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Classroom Management Plan Template

Name Assignment E 5500: 360 Instructor A. Fritz Redl & William Wattenberg Samantha Mullins Classroom Management Plan Educational Planning Dr. Jonathan List Pioneer Theorists 1 paragraph per theorist. Describe main Charles, Chap. 3 philosophy of: Redl and Wattenberg believed that to control misbehavior you had to do 4 things. The first being to identify and minimize typical causes of misbehavior. The second being to clarify and discuss student and teacher roles and expectations. Third, you should involve your students in deciding how misbehavior should be handled. Lastly, try to maintain positive student behavior by using influence techniques such as encouragement and supporting self-control rather than demands, reprimands, and punishments. Skinner believed that positive behavior could be enhanced through reinforcing stimulus. This is the belief that if students receive positive reinforcement for a particular behavior; it can then strengthen and promote that behavior. This is only believed to be true if the reinforcement is received soon after that particular behavior occurs. Skinner stated that shaping behavior is accomplished through successive approximation, in which behavior is reinforced as it comes closer and closer to a pre-set goal. Skinners followers organized his principles into a procedure called behavior modification. This is summarized as rewarding students for positive behavior and ignoring those who misbehaved. Skinner did not use punishment as a tool to shape behavior, and considered its effects to be unreliable. William Glasser is noted as one of the greatest educational thinkers of our time. He founded two major strategies still practiced to the day, reality therapy and choice therapy. Choice theory focuses on encouraging students to choose more effective conduct, rather than trying to force it on them. Reality theory grew out of this approach; this is where clients are helped to deal with present-day reality instead of addressing matters that went wrong previously. Kounin believe that good discipline was not as dependent on what teachers did when misbehavior occurred, but on how teachers presented their lessons and dealt with various groups in the class. The student success rate came from what they were doing before the misbehavior occurred, not from what they were doing to correct the misbehavior after it occurred. He noted that more effective teachers managed their lessons so the students were kept alert, on task, and involved in their activities. Qualities that Kounin discovered include; lesson momentum, which is a forward movement in a lesson, with no confusion or dead spots, Smoothness, meaning steady progression in the lesson without various stopping and starting points, and satiation, meaning students are getting their fill of a particular topic and becoming bored or frustrated causing them to become disengaged from the lesson or activity. Successful teachers used group alerting, where the teacher obtained students full attention before giving lesson directions of explaining a concept and maintained student accountability by calling on various students from time to time to respond, demonstrate, or explain lesson objectives. Kounin noted that teachers with well behaved classrooms had a sense of withitness, meaning they had a constant awareness of what all students were doing in the classroom at all times. Ginott urges to use congruent communication, meaning communication that is harmonious with students feelings about situations and themselves and sane messages, which address situations rather than the students character or past behaviors, when you help guide students behavior. He also urges teachers to confer dignity on students by treating them as social equals and inviting them to cooperate with you. Ginott believed evaluative praise is worse than no praise at all, and should never be used. He instead insisted that teachers should use appreciate praise which notes the effort or improvement. Dreikurs has two news ideas that effected discipline. One of them was that students, or all humans for that matter, have an inborn desire and need for belonging. He believed that students who were unable to fulfill this need, will inevitably turn by default to mistaken goals such as attention, power, or revenge seeking goals. His second main idea was that students learning occurring best in a democratic classroom. He defines a democratic classroom as one in which students participate in class decision making and are treated as social equals by their

B.F. Skinner

William Glasser (Reality Theory)

Jacob Kounin

Haim Ginott

Rudolf Dreikurs

Describe classroom discipline prior to 1951

teachers. Democratic classrooms are structured to emphasize student involvement, promote a sense of belonging, and foster self-discipline. Before the 1950s classroom discipline was thought of more as a continual struggle between teachers demanding obedience from students. The teachers job was to make sure that students learned, and even though majority of students complied with this, many still resisted work and caused disruptions. Discipline was thought of as demands, rules, misbehavior, insubordination, punishments, detention, suspension, paddles, and other forceful means of controlling misbehavior. Before this period this type of discipline was widely accepted as natural and necessary by students, parents, and teachers. However, slowly this type of behavior management began to become more unfavorable.
Theorists: Responsibility & Civility Charles, Chap. 2 & Ch 13 Philosophy 2 paragraphs per theorist For each, describe the:

