Classroom Management Plan Jennifer Langston Contents

Philosophy of Classroom Management .......................................................................................... 1 Classroom Rules/Expectations/Code of Conduct ........................................................................... 4 Daily Procedures/Routines.............................................................................................................. 5 Motivation Strategies .................................................................................................................... 10 Preventive Behavior Management Strategies ............................................................................... 12 Intervention Strategies .................................................................................................................. 15 Levels of Consequences ................................................................................................................ 15 Implementation Plan ..................................................................................................................... 16 Works Cited .................................................................................................................................. 17

Philosophy of Classroom Management

Many years ago I noticed the joy one can experience when seeing the sunlight of childrens faces when learning in a happy, healthy environment. This joy is compounded when you realize that the happy, healthy environment is not all the child may know or endure. While teaching, I will maintain this joy through complete compassion and understanding that each child, and his or her personal circumstance, is unique and should be respected through my dedication, love, and actions; specifically through my words (both verbal and nonverbal) as suggested by Holloman and Yates Best Practice Language. Their eleven Words will be a specific inclusion in every hour of my day. I will focus on inspiring lifelong learners through effective and well planned instruction, multiple instructional strategies, classroom management strategies, expectations, procedures and routines. I will be responsible for thorough investigation and research of the content in which I deliver, expectations that I set for outcomes of each assignment and effective classroom management that enhances these goals. Through excitement, passion, and desire for the growth

of each child, I will encourage each of my students in being the very best they can be, expecting personal excellence in all things; including academics and interpersonal skills. I will deliver daily goals and objectives in a way that enhances a variety of learning styles in which all students can excel. I will provide opportunities for students to acquire skill sets in which they can discern ideas and strategies for effective study habits to become effective lifelong learner. Classroom theorist Barbara Coloroso suggests there are 6 Critical Life Messages that each student needs to hear. To reach the goals in which I will set for my students, the students must know I speak these messages. Therefore, a displaying a poster that reflects these messages is listed in my classroom management plan. My philosophy of classroom management will be integrated into my own life, as I will simultaneously teach by example knowing that my actions speak far louder than my lessons, routines, and expectations. The expectation for excellence must begin with me. My philosophy has been guided, shaped, challenged and supported by many classroom management theorists whom I have studied. I connect most strongly with Fred Jones. I firmly believe Fred Jones 6 items that set apart an effective classroom teacher are valid and necessary for me to focus my attention daily so I may reach the goals in which I have set for myself and my students. I must constantly reflect on ways I can Conserve Time, Set Limits, Clearly Define Limits on Behavior, Use Say, See, Do teaching, Increase Student Motivation and Provide Help Efficiently (Yates, Chapter 7 Keeping Students Responsibly Involved: Fred Jones). In doing so, I must avoid asking rhetorical why questions and sarcasm when discussing behavior, as suggested by Haim Ginotts I messages and promote and model self-discipline in my classroom. (Yates, Haim Ginott Congruent Communication: Teacher and Child (1972)) Lastly, when all the mentioned theorists suggestions are combined I begin to see a theme. A theme of respect, which as a student I did not feel I received. I am positive this was an incorrect perspective, but it was my perspective nonetheless. I adamantly believe that if a

student is given respect, he will return it. I must be prepared, excited, fair (but not equal), honest, loving and kind. I must value their time, their learning and their interests. I must be ready to explain with validity every lesson, procedure, rule and expectation to both parents and students. My classroom management plan is full of preventative strategies because, as I say in my Intervention Strategies and Levels of Consequences section, I believe effective prevention eliminates the daily appearance of problems and gives a valid benchmark in which to approach intervention and consequences and my explanations for both. Most importantly, I must exhibit Grace and Love to me the most important parts of Holloman and Yates BPL. I will need Grace because I am human and I will need it and will make a mistake; therefore, I must first give it. I will need Love because I am human and I need it and will have days where I need it more; therefore, I must first give it. In exhibiting these two traits I must release my pride, even if I think Im right, yet not lower my expectations. Through hard work and consistency this can be achieved.

