Ms. Flynn’s Second Grade Classroom Management

Plan

Tori Flynn

School of Education, Drake University, Des Moines, IA

Table of Contents:

Part I: Classroom

Organization…………………………………………………………………………………….... 3Physical………………………………………………………………………………………………………………3Operational…………………………………………………………………………………………………………4

Teacher record-keeping procedures …………………………………………………………4

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New student in my room………………………………………………………………………….. 5Keeping the classroom orderly and kids’ desk clean………………………………….. 5

Part II: Disciplinary Policies and Professional Ethics………………………………………………………. 5Establishing initial rules/ expectation………………………………………………………. 5Classroom or school rule infractions………………………………………………………. . .6Student disrespect to you or to other teachers…………………………………………. 7Student conflict on the playground ……………………………………………………………7Student inattentiveness or lack of motivation……………………………………………..7Tardiness………………………………………………………………………………………………….7Disrupting or offending another student during class………………………………7-8Students not getting work done………………………………………………………………….8No “trying” to get work done……………………………………………………………………...8What happens if a child cheats…………………………………………………………………...8What are the consequences for breaking class rules………………………………...8-9At what point/circumstances are parents/principal involved……………………...9Professionalism…………………………………………………………………………………………9

Part III: Classroom Routines & Procedures………………………………………………………………………9Student sharing……………………………………………………………………………………….. 9Room helpers………………………………………………………………………………………9-10Use of free time……………………………………………………………………………………….10Going on field trips……………………………………………………………………………..10-11Doing homework……………………………………………………………………………………..11Handing in papers……………………………………………………………………………………

11Activities for students if finished with their

work……………………………………...11Passing out papers/ announcements ……………………………………………………….11Dismissal for recess, lunch, specials & end of the day…………………………...11-12Bathroom procedures/ getting a drink……………………………………………………..12

Differentiation Policy………………………………………………………………………………………….12Assisting students who don’t understand directions or tasks…………………….12Challenge for gifted or high ability students ……………………………………………..12

Parents………………………………………………………………………………………………………………12Regular communication with parents………………………………………………….12-13Preparing for and conducting parent conferences

…………………………………….13References…………………………………………………………………………………………………………14

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Part I: Classroom Organization:

A. PHYSICAL:

In the front of the room I have multiple visual aids such as bulletin boards, the white board, the smart board, and the television. The bulletin boards help the students remember goals and track data or any other projects we may have going on at the time. The smart board and white board are in the front to help students focus from other distractions that may be happening around the classroom. The television is placed in the front because the whole class can easily see it.

The tables are in the center of the room and combined into tables so the students can easily collaborate and see the visual aids in the front of the room. The reading rug is also in the center to help students avoid distractions around the classroom. Its location is also central because it is one of the most important components of the curriculum. There is a work table off to the side for private or large group studying. The iPads are also located on this table for group work. As a teacher, I can have private or group conferences with the students at this table. If a student needs his or her own space away from his or her own table the work table would be available.

I have my desk at the back because I don’t plan on being there very much, but if I am, I will be able to see everything happening in the class. My computer is on my desk for convenience. My desk is also near the phone for convenience. The book shelves are in the

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back because it is central to most of the students tables. It is convenient if the books are displayed and available for all the students. The students cubbies are closest to the door so the students can put their things away soon as they arrive.

B. OPERATIONAL: TEACHER RECORD KEEPING PROCEDURES:

I will have a student data binder. Inside I will keep all my observation notes for each student such as what they are doing well or struggling with. I will also keep parent surveys (see example below). I will keep track of any time I have contacted a parent and what we discussed. I will also keep formal test scores, and notes about student interests. I will keep a copy of phone contacts for each student.

I will also keep a grade book. The headings in my grade book will coincide with those that will be on the student’s report card such as, reading comprehension, fluency, accuracy, numbers & operations, and work habits. Work habits will monitory completion of assignments and getting their assignment books signed.

I will take attendance and the lunch order using the same system. Students will move their clip onto their lunch choice. I will double check that every student present has moved their lunch clip, then see whose clips are left and mark that student absent.

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NEW STUDENTS IN YOUR ROOM:

If I have a new student in my room, I will have a student ambassador or buddy who will help the student become familiar with the rules and procedures in our classroom. The class and I will also write a welcoming letter with different things we think he or she should know about our classroom, which we will present to him or her at the end of his or her first day.

