Classroom Management Plan 2nd Grade

You have the chance to change a students life every single day. - Chelonnda Seroyer

Jessica Burns Education 122 November 16, 2011

Part I: Classroom Organization A. Physical - please see Appendix A for the physical diagram.2 B. Operational3 1. Record Keeping3 2. New Student Procedures...4 3. Displaying Student Work..5 4. Classroom Cleaning Procedures5 5. Center Procedures.6 6. Attendance and Lunch Procedures.6 Part II: Disciplinary Policies and Professional Ethics A. General Rules7 B. Negative Consequences/Penalties..7 C. Positive Consequences/Rewards.8 D. Expectations for All Students.9 E. Personal and Professional Ethics..10 1. For Students...10 2. For Teachers...10 Part III: Classroom Routines and Procedures A. Student Sharing-Presenting.11 B. Room Helpers11 C. Homework and Paper Collection...12 D. Passing Out Papers/Announcements.12 E. Free Time.13 F. Bathroom and Drinking Fountain.13 G. Dismissal..14 1. Recess.14 2. Lunch..14 3. Specials..14 4. End of Day15 H. Field Trips..15 Differentiation Policy: A. Assisting Students..16 B. Providing Challenge for Students.16 Parents: A. Regular Communication.17 B. Conducting Conferences.17 Appendix A.18 Resources19
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Table of Contents

Part I: Classroom Organization

A. Physical - please see Appendix A for the physical diagram
Student desks are arranged in the middle of the classroom in groups of four. This is to create a sense of classroom community, and allow for easy transitions to group work. Also, having the desks in the middle of the room will minimize distractions for the students, because if the desks were close to the wall, the students would be playing with posters and other things. Also, having desks in the middle makes it easier for me to keep an eye on all the students when they are doing desk work. Student desks are also positioned to allow all students to see the white board and projector screen. The classroom gathering area is a large carpet square where the students will go to begin and end the day, as well as for other appropriate instruction. This area will also be utilized when students are sharing their writing and during read alouds. I wanted to have this area so the class would have opportunities to be out of their seats and feel more like a classroom community. Another piece that emphasizes group work is the group work table. While students can do group work within their desk groups, this table can be used when making other groups and with small group instruction. Other uses for this table include benchmarking, conferences, and guided reading. The table is in the corner to minimize distractions for students who are still at their seats or are in other areas of the room. I also designed my classroom with different centers, or stations, in mind. I wanted to give the students opportunities to delve further into the topics that they are learning. The center activities would rotate out every two to three weeks to keep students engaged, and all materials needed for the centers will be placed in the corresponding storage units. These centers were designed to accommodate two to three students to give students opportunities to work with new partners. This also ensures that the centers are not too crowded or distracting. The reading center is located in a corner next to two bookcases. Pillows and a rug complete the atmosphere, to ensure that this corner is an escape into the world of books. This center can accommodate up to 4 students and can be used for silent reading or literature circles.

The computer center is located next to the writing center. They are close to each other to make the connection between handwriting and typing; to give the students the opportunity to type some of their writings. These stations are also located in a corner to keep distractions at a minimal level, while truly allowing the students to engage in their center activities. The science center is located near the windows and the classroom sink. I arranged it this way to make sure that there was water available for any experiments the students may engage in. Also, being near the windows makes sure that the students at the science center can examine the plants and aquarium animals for the units they may be studying. Finally, the teachers desk is located at the back of the room. This is to make sure that I will have a view of the classroom at all times. I will be able to keep an eye on the door, the students at their desks, as well as all the centers with a slight turn of the head. There are no large objects that would provide students with opportunities to hide from my view. Located near my desk is the phone and Elmo. This is to make sure that students are not tempted to use this technology without permission, and allows me to monitor when students do use them. My classroom was designed in order to provide students with varying opportunities to engage in learning activities, and also to make it easier to differentiate instruction. The classroom environment makes it easy for large group, small group, and individual instruction and work.