Classroom Rules/Expectations/Code of Conduct

Depending on school wide acronym implementation, the following will be used: Option One: L Listen and follow directions O Only speak kind words with a kind tone V Value and respect yourself, others and all property E Everyday, silently sacrifice something of yours for another If you are caught by Mrs. Langston doing the silent E part of L O V E, one L O V strike of your choice will be taken away or Es can be gathered for rewards.. Option Two: L isten and follow all directions at all times. O nly go to areas you were told to go. V alue and respect all property and all people E ncouraging words and actions at all times Depending on grade level, school rules and expectations, each student will have a pocket on a chart with their number and craft sticks that have L, O, V,E on them. If a student breaks one of the LOVE rules, he puts that coordinating stick in his pocket. If Option one is not used, a PinkTally(Johnson) system will be implemented. A PinkTally denotes positive behavior choices and can be gathered for rewards or PAT. To help students understand appropriate voice levels during certain times, a scale similar to pictured right will be placed at the front of the classroom as suggested in Dr. Yates Classroom Survival Guide. The teacher should review with students the noise levels expected for each stage. Before implementing, have students demonstrate when they may use these voices and what they sound like. As the class moves throughout the day working on group work, centers, independent work, or new learning, move the clip to where their voices should be. (Yates, ECU ELEM 4525)Explicit instruction will be given daily for the first two weeks of school, moving to weekly reminders for the remainder of the first nine weeks. Depending on grade level, a possibility for a classroom expectation as suggested in Dr. Yates Classroom Survival Guide is the use of the book series The Best Me I Can Be. (Parker) (Yates, ECU ELEM 4525)Books with a theme of tolerance and acceptance may be used throughout the year for novel studies, discussions and reflections such as Patricia McKissacks Book, A Friendship for Today (McKissack) In accordance with Barbara Colorosos 6 Critical Life Messages, an adaptation of the accompanying picture (Yates, ECU ELEM 4525)will be prominently displayed in the classroom. Each Monday, after morning worktime is complete, the class will gather for a weekly class meeting. During this meeting, the students and the teacher will discuss any important announcements, what the weekly goals are, and any problems that need to be addressed. If there are any problems that need to be discussed, students will need to write down the issue prior to the class meeting on the clipboard found somewhere in the room. Any problems on the clipboard will be addressed during the meeting. (Yates, ECU ELEM 4525)

Daily Procedures/Routines
My daily routine will of course be flexible to accommodate the school in which I work and my teammates schedule. I will; however, work towards, at minimum, 30 minutes of the morning being dedicated to independent practices and learning while I take care of daily housekeeping responsibilities, direct remediation for minor issues, discussions with students individually to foster relationships and allowing the children to become sustainable readers. During this time, depending on grade level, the students will be expected to turn in homework, lunch money, notes to me, sharpen pencils, do assigned morning chores (if applies), unpack and prepare emotionally for the days tasks. This is the time to visit the library for open circulation. With this routine, I can spot the child that needs a hug, thus eliminating a behavioral problem later; speak to the child that didnt finish, understand or did low quality work from the previous day to find out why, thus solving the problem being manifested into another day; speak to parents by phone or in person that need me (of course before tardy bell) and greet the parent volunteer and let them know what Id like them to do, making them feel needed and important to the classrooms success- (Yes, I expect to have a parent volunteer almost every day or at least be ready for one). During this time if the school in which I work offers AM (Accelerated Math) and AR (Accelerated Reader) the students will be assigned a rotation of days for both (i.e. AM, Mon/Wed, AR Tues/Thurs Friday catch-up on either) and this morning time will be devoted to this work, after any assigned morning work to support Spelling, Science or Social Studies is complete. The inclusion of other tasks will be dependent on time. The following is what my ideal schedule will look like (Johnson): 8:50-9:25 AR/AM 12:35-1:20 Complete Centers 9:25-10:15 Math 1:20-1:50 Social Studies/Science 10:15-10:45 Written Language 1:50-2:10 Classroom Novel 10:45-11:25 Reading 2:10-2:55 Specials/Enhancments rd 11:25-11:45 Spelling/Cursive(if 3 ) 2:55-3:30 Physical Activity 11:45-11:55 Independent Practice/Centers 3:30-3:45 Writing HW Assignments 12:00-12:30 Lunch 3:45 Begin dismissal

