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Classroom Management & Investment Plan Name: 1 School: Setapak High School Grade/Subj Form 1 - Science ect: Vision

(Interested, participative, and respectful) A classroom with a happy/positive atmosphere where students will display eagerness to learn and inquisitiveness. Students will feel more comfortable with Math and speaking in English. In this classroom, the following will be evident: Many hands go up when teacher asks questions Students ask questions freely & are not afraid to make mistakes Eagerness in volunteering to ask/answer questions Acknowledgement of positive behaviour (teacher to student, student to student) Students will attempt to speak in English as much as possible Messaging of Vision for Students How will you make your vision and goals concrete and accessible? How will you explain or discuss the impact of reaching your vision and goals? How will you involve students in tracking progress, and how will you recognize progress towards your vision and goals? Students may find it difficult to feel excited/happy in class we will model the classroom as a football field to create a sense of fun and positive competition. Students are in a football team aiming to score as many goals as possible. Students will be involved in tracking their progress by the point system (number of goals collected). Individual progress is recognised through the amount of goals scored for each category (good behaviour, inquisitiveness, good attempts in speaking in English) for each student. Collective amount of goals for each category is the class progress towards the vision. Rules/Expectations Rules should be clear, few, and positively stated. (You should have no more than five rules.) 1. English? Easy! (Students are encouraged to speak in English at all times) 2. Light the path with inquisitiveness (Ask questions to seek clarity) 3. R-E-S-P-E-C-T! (for oneself and others) (e.g. there will only be one person speaking at one time, raise your hand when you want to speak/ask/go anywhere) 4. Dare to fail (learn through mistakes) 5.

Consequences for POSITIVE Behavior (aka Rewards) Positive consequences should include both tangible and intangible rewards. (These should be ones you plan to do on a regular basis) GOAL!!!: Each good/positive behaviour will be awarded with 1 goal (like a goal in a football game). Students will be given a ticket for each goal obtained to be used for a raffle party at the end of School Year (10 prizes). 1 goal for each good behaviour A real time chart will put on the wall. Each student can see their performance as well as their friends performance. I will keep 1 for my own record in case anything happen Weekly recognition - Student with highest number of goals each week will be awarded with a prize. Consequences for NEGATIVE Behavior Negative consequences should be gradual, logical, sequenced in a way that makes sense, and should maintain students dignity. (These should be ones that you would have no problem administering consistently and fairly) Football Cards 1 yellow card Verbal warning (friendly reminder) 2 yellow cards See teacher after class 1 red card Call parents TRACKING SYSTEM for NEGATIVE Behavior FOR STUDENTS How will you track behavior so that students know where they are on the ladder of consequences? (for example: Traffic Light, Card Chart, Checklist, Clipboard, Behavior Rubric, etc.) I will use the behaviour log that Dossier gave us and rate their behaviour each day. TRACKING SYSTEM for NEGATIVE Behavior FOR TEACHER How will you keep track of student behavior over time? (for example: end-of-day recording sheet, daily checklist, etc.) Teachers will keep the behaviour/scholar log that Dossier gave us. I will keep a record for myself TRACKING SYSTEM for POSITIVE Behavior How will students know that you recognize their good behavior? (for example: Caught Being Good Poster, Team Points, Recognition cards, etc.) A real time chart will put on the wall. Each student can see their

performance as well as their friends performance. I will keep 1 for my own record in case anything happen

Essential Procedures You should have at least 20 essential procedures in elementary and 15 for secondary clearly outlined here. You will need to add to them as necessary. Procedure

Arrival/entering classroom

Sharpening pencils Borrowing materials from students/teacher

Attendance

Distributing/Collecti ng papers Writing down homework Where to find assignments (if late/absent)

Exact Steps (no more than 5 steps per procedure if you exceed 5 steps, youll need to break your procedure down into separate procedures) Greet by name first to all the teacher in the class. Then greet generally to all friends inside the class E.g Good Morning Sir Haniff - Teachers will arrive before students do (if possible), and if possible I will ask students if they have anything to say before we start the class Place the residue inside the box provided in the group If the materials are intra-group. Ask permission politely from the owner If the materials are inter-group/ from teacher Raise hand to ask permission from teacher to borrow material from friends outside the group/ teacher Each team member can be a leader each week. The leader is responsible to get the attendance sheet from the teacher in class before each lesson Team leader will collect materials from teacher when instructed and distribute it to team members. Write down in disciplined manner If the assignment is needed during class Raise hand politely and ask the teacher in charge about it

Paper headings

When finishing work early

When taking a test

When a student has a questions If a student has trash Getting the class quiet When a student needs help

If the assignment needed can be wait till the end of teaching period. Ask politely to teacher in charge after all students has shake teachers hand. Eg: Name: Date: Topic: If it is individual work Check for any mistake. If satisfied, raise hand to inform the teacher that the task is completed, is there any extra insctruction/work. 1. Dont start before instructed 2. Focus only your paper. 3. Dont look at friends paper 4. Stop immediately when instructed. Raise hand until called by the teacher Place the trash inside the box provided in the group 1.... (clap)...2....(clap2)...3...... (Dossier style) If the person who ask for help are intra-group. Ask permission politely from anyone in the group If the person who ask for help are inter-group/ from teacher Raise hand to ask permission from teacher to ask for help from friends outside the group/ teacher Place it under the table

