Rules and Procedures Manual

Olivia Noboa
Dr. Tichenor/ Dr. Heins
Student Teaching
EDUC 474
17 October 2018
Dear Family,
My name is Ms. Noboa!
I am so excited to be your child’s teacher this school year! I am a Stetson
University graduate. This is my first year teaching and I am thrilled to learn
and grow alongside your child.

My goal this year is to fill your children with lots of love, big smiles with lots of
laughter, tender hearts with lots of kindness, and creative minds with lots of
knowledge. I will work to build a positive, safe environment to welcome all
students. In my classroom, we will create a community to help and assist
each other. I believe relationships foster the best learning environments;
therefore, we will spend time on creating our community in the classroom.

This manual reflects my classroom management plan. It reviews the rules

and procedures I will be enforcing in and out of the classroom. I expect each
student to be kind and ready to learn each and every day. I will be challenging
each student to learn more and more throughout the school year.

My rewards system includes Promise Bands and Class Dojo. Each student
will start with three promise bands at the beginning of the day. The students
can receive additional promise bands for walking safely in line, being kind to
others and listening while the teacher is talking. The students can also get
promise bands taken away for misbehavior, such as talking while the teacher
is talking, using unkind words and putting their hands/feet on another student
inappropriately. The goal is to have at least three promise bands at the end of
the day. If the student has three or more promise bands, he/she will get two
Skittles.
Class Dojo will be used to reward the class as a whole. I will give the class a
point for walking quietly with their hands behind their backs in the hallway, or
actively participating in a lesson. Class Dojo also allows me to contact parents
and/or guardians. I will use this app to communicate and
send reminders!

I want to get to know your child! If you could fill out

the form with him or her below before the first day of
school, it would be greatly appreciated!

I can’t wait to see how much your child will grow this
year. If you have any questions,
comments, or concerns, please do not
hesitate to reach out to me:
onoboa@volusia.k12.fl.us.

Best wishes,

Ms. Noboa
 Classroom Rules
1. Be kind to others by sharing and saying please and thank
you.
2. Listen to the speaker by making eye contact and keeping
lips zipped.
3. Keep your hands and feet to yourself.
4. Raise your hand to speak and to ask to go to the
restroom.

Carpet Rules
Legs are crossed.

Hands are still.

Eyes are watching.

Ears are listening.

Lips are zipped.

 Classroom Procedures
Morning Procedures
Entering the classroom
• Students greet the teacher and classmates. They place their backpack
in their cubby, lunchbox on counter, and folder in red bin.
• Students begin morning work at their seat, unless instructed to begin
their turn on Waterford.
Tardy
• If the student is late, he or she must place their late pass on my desk.
The student will proceed to complete regular morning procedures and
join us on the carpet or see the teacher to ask what to do.
Morning meeting
• Students will gather on carper in their assigned seat. The teacher will
take attendance. The students will say “good morning” when their name
is said. The students will sit in a circle after attendance to complete the
morning meeting activity of the day.

Centers Procedures
Transitioning
• Students will complete center task and come to carpet when chime is
rung. They will listen to hear where their next center is, and then rotate
and begin their next task.
• The students will smoothly rotate to their next center without talking.
Tasks
• Students will work diligently to complete their work at each center.
Students will complete their blue turn on Waterford first on the computer.
• On the iPad, the students will read using QR codes, MyBackPack, or
ABCya during ELA. During math, the students will be allowed to go on
MyBackPack, or Moose Math (unless instructed to do otherwise).
While using the iPads, the students must stay seated, wear head
phones properly, and get off when time is over.
• Students will turn in completed work on teacher’s desk for her to correct
and give feedback.
Materials
• Materials needed for centers will be out.
If students need other materials, they are
to raise their hand to ask the teacher.
• Pencils are sharpened on Fridays. If
they need a sharp pencil; they can one in
the drawer in the back of the room.
• Materials will be placed back in the
correct location before switching centers.

Lunch Procedures
Entering the cafeteria
• Students will enter the cafeteria at a
voice level 0. Students with lunchboxes
will go to table. Students without a
lunchbox will go to the line and wait for
food.
 During lunch
• Students will eat their lunch and keep their surroundings clean. If they
drop something on the floor, they will pick it up to keep our cafeteria clean.
• Students will talk at a voice level 1 and stay seated during lunchtime.
Leaving the lunchroom
• Students will stand up quietly and wait to throw their trash away. They
will line up in order and exit the lunchroom with bubbles and hands
behind their hips.

Quiet Time Procedures

Expectations
• Students will sit with their heads down at a voice level 0. They will remain
seated until the alarm goes off—then they will come to the carpet quietly.

