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Management Plan

Ms. Alessa Strelecki

5
th
Grade Classroom








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Welcome to Ms. Streleckis 5
th
grade classroom!

You will see a theme of puzzles throughout my classroom because I believe that we
are all unique, but come together to form the perfect masterpiece.

Part 1 Classroom Organization.pg. 3
1.A. Physical .pg. 3
1.B. Operational . pg. 4
1.B.1. Record Keeping Procedure. pg. 4
1.B.2 New Students in the Room .... pg. 4
1. B. 3 Display Student work .... pg. 5
1. B. 4 Keep the Classroom Orderly ...pg. 6
1. B. 5 Keep Students Organized and Desks Clean ... pg. 6
2.A Disciplinary Policies and Professional Ethics . pg. 7
2.A.1 Establishing Initial Group Rules/Expectations...... pg. 7
2.A.2Consequences for Breaking Classroom Rules....... pg. 8
2.A.3 Rewards for following Classroom Rules ........ pg. 9
2.A.4 Student Disrespect to Me or to Other Teachers...pg. 9
2.A.5 Student Conflict on the Playground...pg. 11
2.A.6Student Inattentiveness or Lack of Motivation in Class....pg. 12
2.A.7 Student Tardiness pg. 12
2.A.8 Student Disruptions During Class and Students Offending Others ...pg. 12
2.A.9 Cheating.pg. 13
2.A.10Contacting Parent(s)/Guardian(s) and the Principal.pg. 13
2.A.11Defiant Behavior..pg. 13
2.B.1 Professional Ethicspg. 14
3.A: Classroom Routines and Procedures .pg. 14
3.A.1 How to Teach Students to Follow Classroom Routines
and Procedures .pg. 14
3.A.2 Opening Routine ...pg. 14
3.A.2.1 When and How to Take Attendance ..pg. 14
3.A.2.2 Announcements .pg. 15
3.A.3 Closing Routine .pg. 15
3.A.3.1Dismissals ..pg. 15
3.A.4 Classroom Helpers ...pg. 16
3.A.5 Homework pg. 16
3.A.5.1 Turn in pg. 16
3.A.5.2 Late Work pg. 17
3.A.6 Procedures ...pg. 17
3.A.6.1 Bathroom and Water Break ..pg. 17
3.A.6.2 What if I finish early? .pg. 17
3.A.6.3 Field Trips .pg. 17
3.A.6.4 Absences pg. 18
3. B. 1 Differentiation .pg. 18
3.C.1 Parents ...pg. 18


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Part 1: Classroom Organization

1. A.1. Physical

My ideal classroom is set up to foster collaborative learning and social
interaction. Students will sit at four different tables of five students each so that
group or partner work is easily accessible for my students. Students will also be
seated so that they are all able to see the white board and projector screen easily
and can give their full attention when I am in the front of the classroom. The white
board and screen will be side by side so that I can utilize both at the same time
instead of having the pull down screen over the white board. The projector would
also be mounted on the ceiling so it would not impair students ability to see the
white board or screen. Additionally, in the front of the classroom the TV and
VCR/DVD would be mounted to the wall where it could viewed by the students.
Reading would be an important part of my classroom and I will give my students
many opportunities to read. In the front corner of the room by the windows will be
the reading corner. The reading area will be in the corner and full of pillows so that
the students are cozy and comfortable and can enjoy their reading. There will also
be a bookshelf full of good reads for my students that will expose them to a wide
range of books.
The computers will be on tables lined up against the wall so that the students
backs are to the rest of the classroom so that they can be engaged in the task that
they are completing and not be a distraction to the other students in the classroom.
The pencil sharpener, drinking fountain, and sink will be in the back corner of the
classroom so that when students need to use them, they do not disturb the
classroom.
The bulletin board will be located in the back of the classroom and will be
decorated with things pertaining to what we are learning in class (i.e. if we are
studying Australia in social studies, there would be a map of Australia on the board
with different fun facts about the continent).
The area for small group work will be in the back of the classroom where
students can work together with or without the supervision of a teacher. There is a
whiteboard located behind the table for me as the teacher to use when necessary
when working with small groups in reading or math. The placement of this area
allows for students to focus and their small group work and not be distracted by or
distract the rest of the classroom.
My teachers desk will be located against the side wall of the classroom because I
do not want to be confined behind it and would rather be in front of my classroom
or interacting with students. In front of my desk there will be a check in table for
students. The is located directly inside the door so that students immediately check
in at the beginning of the day (i.e. sign up for lunch, turn in assignments, etc.) There
will also be storage and filing cabinets located next to my teachers desk to store the
different materials needed for class and keep track of student records.



