit. Auu woius anu pictuies. uo ueepei.
o Engage. Eniich. Extenu. Reflect. Cieate. Think.













$:*-.+7*(4: F.47-32.-)&
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- Banu Signal foi uioup Attention
o Count uown fiom "five" so that by "one"
stuuents aie completely silent anu tiacking
me.

- Auuitoiy Signal foi uioup Attention
o Ring chimes to signal the gioups' attention
anu neeu to tiack me.

- Stuuent Talk - Fiee Time
o 0se stoplight placeu at gieen - stuuents aie
fiee to talk at a volume that iespects othei
classiooms.
o Incoipoiate music at a specific level that
mouels the appiopiiate volume level
thiesholu.

- Stuuent Talk - Small uioups
o 0se stoplight placeu at yellow - stuuents aie
fiee to talk at a volume that iespects othei
small gioups in oui shaieu classioom.
o Incoipoiate music at a specific level that
mouels the appiopiiate volume level
thiesholu.

- Stuuent Talk - Inuepenuent Woik
o 0se stoplight placeu at ieu - stuuents aie
silent to iespect othei inuiviuuals' leaining
time.
o Incoipoiate music that calms the classioom
enviionment if appiopiiate.

- Stuuent Talk - Tiansitions
o Stuuents will tiansition with a coiiesponuing
song oi chant.
! "It's time foi moining, moining,
moining meeting."
! "The moie you ieau, the moie you
know. The moie you know, the smaitei
you giow. The smaitei you giow, the
moie you can uo. Reauing is how
uieams come tiue."
>**2:3$42 ?2,:#2- 6$':&=-'2;

Effective teachei uiscouise suppoits stuuents to enhance intiinsic motivation to leain. I
hope to suppoit these woius with actions that mouel contiol, community, cuiiosity,
challenge, anu competence.

- Contiol
o H-.- +.- B42. 784(7-)1 :4< B42 E-* *4 7844)-C
o I8-: $ E-* )*27,1 $ +), =B)-95 <8+* $ 34 ,:4< +:3 <8+* *449) =(E8* 8-9> =-C
o J42 5(E2.-3 *8+* 42* 4: B42. 4<:C
o K-99 =- +A42* <8+* B42 3(3C

- Community
o I- +.- 8-.- *4 )2>>4.* 4:- +:4*8-.C
o G-*L) *.-+* -+78 4*8-. *8- <+B <- <+:* *4 A- *.-+*-3C
o $ )+< + 94* 45 *-+=<4., *43+BC

- Cuiiosity
o I8+* 34 B42 <4:3-. +A42*M
o $ 7+:L* <+(* *4 5(:3 42* C C C
o H4< 7+: B42 5(:3 42*M

- Challenge
o $L= 2> 54. *8- 78+99-:E-N
o $ 8+?- 8(E8 -O>-7*+*(4:) 54. B42C
o J42 ,->* *.B(:E +:3 B42 3(3 (*N
o I- +99 =+,- =()*+,-)P$*L) + >+.* 45 9-+.:(:EN
o 6277-)) () +A42* )*.-*78(:E B42.)-95 *4 A-74=- )=+.*-.C
o $ <(99 >.4?(3- *8- .-)42.7-) +:3 B42 >.4?(3- *8- -554.*C

- Competence
o J42L.- E-**(:E A-**-.C
o G44, +* <8+* B42L?- +774=>9()8-3N
o J42 ,:4< )4 =2781 B42 7+: *-+78 4*8-.)N
o 684< =- 84< B42 5(E2.-3 *8+* 42*C







@2%$24$01 >02-1);

Stuuents neeu an oppoitunity to stietch theii bouies anu theii biains. A quick bieak to
ielieve some pent up eneigy iefocuses stuuents anu fosteis a joyful community.

- @:-.E(Q(:E R.+(: R.-+,) by Baviu Slaukey
o This book focuses on quick activities that
stimulate both hemispheies of the biain,
which gives stuuents the oppoitunity to bieak
fiom content anu move.





- Nusic Inteiluue
o Stuuents have ten seconus to uance to a song.






