Miss Bohannon’s

Biology Classroom Rules & Expectations

The goal of this document is to provide a basic guideline and understanding of my classroom
management plan, as well as classroom rules and procedures I expect to implement. This management
plan is one that I expect to change throughout the years as I learn what works for my classes and what
does not. It is my hope that through what is outlined in my document, I can create a safe, positive, and
inclusive environment for all my students. Students will leave my class having gained life skills as well as
a brief intro into the world of a Biologist. This class will push students to use critical thinking skills, use
precision in their work, and communicate their findings.

Motivational Theory
Needs Theory:
This theory is arguably one of the most important in that if this cannot be met, students will not be able
to achieve success in the other areas. The needs theory centers around Maslow’s Hierarchy of Needs. It
is critical that students come to class having their basic needs met, feeling of safety, and like they belong
and are accepted into my class. If students feel as though one of their basic needs is not being met, they
need to communicate that with me and I would be more than willing to make adjustments on an
individual basis.

Reinforcement Theory:
The reinforcement theory in my classroom will show up a little differently than in other classes. For
example, Biology can be one of the more intense classes students take in their beginning level high
school years. Therefore, students who do not study, do not pay attention in my class, and never turn in
homework (this being the negative behavior) are more than likely to do poorly on my tests and quizzes
(this being the negative “punishment”). Students who study, pay attention in class, turn in all of their
work (this being the positive behavior) are more likely to do well on my tests and quizzes (this being the
positive reinforcement). Students will get out of this class whatever they put in. My class will be
structured similar to that of a college class in the sense that I do not offer tons of extra credit and there
will be work and studying that has to be done outside of my class. The more effort students put into my
class, the more likely I am to have positive reinforcements

Historical Management Concepts/Theories

Group Dynamics:
The concept of group dynamics is one that is very prevalent in a high school classroom. Because Biology
is a required course for all students to take, the class will consist of a diverse group of people. As a
scientist it is crucial that you are able to work and collaborate with everyone you are around. Students
might not always like who they are paired with but when students walk into my door, whatever is going
on outside of the classroom stays out there. We will act as a team for the 50 minutes spent in my
classroom.

Positive Classroom Discipline:

If students can show me that they are trying their hardest and giving their best effort in my class, then at
the end of the year there will be time when students can choose something Biology related that they are
interested in and we can do activities related to it. For example, if the students are interested in the
process of conducting a Biological experiment, then as a class, we could conduct our own and make a
project over it.

Developing Inner Discipline:

It is my full belief that students are in charge of their own lives. As a teacher, as much as I would like to
do daily check-ins with every student in my class, that simply would not be possible. Students should
take the initiative if they see one of their classmates having a rough day to be there for them. This
concept of inner discipline also means that students are not plagiarizing or cheating at all during my
class. Student’s work should be their own ideas and thoughts, not someone else’s. Students also should
not have to be reminded of the class rules after we have gone over them.

Noncoercive Discipline:
Going along with the Needs Theory, my job is to facilitate, lead, and teach students Biology. However, it
is my belief that there is so much more I will be teaching students. Students will leave my class with life
skills that can be applicable to any area of their life, not just science. I would supply and an endless
amount of support, seeing that I want EVERY student to succeed in my classroom.

Core Rules
Classroom Rules
1) BE READY: Bring needed materials every day to class. This includes your laptop, Biology textbook,
paper, something to write with, any assignments that are due, and anything else posted on my door.
Show up to my class on time. Excessive tardies will result in detention. Show up to class with an
open mind and the willingness to learn. Everyone has bad day’s (even myself) which is
understandable, however it is important that students are getting the most out of the time spent in
my class. This also encompasses the student’s responsibility to complete and turn in work when it is
due. Be ready to turn in all assignments on the correct date and times.
2) BE RESPECTFUL: Treat others the way you would like to be treated. Students should have respect for
everyone and everything around them. This includes myself, other classmates, classroom and lab
materials, textbooks, and any school property.
3) BE ENGAGED: Distracting others will not be tolerated. Stay engaged in lectures, class conversations,
and throughout the 50 minutes I have you in class.
4) TURN OFF CELLPHONES: It is important that for the short amount of time I have you in class that I
have your full attention. Cell phones must be silenced in my classroom. This includes all alerts and
vibrations. I should not hear or see your phone. There will be times I will allow the use of cell phones
for education purposes, but unless I have explicitly told you then they are not to be touched.
5) FOLLOW ALL OTHER RULES LOCATED IN THE STUDENT HANDBOOK AND SET BY THE SCHOOL.

Lab Rules (ALL RULES ABOVE STILL APPLY)

1) Abide by ALL lab safety and equipment rules. Lab safety and equipment tests must be passed before
participating in any labs in my classroom.
2) Safety goggles (when required) will be worn at all times.
3) Absolutely NO horseplay.
4) No sitting on lab stations.
5) No food or drink in lab area.
6) Clean up station/area when finished.

Routine/Procedures
For when there is a sub:
Whenever there is a substitute for our class, I expect students to treat them even better than when I am
there. If the substitute leaves a bad report, I will assign extra work as well as an additional set of
consequences when I return. If specific names are left down, those individuals will receive a detention.
Substitutes should be treated with respect at all times.