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1. B. Operational

1.B.1 Record Keeping Procedures
In my classroom, student records will be kept both electronically and by hand on
paper. By keeping good records in the classroom, I will be better able to keep track
of the progress that my students are making and be able to communicate more
effectively with parents because they will be informed and have access to their
students grades.
Online grade books provide a clean, well-organized space for teachers to
store grades. The online grade book will be available to me as well as parents who
have access to the Internet. The online grade book will be easy to continually update
throughout the year and will remain in one place so that I do not have to worry
about misplacing the information that I have stored.
In addition to having an online grade book in
my classroom, I will also have a paper copy of all
grades to ensure that the students in my class are
getting the correct scores and that I always have the
score written down somewhere (either
electronically or on paper). The paper copy gives
me a second chance to analyze student progress.







1.B.2 New Students in the Room
Having a new student in the classroom can be an exciting, yet daunting
experience for everyone so it is important in my classroom that we make the
transition as easy as possible for all involved.
When I am notified that a new student is going to be placed in my classroom, I
will contact the family and invite them to come to my room as soon as they are
available to help get the student acquainted with the new environment. I will meet
with the parents to discuss any concerns they may have and separately discuss with
the student any concern that he/she may have so that on the first day they are able
to focus well and work toward becoming part of the class.
Having met the students before they come in on the first day of school, I will pair
them with a buddy that I feel is a good fit based on personality, interests, and
academics for he/she to spend the first day with. My current student will help the
new student learn the classroom expectations and help them get acquainted with
the building as a whole. At the end of the first day, I will ask the new student how
the class does certain procedures, i.e. sign up for lunch, use the restroom, etc. to
make sure that they have an understanding of the way that my classroom is run.
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Additionally, I will look over any records that are provided about the students
past academic work so that I am able to determine what supports or extensions they
may need in my classroom.

1. B. 3 Display Student work
Displaying student work throughout the room is an important part of a
classroom environment. When student work is displayed in the classroom, students
tend feel a sense of pride in their work and it can serve as a motivational tool. When
work is placed around the classroom, students will see that what they do matters
and is important to their peers and me. This positive support will hopefully help
students to feel more comfortable in my classroom and create a sense of community
among the students.
In my classroom, I plan to display student work and creations, both artistic and
not as artistic, throughout the classroom and hallways at different designated areas.
When student work is displayed, it helps to visually create a classroom that is
inviting of students, other teachers, and parents.
In order to display student work, I must constantly be aware of what my
students are producing and decided what works I feel will be best displayed at that
given time. There will be three designated posting areas in my classroom: The
bulletin board, the ceiling and window side wall, and the hallway.
The bulletin board in my classroom will be decorated based on a specific unit of
study, usually in science or social studies. For example, if we were to be studying the
Declaration of Independence, I would decorate the bulletin board to look like a
scroll that they declaration would have been written on. Therefore, the student
work that would be displayed in this area will relate
to the specific unit of study at a given time. Because
this is a smaller area, the work that will be displayed
here will be work that is considered exemplary and
are great models for other students. I will be sure to
constantly switch student work that is displayed on
this wall and will avoiding consistently picking the
same students to have worked displayed in this area.
The ceiling and sidewalls will be available to
display any type of student work. The work displayed on
either of these places may be artistic or may be not be and may
or may not relate to the unit of study that is displayed on the
bulletin board. An example of student work that may be
displayed from the ceiling or on the wall could be parts of
students persuasive writing essays.
The hallway will also be available to display student work. Because the work in
the hallway will have a larger audience and many will walk by and not have a chance
to stop and examine the student creations, I will place the more artistic pieces in the
hallway. I will place artwork above student lockers as well as around my door so
that a wide range of people has the opportunity to see what my students have been
working on.