KEEPING THE CLASSROOM ORDERLY AND KIDS DESKS CLEAN:

(See section classroom helpers)

Part II: Disciplinary Policies and Professional Ethics: ESTABLISHING INITIAL RULES/EXPECTATIONS:

I will take the first few weeks of school to establish initial rules and expectations. I will talk about the four expectations I have to make our classroom the best it can be. The four expectations are respect, responsibility, honesty and compassion. I will have read alouds about each of the four expectations. For the expectation of respect, I will read the book, Have You Filled a Bucket Today, by Carol McCloud and David Messing. For the expectation of responsibility, I will read the book, What If Everybody Did That, by Ellen Javernick. For the expectation honesty, I would read aloud the book, Edwurd Fudwupper Fibbed Big, by Berkeley Breathed. Finally, I will read the story, Crazy Hair Day, by Barney Saltzberg. After each read aloud, we will talk about what we think each respect, responsibility, honesty, and compassion mean and will look like and sound like in our classroom. Then we will come up with the class rules list together. Under each of the four expectations, I will write three ways on how to meet those expectations. The students will come up with the three bullets points for each with some guidance from me. Each student will sing a copy of our classroom list and they will also get a copy to hang in their locker of cubby.

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CLASSROOM OR SCHOOL RULE INFRACTIONS:

Each day the kids will chant, “I am in charge of what I think, say, and do”. I would like to keep my classroom a positive environment, and reward students for the positive. Therefore, I will have leadership tickets. Once a student receives five leadership tickets, they will be able to pick a reward coupon out of the “caught you being a leader” fishbowl. The coupons may consist of; using the teachers chair for the day, lunch with the teacher, wear a hat in the classroom, or first in line for the entire day.

I will also have a “monkeying around chart” (See Below). All the students’ clips will start on “ready to learn” If the students show positive and exemplary behavior, they can move their clips up to “rock on” or “rock star” if the behavior continues. If the student is struggling to follow classroom rules and procedure, he or she will move their clip down after one warning. If the behavior continues, he or she will continue to move his or her clip down all the way down to note home, if necessary.

STUDENT DISRESPECT TO YOU OR TO ANOTHER TEACHER:

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If a student is disrespectful to me, I will pull the student aside and privately discuss it with that student. I will tell the student how it made me feel and ask him or her what a better way to handle it would be next time. If a student disrespects another teacher he or she will move his or her clip down and apologize to that teacher and tell that teacher what he or she will do differently next time.

STUDENT INATTENTIVENESS OR LACK OF MOTIVATION:

If I notice my students are inattentive or lacking motivation, I have the class take a brain break. I will get them up and moving to help reenergize and refocus them. I will stick to mini lesson then get the students up and engaged. If a particular student is especially having trouble, I will go back to my student data binder and look for his or her particular interests that could be tied to this lesson.

STUDENT CONFLICT ON THE PLAYGROUND:

If students are having an argument on the playground, I will pull the parties involved aside. I will ask them what the problem was. I will ask them to tell each other how the other person made them feel. I will ask them to come up with a solution if this happens again. If the students continue to have issues, I will have to remove them both from whatever is causing the conflict and tell them they can try again next week.

TARDINESS:

If a student is tardy, he or she will have to sign in at the office before coming to class. After five tardies or absences, the parents will be contacted through a note of phone call. I will have a big pie chart in my classroom, and everyday we have perfect attendance, I will color a piece of the pie chart in. After twenty days of perfect attendance, I will take the students to eat in the outdoor classroom or on a picnic outside.

DISRUPTING OR OFFENDING ANOTHER STUDENT DURING CLASS:If a student is disrupting the class, I will give he or she a warning the first time. If

that student continues to be disruptive I will tell that student to move his or her clip down one, and remind him or her of our four classroom expectations. If the disruptive behavior continues, I will ask that student to wait outside the classroom door till I think her or she is

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ready to join the class again. If a student is being offensive to another student during the class, I will once again warn the student, if it happens again I will ask the student to move their clip and remind them of the four classroom expectations. If the behavior still continues I will tell the student to apologize, and pull both the students aside privately during the day to have a discussion.

STUDENTS NOT GETTING WORK DONE:

I will start by rewarding the students every time the whole class turns an assignment in on time with all of their names on it. Once they reach twelve times of everyone turning in their assignment with their name on it, I will give them twenty minutes of extra electronic time. If a student is falling behind on assignments, I will meet with them during small group time to get them on track.