The following bulleted list highlights several procedural and organizational points that will highlight this time and the remainder of the day. For grades 2-3 and above, an agenda will be used to record homework. If the schools PTA doesnt provide them, the parents will be asked to purchase these books. For a low socioeconomic school, this plan will be modified to meet the financial constraints this creates. Parents will be encouraged to put any notes to me inside this agenda on the current days page or written directly into the agenda. For the first nine-weeks all students will be asked to show me theyve written the nights expectations. Once a student has proven consistency with this task this routine will no longer be expected. If, after the second or third week of school there is a concern, parents will be asked to sign the agenda nightly again, after the student has proven consistency with this daily expectation routine will no longer be expected. There will be a space for a volunteer to work. If the classroom is in much need of remediation, this space may be at a table or at a center. If the classroom is in need of secretarial support (i.e, checking homework, logging field trip information, calculating reading logs hours, etc) a desk, used for a TA in a perfect world, will be provided. (Johnson) There will be a mailbox on my desk for the students to put any notes to me inside. These will be checked before morning work time is over and discussed with the student if necessary. Each child will have a spiral notebook that will be used for homework not given in the form of a worksheet. There will be a basket to place these notebooks in the morning and a similar basket for loose worksheets to be turned in. (Johnson) A 3 ring notebook with a spreadsheet of the childrens names will be provided for the volunteer to record homework. This way, I can quickly look to see whos missing theirs, decide if the assignment met success for the students or not and determine if I want the grade officially recorded or not while not compromising my full gradebook to a parent volunteer. (Johnson) When an assignment is graded and that grade is included in the gradebook the right hand corner of the assignment will be clipped. (Johnson) Each child will have a number, corresponding to their alphabetical order placement on class roster. They will be expected to record the number beside their name on all assignments. This way, I can quickly organize, record and file work. Additionally, this system is nonthreatening to a volunteer that isnt proficient at alphabetizing and can even be done by a student of non-graded work if necessary. (Johnson) There will be a Student Where-Abouts board as suggested in Dr. Yates Classroom Survival Guide. Each student will be assigned a number on the first day of class. I will take a cookie sheet and divide it into sections labeled in the room, nurse, bathroom, office, library, other teacher. When the student leaves the classroom they will move their number magnet to where they have gone. This will allow the students to let me know where they have gone without disrupting the class. I will have this hanging by the door so that it is easy for students to quickly change as they leave. (Yates, ECU ELEM 4525) The students assigned numbers will directly relate with the previously mentioned number system corresponding to their alphabetical order placement on class roster. At the beginning of the school year, each student will be given a sheet card stock form to provide the following information. Three photocopies of the cards will be made. One, I will keep at home and the other will go in the Sub Containers Notebook, the other will go into a

Contact-Log notebook. The original cards will be hole punched in the far right hand corner, secured by an O-Ring (3 ring binder-ring) and placed on a hook at the front door, or by the telephone near the Where Are You board. When an Emergency Drill, or real emergency takes us out of the room, the teacher will grab these cards and can quickly look at the Where Are You board to see whos not here. This way, in a real emergency when panic can commence, the teacher can quickly locate each student, confidently count the students in line for verification and notify the correct area in which the missing student is located. This will eliminate my having to second-guess the location of the students and remains calm, which inturn will help the students to remain calm. If a real emergency happens, I do not have to waste time finding important emergency contact information for students. (Ellison) (Embedded
below is a pdf file, click on the image and it will open)