B. Forni

P.M. Forni developed the philosophy of Promoting Civility in the Classroom. He launched and continues a push to popularize civil behavior in schools and society. Civility shows respect for others and their opinions and incorporates the concepts of courtesy, the golden rule, niceness, politeness, kindness, good manners, fairnes s, decency, concern for others, justice, tolerance, equality, sincerity, morality, honestly, awareness, trustworthiness, moderation, compassion, friendliness, helpfulness, good citizenship, and abiding by the rules. By implementing these rules, we are able to establish a more enjoyable, companionable, and rewarding relationships with the people we meet and interact with. Each of the following rules provides a great topic for a class discussion and role playing activity. These are; acknowledging others in a positive way, think the best of others, listen, speak kindly, accept and give praise, respect others opinions, respect other peoples time, apologize earnestly, and refrain from idle complaints. This will help improve our relationship with others. We are social beings and much of our happiness and over all well-being depends on the quality of our relationships. We all need social support, and to obtain it we must treat others with kindness and consideration while showing them that we appreciate them as a person. Michele Borba discovered Building Moral Intelligence, which provides suggestions to help students differentiate between right and wrong, establish their ethical convictions, and act on them in a respectable and honorable way. Borba suggests that you continually emphasize and expect students to show good character. You can best accomplish this by creating a moral learning community in your classroom, where students feel safe and cared about. In this community you will be better able to connect with students, show genuine care for them, and model the core traits of solid character. She urges that without this community no approach to discipline will be genuinely successful. If a student continually misbehaves in school his character will inevitably diminish. You should target and address the specific behaviors that damage respectful classroom and student character. Behaviors such as vulgarity, cruelty, bullying, disrespect and other negative behaviors must be replaced with positive ones, by teaching the desired behavior and having students practice them. When students misbehave, it is beneficial to have them review and reflect on their behavior. This is not a quick fix, but over time it transforms the student. Self-restitution is a process of restoring oneself to correct ways of behaving that has proven to be effective. When students show undesirable behavior, help them to select the more desirable, responsible behavior through reflecting on their misbehavior, identifying the need or condition that prompted it, and creating new ways of behaving that are in keeping with the kind of person they want to be. This process is not intended to dwell on faults or mistakes, but will instead show the student how to make things right within themselves and with whomever. When a student disrupts or fails to do their work, it is suggested that the teacher ask What is the rule? or What is your job? Doing this moves the attention from the problem to the solution and will help to avoid debates and excuses. If for some reason the student doesnt know the rule, or refuses to say it, then you should state it yourself

Practices Disruption Approach

Borba

Philosophy

Practices Disruption Approach

Gossen

Philosophy

Practices Disruption Approach

and ask Can you do that? When the student complies you should thank them and show appreciation. This approach allows you to monitor and redirect behavior and is widely preferable compared to lecturing or moralizing.

