Erica Kettlewell

Present: 1430 Charles Ave., Apt. 208 |Alma, MI 48801 Permanent: 1889 Baden Strasse | Gaylord, MI 49735 Phone: (989) 331-4291 Email: kettlewell1ea@alma.edu

Classroom Management Plan

I. General Classroom Control Goals for student behavior and achievement: o If you do not know how to do something, try it one more time or ask up to three people around you. Ask the teacher when no one can help. o Students will not interrupt teaching or learning. o Every person and object will be treated with respect. o Create a safe and supportive environment that encourages success as a whole person. o When the teacher is talking he or she should be the only one; if a student is talking everyone should remain quiet. Consequences for actions: First time: The first misbehavior will be dealt with through a warning or a quick hand gesture. I will identify their behavior and they will tell me how they can fix it or make better choices. Second time: The following questions will be asked 1. What are you doing? 2. What are the rules? 3. What happens when you break the rules? 4. What will happen if you disrupt and do this behavior again? - Students will reflect on their own behavior after a warning. - If student refuses to answer the question: The teacher will state what the student is doing, what will happen if they continue the behavior, and then what the rule is. This can be a quick statement for student realization. Third time: Students will go to the thinking chair on the third time repeating their behavior or action. - I see you have chosen the thinking chair: What were you doing? What are the rules? What will you do to fix this and be better next time? Where will you be if this happens again? Fourth time: On the fourth time students will be sent to the schools thinking room or to the office. - Student reviews rules and writes a plan with the SRC coordinator. - Student will review the written plan with the teacher. - Student will then be on red for the day. Being Preventative: Right away set expectations for how people and objects are treated during every part of the day and lessons. Before a transition, always say behavior expectations for the lesson. Small disruptions will be taken care of quietly through hand motions or a quick warning. I believe students need boundaries and structure in order to be academically successful during school hours. Many instances that occur are because the student cannot control their actions. I value reflection time for my students and providing them the opportunity to understand what they did and why there are consequences. If students do not have consequences, they will not follow any rules made. Following these rules and consequences will set the children up for success in future grades and in their future lives.

Erica Kettlewell
Present: 1430 Charles Ave., Apt. 208 |Alma, MI 48801 Permanent: 1889 Baden Strasse | Gaylord, MI 49735 Phone: (989) 331-4291 Email: kettlewell1ea@alma.edu

II. Classroom Management, Organization and Expectations Management and Organization: o At the beginning of the year, the students and I will make a classroom constitution. Students will decide on rules in order for all of us to be safe and have an effective learning environment. o Rules and expectations will be posted in a visible part of the room. Therefore, when students go against the rules, I can refer to the rules that they made. Students will feel more understanding towards the rules because they created the expectations. o A seating chart will be created for students at their tables or desks to ensure best possible learning environment. This seating chart will be changed every 6 8weeks in order for students to experience new peers and different parts of the room. o A seating chart will be created for the carpet during meeting time. This will make dismissal from the carpet more efficient and also create a better learning environment for the students. o Lessons will be thoroughly planned and prepared for best possible instruction. They will meet the needs of all students and will be differentiated. o During lessons and instruction I will maintain an efficient zone of proximal development for supervision and to ensure every student is on task. o A list of things to do or work on, with pictures, will always be listed for when students are finished with work. This reduces many questions and confusion of what to do after work. In turn, it creates a much smoother classroom when students are always aware of their options. o Class will begin and end with my verbal instruction or cue. The school bell or the clock are not in charge of the classroom, and by beginning and ending the class with me will solidify this notion. o The design of the classroom and placement of furniture will ensure the least restrictive environment for the students. The environment will allow students to move easily and have designated traffic patterns instead of open space. o Routines and procedures will begin day one and practiced numerous times until they turn into habits. Expectations of the teacher: Be fair and consistent. Create long lasting and trusting relationships with the children Talk positively with students. Be specific to ensure students always know what is happening. Understand what each child needs. Always be prepared for class: supplies, lessons, and back-up lessons or activities. Expectations of the student: Come to school on time every day. Be prepared for class with homework and materials. Treat people and objects with respect. Finish work to the best of their ability and accept challenges. Students will not interfere with the learning of others during class time.

