Nicole Mora

Classroom Management Plan

Classroom Expectations: I plan to teach Kindergarten and this is
an example I found that represents my idea of classroom expectations.
When I use it in my classroom I will cut it up so each rule is by its self. I
will only be using on of the listen to the teacher squares.

RoutinesforStartingClass:Ourclassroutinewillbetaughtatthebeginningofthe
schoolyear.TeachingindependenceisaoneofmajorskillsIwillbeteachingmy
students.Themorningjobsareoneofareaswheretheywillshowtheindependencethey
arelearning.

Whenstudentsentertheclassroomtheywillberemindedofthemorningjobs
o Backpackputbackpackonyourhook
o Snackputsnackinyourcubby
o Folderputfolderinthebin
o Lunchtagtakeyourlunchtagfromtherugandputyourlunchtagon
thelunchchart

Oncethestudenthasfinishedtheirmorningjobstheycangotoanactivity
centeruntilallstudentshavearrivedandarereadytobegintheday

NowthatallstudentsareworkingatactivitycentersIwillcheckfoldersfor
importantnotesfromhomeandthenreturnthemtothestudentscubbies

AswebeginourdayIwillannouncetotheclassitistimetocleanup,touch
yourlizard(thisisaprogramonthesmartboard,whenthestudenttouches
theirlizardhewillmovefromthesandontothetrees,Iknowthatallthe
studentsonthetreeareatschoolandthoseleftonthesandareabsent),then
comesitontherugformorningannouncements.

DuringrugtimeIwillletthestudentsknowofanyspecialeventshappening
today(choir,PE,Blocksorassembles)Thenwecanbeginthedaysinstruction

RoutinesforEndingClassandDismissal:Wewillbeginourendofthedayprocedures
whenthestudentsreturnfromlunchrecess12:30(thisisahalfdayprogram9am1pm).
Webeginourendofthedaywithmereadingastorythemedwithourcurrentunits.

Followingthestorystudentwillbeexcusedfromtherug4atatimetogather
theirbelongings.Theywillberemindedofwhattheyaretogoget:
o Stuff
o Folder
o Backpack
o Jacket
Afterthestudentshavegatheredtheiritemsthestudentswillreturntotherug
topackup
Oncethestudentsarepackedandstacked(backpackonandsittingcrisscross)
wewillmovetothesmileyfacechart(behaviorchart)
Everystudentwhohasremainedwithahappyfaceforthewholedaywill
receiveapennyattheendoftheday;thesearestoredintheircubbiesina

smalljarorbag.Aswegetreadytoleavesmileyfacestudentswillgettheir
pennies,putthemintheircubbyandthenlineuptogohome.
Transitions:Mostofourtransitionswillbethestudentsmovingfromtherugtoactivity
centersortolineuptoleavetheroom.WhenweareleavingtherugIwillshowthe
studentscardswiththeirnamesonthem,whentheyseetherenametheymaymovetothe
designatedarea(chooseaactivitycenterorlineup).Thiswillbedonequickly(lessthen
aminutetogettowherethestudentisgoing)andquietly,studentwhoareloudorwho
cannotmoveeffectivelytothenextplacewillbeaskedtositbackdownandwaittobe
last.Thisformoftransitionwillbeuseduntilallstudentsknowtobelookingatthecards
andtheyallknowtheirnames.OnceallthestudentsknowtheirnamesIwillchangethe
cardstobenumbersorlettersandwillhavestudentsanswerwhatthecardisbeforemove
tothenextlocation.Whenitistimetoleaveactivitycentersthestudentswillhear
Class,Class.One,two,three,eyesonme.Allthestudentswillstopwhattheyare
doing,turntofacetheteacherandputtheirhandsontheirhead.Iwillthengivethe
directionsthatitistimetocleanup,beforethestudentstartcleaningtheyknowtowait
forthegoword.Thegowordwillchangeeveryfewweekstorelatetosomethingweare
learning,example:Communityisthegoword,whentheteachersaysgothewholeclass
willsay.Community,weallhelpeachother.
MaterialsManagement:Allofthematerialsforactivitieswillbeattheactivitycenters.
Anythingthatneedstobecollectedwillbeputinthefinishedworkbox,locatedabovethe
studentcubbies.Additionalmaterialswillbelocatedinlabeledbinswheretheycan
quicklybeaddedasneeded.
GroupWorkRolesandExpectations:ThegroupsofKindergartenerswillonlybe
groupsoftwo,twopeoplewillworkatactivitycentersandtwopeoplewillworkatmath
centers.Whileinthesegroupsthestudentswillbeexpectedtospeaksoftly(inavoice
calledapinkievoice).Studentswillbeallowedtogowithanyonetheywantduring
activitycentersunlesstheyprovetheycannotbeallowedtomakethechoice,thenIwill
assignthemlearningbuddies(astudentwhoknowshowtodoallactivitiesproperly)who
theywillworkwithatcenters.Duringmathcentersstudentswillhavedesignated
partnersbasedonthestudentsunderstandingofdirectionsandability,thesewillbe
decidedbytheteacherandmaychangeasneeded.Studentswhoneedmorehelpwillbe
pairedwithstudentswhounderstandtheactivities;oftentheonlydifferenceinthese
studentsisthatsomehavehadmoreexposuretotheseslearninggamesthenothers.
StudentNeedsduringTeacherDirectedInstruction:Inthebeginningthe
Kindergartenerswillnotbeabletoregulatetheirneedsduringinstructions,Iwillallow
themtousetherestroomasneededforthefirstfewweeksofschool.Oncewehave
establishedourroutinesstudentswillonlybeallowedtousetherestroomorgetdrinksof
waterduringactivitytimeormathcenters.Whenwearedoinggroupactivitiesonthe
rugtheywillneedtowaitonlywemovetocentersoritisrecessorlunch.

