An Opening

Assignment
The Steps:
1. Before the students enter class, post the opening assignment in a
consistent location
2. As students enter class, they find their seat an begin the assignment

Teach:
. As students enter the class tell them where they can find their first opening
assignment. Tell students that the opening assignment is done
independently and everything needed to complete it is posted with the
assignment. Once students have had time to work on the assignment,
explain that a new assignment will be posted in the same spot every day.

Rehearse:

. As students work on their first opening assignment, praise them for

following the procedure correctly. On the second day of class, remind
students as they enter the classroom to start the opening assignment after
they find their seat.

Reinforce:

. If a student is struggling , work with them individually by walking them

through the steps of the procedure. Ask the student the next day if your
help is needed to follow the procedure or if they are able to do it by
themselves. Work with the student until independence is achieved.

The Agenda
The Steps:
1. Post a daily agenda each day of school in a consistent and visible place
2. Go over the agenda for class each day after the opening assignment

Teach:
. Show students how to read the agenda. Tell them to glance at the
schedule first and then begin the opening assignment. Explain that the
class schedule and lesson objective will be explained in detail after the
opening assignment is completed. Highlight any special or unusual
events so students know to expect something new.
Rehearse:
. Assemble students at the door to practice entering the classroom.
Instruct students to begin their start of class routine, check the agenda
and pay attention to the schedule. Remind students there isnt a need
to ask What are we doing next? because they can look at the agenda.

Reinforce:
. Refer to the agenda and lesson objective during the period. This
reinforces that the class is being run on an agenda and emphasizes
consistency and routines. Point out that even if the teacher is absent,
students will know what needs to be done.

Classroom Tardiness
The Steps:
1. Establish a place for students to put tardy slips when they enter the
classroom
2. Students quietly enter the classroom, deposit their slip in the designated
spot, look at the agenda, and then begin classwork.

Teach:

. Tell the students the schools policy for when they arrive late. Tell students
that when they are tardy they should enter the class quietly. If a student has
a tardy slip from the office, designate a place for students to put the slip.
Instruct the tardy student to go directly to their tables or desks, check the
agenda, and get to work.

Rehearse:

. Model the correct procedure for what students should do when they are late.
Ask a few students to pretend they are late, and then show the class the
correct procedure. Acknowledge and affirm students for doing the correct
procedure and rehearse it with more students as necessary.

Reinforce:

. Remind students that they should not disrupt the class when they are late. It
is important that they quickly and quietly submit their tardy slip, go to their
seat, and start working. Acknowledge students with a positive nonverbal
gesture.

Paper Headings
The Steps:
1. Determine a consistent format and location for assignment headings
2. Post an example in the front of the class for students to refer to
3. When students begin an assignment, the first thing they should do is the
heading

Teach:
. Before the very first assignment is given, model the correct procedure for
writing paper headings. Show students the premade poster at the front of
the classroom and explain that students can refer to it for the correct
format. Point out where each part of the heading goes. Have students take
out a blank piece of paper to practice writing the heading.

Rehearse:
. When handing out the first class assignment, practice the correct procedure
for writing paper headings. As the class is doing this, walk around and
check for accuracy. Continue to model this procedure to individuals or the
whole group as needed.

Reinforce:
. If the procedure is forgotten, remind students to refer to the poster at the
front of the class. With the correct format is close proximity, its easier for
students to mimic this procedure.

Getting Students
Attention
The Steps:
1. Select a signal that you can deliver with confidence and that
students associate as a simple request to come to attention
2. Use signal to gain students attention during class

Teach:
. Introduce the attention signal. If you are using a verbal command,
explain to students that when they hear it they need to immediately
stop what they are doing, look at the teacher, and listen for
instruction. The steps are the same for a nonverbal signal.

Rehearse:
. Lead the class in practicing the procedure. Invite them to turn and
talk to their neighbors and then at an appropriate time give the cue.
Verbally lead the students through the steps and thank the students
who follow the procedure. Rehearse multiple times, removing
additional instruction until students are independent.

Reinforce:
. Thank the class for coming to attention so quickly. At the end of the
day, remind them how well they followed this procedure. Let them
know this is the procedure you will use every day when you want
their attention.