C. Glasser
Philosophy

Practices

Disruption Approach

Models/Systems 1 page minimum Charles, Chap. 9 Describe the: William Glasser promotes the use of non-coercive choice to promote quality learning and student self-control. He states that the problem with behavior management lies in the forceful approaches teachers have used in the past. We face a losing battle, he says, when we try to force students to do anything. We get far better results when, instead of using force, we use positive influence to get students to behave more effectively (Charles, 2014, p.183) We should do this by using non-coercive behaviors. Such as trying to relate with students, providing a genuinely engaging and inviting curriculum to students, and helping them to understand that their personal success is directly related to their positive and responsible choices. Glasser also urges us to promote and emphasize quality in all aspects of teaching and learning. We should focus on helping students learn to make choices that are more effective conduct, rather than forcing the more desirable option on them. This strategy grew out of a psychiatric approach called reality therapy that Glasser developed. Reality therapy helped clients to deal with present day reality instead of dwelling in matters that went unfavorably for them in the past. Glasser presented the idea of eliminating failure from a students experiences at school. He thought that students experiencing failure was highly damaging to their motivation to work and learn. His alternative approach was to structure school learning so that it will virtually lead to a genuine sense of accomplishment for all students. In 1969 Glasser released Schools Without Failure which featured his theories that all students chose their behavior at school, that they are not victims of circumstances where we force them to do one thing or another. When young students are given proper guidance, they can learn to make more positive and effective choice. By doing so, improving their success and overall lives. Control Theory in the Classroom was published in 1986, in which Glasser provided fresh insights on how we can influence students to make more effective behavior choices. This book stated two strong assertions that Glasser had made. First of these is that using forcefulness does not help students to be more successful in school, but the use of non-coercive influence will. The second was that teachers cannot simply expect students to behave and work properly unless they believe that if they do some work, they will be able to satisfy their needs enough so that it makes sense to keep working. (Glasser, 1986, p.15) He stated that teachers had the ability and power to make school interesting and fulfilling for students. The key to doing this was to help students satisfy their innate needs for security, love and belonging, power, fun, and freedom. That way their idea of school would be as an important place that would bring quality to their lives. He later changed the name from control theory to choice theory to emphasize the idea that student behavior shouldnt be controlled from the outside, but the result of choices made internally. He strongly urged teachers to use behavior management as a means of looking for resolutions rather than using punishment techniques. Glasser thinks your must intervene when a student breaks a class rule to help the student chose a more effective behavior and direct the students mind back to being productive. Models/Systems 1 page minimum Charles, Chap. 5 Describe the: Craig Seganti wrote the book Classroom Discipline 101: How to Get Control of Any Classroom. He describes his approach as being reality based, instead of theory based, and says his suggestions will work with students in the real world. It will, he says, free you to teach, free your students to learn in a positive environment without disruption and turmoil, and bring you the overall success you have always hoped for.( Charles,

D.
Seganti Philosophy

Practices

Disruption Approach

2014,p.94) Seganti has many main points of advice for teachers. The first of these is to adopt and share with students that your class is for academic learning first. He then says to emphasize that any behavioral disruptions interfere with each students right to a good education. You first priority should be to teach all students to understand and comply with class rules of behavior. Then hold all the students accountable to complying with these rules all the time. He suggests that you establish leverage that ensures that you can enforce these rules. For examples, 15 minutes detentions or standing in time out during recess. Seganti states that you can manage a productive class, even for students who have difficult behavior, if you simply establish and clarify the rules of behavior, teach these rules, and establish leverage that ensures the students will comply with these rules. There are many principles that Seganti suggests that will greatly improve teacher effectiveness. One of them being to rely on actions. When you are dealing with your students you should make points through your actions. After all, they do speak louder than words. Arguing with students to justify your decisions or rules is a waste of time. Just make accurate and good rules, and then enforce them without fail. Then explanations wont be needed. If you dont enforce the rules, students will act as if they are not there anyway. The next being to not give warnings/ When you give students warnings it is self-defeating and wastes time, accordingly to Seganti. Students beyond first or second grade know when they are misbehaving so there is no need to warn them about it or say you are thinking of doing something about it. You can spend your day, week, month, or career, giving warnings instead of teaching. If you dont want students to manipulate you, dont give warnings. (Charles, 2014, p.97) Seganti however, doe give students one warning, on the first day of class only. Seganti also suggests not giving superfluous rewards and that you should not spend time doling out rewards for students learning. He says learning is what students are supposed to do. Naturally, you want students to enjoy your class and you will do all you can to help them do so. Rewarding for work lies in seeing their abilities expand as part of a good education. Emphasize this and help students keep track of their progress and all that they have learned. Recognition of process is the only genuine reward that truly counts. Motivating students with gimmicks, pep talks, and tangible rewards sends a poor message on education, that it has such little value that your students must be bribed to participate and complete the work. If a student asks for a reward, he suggests telling them that the reward is good education, which is priceless. Seganti also says that providing for enjoyment is another role recommended for teachers. Provide numerous fun activities, treat your students with kindness and consideration, and give them personal attention. Celebrate their learning and there can be and should be fun and enjoyable activities in the classroom. The last suggestion is to speak effectively. Learn how to best communicate effectively with your students in different situations. Seganti states that any student who disrupts a class at any point is interfering with their classmates constitutional right to a good public education. He states that you should come up with detailed classroom rules for efficiency and make these well known to your students. Teach the rules and how to comply with them. Do not give warnings and hold students accountable to their actions. There is no getting around it. Provide leverage to will help to ensure compliance with the rules. Hold academic learning on a high scale and strongly urge students constitutional right to quality education. Be orderly with your style of teaching, but allow for fun and enjoyable activities in the classroom. Right away on the first day, teach students these rules for your class and what exactly these rules mean. This will eliminate the possibilities of misunderstanding and students getting around misbehavior. Students will not be allowed to claim they didnt know the rules. Make sure students realize rules are not options. Seganti recommends a 10 to 15 minute detention consequence where students will spend that time going into a fellow teachers room or somewhere else to copy the rules. If most of the class is misbehaving, have everyone stop and spend 15 minutes writing the rules. Ethnic and Cultural Groups