Where to store materials (books, jacket, lunch pails, folders, etc.) Getting out of seat Speaking in class

During school-wide announcements Working in groups Leaving the classroom

Quietly pull out the chair and stand straight While teacher is not around Speaks quietly without interrupting other friends who is maybe discussing about studies While teacher is in class Students are not allowed to speak while teacher is teaching unless permission is given Be quiet and pay attention till the entire announcement is made. Work quietly and control discussion volume Shake teachers hand before heading towards the door

Breaches In What ways can you ANTICIPATE your students breaking rules, and how can you plan your response in advance? Breach I can anticipate: Why should I be punished? I dont care about ___ subject/coming to class because it does not affect my future.

How I will respond (specific language, actions, use of management plan) Explain we are not punishing them, but the behaviour. Always relate this to their future. Find out what theirs interests are and relate academics back to these interests. Also specifically knowing about their family/dreams/self-esteem helps.

Strategies for Building I WANT Strategies to Consider: class mottos/chants/pledges, class name, teacher/student checkins, student interest surveys, get to know you activities, team building lessons/activities, parent investment letters/calls, explicit lessons on goals, references in each lesson to relevance of content, references in each lesson to the intrigue of content, class visitors, class themes, cooperative groups Approach/Aspect: Plan (Be Specific) Developing Students I will divide the students into 5 Rational Understanding teams, and I will meet each group on that Achievement is

Valuable How specifically will you get to know your students? What connections can you make between your content and the real world and/or their lives and interests? How will you use statistics to build value for achievement and education?

Using Role Models What people and/or characters can you reference in your classroom to represent the value of hard work?

weekly basis whenever possible At the mentor-mentee session I will discuss weekly tests + progress, but also interests/family backgrounds/ambitions Knowing their interests will help me to make connections between content and interests Chant options are: I can, Work hard, get smart, Success today, success tomorrow Since the theme of the class is learning is like a football game, remind students that we are their coach, and they are our champion football players/athleteseach of them will have their own style, but all have to work equally hard, and are important in ensuring the team achieves success Each student will use an alias of a popular athletes name to whom they can aspire People who demonstrate that learning is fun; who are passionate about what they do

Reinforcement

How will you reinforce achievement in your classroom (e.g., extrinsic rewards, competition, cooperation)?

Raffle tickets given to students who participatewill go towards end-of school Students who score 15 and above in the scholar/behaviour log will contribute one goal to their team Goals will also be added when conducting team avtities

Strategies for Building I CAN Strategies to Consider: 1. Setting the goals right: 30% increase for class scores below 50 and 80% for those who

mottos/chants/pledges, class name/themes, teacher/student checkins, student interest surveys, get to know you activities, team building lessons/activities, parent investment letters/calls, explicit lessons on goals, references in each lesson to relevance of content, class visitors, cooperative groups Approach/Aspect: Malleable Intelligence
How will you explain the ideas of malleable intelligence to your students? How will you market the ideas of malleable intelligence to your students?

scores above 50. 2. Letter to him/herself... Pledges for determination and hard work 3. Intelligence is I CAN not IQ. or B+ is not my math grade nor blood type but Be Positive or 'why shoot the moon when you know you can reach for the stars' Plan (Be Specific) Adaptable and tractable. Ability to extend and stretched. 1. Use a rubber band. Stretch it to the max. This is the example of ones capability to learn. If only they put some effort. 2. When the rubber band is stretched into some extend, let them go. Show to the students that it cant get back to its initial form. Meaning that when ones use their intelligence, it will last. Quantitatively 1. Track their marks for daily exercise. Prepare daily score sheet. Qualitatively 1. Observe for students gaining confidence in interacting in class and note in daily score sheet.

Tracking Student Progress


How will you make progress and growth evident to students? How will you respond if individual students dont show growth?

Reinforcing Hard Work


How will you reinforce effort as well as achievement? How will you reinforce hard work if individual students dont reach the goal(s)?

1. Instil sense of competition - marks are given to individual but also for the team. Team work, they can help each other out. 2. One to one session after class with individual who shares lack of progress. Find the best method of teaching that is more suitable for the individual.

Role Models
What people and/or characters can you reference in your room to represent persistence?

1. Football players. Name a few who went through hardship before becoming the person they are today.

Strategies for Building Welcoming Environment Strategies to Consider: class mottos/chants/pledges, class name/themes, teacher/student checkins, student interest surveys, get to know you activities, team building lessons/activities, parent investment letters/calls, explicit lessons on goals, references in each lesson to relevance of content, class visitors, cooperative groups Approach/Aspect: Plan (Be Specific) Classroom Norms silence when the teacher talks or when some other students comment cleanliness of classroom proper arrangement of tables and chairs( organized) Physically Safe No sharp objects ,no fighting or name Environment calling Team/Culture Building Activities group work-healthy competition with rewards

Communicating With Families How will you communicate your expectations to families at the beginning of the year? How and when will you communicate student behavior to families? Speak to parents with their children (talk abt their concerns and what we can do) only communicate student behaviour to families when they repeat it 3rd time