B. Operational
1. Record Keeping Depending on the school and the policies thereof, assignments will be recorded by subject, student name, date, and the actual assignment. This will be done in a grade book that notes attendance, assignment grades, and cumulative scores. Depending on the school district, grades will also be entered in the computer program that allows parents to check their childs grades. Grades will be recorded in both the grade book as the assignments are graded, and will be updated on the computer once a week. There will also be a progress portfolio for each student. At the beginning of each portfolio will be an about me section where the student will fill out
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favorite information (color, song, food, etc.). Students will complete this section again at the end of the year as a way for them to see how much they have changed and grown over the course of the year. These portfolios will also include samples of their work that will be collected at four points throughout the school year - August, November, February, and May. These will be placed in corresponding sections such as, creative writing, non-fiction writing, math, art, and other subjects based off school curriculum. These portfolios will also contain information that has been collected throughout the year from running-records, benchmarking, conferences, observations, and the like. 2. New Student Procedures Before the first day of school, I will have sent a letter to each student and their parents to welcome them to a new school year and my classroom. I will express sincere excitement at having them in my class and will provide a brief introduction about myself. A list of needed materials will also be included. I will also include a list of important dates to place on the calendar, such as conferences, and explain the importance of these events. I will then include my contact information for questions or concerns, and end with an open invitation for parent volunteers. A summary of my classroom, disciplinary, and grading procedures will also be included (or a copy will be provided on the first day of school). Every day, each student will be personally greeted as they enter the door, and I will do my best to learn their names as quickly as possible. Seats will be assigned by name tags on the desks, and on the first day an about me activity will be at each desk for students to work on while others arrive. Once the day has officially begun, I will introduce and share a bit about myself. Basic procedures will be explained and rehearsed, starting with entering at the beginning of the day. We will then go over the rules for the classroom. These will be handed out to each student, and prominently and permanently displayed. Students will then be asked to sign a classroom commitment to uphold the rules. Other procedures will be explained and rehearsed as they are needed. I will keep a copy of all the papers that were passed out on the first day to provide to additional students that I receive throughout the year. These will be placed in a folder for the new student to be able to take home and show their parents. When they arrive, I will introduce myself to them and let them
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know a little bit about me. I will then personally go over the rules with them, and then assign them a helper. The helper is a student of my choosing that will be sitting next to the new student and will help them learn the procedures for the classroom and can provide support if the student has questions. If the helper does not know an answer to the new students question, then the student can come to me for help. 3. Displaying Student Work Student work will be displayed on walls and areas throughout the room. This work will be rotated at least every 3 weeks, but there should also be a variety of work displayed. This means that I could have art work, writing samples, and diagrams displayed at the same time. Displaying multiple types of student work allows the students to showcase what they have done, and allows the students to appreciate the differences and unique qualities that each student has. Displaying student work also helps the student to know that they are important and shows that they are artists, writers, scientists, mathematicians, and so on. This also allows students to take ownership of their learning and classroom. 4. Classroom Cleaning Procedures Expectations on classroom neatness and cleaning will be provided during the first few days of school. I will make sure that students know that we all have a responsibility to keep our classroom clean. When things are neat and tidy, materials are easy to find and we can spend more time learning. During the day, students are expected to clean their work stations as they wrap up an activity. Papers will go in folders, materials will be put back in place, and books will go back on shelves. Any trash or paper scraps will be expected to be thrown away at the close of each activity to allow for a smooth transition into the next topic. At the end of each day, a few minutes will be given for students to go clean off their desks, go through their papers, and put things away. Lockers and desks must be able to close and desks must be clean before students leave. Students will also be expected to put up their chairs and pick up objects from the floor around their area. On Fridays, students will be provided with a disinfecting wipe to clean their desks and chairs. On special occasions, shaving cream may be brought in for students to clean their desks, and can also be used for activities where students can write in the shaving cream to practice math problems and such.
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5. Center Procedures The time during each school day will become a routine to the students. The schedule for the day will always be displayed, with certain events rotating in and out (PE, art, assemblies, etc.). Displaying the schedule will allow students to know what they should be doing and what to expect at all times. For each individual subject or time slot, I will write down an agenda for that days lesson. This will help them know what to work on during that specific time. When centers are scheduled, students will be able to look at the center schedule to know who is at what center during a specific time. These students will be rotated at various times and days depending on the center and the teachers discretion. For those students who are not at centers, other to do items will be listed on the board to ensure that all students are always engaged. Individual centers will have their own expectation and direction sheets. These will be displayed at the centers and may rotate out based on the center activity. When new activities are introduced to the center, the whole class will be instructed on the proper procedure for that activity. 6. Attendance and Lunch Procedures Students will be responsible for marking their lunch every day. This will be done by the lunch chart, a large laminated poster. Students will have their name on a clothespin that is attached at the bottom of the chart. The left side of the chart will be marked cold lunch and the right side of the chart will be marked hot lunch. (If the school has 2 hot lunch choices, then the top of the chart will be labeled cold lunch and the left and right sides will be labeled with the hot lunch choices in erasable marker that is re-labeled daily.) At the beginning of each day, students will have to find their clothespin and move it from the bottom of the chart to the side that marks their lunch choice. Clothespins that are not moved will determine the absent students. (I will check these unmoved clothespins to make sure the student is actually absent.)

