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Tws 9 Ginna Weatherford

The document outlines a classroom management plan including establishing positive expectations and consequences, implementing routines and procedures, and ensuring student safety during emergencies. Expectations include respecting others and raising hands. Consequences follow a four step plan culminating in a write up. Routines include starting and ending the day, distributing materials, bathroom breaks, and practicing emergency drills.

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46 views3 pages

Tws 9 Ginna Weatherford

The document outlines a classroom management plan including establishing positive expectations and consequences, implementing routines and procedures, and ensuring student safety during emergencies. Expectations include respecting others and raising hands. Consequences follow a four step plan culminating in a write up. Routines include starting and ending the day, distributing materials, bathroom breaks, and practicing emergency drills.

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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Ginna Weatherford 4 November 2013 Sacerdote TWS 9

TWS 9: The Learning Environment


A. Classroom Management: a. Describe and explain activities that would develop a positive climate where students will feel like valued members of a learning community. i. Assign students roles or helpers of the classroom such as line leaders, cleaners, and lunch counters. This allows students to feel like they are important and useful. ii. Allow students to bring books from home or tell about activities from home that shows who they are or what they like. This way they can show the class and it makes them feel special when the teacher reads their favorite book to the class! iii. Allow all students to help come up with the behavioral expectations and rules for the classroom. This includes the consequences as well. b. List the 3-5 behavioral expectations or rules for all students in your classroom. 1. Students should raise their hand before talking and not talk when the teacher is talking. 2. Respect one another. 3. Quiet in the hallways. c. List the hierarchy of consequences that you will follow when infractions of the rules occur in the classroom. i. The Four Step Action Plan 1. Please Stop 2. If you do not stop I will tell the teacher. 3. HELP! 4. Help and move from the situation ii. If the Four Step Plan does not work then they will earn on strike on the clipboard. Each strike is walking at recess. iii. After three strikes, do a write-up and send the child to the principals office. d. List the types of intrinsic and extrinsic reinforcements that you will utilize in the classroom. i. Personal PraiseExtrinsic (Feels good. Works to make student work harder. Works in short-term.) ii. IncentivesExtrinsic (Can be useful to define valued outcomes or processes. Help clarify the focus of the effort.) iii. Grades and RewardsExtrinsic (Tangible, familiar, motivating to students who value them.) 1. Homework passes (earned)

i. ii. iii. iv. v.

2. Free Time (only a few minutes a day when earned) Involving students in all activities-Intrinsic Setting goals and reaching them-Intrinsic Self- Improvement-Intrinsic (Helps students clarify their own goals and desires. More long-lasting sense of satisfaction.) Increased Responsibility-Intrinsic (Can create cause-and-effect between responsibility and freedom. Can increase responsible behavior.) Problem-solving and Inquiry-Based Learning-Intrinsic (Can promote greater resourcefulness. Can promote an emphasis on process. Motivational to students when they solve the problem/reach the goal.)

B. Non-Instructional Routines and Procedures a. Describe non-instructional routines and procedures that will ensure your classroom runs safely and smoothly. i. How will you begin and end class? (Include taking attendance and lunch plans) 7:30-8:00-Breakfast and Morning show (check emails & folders at this time) 8:00-8:15-Take attendance, breakfast and lunch count 8:15-8:30-Morning Messagesongs included 8:30-9:00 Read alouds/Independent Reading 9:00-9:30 Read aloud activity 9:30-10:00 Start math 10:05-10:55 Related Arts 10:55-11:35 Lunch 11:35-11:45 Bathroom Break 11:45-12:15 finish math 12:15-1:00/1:15 Science/Social Studies 1:15-1:45 Recess 1:45-2:15 (Brain Boosters Mondays ONLY) Do reading or math extra lessons 2:15-2:30 Reflect on the daydo songs 2:30-2:40 Pack up and Leave ii. How will you distribute and collect materials and students work? 1. Three different ways: a. Collect it out prior to activity b. Have students help out so they feel useful c. At each group there is a table leader. The table leader will collect the activity materials for each person at their table. iii. How will you assign and utilize student helpers and assistants?

1. As mentioned above their will be a group leader for each table. This person will be responsible for some activities to bring each students the materials for the lesson or activity. Also, I will have students help carry breakfast back to the cafeteria, assign a person to do the lunch count and lunch change, I will have a few different line leaders, and ask students at random to assist me in some other activities. iv. How will you manage routines tasks such as pencil sharpening, bathroom breaks, and transitioning between classes or hallway transitions? 1. During the morning time there will be time for bathroom breaks and after lunch as well. Students are not allowed to use the restroom during their related arts times. This is the principals rule. I only have one student who has a bladder problem, and he will be the only exception to these scheduled bathroom breaks. There is only two students who will be allowed to use the pencil sharpener and this is with my permission. I will have the pencils sharpened every morning prior to starting the day. Before transitioning into the hallway there is a song that the class will do in line before walking out. My hands are at my side. I'm standing straight and tall. My eyes are looking straight ahead. I'm ready for the hall. This should get the students ready for this transition. When walking back in the classroom guide them by telling them as they walk in if they need to sit at their desk or on the carpet. v. How will you ensure your students are appropriately supervised and safe during emergency situations? Practicing drills is the safest way that students and teachers can make certain they know the procedure for the drill. By practicing before a real situation, they are preparing themselves for a real fire or earthquake strikes. Prior to doing a practice drill explain to students what one looks like and how to follow the procedure. This way they will be ready for the practice drill and the real emergency situation. Source for motivations: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=21&ved=0C CkQFjAAOBQ&url=https%3A%2F%2Fsiteproxy.ruqli.workers.dev%3A443%2Fhttp%2Fwww.doe.virginia.gov%2Fsupport%2Fsch ool_improvement%2Ftraining%2Ftransformative_classroom_mgt%2Fsession6_presentation.pptx&ei=e1x4UuDuIKbTsAS9uYCACA&usg=AFQjCNFI4e_zv72Q aQxSqTesypjgK2ruug&sig2=B-TUIGqPt6cvnsFaZtOtgQ

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