Bathroom Breaks
The Steps:
1. Have a log near the door that students sign when they leave for the
bathroom
2. Students ask for permission to leave, retrieve the pass, and sign out
3. When they return to class, they sign back in, return the pass, and get to work

Teach:
. Point out that there is a log that needs to be used when leaving for the
bathroom. Tell them to ask if they may leave, and if allowed, they then
retrieve the pass from next to the log and sign out. Explain the reason for
signing in and out.

Rehearse:
. Model how students are to ask, use the log, and return to the classroom.
Select a student to demonstrate the steps. Remind the class that when
approaching the teacher, they should be quiet and careful to not interrupt the
lesson or their classmates.

Reinforce:
. Some students will need to practice this procedure before they learn to be
sufficiently quiet and discrete about seeking permission to go to the
bathroom. Thank each student for remembering the procedure and following it
properly. If a student forgets the procedure, select a student to assist in
helping the student recall the procedure.

Collecting/Returning
Papers
The Steps:
1. Students pass papers to the left, down the rows. The teacher then picks up the
piles going down the column, staggering the papers to keep the rows separate.
2. When returned, students can grab their paper and then pass the rest down the
row

Teach:
. Show students how to place their paper on top of the stack before laying the
stack on the desk of the student sitting next to them. The next student places
his or her paper on top of the paper received, then places the stack of papers on
the desk in the next column. Emphasize the importance of paying attention so
no papers are misplaced. The process is the same but opposite for returning
papers.

Rehearse:
. Ask students to head a piece of paper, following the format for heading papers.
Review the passing sequence before collecting the papers. Ask students to pass
in their papers according to the procedure. As they pass their papers in, monitor
the process. Correct or redirect when necessary. Repeat the procedure, but
reversed, making sure each student ends up with their paper.

Reinforce:
. Tell students the procedure will be used each time papers are collected or
returned.

Keeping Students on
Task
The Steps:
1. Write the word STOP on the board in large block letters
2. Each time the class engages in off-task behavior, draw a line
through one letter
3. If you mark out all the letters, stop the activity and go to something
more structured

Teach:
. Introduce the STOP strategy only as a last resort. If students are
noisy and off task, use the established quiet signal to get their
attention. If students continue to stray off task, write the word STOP
on the board and explain the procedure. Ask students to help each
other keep the noise level in check. Make sure you have the classes
attention when you mark off another letter.

Rehearse:

. There is no rehearsal for the STOP procedure. This procedure

happens in real time and will only be used if the noise level or
activity level in the classroom need to be refocused on learning. Its
and indication of inappropriate learning behavior.

Reinforce:
. The next day, attempt the same or a similar activity. Expect to see an
improvement in the students ability level. Implementing this

Daily Closing Message

The Steps:
1. Display outline of things covered and things to do on projector
2. Hand out paper of things covered and things to do to the students
3. Go over item by item to give closure to students and remind of any homework

Teach:
. At the end of the first day of school, give a copy of the Daily Closing Message to
every student. Model the correct procedure for reading the Daily Closing
Message. Once the message has been read, instruct them to place it with their
materials to take home and read to a parent. Tell students that parents are
expecting the message.

Rehearse:
. Select a few students to read the Daily Closing Message aloud after you have
read it. Explain that as their classmates read, everyone should follow along.
Thank the students who read the message for showing the class how to do the
procedure correctly. Remind students to take the message home and share it
with a parent.

Reinforce:
. Rehearse the procedure again with one or more students until the Daily Closing
Message procedure is demonstrated correctly. In your first communication with
the home, remind parents that these messages are going home with their child.

Class Discussions
The Steps:
1. Students offer input after raising hand and being called on
2. Some students may be called on when their hand isnt raised
3. Show mutual respect to your classmates when they are speaking

Teach:
. Introduce students to how they will be selected for participating in the
discussion. Remind students that when someone is speaking, all eyes
and ears must be focused on the person talking. The teacher can
encourage quiet students by saying For the next few minutes Id like
to hear from students who havent shared yet. The teacher can also
prompt student participation with and invitation to speak or a leading
thought.