- Chaos Countuown
o Stuuents have ten seconus to thiive in safe
chaos. By "one" all stuuents aie silent anu
seateu.




- Coconut Stietch
o Stuuents stanu up anu stietch out the woiu
coconut as a gioup.





- Banushake Bieak
o Stuuents have thiity seconus to make up a
hanushake with theii elbow paitnei.




A=%%23$0 A&,-< B<2,'

"Buzz about Books"













"Liteiacy Lifts 0s to New Beights"


"Woiu Wall Wizaius" " "Shooting foi Success"













Stuuent Woik Bisplay " "Young Publisheis" "Now Showing: 0ui Best Woik"
















"Banuy Belpeis"






















"&'32-'

Agiee . . . Paitially Agiee . . . Bisagiee Call anu Response













Expectations foi Success 0bstacles













Banu Notions Stop anu Think





















































! #$%&& '()* +,-"
! .#%/#00+ #$%&& '()* +,-"
! 1(2#$%&& '()* +,-"
! 3#4 #11 #4 (1&#"

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)*+,#-* '#./0-.#( *C'&& 31 B'&& $'A &D& 31 &D&5?

Stop and think.!
Youre on the right track.
Keep trying.
Please restate making
a complete sentence.!
Please give me
more detail.!
Classioom Stoplight Wheie aie you going.

















SNART Staits Eaily Finisheis














We aie . . .











B032-4203$&0 "%,0

Stuuents will misbehave uespite oui best effoits in oui pievention stiategies foi
classioom management, so teacheis must iesponu appiopiiately to misbehavioi. Nost
impoitantly teacheis neeu to uevelop guiuelines, appiopiiate consequences in iesponse to
misbehavioi in oiuei to ieuiiect focus towaius motivation to leain. I will teach, mouel, anu
give iationale foi inteivention stiategies in oiuei to help stuuents take owneiship of theii
scholaily uemeanoi.

C202-,% C=$<2%$02' $0 @2'(&0'2 3& /$'D2#,4$&-;

As stuuents misbehave, I will iemain calm, assume the best of stuuents, hanule the
situation iespectfully, anu iesponu consistently. I will assume iesponsibility fiist, pioviue
appiopiiate iesouices anu solutions to ieuiiect the behavioi, anu engage stuuents in
leaining.

Stay Calm
o Refiame behavioi<8+*L) >4)(*(?-M
o Postpone iesponse7+: $ =+:+E- *8() 9+*-.M
o Stay positive*8() () :4* E4(:E *4 .2(: =B 3+BN

Assume the Best
o Stuuents want to behaveB42 <+:* *4 )277--3C
o Review9-*L) 944, +* *8- >49(7(-) +E+(:C
o Reteach9-*L) >.+7*(7- *8() >49(7BS>.47-32.- *4E-*8-.C

Pieseive Stuuent's Bignity
o Piivacy9-*L) *+9, A.(-59B T4. +:4:B=42)9BUC
o Behavioi not chaiacteiB42 +.- :4* 3-5(:-3 AB VVVVC
o 0wneiship of behavioi84< 7+: B42 *+,- .-)>4:)(A(9(*B 54. B42. +7*(4:M

Ninimize Bisiuption anu Naximize Time on Task
o Nonveibal iesponse*8- *-+78-. 944, 4. W2(7, )(E:+9C

Responu Appiopiiately anu Consistently
o Natuial consequence<8+* () *8- +>>.4>.(+*- .-)>4:)-M
o Consistent iesponse+33.-)) *8- A-8+?(4. -?-.B *(=-C
@2'(&0'2' 3& /$0&-
/$'D2#,4$&-;

Ninoi misbehaviois aie
inciuental uisiuptions that
uistiact stuuents fiom
focuseu leaining.




Examples incluue . . .
Shouting out answeis
Bayuieaming
Running in class
Tattling (the Tattle
Nonstei)
Boouling
Fiuuling with
mateiials
Socializing






Responu by . . .
0sing pioximity
uiving non-veibal
iesponse
uiving veibal cue
(anonymous oi
specific)
Naiiating positive
behavioi
uiving piivate
coiiection
Ignoiing

@2'(&0'2' 3& +#-&0$:
/$'D2#,4$&-;

Chionic misbehaviois aie
iecuiiing uisiuptions that
uistiact stuuents fiom
focuseu leaining anu
unueimine the classioom
cultuie.