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1. B. 4 Keep the Classroom Orderly
I am a well-organized individual and plan to have a classroom that is as well. It
is important for students to know where everything belongs in the classroom that I
can maintain an area that is clean and well organized. In order to create a classroom
where everyone is able to learn without distractions, there should not be clutter and
everything should be put in its place.
During the first few days of school, I will go over the where different things
should be in the classroom with my students so that they are prepared and know for
the rest of the school year where to find items, where to put items, etc. In order to
make sure that students remember what goes where, I will place labels around the
room on the tables and shelves to remind them. For example, on the check in table I
will have the labels: turn in box, attendance sheet, and lunch count so that students
will remember what each box or area is for and to
help any student helpers that may be interacting
with the items at the table.
Based on the physical arrangement of my
classroom, I have created an environment where
both the teacher and students can easily organize
things. Because I am teaching in a 5
th
grade
classroom, I think it is important to include my
students in this task to them to become more
responsible and independent individuals. Students will be expected to put things
where they belong in the classroom without being asked by the teacher to ensure
that our classroom stays organized and that the fifth graders are practicing
responsibility.

1. B. 5 Keep Students Organized and Desks Clean

It is important to help students stay organized in the classroom so that they
help to create an environment where they can easily succeed. In my classroom, I will
design a supply list for students that outlines exactly what they need in my
classroom to complete tasks and to help stay organized. I will ask that my students
bring:
1 2 inch binder
Dividers
2 spiral notebooks
5 good quality folders
Pencils
Pens
Markers
Ruler
Pencil box/Holder
In my classroom, students will have portfolios that will be divided into the four
core subjects: Math, Language Arts, Social Studies, and Science where we will store
their important artifacts from different units of studies (i.e., math per/post-tests,
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social studies projects, etc.) This will help students to keep their important
materials organized and readily available.
In my classroom, students will also have a folder designated to each core subject
area and one folder called their homework folder. In the core subject folders,
students will keep any work for that specific subject so that they do not lose it and it
is stored in the same place each and every time. The homework folder will be the
only folder that students take home at the end of each day. During our closing
routine when we are filling out our planners, I will ask students what needs to be
put in their homework folder from each subject that way I can help to ensure that
student are taking home all the materials that they need. Having only one folder will
alleviate what students have to take home and will keep everything in one place
which will help them to be more organized.
Students desk do not always stay as organized or as clean as many teachers may
want so I will provide opportunities for my students to both clean and organize
their desks. At the end of the day, students will have a quick, less than 5 minute
clean up time where they will have the chance to look around and in their desks and
clean whatever they see fit. On the final Friday of every month for the last 15-20
minutes of school my classroom will have a deep cleanse of their desks. I will
provide cleaner and paper towels for my students to wipe the tops of their desks (I
will apply the cleaner and students will wipe clean. Students will not be allowed to
spray cleaner). During this time, I will also ask that students look in their desks to
make sure that everything is organized and has a home in a folder, pencil box, etc.
By providing this time to students, I will help them to have desks and personal
spaces that are well organized and tidy.

2.A Disciplinary Policies and Professional Ethics

2.A.1 Establishing Initial Group Rules/Expectations
To create a classroom that runs effectively, it is imperative to establish the
expectations for students within the first week of the school year. By doing this,
students immediately know what is expected of them and can have a successful
school year. In my classroom, we will have a classroom philosophy that
encompasses the expectations that I have for my students. I will refer to them as the
three puzzle pieces of success because when students display all three, and put them
together they will be able to be successful in my classroom. The classroom
philosophy will read:
o Be Respectful
o Be Responsible
o Be Ready
As a class, we will fill out a large piece of chart paper defining what it means to Be
Respectful, Responsible, and Ready. By doing this, students will help to create the
expectations for themselves, which will help them to hold themselves to the
standards that they have created. To start off the task, I will provide one
expectations for each section of Classroom Philosophy. An example is provided
below.

