USF Elementary Education Management Routine Plan (Fall 2020)
Name: ______Maezi Marrs_______________
Grade Level: 3
What FEAPs and/or Standards
relate to this lesson? Which FEAPs
are you planning to demonstrate
during the enactment of this routine
and explain how you plan to
demonstrate them.
Objectives-Management Routine
What is your expected outcome for
this routine?
Assessment-How will you know if
students have met your objectives?
What will you see? What will you
hear?
What background knowledge is
necessary for a student to
successfully complete this task?
You might include these
questions during your CT
interview about the routine.
 What classroom
rules/expectations are aligned
with this task?
 What procedures are in place to
help students in meeting the
rules/expectations?
 What rules/expectations or
Date of Routine: 11/16/22
Plan Content
● 2b. Manages individual and class behaviors through a well-planned management system. – I will
display this FEAPs by affectively using my plan to allow the students to move from the classroom
to the PE class. I will remind the students of the rules by asking them how they should sound in
the classroom. Students and the teacher should know this concept because of the CHAMPS rules
used in the school.
● 2c. Conveys high expectations to all students. – I expect all students to behave by listening to what I
have asked them to do as well as using the skills they know to be respectful to others while
walking through the hallway.
● 2e. Models clear, acceptable oral communication skills. – I will display this FEAP when I ask the
students to follow CHAMPS as well as the jobs in the classroom. I will also ask students to listen to
my directions as I lead them down the hallway. This is what will keep us safe.
Students will be able to move from the classroom to their daily scheduled specials class. Students will
arrive safely and quietly. I expect students to do this quietly, while listening to how I have instructed
them.
Students will have met my objectives if they are quiet when we are walking through the halls.
Students will have successfully transferred from the classroom the specials’ location. I will see students
walking quietly to their specials location without talking or turning to their classmates. I will also expect
students to walk individually in a line on the right side of the hallway.
CHAMPS
Conversation at 0
Help by raise your hand
Activity is by yourself
Movement is quiet and purposeful
Participation is required in order to get to the desired location
Successful – Students will get to their specials on time and in the right place safely.
Class jobs
Line Leader – Lanie M and Isabella C.
Lights – Nicole P.
Door holder -
Substitutes – Leighla A. and Peyton P.
I will go over these rules with the students. I may be more explicit in that they need to be quiet and
USF Elementary Education Management Routine Plan (Fall 2020)
Name: ______Maezi Marrs_______________

Grade Level: 3 Date of Routine: 11/16/22

procedures might you go over respectful in the hallways, but this does apply to CHAMPS
with students before engaging
in this task?

Task Implementation
Step-by-Step Plan: This is the Time Who is
longest section of your responsible 1. Tell students to put away their materials from centers and go to their
lesson/action plan (What exactly (Teacher or desks (Doing this quietly would be preferable but very unlikely with
do you plan to do and speak? Be Students)? these students)
thorough. You might refer to field Ask students to stand at their desk (Once again quietly) Push in chair
notes you have collected while Both the 2. Call on the line leader and door holder – Lanie and Isabella
observing your CT enacting this students and Call students to line as they are behaving Line them up left to right in the desks
routine to help you plan for your the teacher 3. Remind students to be quiet as they move down the hall. (CHAMPS) They
enactment of the routine. are are quiet because it is respectful and they are in a line because it is safe.
responsible. 4. Tell the door holder to hold the door and the line leader to begin moving
Be sure to address all of the 5. Last person in line will turn off the lights - Nicole
following: Teacher is 6. Students will stop at the end of the hallway. I will then guide them down
 How will you review and/or responsible the stairs with the same expectations. – reminding them of the guidelines
model the classroom for guiding in the hallway.
rules/expectations? the students 7. Students will then turn to the right and be guided out the door to PE.
 What will you as the teacher do from the 8. This is where they will meet the PE teacher and go to specials under her
and say during the routine? classroom to care.
 What teacher talk will you use? PE. Script:
What will the students do and “Mrs. Kehrer’s class, we are going to get ready for specials now. I need you all to
speak? What will it look like Students go back to your desks quietly. Remember to bring your work with you.”
and sound like if students are will be “I will know you are ready when you are quietly standing at your desk with your
meeting your expectations? respectful to work on your desk”.
 How will you respond to themselves, “Now I will call the line leader and door holder”
students who do not meet your the teacher, (Call students who are quiet and ready to get in line)
expectations? their (Call the lights person last) – Nicole
classmates, “Alright, line leader it is your job to lead us out the door.”
as well as (Students stop at end of hallway)
other “Remember to be quiet because there are other people in the school who are
USF Elementary Education Management Routine Plan (Fall 2020)
Name: ______Maezi Marrs_______________

Grade Level: 3 Date of Routine: 11/16/22

classrooms learning”.
by being “Line leader lead us down the stairs. Remember to go down the stairs quietly and
quiet and respectfully while walking”.
safely (Meet students at the end of the stairs)
getting to (PE teacher usually meet students at this door)
the special’s (If not) “Great job! Now we are going to head toward the door to head outside”.
location. “Bye! See you after specials!”
Teacher Language:
I will use terms that are often used by my CT as well as terms that I have begun
to use with the students during my time in the classroom.
- Mrs. Kehrer’s class – This is how I refer to the class as a whole. This is
their community and shared identity.
- CHAMPS – Students will be able to identify the rules based on the
standards the school uses throughout the campus.
- Jobs – Students will know their roles when they need them
Issues that may arise:
- Talking – this is a VERY boisterous classroom. Students will have to be
reminded multiple times to be quiet in the hallways. This will likely be
ineffective, but I will still try.
- Students and known behavior:
 Kelcee – Usually quiet
 Lanie- Usually quiet
 RJ- Likely to talk if provoked
 Anthony- Quiet but often does not listen to directions
 Isabella- Can be quiet but also dramatic about
unnecessary things
 Carter- Talkative, especially when he is with Dane,
Aayden, and Fahd
 Leighla- Usually quiet
 Aayden- Talkative, especially when he is with Dane, Fahd,
and Carter
 Peyton- Talkative, likes to socialize with other students
 Samuel- Talkative
USF Elementary Education Management Routine Plan (Fall 2020)
Name: ______Maezi Marrs_______________

Grade Level: 3 Date of Routine: 11/16/22

 Cameron- Talkative, likes to socialize with other students,

plays physically with students sometimes.
 Nicole – Usually quiet but does not always pay attention.
 Dane – Talkative. Especially when he is with Fahd,
Aayden, and Carter. Often becomes emotional, easily has
feelings hurt. More likely vocal than physical reaction.
 Fahd- Quiet, unless provoked by Dane, Aayden, Carter.
 Bailee- Talkative, well behaved but may need to be
reminded of the rules.
 Rowen- Quiet, but likely to speak to teacher about
unintentional subjects. May need to be reminded of the
rules.
 Nicholas- Talkative, likely to talk to the teacher or repeat
what the teacher instructs to the students.
 Lilah- Usually quiet
 Sofia- Usually quiet but may need reminding of the rules
*Students will be reminded of these expectations if/when they begin to lose
control of their behavior. They may need to be moved to a different part of the
line if necessary.