Rehearse:
. Invite the class to gather for a class discussion. Before the discussion
begins, review the steps for a successful class discussion.

Reinforce:
. The next time there is a class discussion, observe if students are
following the correct procedure. Comment and redirect students if
necessary.

Working in Groups
The Steps:
1. Assign the students to groups and groups to locations
2. Monitor the work environment, encouraging students to ask one
another questions before asking you

Teach:
. Explain to students that while they are working they are responsible
for their own work, if they have a question they need to ask their
group members first, if group members ask for help you need to do
your best to help them, and ask the teacher questions only if the
entire group is stumped.

Rehearse:
. The first time working in groups, restate the procedures that students
need to follow and praise those who ware working well.

Reinforce:
. As the students are going through the process, thank them for
successfully following a specific part of the procedure. Your specific
words of encouragement help the student to understand what your
expectations are in carrying out the procedure. Affirm and correct the
procedure as needed.

Note Taking
The Steps:
1. Show student show to divide a sheet of not paper into three specific
sections
2. Students record, reduce, and review while taking notes during chosen
lessons

Teach:
. Explain how the Cornell Note-Taking Method works and why it is more
effective than writing down the lecture word for word. Teach a lesson
and walk students through the process of taking notes following this
model.

Rehearse:
. The next day, review the model with the class. While teaching the
lesson, stop and ask students to identify important information. Ask for
volunteers to suggest important words for the reduce section. Invite
students to share the summary they wrote for the review section.

Reinforce:
. Regularly review the model with the class, taking time to occasionally
walk students through the process. Emphasize that by being organized
now, students save themselves future work.

Taking a Test
The Steps:
1. Keep your eyes on your own paper and remain quiet
2. When finished, turn your test in face down on the teachers desk
3. Have materials to work on at your desk once you finish the test

Teach:
. Explain the procedure for taking a test and that following these
procedures is extremely mandatory.

Rehearse:
. Tell students that on test day all regular classroom procedures will be
followed. Emphasize that the agenda will be followed as usual.

Reinforce:
. On the day of the first test, discuss the test-taking procedure again
to eliminate any misunderstandings. Remind students that they
should remain silent even after they have completed the test
because their classmates may still be working.

Students Correcting
Work
The Steps:
1. Have students clear their desk except for the assignment being graded.
2. Pass out pens to the students for grading and have them write their
name at the bottom of the paper.
3. Begin grading and when finished have students return pens and pass in
papers.

Teach:
. Pass out student work, making sure each student has another persons
assignment. Distribute the pens and have the student correcting the
work sign their name on the bottom of the paper. Tell students to make
marks only next to incorrect answers. Recite the answers and then ask if
clarifications are needed. Collect all of the pens and all of the papers.

Rehearse:
. The first time papers are graded, double check the accuracy by having
students exchange papers again and repeat the grading process.

Reinforce:
. Upon inspection of the student-corrected papers, inform the class of
your findings, thank them for helping with checking this work. Reteach
the procedure with students as necessary.

Handling Student
Anxiety
The Steps:
1. Observe the student to pinpoint the specific behavior problem the
student is experiencing
2. Create a step-by-step procedure for the student to follow when he she
is experiencing anxiety or frustration
3. Implement the procedure and communicate well with the student

Teach:
. Reread the procedure steps with the student. Walk the student through
each step, explaining the rationale behind each step.

Rehearse:
. Role play a situation where the student could get frustrated. Model for
the student how to overcome those feelings by following the
procedure. Verbalize the steps as you go through them. Allow the
student to practice the procedure steps in a non-threatening situation.

Reinforce:
. Frequently revisit the procedure steps with the student. This can be
done less frequently as the procedure becomes a routine. Tell the
student you are there to help at all times and to never feel ashamed or
afraid to ask for your support.

