Kem SKORlah Classroom Culture Plan

Names: Ngui Sui Yang

Class: LDO: Brenna Cheers

School: For
m
Section 1: Vision

My Kem SKORlah Vision Statement

Whats the most meaningful and lasting impact my students can accomplish with us by the
end of Kem SKORlah?

Goals
Your goals are the outcomes you and your students strive to achieve that represent concrete
progress towards your vision. They are:

The bold, measurable, and public declaration of what your students will achieve during Kem
SKORlah in pursuit of your vision. They include personal and academic growth goals.

Personal Growth Goals: Do I know which types of skills, habits and mindsets I want my
students to develop, and what it will look and sound like in my classroom on a daily basis
such that I know when my students have realized that growth? (This will likely be more
qualitative.)

Academic Growth Goals: Do I know what degree of reading, writing, and speaking growth or
which concrete skills my students must make or master? Do I know which assessments,
projects, and writing tasks will help me measure that progress? (This will likely be more
quantitative.)
By the end of Kem SKORlah, all students in (class name) will
By the end of Kem SKORlah, all students in (class name) will
How will you How will you make your vision and goals concrete and accessible? How will you explain
share your vision or discuss the impact of reaching your vision and goals? What strategies will you use to
and goals? bring it to life on a daily, weekly and a more long-term basis?
Examples: Vision is introduced by the teacher, posters, mini lessons to explain the vision,
written at the front of exercise books, etc.

How will you How will you involve students in tracking progress, and how will you recognize progress
embed your towards your vision and goals?
vision in daily Examples: Explaining/getting students to reflect on how each lesson objective takes them
lessons closer to the vision, tracking systems, recognising/celebrating growth and progress etc.

What will your

students say if

1
someone asks
them what the
vision for their
class is?

Section 2: Building Relationships in Your Universe (How will you build relationships with your)

Subset Approach Plan (be specific)

Community What approaches will you use to build relationships e.g. Talk to parents outside of school,
with your community? home visits, attend community events,
organize community events in school,
newsletter, notes to parents, classroom
speakers, etc.

School What approaches will you use to build relationships e.g. Lunches, organizing PLCs, regular
with your school? check-ins with admin, bringing snacks,
etc.

Students What approaches will you use to build relationships e.g. Surveys, team building activities,
with your students? open office hours, personal questions
in lessons, journals, sharing personal
stories, etc.

Section 3: Student Investment

Strategies to Consider: Class mottos/chants/pledges, class name, teacher/student check-ins, student interest
surveys, get to know your 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

Subset Approach Plan (be specific)

High What does your vision look like in the classroom?
Expectations How will you maintain high expectations?
I would want my students to critically evaluate
during their lessons and to be responsible for
resolving their own curiosities.
Motivation How will you invest your students in building this
desired culture? How will you explain this at the
beginning, and how will you reinforce it?
e.g. Clear goals will be set and
continuously referred to explicitly during
lessons. Embedding values explicitly in
the classroom
Lessons would include time for
question and answers-+++++++++++++
+++++++++++++++++++
e.g. Using role models (fictional /
community), malleable intelligence /
growth mindset activities, trackers, etc.

Section 4: Systems

2
Rules Rules should be clear, few, and positively stated. (There should have no more than five rules.)

System How will you track this? Resources needed

Positive Positive consequences
Consequence should include both
s tangible and intangible
rewards.
(These should be ones you
plan to do on a regular
basis).
How will students know that
you recognize their good
behavior?
How will you keep track of
student behavior over time?
"Caught Being Good" Poster,
team points, recognition
cards, reward passes,
stamps, tickets, end-of-day
recording sheet, daily
checklist, etc.

Negative System How will you track this? Resources needed

Consequence
s 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).
How will you track behavior
so that students know where
they are on the ladder of
consequences?
How will you keep track of
student behavior over time?
Traffic light, card chart,
checklist, clipboard, behavior
rubric, end-of-day recording
sheet, daily checklist, etc.

Procedures Procedure Exact steps

Getting class' attention, distributing / collecting Each procedure should have 5 or less
things, paper headings, writing down steps if it exceeds 5 steps, consider
homework, when students have questions, breaking your procedure down into
when finishing work early, when taking a test, separate procedures.
when throwing trash, when taking a test, when
students need help, working in groups, getting
out of seat, speaking in class, when going to
the lab / out of class, etc.

Feedback Method Exact steps

How will you collect feedback about your TRIPOD survey, exit tickets in class, open
classroom culture? How often will you collect office hours, feedback box, etc.
feedback?