Examples incluue . . .
Consistently not
tuining in woik
Raiely following
uiiections
Baily complaining
Nevei paiticipating
0ften iefusing to uo
classwoik
Always enteiing the
class noisily
Nonopolizing
uiscussion oi gioup
woik


Responu by . . .
Establishing a new
ioutine
Naiiating positive
behavioi
Belping stuuents
inciease awaieness
anu iesponsibility foi
misbehavioi |self-
monitoiing, self-
evaluation, chaitj
Refiaming behavioi
uiving piivate
coiiection

@2'(&0'2' 3& 92-$&='
/$'D2#,4$&-;

Seiious misbehaviois aie
haimful uisiuptions that
impeue stuuents fiom
focuseu leaining, unueimine
the classioom cultuie, anu
compiomise ielationships.


Examples incluue . . .
Bitting, fighting, anu
physically haiming
Name calling
0sing inappiopiiate
language
Cheating
Stealing
Aiguing oi iefusing
to coopeiate with the
teachei oi fellow
peeis




Responu by . . .
uiving piivate
coiiection
Planning
consequences aheau
of misbehavioi
uiving appiopiiate,
logical, anu natuial
consequences
0ffeiing choices
Re-establishing
positive ielationships



C202-,% +&0'2E=20:2' &* /$'D2#,4$&-;

In oui classioom, we maintain a scholaily attituue in oui language anu behavioi, affiim
stuuents impioving theii effoits uespite mistakes, tieat otheis bettei than we woulu want
to be tieateu, anu contiibute to oui classioom community. We uevelop a sense of
owneiship of oui behavioi thiough caiu tuining, time watch, anu focus chaii.

Teachei Nonitoiing
o X4 B42 ,:4< <8+* B42 +.- )2>>4)-3 *4 A- 34(:EM
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Tuin A Caiu
o uieenuemonstiating excellent behavioi
o Yellowwaining of classioom leaining uisiuption with appiopiiate
consequence
o 0iangewiite lettei apology with an appiopiiate consequence
o Reunote anuoi phone call home
*** Stuuents stait off the school uay with a clean slate (no caiu).
*** Stuuents have the oppoitunity to negate yellow caius with gieen caius.

Time Watch
o If the majoiity of the class is off task oi misbehaving, I will stait a timei oi
stopwatch until the class iefocuses attention. This iecoiueu time ieflects the
stuuents' oweu leaining time.

Focus Chaii
o If a stuuent misbehaves, one appiopiiate consequence is the focus
ueskchaii with a one-minute timei.
o Instiuctions: 1. Sit quietly. 2. Re-focus attention. S. Wait patiently. 4. Raise
hanu (1 minute) aftei time-completeu. S. Responu to teachei.












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A behavioial contiact cleaily uefines expectations of the stuuent anu teachei anu pioviues
appiopiiate consequences in oiuei to ieuiiect misbehavioi anu motivate leaining.

+ Contract by __________________________




The inappropriate behavior I displayed was:
__________________________________________________________________________________________
_________________________________________________________________________________________.
When it happened:
__________________________________________________________________________________________
_________________________________________________________________________________________.
Why it happened:
__________________________________________________________________________________________
_________________________________________________________________________________________.


What should the consequence be?
_____________________________________________________________________________
____________________________________________________________________________.

I will show appropriate, scholarly behavior in these ways (use the character
traits you checked):
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

Student Signature _________________________ Teacher Signature _________________________
Parent Signature _________________________ Parent Signature _________________________
I chose to ignore
the following
character traits:

__ cooperation
__ respect
__ caring
__ honesty
__ responsibility
__ dependability
__ understanding
__ consideration
__ perseverance

Which traits would have helped you to avoid the situation?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________.


What will you choose to do next time?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________.