Part II: Disciplinary Policies and Professional Ethics

An effective teacher manages, an ineffective teacher disciplines. - Harry Wong

A. General Rules
Classroom rules will be posted before the first day of school, and a copy will be ready to distribute to each student to keep as well as a copy to go home. These rules will be explained and discussed on the first day of school, and will be reviewed in the weeks to come until they become routine. The teacher will be sure to explain the various dos and do nots that fall under each of the rules, and students will be asked to come up with their own examples. Students will also be asked to sign a classroom commitment to uphold the rules. When these rules are explained, specific school and district policies will be discussed as well. The following rules will be displayed: 1. Follow directions the first time they are given. 2. Raise your hand and wait until called upon to speak. 3. Ask permission to get out of your seat. 4. Respect others, the classroom, and yourself. 5. Change tasks quickly and quietly. These rules can be adapted and altered based upon the specific needs of the class or school.

B. Negative Consequences/Penalties
After introducing the classroom rules, consequences will be discussed. Students will learn that there are both positive and negative consequences to actions that they take. Consequences are not punishments; they are simply a result of an action you choose. Some actions have positive consequences while others have negative consequences. Negative consequences or penalties are what will happen if a student chooses to disregard or break the classroom rules. Students will understand that the teacher is not punishing them, but rather, they make the choice to do something wrong or right.

A pocket chart will be hung in the classroom so that students can access it. There will be a green section, a yellow section, and a red section. On the chart, each student will have a card with their name on it. The students start each day with their name on the green section. If they break a rule, they will be asked to move their card to the yellow section. If they break a rule again, they will be asked to move their card to the red section. If they break another rule, their name card is moved to my desk. If the student chooses to break a rule again, they will be referred to the principals office. At the end of each day, I will mark the location of each students name card on a checklist. At the end of the week, students who have stayed in the green section all week will get to choose a special reward (extra computer time, extra reading time, etc.). Students who moved to the yellow section will have no special reward, but will not have a specific consequence. For the students in the red section, at the end of the day they will have to fill out an explanation card where they say what they did wrong and how they will change in the future. The students whose name cards were moved to my desk will have a note sent home or a call to their parents. Students will also be taught that certain behaviors will result in an automatic note/call home or an office referral. Such behaviors include blatant disrespect to the teacher, fighting, or cheating. School and district policies will also be discussed and followed in addition to the class rules. Tardiness and absences will be addressed using the schools policy. Students will be expected to make up missing work within the number of school days they were absent (ex: if a student missed three days of school, then they will have three days to make up the missing work). Late work will result in a note or call to the parents. If a student seems unmotivated, not getting their work done, or is inattentive in class, the teacher will take the student aside at some point during the day and have a conference with the child. Many times, there are underlying issues as to why a student is behaving a certain way, and the more I understand, the better I will be able to help the student.

C. Positive Consequences/Rewards
Just like negative consequences, students will be taught that the choices they make will determine if they receive a positive or negative consequence to
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their actions. Again, it will be emphasized that the teacher is not playing favorites, but that it is up to each student to decide if they want to break or follow the rules. As previously explained, an individual student that has remained in the green section of the pocket chart all week will receive a special reward. Additionally, if a student turns in their homework on time all week, they will receive another special reward. I will also give positive feedback and sincere thanks for students who cooperate and follow the rules. I will also award group rewards. Each desk group (approximately 4 students in each) will have a marble jar that is labeled and placed at the front of the room. When the jar is filled, the group will get a special reward, such as being able to spend extra time reading, choosing the read-aloud books, playing a special game, and so on. They will then start filling their jar all over again. Marbles will be added: - For each group member that remains in the green section of the pocket chart at the end of the day - For each group member that turns in their homework - When the group is being particularly hard-working or respectful - At the teachers discretion There will also be a larger marble jar for the whole class. After a groups marble jar is filled, these marbles will be emptied into the class marble jar. This is to show how everyone contributes to the class rewards. Marbles can also be added when the class is being especially hard-working or respectful. The teacher will use her discretion when adding to the marble jar. When the class jar is filled, they will get to choose a class reward such as extra recess on a Friday afternoon, a class party, extra reading time, and so on. Once marbles are added to either of the jars, they cannot be removed. However, rewards can be delayed if students start misbehaving or being disrespectful once they earn a reward.