Erica Kettlewell
Present: 1430 Charles Ave., Apt. 208 |Alma, MI 48801 Permanent: 1889 Baden Strasse | Gaylord, MI 49735 Phone: (989) 331-4291 Email: kettlewell1ea@alma.edu

III.

Procedures and Routines

Rules during Procedures: 1) Beginning Class Everyone must put their back pack in their locker and then go to their seats. When students come in the room they put on their name tag, AR kids return their books, and they put on their tennis shoes. Eat breakfast and watch a video or a book online. Students clean up their breakfast and head to the carpet dismissed by tables. Calendar time: - Calendar helpers go through the daily routine while teacher guides. Red word: Students line up, get their sheet, and go to their seats. Monday and Friday is a spelling test. 2) In various parts of the room If on the carpet during a lesson or meeting time: students should fold their legs, hands in their lap, and no voices. If on carpet playing with toys or a game: students may talk and use toy appropriately. At their tables students during a lesson must have no voices unless told otherwise. Over at the computer: students should use hardware safely without voices. 3) Transition times If we are moving to another area, students will use walking feet. While transitioning, there are quiet or no voices. Students keep their hands to themselves. Go straight to where you are supposed to without stopping any place else on the way. 4) To behave in school areas When we walk by classrooms there is no talking at all. Respect the learning that is taking place. Also, there is absolutely no other speed besides walking when outside of the classroom. Unless it is in gym class. Hands to yourself when in a straight line. If in a group nice touching is ok. 5) During instructional activities While the teacher is talking no one else should be. Also, if a student is talking do not talk while they are. All hands and feet to yourself. If we are on the carpet you can sit cris-cross applesauce, on your knees, or hold your knees to your chest. Choose one and keep your hands to yourself. Raise your hand to ask a question after the teacher is done talking. Hold up numbers for what you need. One finger: I need help. Two fingers: I need to sharpen my pencil. Three fingers: I need to use the bathroom or get a drink of water. Do not disrupt the learning of table mates.

Erica Kettlewell
Present: 1430 Charles Ave., Apt. 208 |Alma, MI 48801 Permanent: 1889 Baden Strasse | Gaylord, MI 49735 Phone: (989) 331-4291 Email: kettlewell1ea@alma.edu

6) Ending class Students will be called up one by one to color the day with a green, yellow, or red depending on their behavior during the day. Students walk and are quiet during this time. Put those items in your backpack and put on boots. Last 20 minutes students will watch a video, color, or read a book. It is up to the teacher about the noise level. Hands, feet, and backpacks keep to yourself. IV. Classroom discipline beliefs

Minor Disruptions Use a hand signal to fix their legs or for blurting. Quick warning to allow them to understand what they are doing. Identification of their behavior. On-going discipline issues o Contact the childs parent or guardian: Doing this will not only begin a communication line but also allow the parent to begin trusting. Without trust and communication, nothing will be accomplished from the student or the teacher. Parents will be made aware of the on-going situation and possible options will be discussed. o Create a behavior check-in plan: Every hour the student will meet with the teacher to discuss behavior of the student in the last hour. The student will either color a smiley face, a content face, or a sad face. If they are all smiley faces at the end of the day, the student will receive a sticker. o Safe zone: When one of these on-going behaviors are happening, it is a good idea to have a place for that student to go and feel safe to reflect on behavior. Therefore, it does not seem like a punishment but more of a reflection time. o Signal: Sometimes students are not aware they are causing an issue or behaving a certain way because they cannot control what is happening. It will be beneficial to create a hand signal or sign language that will tell him what he is doing without interrupting the whole class. Aggressive and violent behaviors: Immediately remove student from the room or situation in order for the student not to harm himself/herself or other students. Allow the student to calm down without threatening or talking too much. Call the office, if there is not another adult in the room, so you or the person coming down will escort him or her to the principals office or Responsible Thinking Room. At this point a parent or guardian will be contacted and communicated with about options and decisions. The student will go through the Responsible Thinking Room guidelines in order to reflect on their behavior.

Erica Kettlewell
Present: 1430 Charles Ave., Apt. 208 |Alma, MI 48801 Permanent: 1889 Baden Strasse | Gaylord, MI 49735 Phone: (989) 331-4291 Email: kettlewell1ea@alma.edu