5,.$%)F9:#&&% +&002:3$&0'

Classioom paitneiships with stuuents' families elevate the leaining expeiience foi
each stuuent. Reseaich shows the key pieuictoi to a stuuent's success in school is paient
involvement. I will inspiie paients to become engageu anu involveu with theii scholai's
leaining at home anu in the classioom. 0ui safe, iespectful classioom enviionment invites
open communication to establish ielationships, yet I will make extensive effoits to initiate
constiuctive anu consistent communication with paients to fostei ongoing paient
involvement. I will uemonstiate an active inteiest in each stuuent. We, the teachei anu
paientsguaiuians, will woik towaius acauemic success togethei to cieate a community of
scholais.













Stiategies foi Family-School Connections

- Auuing Peisonal Notes
o }ot a quick peisonal note on letteis home.

- Woius of Encouiagement (Postcaius)
o Refiame mispeiceptions of "teachei notes" to incluue encouiagement anu
comments of stuuent effoit.

- Paient ResponseFeeuback Foim
o uive paients the space to iesponu to teachei anu to stuuent.

- Classioom Weekly Newslettei
o Infoim paients of expectations, cuiient activities, special events, anu
especially oppoitunities foi involvement!

- Website
o 0puate class with weekly blog, pictuies, scheuule, accomplishments,
email, anu othei iesouices.


Dear
Parents and Guardians Welcome to _____ Grade!
Miss Sanchez Learning and teaching have guided my life-long love of education. I graduated from Westmont College with a Multiple Subject Teaching Credential, Bachelor of Arts degree in Education and a Spanish minor 13. I have worked in diverse teaching settings including upper and lower elementary school classes, tutoring and teaching assisting at the collegiate level, as well as researching and presenting on Empowering Students to Overcoming Obstacles. I enjoy teaching students to own their education, so that in turn, they can develop a life-long love of education as well.
An apple for the teacher is really nothing new,
except when you remember that parents are teachers too.
I am so honored to be working with your student and your
family this year. Research shows that the key predictor to a
students success in school is parent involvement. I want to
partner with you to elevate your childs learning experience. A few
excellent ways for you to engage in your scholars learning start in
your home by speaking highly of the value of education and
communicating with your student about what he or she is
learning. Each week I will provide a newsletter to help keep you
informed as well. I look forward to getting to know you!
F A L L 2 0 1 4
Email: jesanchez@westmont.edu
Students in _____ grade are such a joy to work with as they become
empowered with learning and experience school in new ways. Our
classroom will be focused, collaborative, and joyful in all aspects of
our education. I expect that all students strive to develop scholarly
language, attitude, and work with just a little bit of . . .

Mistakes are OK Attitude Golden Rule Improve effort Contribution
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Dear
Parents and Guardians
Welcome to _____ Grade!
Miss Sanchez
Learning and teaching have guided
my life-long love of education.
I graduated from Westmont College
with a Multiple Subject Teaching
Credential 14, Bachelor of Arts
degree in Education and a Spanish
minor 13. I have worked in diverse
teaching settings including upper
and lower elementary school classes,
tutoring and teaching assisting at
the collegiate level, as well as
researching and presenting
on Empowering Students
to Overcoming Obstacles.
I enjoy teaching students
to own their education, so
that in turn, they can develop a
life-long love of education as well.
An apple for the teacher is really nothing new,
except when you remember that
parents are teachers too.
I am so honored to be working with your student and your
family this year. Research shows that the key predictor to a
students success in school is parent involvement. I want to
partner with you to elevate your childs learning experience. A few
excellent ways for you to engage in your scholars learning: speak
highly of the value of education, communicate with your student
about what he or she is learning, and designate reading time together
to celebrate growth in reading. Each week I will provide a newsletter
with book choices, classroom updates, volunteer opportunities, and
photos to help keep you informed and engaged in your scholars
learning. I so look forward to getting to know you!
F A L L 2 0 1 4
Email: jesanchez@westmont.edu
Students in _____ grade are such a joy to work with as they become
empowered with learning and experience school in new ways. Our
classroom will be focused, collaborative, and joyful in all aspects of our
education. I expect that all students strive to develop scholarly language,
attitude, and work with just a little bit of . . .

Mistakes are OK Attitude Golden Rule Improve effort Contribution