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Be Respectful Be Responsible Be Ready
- Be friendly and polite
to everyone








- Turn work in on time - Bring needed
materials and
assignments to class

2.A.2Consequences for Breaking Classroom Rules

Consequences will be posted in the front of the classroom so that students are
aware of what is expected of them. My consequences are as follows:

1
st
Offence: Verbal warning and reminder of rule broken.
2
nd
Offence: Check placed on behavior log and loss of 5 minutes during recess.
3rd Offence: Another checked placed on behavior log and loss of all recess.
4
th
Offence: Parent is contacted through letter or phone call. A parent-teacher
meeting may be scheduled.
5
th
Offence: Office referral.
















Behavior Log:

Appropriate Monday Tuesday Wednesday Thursday Friday
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Behavior:

Inappropriate
Behavior:

Respectful

Responsible

Ready


The log will be sent home at the end of each week and students will have log
signed by parents.

2.A.3 Rewards for following Classroom Rules
I think that Positive behavior reinforcement is key in helping students with
behaviors. In my classroom, rewards for positive behavior will be:

Positive comments
Homework Passes
Extra Recess
Treats (Candy, gum, stickers, etc.)
Student Choice (free snack, lunch in room, etc.)
Prize Box

2.A.4 Student Disrespect to Me or to Other Teachers
As a teacher, I hope that I will have a classroom of students who appreciate
and respect m, but I am aware that this will not always be the case. Some students
will be disrespectful toward me and other adults and I will need a plan of action to
help me combat this in my classroom. I feel that this will be most easily
accomplished by creating a classroom where students are held to high standards
and are aware of what is expected from them. The other important factor is for me
to show respect to my students. If students feel that they are appreciated and
respected in my classroom, they will most likely return that to me and others.
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If a student were to be disrespectful to me or another adult in the building, I
will follow the consequence procedure for breaking rules in the classroom. I will
first give my student a verbal reminder about what it means to be respectful and
what they did to break the rule. In most cases this should be successful in stopping
the unwanted behavior from the student. If the problem persists, I will continue to
follow the steps for consequences of breaking rules in my classroom.
The 2
nd
offense results in a check on a students behavior sheet and loss of
five minutes of recess. During these five minutes, I will take the opportunity to have
a heart-to-heart with my student to try and get to the bottom of the disrespect that
is occurring in the classroom. Many times, the student is experiencing other feelings
and emotions that come out in the form of disrespect and I want to be able to help
them work through this. I will ask the student the following question:
What made you [insert disrespectful behavior here]?
What it something that I did?
Is there anything else bothering you?
What can I do to help you next time?
By making my student aware that I care about them and what they are feeling in the
classroom, he or she will hopefully be able to work through whatever issue there
may be.
However, there may be some situations in which the unwanted behavior
persists and I will need to continue to follow the steps for not following the
expectations set in place by our classroom philosophy. The 3rd step I have set in
place in my classroom is to have another check placed on the student behavior sheet
and the loss of all recess. Again, I will take the opportunity to have a heart-to-hear
with my students to try and determine what the cause of the disrespect was and
what we can both do to help the situations, but because the student will be missing
all of recess, I will have them participate in recess academy. Recess academy in my
classroom will be where students will have the opportunity to practice how the
situation could have been handle and should be handled in the future. For example,
if the student gets frustrated during guided reading time and decides to stop
listening to teacher instructions, during recess academy he or she would have the
opportunity to act out how the situations should have been handled (i.e. voicing
frustration, walking away to get a drink to calm down, etc.). Each situation will be
handling differently and at the discretion of the teacher and student.
If the problem persists after these 3 interventions, the fourth step will be to
call the students parents to discuss the problem that we are experiencing in the
classroom. I will inform the parents of the acts of disrespect in the classroom and
will be sure to ask them the following questions:
Have you been experiencing any disrespect like this at home?
Is there anything going on that may be the cause of this behavior?
How can I best help [insert student name]?
If I feel that a phone call is not sufficient or the severity of student actions, I will
invite the parent(s) into my classroom to further discuss the disrespectful
behaviors in the classroom. I think that it is beneficial to include parents because
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they may know of something else going on in the students life that could be
resulting in the disrespectful behaviors displayed in class.
If all other steps in my consequence plan are unsuccessful, the student will be
given an office referral and will speak with the principal or counselor about their
behavior.