A Contact-Log notebook will be made for each student with the aforementioned card. The cards will be photocopied on the opposite side of a sheet that has been copied with a Contactlog grid. This grid will record positive notes sent home, concern phone-calls or notes, and the like. The students desks will be arranged in teams of 4 or 6, depending on class size, with an Interior Loop in accordance with Classroom Management Theorist Fred Jones. On each desk will be a different shaped color with a number on it. (i.e., desk one is a red heart, desk two is an orange circle, desk three is a yellow star) and each team will have a number. When I need students to line up, I can call by teams, shapes, numbers or colors. Furthermore, if I need a few students to help with something, I can call a team, shape, number or color. (Johnson) This will ensure I have left out no one intentionally and give everyone a chance to be called. There will be a We Missed You folder. In this folder the Daily Friend helper (see jobs) will be responsible for putting all things missed in the folder. Depending on grade level, notes of importance will also be expected to be put in the folder for the missing classmate. If a student has been out for more than 3 days, the Daily Friend will facilitate adding a get well card to the folder with the teachers help. The students will create a nameplate for their desks at the beginning of the year. This will be helpful to a visitor in the classroom; specifically a substitute. Each child can then be called by name. Depending on grade level, there will be a table materials basket for each student that include a red checking pen, think-pad paper (small spiral tablets used for thinking space to save on paper during teacher input and guided practice) and glue. The Paper Person(s) will pass these out when they are needed. (Johnson) Depending on grade level, there will be a weekly quote and joke posted in the classroom. The weekly quote will be selected based on any themes for the week, readings weve had, or problems I see in the student dynamics. The students will have a thought of the day folder

and sometime, no later than Thursday, the students will be asked to write a short answer (see poster for expectations) reflection on the quote and answer the joke if they can. Depending on classroom schedule, this will be done in a short transition time, morning time or pack-up time. (Ellison) Each child will have a folder in which work will be filed and sent home weekly. Laminated into the inside cover of this folder will be a document with several important facts listed; Behavior expectations, Academic expectations, Instructions for the folders return and the like. The front of the folder will say Look at what weve been doing this week! Go through these papers with your child and return this folder tomorrow!. A piece of paper with a table printed on it will be stapled to the back of the folder and I will write a short note about the childs success that week. Assignments I want parents to pay close attention to will be stamped Sign and Return all other papers will stay at home with the parent. (Below are embedded PDF files of a Weekly Folder example. Double click each image and the PDF will open and you can better see the example.) (Johnson)

After the student who needs to leave the classroom moves their magnet to the location that they are going, they will take a

clothespin and clip it on their shirt. The clothespin will have the teachers name on it showing where the student came from. Instead of a paddle or something to hold, the student should not lose this since it is on their clothes. There will be a Substitute notebook/folder and container. Adapted from Dr. Yates Classroom Management Survival Guide, this container will hold all things important for the substitute teacher. Inside the notebook/folder, a map of the school, how it relates to our classroom highlighting specific routes we are required to take to a location, the school procedure for emergencies (fire, tornado, Code 300) and how it relates to our classroom, daily duties explanation, class roster, emergency medical information on any student (if applies) will be included. The substitute will be given explicit instructions to reward students for positive and on task behavior at least once in the morning, and once in the afternoon. (See pink tally in behavior chart) if appropriate. This folder WILL NOT include a statement or warning like: Watch out for Johnny, hes trouble. Jane will ask to go to the bathroom 40 times dont let her go. Give John a tally if he gets out of his seat. Suzies seat is in the corner for a reason watch her carefully. These statements are hurtful and will not build understanding and relationships with my students and as a former substitute, I know these statements are included far too often. To quote directly from Dr. Yates Classroom Management Survival Guide: The substitute notebook will be with the sub tub. The notebook will contain a layout of the room with pictures so that the substitute knows where things are. Be sure to have procedures and routines updated so that the substitute can run the classroom as effectively as possible. There will also be a class roster, special medical notes, as well as special notes regarding what students may and may not work together. In the Sub Tub will be emergency activities for students to complete.