D. Expectations for All Students

I hold high expectations for all of my students. Their ability level, gender, cultural or ethnic background, family make-up, or socioeconomic status does
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not matter. Each and every student can and will succeed. I will also have a poster displayed in my classroom that says, I believe in you - You should, too!

E. Personal and Professional Ethics

1. For Students Students will understand that they have a responsibility for their learning. They will know that I will work and do all I can for them, but it is their responsibility to take charge and own their learning. I will preach what I teach when it comes to professionalism and responsibility so they know that I take my job seriously and that I am holding myself to the same expectations that I have for each of them. 2. For Teachers As a professional, I will dress and act appropriately. I will not let my anger or frustration get the best of me. I will see what is good in each student and I will make an effort to point these out to them very often. I will carry myself in the way that shows I respect myself and my profession. With regards to my colleagues, I will treat them as they would want to be treated. I will show them respect and do my best to get along with them. I will not engage in or reinforce lounge gossip, and I will do my best to model professional teaching behavior. If I do not get along with one or more of my colleagues, I will still treat them with dignity and respect. A professional relationship will be maintained, and personal feelings will not get in the way of that. Also, I will stand behind the decisions of the administration. Although I may not always agree, I will follow their rules and procedures. I will not let my feelings get in the way of enforcing such rules in my own classroom. What the principal says is what goes. However, if there is a rule, policy, or behavior by the administration that really bothers me and goes against my own education, I will voice my opinion in a professional and respectful manner. I will also provide reasons to back up my beliefs. However, I will accept all decisions that are made.
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Part III: Classroom Routines and Procedures

All classroom procedures will be rehearsed until they become routine. For the first days of school, only the procedures will be rehearsed that are necessary to the classroom. Other procedures will be rehearsed when necessary. (Do not bog the students down with learning every procedure to very first day)

A. Student Sharing-Presenting
Students will be expected and encouraged to share some of their work at least once a week. This will take place on the gathering area/rug. Before the first student shares for the first time, this procedure will be discussed and rehearsed. First, there will be a discussion about how the general class rules apply to this situation. For example, you show respect for your classmates when they are sharing by looking at them, keeping your mouth, hands, and feet quiet, and by listening to what they are sharing. Positive and negative class consequences are still enforced during this time. Also, specifics will be addressed to this particular procedure. When a student is called on to share, they quickly and quietly go to the teacher to retrieve their paper. They stand in front of the rug so everyone can see. The speaker will talk loudly and clearly. They will then show any artwork to the class. When they are finished, they hand their paper back to the teacher and quickly and quietly go back to their sitting position. (Depending on the situation, other students may be asked to comment. In those situations, the speaker will call on two to three students after they have read their piece. Then, they move quickly and quietly back to their spot.)

B. Room Helpers
The room helpers I will have include: paper collector, paper passer, material assistant, line leader, gardener, veterinarian, board eraser, and office assistant. These roles will be posted for all to see with their job description, and they will be rotated on a weekly basis. The teacher will keep track of who has already had each position. Once a student has been a certain helper, they will not be that helper again until everyone else has had a turn. Helpers can be added, removed, or adjusted as the teacher sees fit.

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The paper collector will be responsible for going around to each table group and collecting the various papers as instructed. The paper passer will be responsible for making sure each student receives the class papers. These will either be passed directly to the students or placed in their cubbies. The material assistant will be a member from each of the table groups (if 4 table groups, then 4 assistants). They will be responsible for collecting the extra materials for their tables and putting them back when they are completed. The line leader will be responsible for leading their classmates in the line to and from the various activities. The gardener will be responsible for watering and taking care of the class plants. The veterinarian will be responsible for feeding and taking care of the class fish and/or other pets. The board eraser will be responsible for cleaning the board when the teacher asks. The office assistant will be responsible for making sure there are plenty of sharpened pencils and that materials are in their proper places. The procedures for each room helper will be demonstrated and rehearsed.