For when it is a lab day:

Students will be notified if there is a lab the day before. This way students know to wear the proper
attire, have their hair pulled back, and not to wear open toed shoes. On lab days students will come into
class, pick up a lab sheet, and sit down at their desk. Once the bell rings and I have taken attendance, I
will give instructions regarding the task for the lab. During the lab students are to follow all safety rules
and directions. Once students have completed the “doing” part of the lab, they are to dispose of all
materials in the proper places. They are to clean up their area and put all materials back where they got
them. If students finish before class is over, they are to go back to their desk and work on other
homework or study. They will not distract other groups that are still working.

For when you are going to miss class:

If a student is going to miss class and they know ahead of time, they need to come visit with me and get
all of their work BEFORE they leave. This includes, but is not limited to sports competitions, music/band
contest, art competitions, scholars bowl meets, and doctor appointments previously known about. If a
student is going to miss class for a reason like sickness, funeral, parent pickup, etc. they will need to
check Google Classroom to see what they miss as well as talk to me whenever they get back. They will
have the number of days they were gone plus two, to complete their assignment. Exceptions to this will
be made on an individual basis.

For when it is exam day:

Whenever students will be taking a test in my class they are to come into class and clear everything off
their desk except a pencil. Phones are to be turned off and put underneath their desk. Students will not
talk during the test. If I see students talking, I will assume they are cheating and give them a 0. If a
student has a question during the test, they should raise their hand, and I will come to them and assist.
Once a student finishes their test, they will turn it in to the box and work on other homework. They will
not be able to leave to go get additional homework, instead they need to bring it with them to class. If
students have nothing to work on, they will start reading the next chapter in their textbook. Students
who have finished will not be able to get on their phones.

For when you are entering class:

Students are expected to be in the classroom by the ring of the bell. They should turn in any materials
that are due into the box, grab any worksheets that are at the front of the room, and get any needed
materials out that they are going to use during class. Students are more than welcomed to talk to one
another before the bell, but once it rings they need to be quiet and ready to listen to instruction.

Incentives
At the beginning of each semester, I will provide students with one late work slip. This can be used on
any homework assignment (to my approval) that is past the due date. After a week past the original due
date, the late work pass will no longer be accepted. If a student does not use this slip, they can turn it in
at the end of the semester for extra credit. I will also have one other extra credit opportunity each
semester before finals.

Structures
The Preventative Structures I have outlined are designed to limit problems before they begin.
n Review of Rules. In depth review and introduction to the classroom and lab rules at the beginning of
the year. More specifically, students will have to pass a lab safety quiz showing they understand the
type of acceptable behavior during lab.
n Seating Arrangements. Students will be allowed to choose their own seating as long as they can
prove that they can handle it. If problems arise with excessive side conversations and students
getting distracted, there will be a seating chart. I believe that my students should be old enough to
handle not talking to others during inappropriate times.
n Teaching Procedures. During the first week of school, we will go over my expectations for how
various procedures are handled. I will clarify any questions students have and clearly outline what I
expect.

The Supportive Structures that will be in place in my classroom are designed to help a student when out
of turn behavior occurs. This will look a little different for each student. My goal is that as I form
relationships with students, I learn what kind of “discipline” they respond well to and need for when
misbehavior occurs. I want students to be accountable for their actions, but also give them grace during
this crazy time in their life. I also would rather correct the behavior without using punishments. However,
if the student becomes disrespectful then further consequences are necessary. A few examples of
supportive structures that I may use in my classroom include:
n Separating students when they are being disruptive
n Standing near a student’s desk when they are not on task (proximity)
n Giving reminders to the entire class, whenever a certain behavior keeps occurring

The Corrective Structures in my class are in place to pick up the pieces after misbehavior has occurred.
This will also look a little different for each student. Some students will only need to be corrected once
while others may require a meeting outside of class with me to discuss their behavior. I will review the
rules broken with students whenever misbehavior occurs. We will discuss the reason behind their
misbehavior and what can be done next time instead.

Student Roles/Needs
The student’s role in my classroom is to show up with an open mind and willingness to learn. I except
their best effort, whatever that might be for the day. Students are to communicate when they have a
problem, are struggling, or just need to talk. I have an open-door policy; all students have to do is come
talk to me. Students are to show ACADEMIC INTERGRITY at all times, they are only hurting themselves
in the long run when they do not. Students are to be supportive of their classmates and aid in creating
the inclusive environment detailed in my introduction.

Teacher Roles/Needs
My role in the classroom is to provide students with the needed tools and materials to pass Biology and
prepare them for their future science courses. I will be the source for help and problem solving, as well
as instilling endless motivation and positivity in my students. Students are more than welcome to come to
me whenever there is a problem or they are unhappy with their grade, however it will be my final say in
whatever is decided, seeing as I am the teacher. As the teacher I also expect my students to hold me to
a high standard, since that is what I ask of them.

Additional Management Concepts

Post It: On the bulletin board in my classroom, the objective for my lesson will be posted for students to
see. This will allow students to see the purpose for the lesson as well as visually see the goal they are
working towards. Students will be able to discuss, review, copy, or read the objective if it is visually
posted.
Do It Again: Doing it again, or right, or better is often one of the best consequences that a teacher can
give students. This also allows them to learn from their mistake and actually correct. It sets a standard of
excellence among students work and instills the idea of correcting their mistakes without being instructed
to even after my class.
Binder Control: Students will follow a precise organization key for their binder. This will eliminate lost
papers, torn worksheets, and clutteryness. There will be a required format so that every binder is the
same. This also allows the teacher during binder checks to see what kind of notes students are taking.