2.A.5 Student Conflict on the Playground
The playground can be an interesting and conflict ridden place for students
of all ages. As someone who will most likely participate in recess duty, I feel it is
important to have strategies in place that will span the grade levels present in my
school and resolve conflicts easily and efficiently. For the students in my classroom,
we will review our classroom philosophy often and discuss how being Respectful,
Responsible, and Ready relate to behaviors on the playground.
Because I am working with 5
th
grade students, I will encourage them to be
responsible on the playground and resolve their own conflicts when they are able. I
think it is important for my 5
th
graders to be able to work through conflict with
others because it is a skill that is necessary in each and every one of our lives. Our
classroom discussions about being well behaved on the playground will help my
students to be able to solve conflicts without immediately involving the teacher on
duty and allow them to become responsible for
their actions.
When students come to me with conflicts
on the playground, it will be to my discretion to
determine the severity of the conflict or incident
and how I feel it is appropriate for me to intervene.
If I am on playground duty when there are
younger students on the playground as well, I will
act as a model for these students by suggesting
ideas like: maybe she can use it first, then you can
us it second. When dealing with older students on the playground, I will prompt
them with questions that will help them to find a solution themselves. For example, I
may ask questions like: Is what you did fair to everyone else playing? What can you
all do to fix this problem?. The prompting will help students become more
responsible for their actions and become better problem solvers.
When there is repeated conflict on the playground I will take further action
and separate the students from each other to limit the number of future conflicts. I
want recess to be a time that students can enjoy and in some situations this may be
the only solution. If aggressive or violent behaviors occur on the playground, my
first step will be to make sure that other students do not join in or surround the
students involved in the altercation. Secondly, I will call the office for backup
support to get the situation under control.


2.A.6Student Inattentiveness or Lack of Motivation in Class
For students that are having difficulties paying attention in class or are
lacking motivation I will follow my general consequence plan for other behaviors in
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the classroom. I will first start off with a verbal warning like Please pay attention
or You need to start your work, [insert student name]. If the student continues to
show a lack of attentiveness or motivation, I will continue with the normal
consequence plan.
Next, the student will be given a check on his or her behavior sheet and lose
five minutes of recess. During this recess time, I will take the chance to talk to the
student to find out what is making it so difficult to pay attention or be motivated in
the classroom. During this time I will also ask the student what interests the student
so that I can incorporate that into the classroom lessons to help with attentiveness
and motivation. If the problem persists, the student will then be given another check
on their behavior sheet and lose all of recess. During this time, I will have student
participate in recess academy where we will go over what it looks like to be
attentive and how to have motivation in the classroom. If there still continues to be
a problem, I will contact parents to help and provide further insight.
If the student continually has problems paying attention in the classroom, I
will contact my school psychologist to look into ADD/ADHD to see if the student
may have a more serious problem and the solutions that the school can put into
place to help the child succeed.

2.A.7 Student Tardiness

The school/district policy will dictate how tardiness is handle in my
classroom. It is preferred that students do not arrive to class late, but in many
circumstances it is not preventable. If a student is continually tardy to school, I will
talk with parents about the issue and determine if there is a way to prevent this
from happening in the future. Attendance will be taken every day and I will record
tardiness so that when parents come for conferences or when we are having other
discussions we can easily see how many times a student has been tardy or absence.