E.
Considerations (1 page total)

Positive Strategy #1

Positive Strategy #2

1 page minimum Culture differences are becoming more and more prominent through school with open enrollment in these present times. There isnt a classroom in a school that doesnt have a wide spread of culture from Hispanics, to African Americans, Europeans, and more. Diversity is something that is now focused on a lot because every individual has different customs and values they practice at home with their family. Being in a classroom you must be well aware of the culture and their practices so you are to avoid offending any students, parents, or even faculty when teaching. Culture is often referred to as the beliefs, customs, arts, etc., of a particular society, group, place, or time. Being aware of all of these ways will help lead a better classroom and education for all students. The best part about understanding and teaching a culture is that there is so much to learn from each culture that can help each group of people relate easier in a classroom and feel more welcome. When coming up with a behavior management plan for students from diverse ethnic and cultural there are many things you should consider. First consider the students socio-economic status. Are the basic survival needs of this student being met? This can directly influence students behavior and lack of focus on their school work. What are characteristics and customs of this particular students culture? Do their customs affect students behavior and work in school? Are they English language learners as their second language? Is someone in their immediate family? These all can have a huge impact on their learning and directly relate to their everyday actions and behavior. A positive strategy would be to get to know your students and create personable, friendly relationships with them. Learn about your students culture and the expectations of them in regards to that. Identify students differences and similarities in a positive manner. Appreciate and accommodate the similarities and differences in your students culture. Share and incorporate information and artifacts regarding your students culture in the classroom. This will help students to build close, personal, relationships in the class and helps to promote the sense of classroom community which will incline students feelings of being safe and secure in your class. Social skills are not always, but can be cross cultural in cases when teaching compassion and respect. Teach your students to match the behavior to the setting they are in. When in the classroom rules will be posted, known, and enforced. Students naturally want to fit in with their peers. If most students are following these rules, they will hopefully follow suit. It is undeniable that different behaviors are appropriate for different settings. It is important that we, the teachers, model the desired behavior we expect from students at all times. page minimum Describe your: I am a 23 year old early childhood education major at the University of Akron. I had once wanted to be an art teacher but noted my effectiveness while working with children because of my creativity. Out of this sprouted my goal, to become an engaging educator that creates hands-on arts based learning activities where students learn through curiosity, discovery, and creativity. I want to achieve this all while still incorporating the state learning standards. I dont want my classroom to be full of lessons and worksheets, but rather create engaging learning experiences for students. Whenever possible I want my students to be able to express themselves creatively, and embrace what about them makes them different. This will require a lot of work and practice on my part to come up with multiple hands on learning experiences, but it is a task I think will be highly effective for students at the elementary age. I want to promote a positive classroom community when I am a teacher. I want my class to be a place where bullying has zero tolerance and students feel welcomed , ready to make respectful peer relationships, and learn content material. I will have many expectations as a classroom manager. First being the all students will follow class rules such as; listen to the adult in charge, make safe choices, be respectful of all people, use kind words, do not physically hit another student. I will expect all students to follow these classroom rules at all times during school, even when not in the classroom. I will expect students to engage in classroom activities and try their best at whatever they are doing. Personal Philosophy

