C H A M P S

» no. 5.1
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CLASSROOM MANAGEMENT AND DISCIPLINE PLAN (1 of 3)

Teacher _________________________________
Charmaree Cook School Year ________
2017-18 Room No. _______
102 Grade Level _____
3

The level of structure I anticipate establishing is (check one): ❏ High ✔ Medium

❏ ❏ Low

Guidelines for Success Posted Rules

Knik Elementary Motto Classroom Expectations - generated by students with

CHAMPS guidance from teacher
Class Behavior Expectations

Attention Signal

Teacher "Class, class"

Students "Yes, yes"

CHAMPS Expectations for Classroom Activities and Transitions

Direct Instruction - Voice Level 0, Raise Hand, Limited Movement, Listening & Following Directions
Independent Work - Voice Level 0, Raise Hand, Limited Movement, Working
Group/Partner Work - Voice Level 2, See Teacher, Limited Movement, Working
Class Meetings - Voice Level 0 while others are talking, Raise Hand, Limited Movement, Listening, Responding
Transitions - Voice Level 2, Raise Hand, Directed Movement, Following Directions

Encouragement Procedures (See Chapter 7, Motivation, and Chapter 8, Classwide Motivation.)

Frequent greetings and friendly, humorous interactions

Frequent positive uses of student names
Descriptive verbal praise
Occasional intermittent rewards, such as free time tickets, "Caught Ya", stickers, stamps, first to line up or transition, whole
class compliments
Strive for 5:1 Positive to Negative Interactions especially with high needs students
Use compliment tally system to record positive praise received from other teachers/staff/recess monitors/classroom
teacher, set clear goals and rewards for compliments earned

➥
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CLASSROOM MANAGEMENT AND DISCIPLINE PLAN (2 of 3)

Correction Procedures for Misbehavior (both early-stage corrections and rule violation consequences)
Early stage corrections include: proximity, verbal reminders, private discussion, humor

Consequences for rule violations include: pull name on Ready to Learn Chart, retry requested behavior, Seat Away or
Buddy Room, family contact

Beginning and Ending Routines

1. Routine for how students will enter the room:

Greet students at the door, welcome by name and high five. Students take care of gear, lunch sticks and have
homework out at their desks. Some students ask permission to get breakfast. Students begin working on morning
writing prompt or other task at desk. Breakfast eaters eat and work. Breakfast should be finished by 9:30.

2. Routine for how students will be instructionally engaged while attendance is taken and for how opening
business is conducted:
I circulate and check homework as students are journal writing or completing other morning work and attendance and
lunch count is completed. A student job is to count lunch sticks and report to me absences and hot lunch count. The
same student takes the lunch count to office.

3. Routine for dealing with tardy students:

Tardy students put homework and tardy slip on my desk and begin working on morning work or join Class Meeting.

4. Routine for dealing with students who come to class without necessary materials:
Students without homework pull their name on the Ready to Learn chart, and put their Y band on my desk.

5. Routine for dealing with students returning after an absence:

At end of day, I put all missed work in student's mailbox. I tell students for a 1 day absence, they have 2 nights to
complete and return. Students that miss more than one day, I speak to them individually regarding when I expect
work to be returned.

6. Routine for wrapping up at end of day/class:

I schedule 15 minutes at end of day to "pack and stack", move students on the Responsibility Chart, give behavior
rewards, review any important information, answer questions, positive feedback on the day, set goals for
improvement, a short read aloud, and clean up the classroom.

7. Routine for dismissal:

Students gather gear and line up for dismissal when their name is called. Bus riders make a line headed toward the
window, while pick ups make a line along the coat closet area. Check door for bus/pickup notes. Depending on the
week, neighbor teacher or I rotate taking students to buses or to gym for pickup. ➥
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CLASSROOM MANAGEMENT AND DISCIPLINE PLAN (3 of 3)

Procedures for Managing Student Work

1. Procedures for assigning classwork and homework:

Assignments are posted on Promethean board or whiteboard. Students are given verbal instructions, asked to
repeat, and then can refer to posted assignments for clarification.

2. Procedures for collecting completed work:

Students have homework at their desks in the morning and I check as they are eating breakfast and doing morning
work. Classwork typically is left at their desks for me to check as I circulate around the room, and some assignments
are collected for grading. Collected assignments are turned in to "turn it in" tub.

3. Procedures for keeping records and providing feedback to students:

I keep a clipboard with student lists and assignments & grades. I enter grades once per week, or as time permits,
more frequently. Students typically receive immediate feedback on classwork as most in class assignments are
checked as they are completed. Students also receive feedback as they are working on assignments.

4. Procedures and policies for dealing with late and missing assignments:
Late and missing assignments are accepted up to a week after the original due date. I contact parents of students
with multiple or ongoing late and/or missing assignments. If it continues to be an issue, accommodations are made
for that student to complete missing/late work.

Procedures for Managing Independent Work Periods

I determine what assignments are appropriate for students to complete successfully independently. If necessary, a small
mini-lesson or guided practice is done before independent work time begins. Students have a list on Promethean Board or
whiteboard of work to be completed, and what choices they have when work is done. Lists often include "Must do" and
"May do". I review CHAMPS expectation before the beginning of the work period. Independent work times are limited to
30 minutes or less, and alternated with direct instruction and cooperative learning.

© 2009 Pacific Northwest Publishing | Reproducible Form