2.A.8 Student Disruptions During Class and Students Offending Others
Students who are disruptive or offend other students in class will be held to
the standard consequences set in place in the classroom. First, the student will be
given a verbal warning from the teacher to stop the actions that are disrupting or
offending others. If the student is making unnecessary noise, I will give a verbal
warning like: [Insert student name], please stop making noises, you are disrupting
your classmates. From here I will not acknowledge the behavior for some time
because in many situations students are only looking for a reaction from their
classmates and teacher.
If the student continues with the disruption, a check will be placed on their
behavior sheet and they will lose five minutes of recess. During this time, I will take
the opportunity to talk with the student and have a heart-to-heart and discuss what
they did that was inappropriate and why they did it in the first place. During the 5
minutes I will be sure to emphasize that what he or she did was not okay in my
classroom and that I hope that they do not choose to display that action again.
If the student continues to disrupt, they will receive another check on their
behavior sheet and will lose all recess time. During recess time, the student will
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participate in recess academy and practice what appropriate behaviors are like in
the classroom. I will again take the chance to talk to the student about what is going
on and see if the disruptive behaviors are stemming from something more.
A parent will be called if the behavior persists beyond the first three
interventions. I will inform the parent of the multiple instances of disruption in the
classroom. I will invite the parent to help me devise a plan of action about how to
combat this problem and discuss with them anything they have noticed at home that
may be contributing to this behavior. Often, these outburst stem from different
things that what the teacher is observing in the classroom so it will be beneficial to
know any information that the parent is willing to share.
If the behaviors continue, the student will be sent to the office to talk to the
principal about their actions, but will also be sent down to complete any work that
the class may be working on at the moment. Through my experiences in classrooms,
I have found that often students are frustrated and may not understand the course
work and disrupt the class to get out of the task. I will discuss with my principal this
plan so that he or she knows that when a student is sent down, they are expected to
finish whatever task we have been working on in the class.

2.A.9 Cheating
There will be a strict no cheating policy in my classroom. Students will
receive a zero in the grade book if they ever chose to cheat on an assignment or test.
As a class when we are deciding our expectations we will create a definition of
cheating and how it relates to being Respectful, Responsible, Ready. If the situation
ever were to arise, I would address it directly with the student and refer to what we
defined as cheating and how it relates to our expectations.

2.A.10Contacting Parent(s)/Guardian(s) and the Principal
As per the consequence progression that I have set in place in the classroom,
parents and the principal are contacted as part of the last two steps in the
procedure. It is important to me to be able to resolve issues with students without
parent or principal help because it shows that the student and I had a mature
relationship and can handle the different situations we may encounter.

2.A.11Defiant Behavior
Based on the severity of the defiant behavior that a student is displaying, I
will follow different procedures. If the behavior is severely disrupting the classroom,
but no one is in danger, I will ask the student to step out of my classroom and go
into either a classroom grade below or above (dependent on whether there is a 6
th

grade classroom in my school). Often times, students will find this to be
embarrassing, and will stop the behavior. If the students behavior is placing the
students in my classroom in danger, I will remove the other students from the
classroom and take them to the library or another safe spot where they can
continue their work. I will involve the special education teacher and principal if I
determine it to be necessary because they have experience handling these types of
behaviors and will be able to assist me with whatever is occurring in my classroom.

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2.B.1 Professional Ethics
It is my personal goal to maintain professional ethics in my career as an
educator. I will create relationships that are professional and respectful that allow
me to collaborate with my fellow educators in an effectively. I will remove myself
from any situation where I feel I will engage in any behavior that is less than
professionally ethical. This includes instances like: gossip in the lunch room, when
parents may be acting in an inappropriate manner, etc.

3.A: Classroom Routines and Procedures
3.A.1 How to Teach Students to Follow Classroom Routines and Procedures
Similarly to establishing rules and expectations in my classroom, classroom
routines and procedures will be established in the first week of school. I feel that the
best way to inform students of the classroom routines and procedures is by
modeling and having the students actually partake in the routine or procedure. This
way helps to ensure that students know what is expected because they are provided
with a model of exactly what should happen and then have a chance to practice it
themselves.

