Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class: Learners will put their backpacks in

their lockers, get out their take home folders and reading bags, put their
things away in the classroom, get out their pencil boxes and sharpen
pencils for the day, make their lunch order, and do their morning desk
work quietly until they are invited to carpet to start the day with our
class calendar.
● Quiet/Attention Signals: “Class, class”… “Yes, yes”; “Mac and cheese!”
“Everybody Freeze!”; Hand clap pattern and echo back
○ I will use a variety of class calls and echoes that are relevant to
the time, from popular cultural things, age appropriate, and that
are quick and easy.
● Physical Transitions (carpet, groups, pairs, activities): Learners will be
expected to walk with a calm and quiet body in the classroom to
transition to any space or back to their desk. We will be respectful of our
friends, teacher, materials, and space when transitioning.
● Dismissal and Lining Up: Learners are expected to line up with a quiet
and calm body on their number dot facing the door.
● Non-Verbal Cues (hand gestures, visuals, music): A finger to the mouth
signals it’s time to be quiet, a hand chop onto my other hand signals to
stop, one finger up or a flat hand towards someone signals it is time to
wait until I am done talking or doing something, a hand raise signals
that we need to raise our hand if we want to share something for the
group. Peaceful music will play through the classroom when it is time
for no voices and time to focus and get work done.
● Giving Directions: Learners are expected to be listening silently when a
teacher is giving directions, hands to self, and still body waiting in their
spot until they are released or told to go.
● Raising Hands to Speak: Learners are expected to raise their hand in the
whole group when they have something to share so that everyone can
hear them when it is the appropriate time to talk. Learners are also
 expected to raise their hands at their desks while working if they need
assistance so a teacher can come have a private conversation with
them or give the assistance that is needed.

These are all critical parts to me in the implementation of a successful

classroom management plan for learners and myself. These expectations
and rules will keep everyone safe, heard, and included in our classroom
family. The procedures and routines will be taught at the beginning of the
school year through modeling, explanation, and practice. I will utilize a model
of “I do, We do, You do” in teaching expectations and routines for all elements
of our day together at school. It will be important to teach routines through
having students see the process happen, hear the parts to the process, and
then have the opportunity to physically practice the process. I will reinforce
and check understanding by asking questions of students about the process
and what is right or wrong, what happens first, second, third, etc.

Area #2: Engagement & Participation

● Variety: Having variety in activity keeps learners from getting bored.
Including instruction, class discussion, class activity, independent
practice among other things in every lesson keeps it more interesting.
● Collaboration: Giving learners the opportunity to have peer discussions
and time to talk is an important part of learning. Learners will be given
time to have one-on-one chats, small group chats, whole class chats
regularly to get to share their opinions and observations.
● Movement: Giving learners the opportunity to get up and move
regularly keeps their blood flow and brain in a more active working
state. I work to include some type of movement when we can about
every 15-20 minutes, whether that is just a quick walk through the room,
a few jumping jacks, an exercise video, a dance break, and so many
other possibilities.
 ● Total Participation: I expect all learners to give me their best when it is
time to learn. That means that everyone is thinking, sharing, writing and
participating when it is work time or discussion time. Having everyone
involved also takes the pressure off of those more shy learners who do
not always feel comfortable speaking up in the group.
● Instruction: While instructing I will be cognizant to include modeling of “I
do, We do, You do” to give students the opportunity to do some
exploration and learning for themselves in every lesson.
● Questioning/Probing: I use questioning constantly through teaching to
check for understanding, gather information about students, hear
student voices, and to better understand my learners in all elements of
instruction and relationally.
● Group Work: Learners are encouraged to work on projects together to
practice teamwork and problem solving. It is great preparation for the
workforce as they draw nearer to that as well.

These are important parts to me in keeping students engaged in their

learning and ready to participate at all times. Having students engaged and
involved in their learning makes it more meaningful in all moments. I will
encourage students to add more to their peers' comments or observations,
add their agreements or disagreements respectfully in discussion to keep
their opinions involved and welcomed. This also is a great way to work on
interpersonal connections, respect, and relationships in the classroom
through engaging with one another. Relationships are my greatest value in
the classroom and so I hope to pour into those as we work and keep
engagement high in activity and where learner voice and choice is prevalent.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness
● Teacher Enthusiasm/Joy
● Teacher Humor/Laughter
 ● Teacher Respect and Appreciation of All Learners
● Teacher Knowledge of Student Interests
● Teacher Sensitivity to Cultures and Backgrounds

Relationships are the very most important part to me in being a teacher and
loving my learners. I strive to get to know each of my learners to the greatest
extent possible and provide for them however I can. My students really
become like my own children and I would do anything for them. It is so
important to me to engage in all of the teacher practices I listed above to
build rapport with each and every learner. I make a great effort to attend their
events outside of school, concerts, games, performances, etc. and love to run
into them at the grocery store, car wash, dentist’s office, or wherever our
paths cross. It is important for them to see me as a real person in and outside
of the classroom, see my mistakes, see my laughter and joy, see my friendly
and welcoming smile every morning when they are at school, and for them to
really understand that I am a safe person and safe place to invest in. I want
the very best for every single one of them and I want to be a person that they
know they can always come to, now and in the future.

Area #4: Behavior Intervention/Consequence

● Use of Gentle Redirects: I will use proximity, a stern look, and personal
warnings to guide students towards the right choice before assigning
greater consequences.
● Consequences are Reasonable and Equitable: Consequences will be
assigned as related to the behavior and in a leveled sequence. The first
warning will not result in a call home to parents, that is not fair or
reasonable.
● Consequences Given as a Choice: Consequences will be worded as a
proposed choice to the learner. Such as, your choices now are to get to
work or choose a new seat to learn in. Both options get the desired
result that I want but pose the consequence as a choice for the learner.
 ● Teacher is Firm, but Calm and Compassionate: I will not yell or
intimidate in the classroom. I will be firm and hold my ground with care
and compassion.
● Consistent Follow Through: If a consequence has been assigned, the
consequence will happen. There is no going back on what I have set
and I will not repeatedly continue to ask for the same expectation
behavior without assigning consequence.
● Arguments/Debates are Done in Private Later: I will not debate with a
learner about their behavior or consequence in front of the class. The
expectation is to say okay and do it, no matter what I have said. They
can speak to me respectfully later about it if there is still a problem or
they do not feel like I know the whole story.
● Progression of Hierarchy of Consequences is Fair: Consequences are
fair and reasonable. For example, if a level one consequence like a stern
glance doesn’t do the trick, then I will move on to a private conversation
and a reminder of the expectation with a learner, then it may mean a
change of seat, then it may mean a visit to the office, then it may mean
a call home to parents.

These are my beliefs in how to deal with consequences and behavior

interventions in the classroom. It is something that I continue to work on at all
times because it is always evolving and changes every year with each new
set of learners in our classrooms. As well, through different periods of the
school year there are different elements that can play a role in learners’
habits and behaviors. The biggest thing I have learned is to always take a
moment to cool down if I feel myself getting frustrated before addressing the
learner(s) and responding with a calm voice and body every time. I do not
want to be an escalator in any situation. Additionally, I am always open to
learning new and better strategies for classroom management, specifically in
dealing with behaviors and consequences.