Substitute Teacher
Handbook
The Steps:
1. Welcome Letter: A letter thanking the substitute for covering your class.
Emphasize that students must follow detailed procedures, routines, and
rules.
2. Student Roster and Seating Chart: Seating charts that show where
students sit in each class period are helpful for attendance-taking and
class-management purposes
3. Information about Students: List any important background information on
the students that the sub may need to know.
4. Daily Schedule: Briefly list what the daily schedule is for each day
including lunch time and dismissal times.
5. Lesson Plans: Leave a copy of the weekly lesson plans in the handbook.
The substitute teacher can refer to them if you are unable to send a copy
before the start of the day.
6. Classroom Procedures and Rules: The substitute teacher can study the
procedures and understand how the class is normally run.
7. Contact Information: Leave your contact information for the substitute
teacher in case there are any questions.
8. Class Review: Review the substitute teachers notes and debrief with the
class. Reinforce desired behaviors and discuss negative comments
received from the sub.

A Teacher Aide
The Steps:
1. Keep a teacher aide notebook: This notebook provides the aide with
necessary information and can be revised as needed throughout the
year. Include: Overall Responsibilities, Marks used to score papers,
Computation of the percentage to match with the letter, Attendance
procedure, How to make copies, and Class Schedules & Procedures
2. Hold regular meetings: Meet periodically with the teacher aide so
that a good working relationship can be formed. Set up specific
dates and times for these meetings.
3. Be considerate: Working closely with students is rewarding, but it
can also be physically tiring and emotionally draining for an aide. Be
considerate fo the tasks the aide is asked to perform. Very the tasks
when possible and thank the aide for the work done to help the
classroom run smoothly.

Classroom Visitors
The Steps:
1. Introduce and welcome the visitor: If the visit is planned, introduce
the visitor to the students and tell the class the purpose of the visit.
If the visit to the classroom is unplanned, briefly pause the lesson to
welcome the visitor and let the person know where to sit or stand to
observe.
2. Follow the agenda: Your posted agenda serves as a roadmap for
students and will show the visitor how the lesson is structured.
3. Reference the objective: The purpose of the lesson will also be clear
to the classroom visitor. Sometimes visitors will wish to talk to
students to see if they understand what they are being taught.
4. Distribute the classroom newsletter and the classroom procedures
and rules: Keep extra copies of the classroom newsletter and the
classroom procedures and rules handy for visitors.
5. Shine: Regardless of whether the visit is planned or unplanned, this
is the time for you to shine and do your best. Be confident. Dont be
afraid to ask difficult questions of students. Implement the lesson as
planned. Maintain eye contact with students and smile warmly
show students that the lesson will continue as usual.

Parent-Teacher
Conferences
The Steps:
1. Plan and prepare: Prepare to share with parents the course content that has
been taught, what tests or activities went into making the average grade
for the grading period, what will be taught in the next nine weeks of school,
and upcoming projects and activities the students will need to complete
2. Greet parents with a smile and a firm handshake: Welcome them with
confidence and warmth
3. Prepare a sign-in card: Ask for contact information phone, email, and
home address and the best method and time for contacting them.
4. Keep a notepad: Be prepared to take notes. By taking notes, the parent
knows the information has been heard.
5. Print grades: I do not give grades, but lets look at the grade your child has
earned.
6. Set a timer: Setting a timer keeps conferences on schedule. At conferences,
most parents only wish to know what they can do to help their child
improve.
7. Invite suggestions: After reviewing the assignment report, ask the parents if
there is anything they can suggest that might help the student be
successful.
8. Follow up: Review your notes from conference time. Organize yourself to
execute the plans discussed.

Home and School

Connection
The Steps:
1. Weekly Classroom Newsletter: A weekly newsletter is sent home with
the students at the end of the week. The newsletter is a one-page,
easy-to-read synopsis of the week.
2. Class Website: Create a simple class website where students and
parents can find updated information at any time that includes any of
this information: Homework Assignments, Upcoming Events, Test Dates,
and Useful Links.
3. Email: Most parents have email access at home, work, or on some
personal electronic device. Use this option to communicate with
parents quickly. Give parents your email address as early as possible
and invite them to email you at any time with a question, concern, or
comment.
4. Voicemail: Encourage parents to leave a voicemail for you without
disrupting teaching time. Parents who do not have access to email, or
who feel more comfortable speaking to you, will find this
communication option useful.
5. Weekly Reports: At the end of the week, a weekly report is emailed to
parents or sent home for students with missing homework or classwork
assignments, or who have had other issues during the week.