Unfinished work will go into a folder hanging on the students desk or will be placed inside the students desk. This will help students keep the work that they need to finish in one place and will also help prevent it from getting bent and lost. The students will be able to go to one place to find all work that needs to be completed and handed into the teacher. For transitioning students from independent practice; specifically morning work, a student will be asked to ring the classroom bell. After this bell has rung, each child should finish what theyre doing, put away what theyre doing and be sure theyre desk is clear. The teacher will then call each table group (see Table Group explanation) to line up for bathroom time or give instructions for the next part of the day. (Johnson) The first visit to the restroom (after morning work) will be mandatory. Students must, at

minimum, try to use the restroom and wash their hands. When the paper person(s) is finished, they will be told to go to the room and get out the supplies baskets if they are needed for the next lesson. (Johnson) This routine will eliminate what theorist Fred Jones calls massive time wasters There will be learning centers. Challenge and implementation will be depending on grade level. Themes will be as follows: Listening, PROBE (Personal Research on Basically Everything), Technology, Art, Games, and Science Lab. This will be a time for remediation and acceleration with the teacher for target groups.

Motivation Strategies
There will be a Treasure Chest with hard candy in the classroom. The students will be allowed to go to the Treasure Chest for various reasons both academically and behaviorally and not always as a class. I will be sure to find a reason for all students to visit the chest at minimum weekly. Weekly goals for each subject will be written on the board and discussed in the aforementioned Monday Class Meeting. Two permanent goals will remain posted at all times: I will do my best work I will treat others the way I want to be treated On Monday, the teacher will pull a name from the Popsicle Stick jar as suggested in Dr. Yates Classroom Survival Guide. that student will get to come up with something he/she is interested in learning about. It can be about anything they like; baseball, art, butterflies, anything! The teacher then creates a mini-lesson that she/he teaches on Friday of that same week. This motivation strategy lets the student decide what they want to learn about and also is a great way to get to know the students. Students may find that they have similar interests. (Yates, ECU ELEM 4525) I will use the Caught Being Good strategy as suggested in Dr. Yates Classroom Survival Guide in conjunction with my Pink Tally strategy mentioned below as tool to turn-in those Pink Tallies for PAT time. To quote Dr. Yates Classroom Survival Guide about the use of PAT, Fred Jones, classroom management theorist, talks about motivating students through judicious use of incentives such as giving students responsibilities, providing choices of PAT (preferred activity time), or enjoyably educational incentives. The chart below will be modified to match the classroom routine, depending on school and grade level

implementations in which already exist. (Yates, ECU ELEM 4525)

In accordance with theorist Fred Jones various Visual Instructional Plans (VIP) (Yates, Chapter 7 Keeping Students Responsibly Involved: Fred Jones), which I will call rubric checklists, will list expectations for repeated tasks, will be explicitly stated and posted in the classroom. The following will be permanently posted, depending on grade level. The following will be used as expectations for all work completion and the skills will be explicitly reviewed. After the first nine weeks, these points will be unstated expectations and not including an expectation listed will result in point reduction for the assignment. Then, each subsequent 9 weeks period, expectations and skills for which points are not deducted will be taught, added to the list, then the following 9 weeks will be expected. Therefore, the end of the years sentence structure and complexity should be a measurable improvement from the beginning. Furthermore, other rubric checklists will be created when I see continuous errors in skills that have been taught and remediated. *When I answer a question, have I checked to be sure Ive written a complete sentence, checked for capitals and punctuation, answered all parts of the question? *When the instructions say Short Answer have I checked for capitals and punctuation, included 3 5 complete sentences in my answer, and answered all parts of the question? *(This routine will eliminate what theorist Fred Jones calls chronic handraisers) A poster with a morning checklist will be placed on the board; daily (This Visual Instructional Plan (VIP) (Yates, Chapter 7 Keeping Students Responsibly Involved: Fred Jones) will eliminate what theorist Fred Jones calls chronic hand-raisers) o Good morning! o Unpack and turn in your homework. o Leave any notes for Mrs. Langston in her mailbox. o If you have a morning duty, complete it. o Turn to your neighbor and smile say good morning. o Check the morning work list and complete everything. o Work on AM or AR. A poster with an afternoon checklist will be placed on the board; daily(This Visual