C. Homework and Paper Collection

As students come in to start the school day, they will be responsible for locating their homework and placing it in the designated homework bin. If the homework is not in the bin when the teacher checks, then it is counted late. Each student that turns their homework in on time earns a marble for their groups reward jar. Paper collection during school will be handled by the paper collector. They will be responsible for going around to each table group to collect the papers, and then placing them in the appropriate subject file. (This is a shelf file, and each shelf will be labeled with a different subject.)

D. Passing out Papers/Announcements

The paper passer will be responsible for passing out the papers. In the morning, this helper should check the return bin. If there are papers inside, the helper will pass these back to their classmates. Also, throughout the day, any additional papers to pass back or hand out will be given to the helper to do. Special announcements will be written on the board and discussed in class. Additionally, I will have a weekly newsletter that will go home on Fridays. This will have upcoming news and follow up information to class projects. Important information in the newsletter will be discussed again in class on the following Monday.
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E. Free Time
Students should know what they need to be working on at all times. The class schedule will always be posted, and for each time block an agenda will be written on the board. This will provide students with the information they need to complete assignments and stay on task. However, I will also have permanently posted a list of things that students may do if they have completed all the work in that time block. Free Time List: 1. Complete all late work 2. Start tonights homework 3. Do your room job 4. Play a word game 5. Silent Reading

F. Bathroom and Drinking Fountain

Students will be expected and instructed to use the bathroom and water fountain before the school day and during breaks. Bathroom breaks will be expected for emergency use only. However, if a student must go to the restroom, they will raise four fingers (to give me a visual cue that they are not contributing to the topic at hand) and ask permission. Once permission is given, they will quietly get up, push in their chair, and take the bathroom pass from the appropriate hook (one for the boys and one for the girls). These passes will be on lanyards that the students place around their neck before they leave the room and they do not take off until they return. Also, I will instruct the students on proper hand washing procedures to use before they leave the restroom. If a student needs a drink of water, I will ask that they raise three fingers. This gives me another visual cue, and I will be able to nod to the student and give permission for them to quietly get up, push in their chair, get a drink, and return to their seat.

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G. Dismissal
1. Recess When it is time for recess, I will tell the students to please quietly and quickly wrap up what they are working on. They will be expected to put all materials away and wait silently at their seat. I will first call the line leader, and then I will dismiss tables one at a time to line up behind the line leader. Students are expected to push in their chairs and get in line quickly and quietly. Once all students are in line and quiet, I will lead them outside to recess. If it is winter time, I will allow an extra couple minutes to prepare for recess. This will involve calling table groups to one at a time go to their lockers, get their coats, and go back to their seats. Once everyone has their coat, then we will start the line-up procedure. Hall procedures require students to stay in line and be quiet. 2. Lunch When it is time for lunch, I will tell the students to please quietly and quickly wrap up what they are working on. All materials will be expected to be put away. I will then call the cold lunches to go to their locker to retrieve their lunch bag and return to their seats. (In the winter, I will call table groups to all go to their lockers to get their coats and or lunches and return to their seats.) After the students are quiet, I will call the line leader to the front, and then call table groups one at a time to form the line behind the line leader. All students are expected to push in their chair and do this quickly and quietly. Once students are quiet and in line, I will lead them to the lunch room. Hall procedures require students to stay in line and be quiet. 3. Specials When it is time for specials, I will ask the students to please quickly and quietly wrap up what they are working on. All materials will be expected to be put away and students should wait quietly at their seats. Then, I will call the line leader, and dismiss table groups one at a time to line up behind the leader. All students are expected to push in their chair and do this quickly and quietly. Once students are quiet and in line, I will lead them to the appropriate destination. Hall procedures require students to stay in line and be quiet.
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4. End of Day When it is time to end the day, I will ask students to quickly and quietly wrap up what they are working on. I will then ask them to look at the homework board to see what they need to bring home. They will then gather these appropriate materials at their desk. I will then call on table groups to one at a time go to their cubbies to collect other papers, put these papers on their desks, and then go collect their backpacks and coats from their lockers. Once they return to their seat, they will put their materials in their bags. They will then put the chair upside down, on top of their desks. I will then ask that they look around on the floor to pick up any trash or other things that need to be collected. As students are doing this, I will call over any reward students to have them pick their prize. Once a student is ready to go, they will put on their coat and backpack and go sit on the gathering rug. Once they are there, they may talk to other students who have also completed the end of day classroom procedure. When it is time for students to line up (depending on the school), I will have the bus students quickly and quietly line up first. Once those students have gone, I will have the rest of the students quickly and quietly line up. I will then take them to the designated pick-up area.