NOT “TRYING” TO GET WORK DONE:

If a student is not getting their work done, I will first observe to why her or she isn’t completing their work. If the student is playing around in his or her desk I will turn the desk around so her or she cannot get into it from where that student is sitting. I might also assign that student a peer partner. If the student struggling to get his or her work done turns in all his or her assignments by the end of the week, that student and his or her peer partner will get a reward. If the student is continuing to not try, I will contact the parent and ask them to come in with their child to see if we can come up with a solution together.

WHAT HAPPENS IF A CHILD CHEATS:

I would first talk privately with the child. The first meeting, I would not bring up cheating, but I would remind them how smart I know they are and to give their best effort even if they don’t know all the answers to something. If the problem progresses, I will ask the student to write a note home to his or her parents explaining the situation.

WHAT ARE THE CONSEQUENCES FOR BREAKING CLASS RULES:

Breaking the classroom rules will first result in a warning. The second offense will result in that child moving his or her clip down with a quick discussion and reminder of the classroom rules. If the child’s clip reaches the chill out stage, he or she may take a break in

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the hallway for a couple of minutes to try and refocus. If the behavior continues after the break, a note will be sent home from the child and myself.

AT WHAT POINT AND UNDER WHAT CIRCUMSTANCES ARE PARENTS/ GUARDIANS OR THE PRINCIPAL INVOLVED:

I will contact the principal if a student makes a verbal, physical, or sexual threat to another student. If the student acts out but I believe it is a one-time offense, I will not contact the parents. If the behavior turns into a daily occurrence, I will keep data in my student data binder, and contact the parents, and may or may not ask them and their child to come in so we can come up with a solution as a team. I will regularly keep in contact with the parents not only about misbehavior but also positive things their child is doing in class.

PROFESSIONALISM:

The first key to professionalism is dressing the part. I will make sure my attire is appropriate and professional at all times. I will remove myself from the lounge is there is gossip. If I am struggling to get along with a colleague, I will confront that person in a non-threatening manner one on one. I will explain to that person how I am feeling and what I am frustrated with. I will then ask them their concerns. I will also ask them if they would like to work together on how to come up with a solution. I will also ask them what they are doing with a student in their classroom, that I could reinforce in my own classroom.

Part III: Classroom routines and Procedures:

STUDENT SHARING:I will provide my students as many opportunities to share as I can. I will do this by

using the “think/pair/share” model. I will also allow students to share aloud with the class when they have done exceptional work.

ROOM HELPERS:

I will have a job for each student in my classroom. The jobs will be classroom greeter, who is in charge of greeting anyone that comes into our classroom. There will be one or two pencil patrollers who will be in charge of making sure the pencils are sharpened at the end of each day. There will be a germinator who will spray everyone’s desk with disinfectant at the end of the day. There will be a technology manager who will be in charge of making sure the iPads are plugged into the charger at the end of the day. There will be a substitute. This person will be in charge of any jobs of someone who is absent. There will be a paper manager in charge of passing out papers, and a materials manager in charge of passing out materials. There will be a filer in charge of putting

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papers in the correct persons folder. There will be class librarians in charge of returning books back to the library. There will be a secretary in charge of collecting work for any absent students. There will people on chair patrol that will be in charge of putting chairs up and down at the beginning and end of the days. There will be a board eraser. There will also be a knowledge keeper in charge of answering questions while I am busy working with another student. There will also be clean sweep leaders in charge of sweeping at the end of the day. Each student will have to apply for his or her job (See Below).

USE OF FREE TIME:

During free time the students will have different options including, independent reading, writing in their journal, working on other work, or playing approved games on the iPads. If the students abuse their privileges with any of these options they will have to take time away from that option for a designated time.

GOING ON FIELD TRIPS:

The first step to setting up a field trip is getting authorization from administration. Next would be to contact the staff at your desired location. Next I will send home permission slips informing the parents where we will be going, when, for how long, and if

Name:

What job are you applying for?

Why are you qualified for the job?

Do you have any experience with this job?

Why do you want this job?

Why do you think you would be good at this job?

List two people who could tell me why you would be good at this job:

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the student needs to bring anything specific, such as lunches or tennis shoes. I will also ask for parent chaperones on the permission slip. I will also figure out transportation, whether that is bus or parent transportation. I will also have a discussion with the class about my expectations and appropriate behavior, and the consequences for not meeting those expectations. The consequence will be a note home. I will inform the students about the purpose of the field trip and give them any background knowledge they may need.