SupportingPositiveBehavior/ResponsetoMisbehavior:
Supporting:Duringthebeginningoftheschoolyearallstudentswillreceiveadditional
pennieswhentheydemonstratetheexpectedbehaviorsintheclassroom.Afterthe
expectationsareestablishedIwillnolongerbegivepenniesforeveryactivitybutwill
haveanewspecialawardforwhenstudentsareshowingexceptionalbehavior.Theywill
receiveaThunderbirdFeatherAward.Theseareslipsofpaperthatarethengiventothe
schooloffice;fromtheseslipsstudentsaredrawnforprizesattheendoftheweek.
Misbehavior:Whenstudentsarenotmeetingexpectationstheywillbeaskedtochange
theircardatthesmileyfacechart.Thefirsttimetheircardbecomesyellow,thiscardhas
athinkingfaceonitandstudentsneedtothinkabouthowastudentshouldbehavein
class.Iftheycontinuetomisbehavetheychangetheircardagain.Thistimeitbecomes
redandhasastopsignonit,thestudentnowhastostopbeingapartoftheclass,sitin
thethinkingchairandthinkaboutwhattheyneedtodotobeastudent.Whentheyare
readytotrytobeastudentagain,thestudentwillraisetheirhandandwaituntilwetalk
abouttheirdisruptivebehaviortorejointheclass.Iftherearestudentswhocontinually
misbehavinganddisruptingtheclasswemayhavetotrysomethingmoresevereto
modifythestudentbehavior.Thiscouldincludeabehaviorcontractwherestudentsare
observedatvariouspointsthroughoutthedayandthebehavioratthesetimesaresent
homeandmustbesignedbytheparentseachday.Thisreinforcementofbehaviorat
homewillletthestudentknowthatbehaviorinclassneedstomeetexpectations.
FirstDay/WeekofSchoolPlan:
Thefirstdayofschoolwillbeonethatdoesnotallowformuchlearning,studentcome
withtheirparentssothateveryonecanbeintroducedtotheclassroom.Webegintheday
withstudentandparentstakingascavengerhuntsheetandlookingforsomeimportant
thingsaroundtheroom.
ClassroomScavengerHunt:Pleasehelpyourchildlocatethesethings
aroundtheclassroom.Takesetofstickersfromtheboxandputonenextto
yourchildsnametagabovetheirhookandonenexttotheirnameontheir
cubby.
o Thehookwiththeirnameonit
o Theircubby
o Thecalendar
o Theirbirthdaycandle
o Thesink/drinkingfountain
o Thealphabetrug
o Thesmileyfacechart
o Thebathroom

After all parents and students have worked on the scavenger hunt (I
will introduce myself to each family while they work) I will ask for
everyone to gather at the rug, students will sit on rug and family will
gather around in chairs or standing. I will then read The Kissing Hand.
This story is about anxiety towards school, sharing this book will help
open a dialog with parents and students about school anxiety.
Following the story the students will more to the worktables where
there are supplies for the kissing hand project. Students will work with
their parent to trace their hand on flesh colored construction paper.
They will then cut out their hand and bend and glue the fingers to
Classroom Schedule:
9:10-9:20 Morning Jobs
9:20-9:30 Attendance/Flag Salute/Class News
9:30-10:00 Math Jobs
10:00-10:20
Calendar/Weather Chart/Months/Colors/Shapes
10:20-10:30
Bathroom
10:30-10:40
Snack
10:40-11:00
Recess
11:00-11:20
Alphabet Songs/Sipps (Systematic Instruction in Phoneme
Awareness)