H. Field Trips
Approximately four weeks before a field trip, the weekly newsletter will contain information such as when, where, and how. This will give parents the opportunity to contact me with questions or concerns. This will also be the time when I begin to ask for chaperones. Two weeks before the field trip, a permission slip will be sent home. (I will also include this information in the newsletter so parents know if their child has lost the slip.) This will contain specific information about the trip, such as the times and lunch information. This will also have a space for parents to volunteer to be a chaperone. The parent will need to sign this slip and have it returned to me no later than two days before the trip. This is necessary in order to lock in all the details. If money is required for this trip, students will be expected to turn the money and the permission slip in the week before. (This also gives time for financial issues to be addressed.) All classroom rules apply during the field trip, as well as school and district policies. Students are expected to be on their best behavior for the duration of the trip. The class newsletter will address the specific expectations, such as
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the dress code. All field trip procedures and expectations will be discussed with students before and on the day of the event. Students will also be given an instructional purpose for the field trip to help them focus on learning.

Differentiation Policy:
"Education is not the filling of a pail but the lighting of a fire." -William Butler Yeats

A. Assisting Students
All students will be assisted according to their needs, including those students with special needs or disabilities. All tasks will be evaluated on their appropriateness for students and to see if special accommodations are needed. No effort will be spared in working to accommodate and assist students who need extra support. If the teacher is unsure what to do with a given situation, she will ask for help and guidance from the administration. For students who need extra scaffolding or instruction, time will be set aside for the teacher to work individually or with a small group in accommodating their needs. For ELL students, translation help will be used when communicating with their parents. These students will also receive extra guidance, and if there is another student who speaks their language, they will be asked to be their classroom buddy. However, they will not be responsible for the learning of the student, but will just be there to provide extra support. I will not let the buddy compromise their own learning to help the other.

B. Providing Challenge for Students

Gifted and talented students or those students who need an extra challenge when working on a specific topic or assignment will be given alternate assignments, not more assignments. Also, these students will not be given a peer to tutor as a way to challenge them. When I create an assignment or design a lesson, I will keep these students in mind and come up with ways for them to work just as hard as the other students. Every single student needs to be challenged when they are learning; otherwise they do not grow as a learner. However, these challenges need to be appropriate and relevant to the

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topic at hand, and I will take extra care to make sure that these challenges are not just busy work for these students.

Parents:
A. Regular Communication
As previously stated, before the school year begins I will send out a welcome letter to all of the students and their parents. Not only will this letter tell a little about me, but it will discuss my classroom expectations. This letter will also contain my contact information, which opens up the communication channel between me and the parents of my students. Also previously stated, is that I will have a weekly newsletter. This will be sent home on Fridays and will give the parents an update on what is happening in the classroom, a schedule for the upcoming week, future events, and suggestions for helping their child at home with the curriculum. My contact information will be contained in each of these newsletters as well.

B. Conducting Conferences
Preparation for parent conferences will take place on a daily basis. I will constantly be taking notes on each student through running records, daily happenings, class jobs, grades, improvement, and the like. All of these will be placed in the students portfolio, that way it is easy for me to pull out, review before, and show at the conferences. I will also record any contact I have had with the parents before the conference, and will have their names and contact information. Before the conference, I will make sure to set up the time with the parents and allow them ample time to contact me with questions or concerns. During the conference, I will make sure to give positive feedback and provide suggestions for what the student can do to improve even more as a learner. I will also keep the communication open to allow for parents to contact me after the conference with any other questions, concerns, or feedback.

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Appendix A

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Resources
Wong, H.K. & Wong, R.T. (2009) The first days of school: how to be an effective teacher. Mountain View, California: Harry K. Wong Publications, Inc. Sample Management Plans from Education 122: Curriculum and Pedagogy, Sally Beisser, Ph.D. Harry Wong Videos Years of Student and Practicum Experiences Using The First Days of School DVD with Chelonnda Seroyer http://ripplemaker.hubpages.com/hub/50_Inspirational_Quotes_for_Teacher s

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