3.A.2 Opening Routine
Student will enter the classroom after visiting their lockers and go directly to
the check in table. Here they will turn in homework to the homework box, put their
puzzle piece the their bucket that corresponds to what they are having for lunch,
and grab the opening activity that will be printed on a piece of paper on the table as
well. Student will be expected to go to their desk and complete the activitiy until
class starts.
3.A.2.1 When and How to Take Attendance
I plan to take role in my classroom in a quick and efficient manner. When
students enter my classroom they know that their first stop is at the check in table
on the front side of the teachers desk. There will be a puzzle sitting on the table and
each piece has one students name on it. The student will take his of her piece and
place it either the cold lunch bucket or the hot
lunch bucket. By doing this, the students are
also letting the teacher know that he or she is
there. The left over pieces will stay on the
check in table and will let me know which
students are not present in class today. I will
make sure to do a quick scan of the room to
make sure that the student names that are not
in the buckets are not in the classroom because
it is possible that they may have only forgotten to stop at the table on their way in or
are running behind. This method of attendance taking holds the students

3.A.2.2 Announcements
Announcements will take place at the beginning of the school day and will be
school wide over the loud speaker. Students will be expected to be in their seats by
this time ready to listen to what the announcer has to say for the day. This will lead
Hot Cold
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to an easy segway into our personal classroom announcements. I will announce
anything that is important to our classroom, schedule, academics, etc. for the day
that I feel students need to be aware of. When applicable, I will also make
announcements at the end of the day if it is information that should be shared at
home with a parent or guardian. For example, a reminder that the school carnival is
Friday night.

3.A.3 Closing Routine
The closing routine will take place during the last fifteen minutes of class
everyday. During this time, the schedule will be as follows:
Write in planner as a class
Put necessary homework in Homework Folder
Pick up floor around and Desk
Stack chairs
Wait to be dismissed to locker by teacher
This routine will be the same everyday so students will become familiar with it
quickly and be able to put it into practice easily, without problems.

3.A.3.1Dismissals
Dismissals will happen at different times throughout the day: Recess/Lunch,
Specials, and the end of the day. The procedures will be slightly different, but during
the first few weeks of school I will give students many opportunities to practice and
help and model for them the manner in which they will handle dismissals in my
classroom.
When students leave for lunch, the expectation will be that the line leader is
standing at the front of the line with the rest of the class standing behind in single
file with voices off. The student who is on Lights Duty will turn off the lights and we
will leave the classroom once voices are off and we are in a single file line.
When students leave for specials, the expectation will be that the line leader
is at the front of the line with the rest of the class standing behind in a single file line.
The lights will not be turned off as the teacher will be returning to the room. The
class will leave once student voices are off and they are in a single file line.
When students are being dismissed at the end of the day they will wait to be
dismissed from the classroom by the teacher, as stated in the closing routine that
students are familiar with.
Students will be made familiar with all of these procedures and the teacher
will be available to remind as needed. Students will receive consequences if they fail
to follow these procedures as determined by the consequence plan implemented in
the classroom.


3.A.4 Classroom Helpers
Student helpers are an important part of any classroom. They help students
to feel a sense of responsibility and belonging in the classroom. In my classroom, we
will have 7 jobs that will rotate between students by having a class list with clothes
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pins on the side with the job titles. Every week, the jobs will rotate by moving on
spot down on the class list. This will be a quick and efficient way for me to keep
track and organize my classroom helpers and give every student a chance to do each
job.

Teachers Assistant If you have anything else I need to
have done in the classroom this is
the go-to student or if one of the other
helpers is gone, this student can fill in
for a day.
Lunch Counter This student counts the lunch at the
beginning of the day.
Office Messenger This student will take or retrieve
anything to or from the office.
Line Leader This student will be at the front of the
line and lead the class through the
halls.
Lights Duty This student will turn the lights off or
on (off for lunch, off to see projector
screen, etc.)
Paper Manager This student will pass out and collect
papers.
Librarian This student will help manage the
classroom library and carry down the
box of books to be returned to the
library during our classroom time.