(From Class Notes)

F.
Describe yourself (as a teacher) and your program of study

Describe your expectations as a classroom manager

definition of classroom management Describe a safe classroom environment

Classroom management is the way in which we try to promote desired outcomes, and minimized undesirable behaviors for our students behavior in school. A safe classroom environment is not just one where students are making safe choices and are out of harms way. A safe classroom environment is one where students feel a sense of classroom community where they feel welcome, respected, comfortable, appreciated by teachers and peers, as well as a sense of belonging in the classroom. Personal System: 8 Questions (Charles, p. 249)

G.

1 paragraph per item Identify and explain the meaning of each principle. How can I expect my students to behave, and what is misbehavior? Knowing what developmental stage your students are in according to Jean Piagets developmental stages will help you to predict students behavior. Misbehavior can include inattention, apathy, needless talking, moving about the room, annoying others, disrupting, lying, stealing, cheating, sexual harassment, aggression and fighting, malicious mischief, defiance of authority, and more. Misbehavior can also happen among teachers as well, and can include but is not limited to; lack of commitment and effort, inattention to students and insensitivity to their needs, demeanor that is unduly lax or overly harsh, demanding, or psychologically punitive, or being poor models of good behavior. How does misbehavior damage teaching and learning? Misbehavior can disrupt teaching, and inhibit students attention and participation. It often demeans and threatens students, leaving them fearful and hesitant, aimless, and dissatisfied. These results can dampen learning and lead to over-all poor class attitude and morale. These are the reason misbehavior is often noted as the most serious and difficult challenge of teaching. What is the purpose and nature of classroom discipline? Classroom discipline includes everything teachers do to limit misbehavior and foster responsible behavior. (Charles, 2014) This relies on many tactics that can be categorized by the purposes in which they serve. These are to prevent misbehavior, to support responsible behavior, and to provide helpful and respectful redirection in any case where undesired behavior occurs. These three tactics are often referred to the three facets of discipline. They are labeled preventative disciplines, supportive discipline, and redirective discipline. What does discipline require of me legally, professionally, and ethically? As most people know, it is unadvisable and illegal to date your students. It is illegal for you to engage in immoral activities, even though these activities are not clearly defined. It is always better to be safe than sorry. Teachers must watch over students and safeguard them in their parents place. Due diligence is referring to paying close attention to students while they are under your supervision. Negligence is the failure to keep and maintain this close watch over students under your supervision. A Breach of duty is the failure to comply with one of these legal obligations. You can best avoid this by performing your duties directed by the school policy and common sense, carefully over see your students at all times, when activities involve risk, provide thorough instruction and safety procedures, be vigilant for signs that students may be inclined to harm themselves or another, be alert to any signs on a student being abused in any way, and exercise special caution regarding physical contact with all students. What attitude serves me best in ensuring good discipline? The attitude you have towards discipline directly reflects your feelings and beliefs about the nature and value of discipline and how discipline is best established and maintained. You can influence students to behave in a positive manner and should feel grateful to do so. You should acquire confidence and refine your best tactics for exerting positive influences on students from all backgrounds. You should be able to think of examples where student success in school, and even later in life, depends very strongly on their abilities to make positive efforts to learn in school. Even when setbacks may occur, you must stay positive and continue doing all you can to help your students reach their full potential and become the most successful person they can be. You should befriend your students and take interest in their learning and individual needs. Always stay civil, polite, respectful, and responsible. How can I proactively prevent or reduce student misbehavior? To prevent misbehavior you should clarify class roles, expectations, and rules. Teach students to abide by them while establishing and person rapport with them. Teach routines for students to learn to follow automatically. Communicate with your students in a way that encourages cooperation and preserve dignity. Model this and teach your students to do the same. Teach civility, this will help activate students internal motivation to do the right thing when the opportunity arises.

