Jennifer Dixon TWS 9- Learning Environment Classroom Management: I plan on beginning my class everyday by having a morning meeting.

The whole class will come to the central/carpet area where we will meet daily. I will begin this meeting by having some type of introduction in which all students greet their neighbor. This teaches students to make eye contact when speaking to others, ways to greet others, and each others names. The second activity will be some type of game/activity. It could be an actual game or just letting students share something about them. During this time, we may also practice/review routines and procedures for the class. The final part of the morning meeting is to share any announcements for the day/week, go over expectations and rules, or address anything that may be going on during the class. The purpose of the morning meeting is to begin the day in a positive way, make sure students know all procedures and expectations, and take care of any problems that may arise over the school year. I want the class to come up with a phrase and/or movement that is short but fun. We will end the morning meeting by doing this and the students will know that this movement and phrase means its time to begin the day in a positive way. I plan on letting the class come up with classroom rules that they help create, but the rules will encompass several expectations: 1) Respect all students, teachers, staff, and property, 2) Come to class ready to learn for the day, and 3) Give your best effort. I want the class to help make the rules so that they know when they break them that they are the ones who agreed on them. Rule 1 means that students will treat other students, adults, and property how they would want to be treated and how they would want others to treat their property. During the first few weeks of school we will practice what these rules and expectations look like and also what they dont look like. Students will act these out during morning meeting time and we will also review throughout the year. I really liked Mr. Kings consequence chart and I plan on using that in my class. All students begin each day on the green circle (circle of influence). Students can receive one warning without having to move circles. On the second warning, students will move to the yellow circle (circle of question). A warning could be for things like talking out of turn, being rude or disrespectful to the teacher or a student, destruction of property, not listening to instruction, etc. After four warnings have been given, students will move to the red circle (circle on concern). The teacher will pull the student aside during a non-instructional to speak to them and talk about the behavior that has been shown. The student will have to write a letter to the teacher during recess (that day or the next day depending on the time of day) explaining the behavior that was wrong and how they can correct it. The student will also receive a note home in their agenda that a parent must read, sign, and return. Students who are moved to the circle of concern three or more days of the week will receive a parent phone call. For behavior that is extreme (threatening a student or teacher, bringing prohibited items, fighting) students will be sent to the office immediately. As a teacher, I will create a behavior plan for what I can anticipate, but I know I will encounter things unexpectedly, in which I must use best judgment in determining consequences.

Jennifer Dixon To reinforce positive behavior, I will acknowledge positive behavior over negative behavior. When I ask the class the line up, get a certain book out, get a notebook out, etc., I plan on noting students who are doing the right thing. Haley, thank you for getting your math book out and quietly waiting on the class. All students are seeking attention regardless of where they come from, but some do not get any at home. Most of these students show negative behavior to get that attention. When these students see that the students who are showing positive behavior are getting attention, they will most likely want to behave positively. I am sure that my school will have some type of PBIS program to reward students, so I will participate in that, but I want to make sure I do not overuse this system. I will teach my students the kinds of behavior that are likely to receive PBIS money but I will be sure not to give it out too much. Students will receive rewards, but not every single time they do something right. This helps teach them positive intrinsic behavior. Non-Instructional Routines and Procedures: The beginning of the day will include attendance, breakfast count, lunch count, the Daily 5, and morning meeting. My students will all have classroom jobs that change weekly. When they enter the classroom the Daily 5 will be up and waiting. There will be students who will take breakfast count and lunch count while I take attendance and the class is working on the Daily 5. After this is completed, we will have our morning meeting. The morning meeting will have a different facilitator everyday that introduces and begins each part of the meeting. After the meeting, students will return to their seats and we will go over the Daily 5 before beginning math. At the end of the day, students will record their homework in their agenda and bring it to my desk. I will sign each agenda while students pack up and a student (it will be a classroom job) will pass these back out. This routine should only take 810 minutes at the end of the day before students are dismissed. For the classroom jobs, I will have a chart with pockets posted in the classroom. I will use popsicle sticks with students names on them to assign jobs. Each pocket will be a different classroom job. I will assign these jobs at the beginning of the year and the popsicle sticks will shift pockets every Monday morning. Students will come in, check the chart on Monday, and begin their job or morning procedures. We will go over classroom jobs during morning meeting and talk about and act out what each job consists of. For daily routines like pencil sharpening, I will have baskets labeled sharpened and unsharpened beside the pencil sharpener. One of the classroom jobs will be pencil sharpener. This student will be allowed to visit this area during transition times and at the end and beginning of the day to sharpen pencils. Students will grab a pencil at the beginning of the day, and if the point breaks during class, they will simply take the broken pencil to the basket and pick up a sharpened pencil. This will prevent disruptions and extra noise during instructional time. For bathroom breaks, I will have two small white boards on the inside of the door. One board will be labeled boys and the other labeled girls. When a student goes to the bathroom, they will record their name on the board and erase it when they return. If there is a name on the boys board, that means no other boy may go to the

Jennifer Dixon bathroom until the other boy returns. Students will have the freedom to go to the bathroom without asking, but it is their responsibility to check the boards and record their name when they go. If I see that this is a problem or one student is leaving the room too often, I will speak with the student individually. For transitioning time and hallway times, I will keep a timer with me and remind students that I can just take recess time off if the transition or hallway times are taking too long. During morning meeting, we will go over what transition times and hallway expectations look like. During emergency times that may take place in class, I will focus on the safety of my students above my own safety. The first thing I will do is take a classroom count to make sure I have all of my students. All students will take the position they have been taught for the particular emergency. Students will be able to quickly and safely take position because this is something that we will regularly practice in morning meeting. Once every 2 weeks, we will practice one emergency drill. Students will learn what to do and how to do it as quickly as possible while also being safe and not hurting others. Students will be safe in a real emergency because they will have practiced the produce numerous times before.