Instructional Plan (VIP) (Yates, Chapter 7 Keeping Students Responsibly Involved: Fred Jones) will eliminate what theorist Fred Jones calls chronic hand-raisers) o Write down your homework in your agenda. o Whats the weather for tomorrow? o Whats the special/enhancement for tomorrow? o Put what is needed to complete your homework on the right hand corner of your desk. o Check your agenda and your desk, do you have everything? o Pack your book bag. Your desk should be clear now. o Turn to your neighbor and smile, say see you tomorrow! o If youre later dismissal, get out the book youre reading. READ! Fridays checklist will be different. The first 5 bullets and the 7th bullet will be removed and replaced with the following: o Empty the inside of your desk. Throw away all trash and reorganize it. o Get a wipe and clean your desk top and chair o Turn to your neighbor and smile, say have a great weekend! Each student will be given a goody bag at Meet the Teacher Night (Yates, ECU ELEM 4525) with the following message and referenced items inside. Dear _______________ You are a star in my class (Starburst Candy) It's ok to make mistakes thats how we learn (Eraser) You are going to learn so much this year (Smarties Candy) Everyone needs a hug-let me know if you need one (HERSHEY'S HUGS
candy)

I am so happy to have you in my class! (Smiley Face pencil) Love, Mrs. Langston Depending on grade level, various notes of encouragement will be sent home with students either postal mailed or put into Weekly Folder. These notes will be used to encourage positive behavior. Students that struggle in this area will be of particular concern for my finding excuses to them receiving one, at minimum, once per nine weeks. (Yates, ECU ELEM 4525)

Preventive Behavior Management Strategies

Depending on grade level as suggested in his book, Building Classroom Discipline, C.M.Charles I will use what he proposes to involve students in establishing a behavior management plan for the class. Through having his 6 suggested sessions, students have ownership in the behavior plan all students. (Education) Depending on school implementation (some have compliment strategies in place for specials/enhancement classes and being caught as a class walking quietly in the hall by staff and/or administration) compliments will be tallied. When a predetermined amount of compliments are collected (amount will be dependent on grade level and implementation with school, at minimum allowing students to earn time bi-monthly. Party length will be dependent on these factors as well) a Compliment Party will be planned. The students will vote on the theme of the party (this will actually be PAT time, although students will not realize it) from the following choices: o Read- In (everybody* brings a towel, blanket and or pillow and spends the time reading uninterrupted.)

o Gameday (everybody* brings a non-electronic game to share with their classmates and spends the time playing the games) o Free-Choice Centers (Learning Center time is extended and students can decide which they prefer and how long to stay there) o Organized Physical Activity (students can choose to be outside for an organized extra Physical Activity(s) ) *So no child is left out, a small amount of these items will be kept in the classroom for students that forget, dont have the items at home from which to choose, or dont have parental support to bring the items. (Johnson) There will be a scheduled two- minute Chit-Chat Break (Yates) in which students will be allowed to talk quietly at their desks for two minutes about anything they wish. This time can be taken away if time is wasted during lessons; however, an alternative time, secret to the teacher, will be provided if students remain on task after it has been taken as a positive behavioral strategy I will use the Mystery Walker strategy as suggested in Dr. Yates Classroom Survival Guide. To quote: This is a strategy to implement while the students are walking down the hall. The teacher keeps a can of red markers with individual students names [number] on each on the corner of her/his desk. Before the class leaves to go into the hallway, the teacher pulls one name [number] out of the can to be the mystery walker. The students do not see the marker and they are not told who the mystery walker is. But they will be reminded that the teacher is watching the mystery walker to see if he/she is demonstrating his/her best walking through the hallway. If the mystery walker is doing an excellent job on the way to the location and on the way back to the classroom, he/she will earn a reward from the candy jar, a sticker, or something small (or he/she can earn a reward for the entire class!). If the mystery walker has not done a good job, the name will not be revealed and the class will be told that the mystery walker has not done well and he/she does not earn a [PinkTally or PAT Time] reward. (Yates, ECU ELEM 4525) In accordance with theorist Fred Jones, the following jobs will be created and changed weekly. (Johnson) o Weather Person, checks the next days weather during morning work or packup (depending on schedule) and reports to the class on a chart under where homework is written. o Paper Person (2), passes out papers and supplies when needed o Messenger, takes attendance folder to the office and any other messenger duties during the day. o Door holder, this person stands behind the line leader and holds the door for everyone. If the closest entrance to the classroom from recess is a locked door (for security reasons) this student will go to the unlocked door, walk around and open the door for the class. o Line leader, this person leads the line both physically and behaviorally o Daily Friend, if a classmate is absent this student will put all things missed in the We Missed You folder. Depending on grade level, notes of importance will also be expected to be put in the folder for the missing classmate. o Calendar, this person adds the day to the calendar during morning work. o Table washers, during afternoon pack-up, this student(s) will use a wipe to wash the common area tables and counters (desks are washed on Fridays)