3.A.5 Homework
Students will be assigned homework in my classroom. As a class at the end of
each day, we will write down the assigned homework in our planners so that
students are aware of what is expected. It will be the expectation that student turn
in the homework the next day unless otherwise specified.
3.A.5.1 Turn in
Turing in homework will take place at the
beginning of the day during the opening routine.
At the check in table by my desk, students will
turn in any homework from the night before into
the labeled homework box. Students will be
familiarized with this procedure during this first
few days of school. During the opening routine I will quickly go through
whose homework has been turned in and whose has not.
3.A.5.2 Late Work
If a student does not turn in their homework, there will be late slips
sitting next to the homework box on the table that they must fill out and put
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in the box instead. The student will be docked one grade level for every day
that they do not turn in the assignment in. Because they are in fifth grade, I
will not have them stay in for recess to complete the homework under my
supervision. I want them to learn responsibility for themselves because it is a
skill needed for middle school and life.
3.A.6 Procedures
There are many different procedures that occur in the classroom so it is
important to have the steps for these procedures set in place. Below I have listed the
procedures that will occur in my classroom. There may be others that develop over
time, but these are the most important.
3.A.6.1 Bathroom and Water Break
As a class, we will take a bathroom and water break right before we
leave for lunch. Students will follow the dismissal procedure and the line
leader will stop outside of the bathroom and we will wait for anyone who
needs to get a drink or use the restroom. During class time if students need to
use the restroom or get a drink during class, there will be a boy and a girl
pass hanging at the front of the room. They will have to sign out on the log on
the check in table so that they mark when they left the classroom and when
the come back so that I am able to see how ling they were gone and to keep
track of them if someone were to come looking for them while they were in
the restroom.
3.A.6.2 What if I finish early?
What if I finish early? is one of students favorite questions to ask in
the classroom. During the first few days of school, we will discuss as a class
what can I do if I am finished early?. Together, we will create a list of what
students can do when they are done early. I will hang this list at the front of
the classroom as a reminder for students. Possible answers may include:
Read your free reading book
Check over your assignment
Work on other homework
3.A.6.3 Field Trips
The filed trip procedure will follow the school and district policies.
Students and parents/guardians will be notified of the trip one month in
advanced and permission slips will be sent home. If students do not have the
permission slip in a week prior to trip, I will send another
home. If a student does not get their permission slip turned
in, he or she cannot go on the field trip. Therefore, I will
provide alternative work at school that is related to our field
trip for the student to complete.
If chaperones are needed, I will contact parents/guardians through
out weekly newsletter and as for volunteers.

3.A.6.4 Absences
Absences are unavoidable in the classroom so it is important to have a
procedure set in place. I will collect any papers from the day the student was
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absent and put them in the absent folder that will sit on the check in table. It
is the students responsibility to check the folder and pull out any materials
they may need. I will check with the student to make sure they understand
what was in the folder and remind them they have 2 days to turn in any
homework they missed from the day before.

3. B. 1 Differentiation
The students in my classroom that need extra assistance will be given the
time, support, and help they need to be successful. I will monitor these students
closely to be able to provide the unique support that each child will need. Some
examples of extra help I will provide are: extra practice problems, grade level books,
extra time to complete tests, etc. Each student will be different and require different
accommodations and I will be ready and willing to do what is necessary for my
students to be successful. I will also be sure to notify parents and ask for their help
when necessary and ask for their assistance as well as work with ELL teacher,
speech pathologist, or special education teacher to ensure success.
Students in my class who may need an extra challenge when it comes to
school will also be given the time, support, and help they need to reach their full
potential and be successful. Student will not be given extra problems or more work
because that does not provide them with any extra push, only a waste their time.
They will be given extensions that relate to what we are studying in class at the
time. I will also use the ELP/TAG teacher in my school as a resource and will refer
my students for ELP/TAG testing when I feel it is appropriate.

3.C.1 Parents
Communication: Communication with parents is imperative for a well run
classroom. Before school starts, I will send a letter to parents and students
welcoming them to my class and letting them know a little bit about myself. I will
make sure to include contact information so that parents know that I am available
and willing to talk to them whenever needed. I will send home a weekly newsletter
to parents that will include what we are studying in each subject, special events, etc.
so that they are ware of what is going on in our classroom.
Conferences: Parent and guardians will be made aware as soon as possible of
the dates and times of school conferences. Because of the short time that I will get
with parents during conferences, I will do a lot of preparation to ensure that we
make the most out of the time that we are given. I will make sure that I have all
students portfolios put together and have students help me in this progress.
Students will be invited to their conferences so that the student, parent, and I can all
talk as a team and create and environment where the student feels most
comfortable.