Restroom Procedures
Permission
• Students will raise hand to ask to use the restroom. Students will go
during center time, unless it is an emergency.
Using the restroom
• Students will knock on door to see if there is a student in the restroom.
• Students will wait on tape if there is another student in the restroom.
• Students will flush the toilet and wash their hands thoroughly after using
the restroom and throw away paper towel.

End of the Day Procedures

Lining up
• Students will take their backpack and folder from the teacher. They will
take all their belongings and place them inside their backpack. The
students will line up to exit the room at a voice level 0.
• Students will go to their designated area for dismissal, for example,
parent pick-up will line up along the wall.
 Rewards and Consequences


Rewards
The students will receive promise bands for showing
exceptional behavior: walking quietly in the hallways or
using their manners (saying please and thank you) to
classmates and adults, etc. Students can receive promise
bands for working hard during centers, too. If students
receive three or more promise bands four out of the five days
of the week, they are able to go to the treasure chest on Friday.

There is an award called Caught Being Kind that will be sent home to
students who are friendly to their classmates. Some acts of kindness might
be sharing crayons or complimenting another students’ work. This student
will select an item from the treasure chest for being kind.

Every week, I will select a student for our Positive Student of the Week award.
My selection may be a student who has shown academic achievement or
whom has been a good citizen, for example, picking up trash


found around the school. This student will be recognized by
the principal and announced on the school news. He or she
will get to select an item from the principal’s treasure chest.

Consequences

If a student is misbehaving, I will give a warning for the student

to correct his or her behavior. Some of these misbehaviors
include touching other classmates, talking while the teacher is talking, and
not being respectful of school property (drawing on desks, throwing trash on
the floor, or sitting on the tables). If the student continues, I will take a
promise band and explain why I took it. When necessary, I will contact home
to advice the parent/ guardian of these behaviors. This form of
communication will be via phone calls and/or Class Dojo messages.

There is a Meditation Station table in my classroom. This table is for students

to sit and calm down at for about three to five minutes. It gives them the
opportunity to think about their actions and how they can fix their behavior for
the future. The students are allowed to go to this table on their


own, if they feel like they need a break. I may suggest this
table, too, if I notice a student is frustrated and/or upset.

If a student is being a distraction to his or her

classmates while I am teaching and he or she refuses to
follow directions, administration will be called. It is unfair
to distract classmates from learning. Distracting, such as
roaming around the room or yelling will not be tolerated in
my classroom.
 Rules and Procedures Contract
I, ______________________________(Student’s Name), have reviewed the information
provided in Ms. Noboa’s Rules and Procedures Manual.

I, ______________________________ (Student’s Name), understand the rules,

procedures, rewards, and expectations in Ms. Noboa’s class. By signing
this paper, I am agreeing to follow these rules and procedures.

Please keep the manual as a guide to refer to throughout the school year
regarding our rules and procedures!

*Please sign below and return this sheet to school.

__________________________________________________________________________________
(Student’s Name)

__________________________________________________________________________________
(Parent/ Guardian’s Name: PRINTED)

__________________________________________________________________________________
(Parent/ Guardian’s Signature)

Contact Information:
Phone Number: _______________________________________________________________

Email: ___________________________________________________________________________
Rationale: I plan on teaching in the primary grades (preferably kindergarten or
first grade). This set up is very similar to my cooperating teacher’s room this
semester. I like the layout of her room because it is opening and welcoming. The
room is not clustered with furniture and posters. I placed my storage in the back,
to store materials and manipulatives; this will make it less clustered around my
desk.
I put the computers along the wall so other students did not distract the
students on the computer. Their eyes would face the wall to ensure the time on
the computer is used efficiently. I put my desk in the corner to be out of the way,
but still close to the projector if I need my laptop during instruction. The kidney
bean table is by my desk, too. This will give me easy access to materials needed
during small group instruction. The group will be facing me—that way I can keep
my eyes on the rest of the class.
The square rug is where most of my whole group instruction would be
taught. The students would have assigned seats; I can indicate these assigned
seats by using tape. The projector would allow me to portray PowerPoints, videos,
and other educational resources. I would also have the white board at the front of
the classroom to write on. The chair would be used to read aloud books—I will
use read alouds and modeled reading strategies daily in my classroom. The
reading corner is located in the front right of the room. I will have comfortable
seating, such as beanbag chairs, for the students to read in during independent
reading time.
I have set up the desks in a horseshoe shape because I find it welcoming to
be able to see classmates. The students will be able to make eye contact with the
speaker. Also, I will be able to circulate the room easily and work with students
when needed. The round table would be my meditation station area—I would
have puzzles, stress balls, and other manipulatives to help calm down students.
This area will be used for students to reflect on their behavior and how they can
adjust it for the future.
Ideally, I want my classroom to feel like home. I want students to feel safe
and stress-free in my room. This can all start by arranging the physical space
strategically!