o Recess Equipment, this person is in charge of taking out the recess equipment o **Substitute, the substitutes helper if needed. o **Drill Manager, during a fire drill, this student will cut off all the lights and close the door. **Many schools have character trait awards. These jobs are for the students that were awarded this and will be changed monthly.

Intervention Strategies
There will be a several laminated stop signs as suggested in Dr. Yates Classroom Survival Guide. When students are making a poor choice hand them a paper stop sign that says Please stop what youre doing and make a better choice! (Yates, ECU ELEM 4525) Best Practice Language (Holloman and Yates) will be the primary force of preventative and intervention strategies used. The use of I messages will be implemented as I messages allow teachers to describe exactly what they see, share what they feel and impart their exact expectations. An I message addresses the problem not the student or his/her character. They often begin with when. then the teacher describes the effect of the students action in a non-judgmental way. In the third part identifies the teachers inner feelings and places the problem where it belongs. When Im interrupted while Im giving directions, I have a difficult time making the directions clear and I become very frustrated. (Yates, Haim Ginott Congruent Communication: Teacher and Child (1972)) If something is happening that I see as a global problem, I will use what theorist C.M.Charles suggests saying, Class, something is going on that I think we need to talk about The problem is then clarified, possible solutions are sought and a solution is selected and tried. (Education) In his book, Building Classroom Discipline, C.M.Charles proposes to involve students in establishing a behavior management plan for the class. While this is a preventative behavioral step, I have included it in my intervention section because through having his 6 suggested sessions, students have ownership in the behavior plan all students. The student who needs intervention might just need a reminder of these sessions. How were the rules determined, what were the theories behind choosing these rules, what expectations did the class need and want from the teacher is she following through on those?

My Intervention Strategies are few. I believe Preventative Strategies eliminate the need for excessive Intervention Strategies. Fred Jones states that effective teachers do the following: o Conserve Time o Use Say, See, Do teaching o Set Limits o Increase Student Motivation o Clearly Define Limits on Behavior o Provide Help Efficiently (Yates, Chapter 7 Keeping Students Responsibly Involved: Fred Jones)These are evident throughout my plan. I believe when these suggested points are done with intention and consistency through proper classroom management, procedures and routine the need for intervention is low. Furthermore, my plan and philosophy for Levels of Consequences is very similar to my plan and philosophy for Intervention Strategies and those thoughts are listed in the following section.

Levels of Consequences
I strongly believe that consequences must match the student, their attitude towards the infraction and their ability to understand what not meeting the expectation does to their learning and their peers. Therefore, I believe that a student in which must pull more than one tally (i.e. a LOVE rules or school-wide acronym) per WEEK for 3 or more weeks needs a personal behavioral plan. The first plan will be created with just me and if it is not successful the parent will be asked to be a part of creating a more successful plan. For a struggling student, I believe a carefully thought out and implemented behavior plan is just as important

to behavior success as RtI is to academic success. First, I must check to see if something about my classroom routine is causing this student to not meet expectations and I cant find that out if I dont sit down with the student and discuss the matter. For habitual problems, I will ask a person from the schools support staff or administration to review what Ive done, the parents and I have done, and any other interventions I have put in to place that havent worked. I will ask these professionals to revisit the problem with a fresh set or eyes and perception at which time I can correct what I might not see. For the students that pull less than one tally per week, these tallies will be tallied each nine weeks. Receiving less than a predetermined amount will elicit a homework pass or other appropriate award.