How can I best provide ongoing support for proper student behavior? You can provide ongoing support by communicating to your class in ways that invite cooperate and preserves student dignity. Keep your lessons interesting. Implement and direct them effectively. Teach civility, and call on students internal motivation to do the right thing. Maintain awareness, presence, and physical proximity. Remain constantly aware of what is going on at all times. Reiterate your expectations regularly and inspire student cooperation. You cannot push this on to students, but it is essential that you learn to be a motivator. 8 How can I best redirect misbehavior humanely and effectively? Even though you have already taught students how to perform procedures of comply with the class, it is possible that they will forget over time and grow careless, or follow another students bad example. When this happens just simply reteach the rules to your class or whatever the desired behavior you are looking for is. Have students redo the misbehavior correctly. Do this without any punishment of scolding. You can do this by having students first identify the misbehavior, and then have them come up with and select from other more desirable and productive options. Have student self-evaluate their behavior or whatever you are doing in class at the time. Then have them make a plan for improving their behavior. Apply teacher leverage if it is necessary in the circumstances. If needed, help students to make amends for their misbehavior. Identify the principle that I think number five will be very important in the success of my classroom. I want to be you think is the most sure to always carry a good nature and positive attitude with me when teaching at important, and explain such young ages like the elementary level. Much of this is simply knowing how you are how it will be communicating with you students. Dont threaten them when misbehavior occurs, implemented in your instead just direct them on the right path and use positive encouragement. Ex. Dont approach to say You still have half of the worksheet to finish and its almost time for lunch. Get management: working Instead, say Youve gotten the first half done very well, lets see if we can work to complete the second half this well before the lunch bell comes. See the difference? This kind of ties in with number 7, which I also think is important. I dont think just one of these could be more important than the other, but all depends on the classroom and the circumstance that day. These are just ones that stood out to me personally.

H.

Policies

to want to behave responsibly

to participate in decision-making

to experience a sense of community

Overall, with which two theorists does your approach align best? Why?

1 page minimum Identify specific classroom policies that you will implement to help students: I will clip students up on the behavior chart for making positive behavior choices, and vice versa when they do not. When students are at red, the highest color on the behavior chart and if they maintain that until the end of the day, they will be able to enter a raffle ticket for out weekly drawing on Fridays for a prize. This will be done during out 10 minutes of independent time. I will allow students who have made positive choice to have 10 extra minutes of independent time where they can browse our classroom library; participate in independent or group reading in our reading nook with bean bags to sit in. Students will also have classroom learning games and activities to choose from for this time. Students who have no made productive choice will spend this time catching up on any work. Students will experience a sense of community by the way we treat others in my classroom. There will be a zero tolerance policy for bullying or any sort of negative treatment to our peers. I will teach respect for other people differences by exploring different cultures in our social studies unit. Students will learn what it is about them that make them different and special, and learn to appreciate what makes their friends different too. During out 10 minutes of independent time I will allow the class to explore music from different countries all over the world and explore other countries customs and culture. I think that I best relate to Glassers approach to classroom management in that I also want to focus on the present work, and move forward from mistakes of the past, both students and my own. I also want to avoid criticizing and blaming in my classroom, and remain nonjudgmental and non-coercive. I want to model this positive behavior and lead my students to act this way towards their peers as well. I find that students are much more successful when presented with positive learning experiences. Sometimes this can simply be how you present lesson objective and activities. This helps to gain students attention and keep them alert and on task. I want to involve my students in classroom decision making, making it easier to hold them accountable to these expectations. I also want to remove the feeling of failure from students life in school. There is often great stress on state testing in classrooms, and being unsuccessful at a lesson or test in the classroom can be very damaging to a childs confidence and can result in failure to thrive. Children should all be praised for the strengths, but most importantly not belittled for their areas of weakness.