DOING HOMEWORK:

Each student will have an assignment book that will need to be signed each night by the parent. Before I collect the homework I will ask the students if they had any questions or specific issues with any problems. The students will need to turn it in with their name on it when I ask for it. When I assign the homework I will remind the students to try every problem even if it tough for them. If the homework is not done, the student can work on it during free time or small group time.

HANDING IN PAPERS:

The students will need to turn in the homework when I collect it with their names on it. Each student will turn it in at the assignment center, which will be the table by my desk. I will keep track of how many times every student turns in their assignment with their name on it on time. Every time that happens I will color in a square on the chart. Once the students reach twelve squares we will have fifteen minutes of free time.

ACTIVITIES FOR STUDENTS WHO HAVE FINISHED THEIR WORK:

Students will be able to pick from a variety of activities if they have finished their work early such as, independent projects (see gifted and talented), independent reading, iPads, writing journals, check work, or work on other assignments.

PASSING OUT PAPERS/ ANNOUNCEMENTS:

One of the students will have a job as a paper manager and will be in charge of passing out papers. I will have a newsletter that I will send out at the beginning of each month with what we will be working on over the month and achievements of different people in the class, and any other exciting taking place in the classroom.

DISMISSAL FOR RECESS, LUNCH, SPECIALS & END OF THE DAY:

Each student will get assigned a row and space on the rug. Before dismissing to anywhere the students will sit in their rows, and the quietest row will get to line up first.

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Once every row is in line we will chant, “hands down, turn around, face the door, and say no more”. We wont leave till everyone is quiet, if it takes the students too long to be ready to leave, everyone will sit back on the carpet and try it again till they get it right. I will remind the students to catch a bubble in your mouth and don’t let it go till you reach you destination. Every time we make it some where quietly with our hands to ourselves we will color in a square on the chart. Once the class reaches ten colored squares, they will get a fifteen-minute free time. If they get one hundred colored squares we will have a class party. If another teacher compliments us as we walk, I will color in an extra square. On the way out for dismissal, I will give every student a high-five and say something positive.

BATHROOM/ DRINK PROCEDURE:

We will take three scheduled bathroom breaks, one in the morning, one after specials, and one after lunch. If the students have to go to the bathroom or get a drink any other time there will be one sign out book for the girls and one for the boys. They will sign their name and the time they went to use the bathroom. They are allowed to sign out as long as I am not giving instruction. Using the book will also give me a good idea if students are abusing their bathroom privileges.

A. DIFFERENTIATION POLICY:

ASSISTING STUDENTS WHO DON’T UNDERSTAND DIRECTIONS OR TASKS:

If a student doesn’t understand directions or a task, I will have the “ask three before me” policy. The student must ask three other students before asking me. If the student still doesn’t understand the directions I will explain again what the directions are and possibly model a sample if necessary.

CHALLENGE GIFTED OR HIGH ABILITY STUDENTS:

I will do my best to find resources to help keep that student challenged whether that is in my classroom, or finding another outside resource that would be more beneficial. I will also have independent contracts with my TAG students. This is in case they are often finishing work before the other students. They will pick a project such as commercials, bulletin boards, art projects, or webpages and a topic they are interested in. I will help them gather resources to work on these projects when they have free time. When they finish their projects they can present them to the rest of the class.

B. PARENTS:

REGULAR COMMUNICATION WITH PARENTS:

I will keep in regular contact with the parents of my students through newsletters, notes, or phone calls. I will not only call the parents when trouble arises but also when something positive or exciting is happening with their child. I will make it a priority for my first contact with a parent during the school to be a positive one.

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PREPARING FOR AND CONDUCTING PARENT CONFERENCES:

I will prepare for my parent conferences by tracking each child’s progress in my student data binder. I will make sure to contact the parents whenever anything happens to ensure the parent conference isn’t the first time the parent is hearing of an issue with their child. At the beginning of the year, I will ask the parents what I should know about their child because they know their child best. I will be sure to consult with the parents whenever coming up with a solution so we can work on the issue together.

References:

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Michelle Flynn’s classroom from John Weldon Elementary

Esther Locher’s classroom from Oak Park Elementary

Pinterest

Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, 2009. Print.

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