Implementation Plan
The implementation of this plan will begin at the Meet the Teacher night and continue upon the first hour of the first day of school and will be supported through the last day and hour. Several items will be practiced, discussed, practiced and discussed again. Grace will be the underlying theme for the first week or so. According to Holloman and Yates, children must hear words of Grace for success and I strongly agree. Furthermore, their Best Practice language is a key ingredient for the classrooms success mine and the students, academically, socially, emotionally and behaviorally. Through research they identified eleven styles of Words that each teacher must provide for students. These words begin during Meet the Teacher night and continue through the last hour of the last day of school. They are: o Words of Accountability o Words of Love o Words of Encouragement o Words of Relationship o Words of Grace o Words of Respect o Words of Guidance o Words of Understanding o Words of High Expectations o Words of Unity o Words of Hope (Holloman and Yates) In his book, Building Classroom Discipline, C.M.Charles proposes to involve students in establishing a behavior management plan for the class through having his 6 suggested sessions (Education), and Ive included this in my Preventative and Intervention sections of my plan. Session one supports Holloman and Yates BPL Words of Relationship, Understanding and Respect. Furthermore, in using his remaining suggested sessions, Words of Unity, Guidance and Accountability are spoken. Through implementing rules through his suggested strategy, speaking Words of High Expectations allows for these behaviors to become more intrinsic and less extrinsic in nature because the rules were their own. When rules are broken, Words of Grace, Encouragement and Understanding come naturally because again, the rules were their own. This does not take the place of my aforementioned LOVE rules or school acronym rules. Rather, the sessions help me to guide the students in a understanding that these rules will work, they are needed and important and their suggestions support this acronym. In accordance with Barbara Colorosos 6 Critical Life Messages, an adaptation of the accompanying picture (Yates) will be prominently displayed in the classroom

Works Cited
Education, Pearson. "Pearson Custom Education ECU ELEM 4525." Charles, C.M. and Gail Senter. Building Classroom Discipline. Pearson Education, 2011. Chapter14. Ellison, Kimberly. "Fifth Grade Teacher ." Powhatan Elementary School. n.d. Holloman, Hal and Peggy Yates. What do you say when...? Best PRactice Language for Improving Studnet Behavior. Larchmont, NY: Eye On Education, 2010. Johnson, Hollie. "Third Grade Teacher." Cleveland Elementary School. n.d. McKissack, Patricia C. A Friendship for Today. New York: Scholastic Press, 2007. Parker, David. The Best Me I Can Be Boxed Set: I Accept You As You Are!, I Am Generous!, I Am Responsible!, I Can Cooperate!, I Show Respect!, I Tell the Truth!, I'm a Good Friend!, I'm in Charge of Me! Scholastic Book Clubs , 2008. Yates, Dr. Peggy. "Chapter 7 Keeping Students Responsibly Involved: Fred Jones." ECU Blackboard. Spring 2013. . "ECU ELEM 4525." Classroom Management Survival Guide. n.d. Blackboard. Spring 2013. . Haim Ginott Congruent Communication: Teacher and Child (1972). Spring 2013. ECU BlackBoard.

Philosophy of Classroom Management Theorist(s) are mentioned and described Alignment/description of the theorists Description of how your philosophy will impact your future classroom Why you have chosen the theorists Classroom Rules/Expectations Few in number (5-7 maximum) and stated positively; addresses key aspects for a productive learning environment; respect for others permeates the rules Daily Procedures/Routines Includes all routines, procedures necessary to conduct a productive classroom; assists in reducing management time Motivation Strategies A minimum of 2-3 individual and 2-3 whole class techniques are required; incentives must reflect a combination of intrinsic and extrinsic rewards Preventive Behavior Management Strategies Used to facilitate appropriate student behavior while minimizing inappropriate behavior A minimum of 2-3 individual and 2-3 whole class techniques are required Intervention Strategies Long-term techniques to reduce episodes of inappropriate behavior over an extended period of time A minimum of 3-4 positive and encouraging developmentally appropriate techniques provided Levels of Consequences Short-term techniques to stop inappropriate behavior immediately 3-4 levels of consequences required Philosophy Reflected throughout the Plan Implementation Plan Resources (4 or more) Total Points

Points Points Possible Achieved 20

10

10

10

10

10

10

10 5 5 100