I. Rule 1

Rule 2

Rule 3

Classroom Rules & Consequences For each rule, identify the: rule (what it is) Do not leave the classroom without permission. Rationale Students are not allowed to leave the room without permission for many reasons. First of these being for safety, and the second being that they are required to stay in the class and complete the classwork unless otherwise stated by another school faculty member or parent/guardian. negative Student will lose their recess time for the day and be clipped down on the consequence behavior chart. positive Students who stay on task and complete work efficiently will be given 10 consequence minutes of independent time at the end of the day. rule (what it is) No throwing objects in the classroom. Rationale Students are not allowed to throw objects in the classroom for obvious safety reasons. negative Students who throw items in the classroom will sit next to the teachers desk consequence and will not be given learning tools to use unless a teacher is there for guidance. Student will be clipped down on the behavior chart. positive Students who stay on task and complete work efficiently will be given 10 consequence minutes of independent time at the end of the day. rule (what it is) No running in the classroom or hallway. Rationale Students are not allowed to run in the classroom or hallway for safety reasons. They may have time to run during gym or outdoor recess. negative Students who are running will be required to start again from where they consequence came from and walk to the desired location. Student will repeat this process until they have made the right choice.

positive consequence

Students who transition well to the next activity will be noted for their behavior. If they stay on task and complete all of their work efficiently, it will remain possible for them to earn 10 minutes of independent time at the end of the day. Describe (using a single example): Throwing objects in the classroom. It is a clear distraction, but at the same time also can put students safety in danger. I will clip this student down on the behavior chart and disqualify them from the 10 minutes of independent time unless he or she is clipped back up on the behavior chart by making better choices. First, I will be sure to correct the undesired behavior and model correct way to use whatever item it is. I will clip If the disruption continues I will take away students recess time and have them spend this time copying the classroom rules. If the undesired behavior continues I would then seek parent contact and inform them of their childs choices they are making. page minimum

J. Severe Disruption What you consider a severe disruption by a student Why you consider it to be a severe disruption

The initial step you would take to respond If disruption continues, the next step you would take If disruption continues, how you would seek assistance K. Parent Communication Hello Parent/Guardians,

This is a quick letter from childs home room teacher Ms. Mullins. I just wanted to send home a procedure of our classroom rules and policies for you and your child to read over together. Please sign and return by the end of this week. These rules are to ensure that each child is in safe environment when in our classroom and to promote positive and effective learning experiences for every student.

1. No talking out when the teacher is talking. Please raise a quiet hand. 2. Use kind words. No bullying will be tolerated 3. No running in the classroom or hallways. 4. Listen carefully. 5. Follow directions. 6. Keep hands, feet, and objects to yourself. 7. Show respect for school property. 8. Keep a positive attitude.

When students continually make these positive choices throughout the day, I will allow for those students to have 10 minutes of independent time at the end of the day when all their school work is done. This time can be spent browsing the classroom library, silent reading, or playing educational classroom games I have provided.

Thank you so much for helping me to implement these classroom rules with your child. I look forward to a fun and productive year with our class. Please feel free to contact me regarding any questions or concerns at Sam137@zips.uakron.edu Sincerely, Ms. Mullins

I have read and agree to these classroom rules with my child __________________.

Signature: ____________________________________ Date: ________________

Resources Charles, C.M. (2014) Building Classroom Discipline. New York. Pearson Education Inc.

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