11:20-11:40
Activity Time
11:40-11:45
Prepare for Lunch
11:45-12:30
Lunch and Recess
12:30-12:45
Story Time
12:45-1:00 Pack up and Smiley Face Chart
1:00
Go Home

make the I love you sign. They will then glue the precut hearts into the
middle of the palm of the hand. Parents will help students write their
name on the back and put these into their cubbies. Next the students
will go to the playground with the instructional aides so I can meet with
the parents. During the time with the parents I will go over the
classroom schedule.
By letting the parents know what the students will be doing they will
know how to prepare their child, they need a snack, they need to be
ready to go outside, they need to know what kind of lunch they will
have (hot or cold lunch). After reviewing the schedule the parents will
be able to ask any questions they have, if there is time since the
students will only be gone for 20 minutes. After the students return we
will do the calendar and then the students and their parents will go

home, with a note that reminds us of all the things we need for school
the next.
The First Week of School will be full of training for my students.
When they arrive on the first day on their own I will direct students to
sit on the rug with their backpack. I will then ask them one at a time
(by showing their name-telling them if they do not recognize their own
name yet) to take their backpack to the tile, open your backpack, take
our your folder and snack. Put your backpack on your hook (again
showing them if they do not know it is theirs) and then but your folder
in the bin and snack in your cubby (hopefully they will all remember
their stickers if they cant identify their name). After a student does
this for all to see I will allow students to continue until everyone has
done their morning jobs. One this is done all students will be on the
carpet and I will introduce them to their lunch tags, these tags will be
on the rug and each student will need to find the one with their name
and put it on the lunch chart, under hot or cold lunch. Once this is
done I will introduce the students to their lizards for attendance- these
will again need to be identified by their name. I will help students who
do not recognize their names. With the students on the rug I will then
introduce them to the first math job. After they have learned how to
do the math job we will do the calendar and the weather. Now we will
go to the bathroom, have snack and line up for recess. Each time the
students have to line up I will signal for them to line up by showing
their names on a card. When we go out to recess before we play the
students will learn how to use different equipment each day (slide on
your bottom feet first, bikes go in one direction, balls are for bouncing).
During the first week of school we will begin learning some of the
songs we will use to teach the kids their letters and the sounds they
make. After doing this song each day the first week we will add the
sipps component to the language lesson. For the first week we will do
the song one time with the students listening and then stop to talk
about 6 or 7 letters that day and the movements and sounds that go
with them during the song. Following the explanation of the letters for
the day we will listen to the song again and have the students sing
along. Next I will explain different activity centers 2 or 3 a day and
then let the students have sometime to explore the activity centers.
During the first few days the options will be limited to things that the
students can do without much instruction and new things that are
more complex will be added as the days go on. As we work through
the week most of the students will begin to recognize their names and
as they do so they will be rewarded with Thunderbird Feather Awards
and pennies. Students will be given the signal to stop working one
two three eyes on me, time to clean up wait for the go word,
Community- we all help each other then they will clean up and wait to
be excused back to rug. Once on the rug the students who have a

lunch tag under the cold lunch will be excused to get their lunches and
line up at the door. Students who are a hot lunch will line up after the
cold lunches. All students will line up at the door and show lips and
hips before walking down the hall. The lips is a finger over your lips
reminding the students to walk quietly down the hall, the hips is the
other hand on their hip reminding them to keep their hands to their
self. After lunch the students will return to the classroom, they will put
their jackets on their hooks and put the lunchboxes away, then sit on
the rug. A story that relates to current areas of study is read, during
this week some books on the first day of school with some favorite
children book characters; Clifford, Pete the Cat, Biscuit or The
Bernstein Bears. Students will then begin learning how to pack up. I
will use the same technique as we used at the beginning of the day,
helping one child to demonstrate getting their stuff and folder from
their cubby, getting their backpack and jacket and then returning to
the rug to pack all the stuff into the backpack and get stacked to go.
Then the rest of the students will be dismissed to pack up using the
name cards again. Once everyone is packed and stacked we will move
to the smiley face chart and students will get to learn how it works,
now that they know some of the classroom expectations they will know
how to stay on a smiley face and what could cause them to change
their card. As the days move on students who remain on a smiley face
will be given a penny to put in their cubby before lining up to leave.
Students who are no longer on a smiley face will line up last. Once
everyone is in line we will again demonstrate how to use a lip and a
hip to walk down the hall for to go home.
Parental Involvement is easy to add into our daily activities. By
having all the parents work on projects with their children on the first
day of school the parents can feel confortable in assisting students
during the school day. There will be a classroom help schedule that will
vary depending on what is happening in class. Parents will be invited
and encouraged to come and help out with classroom activities and
special events.