C H A M P S

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

Teacher _________________________________
Caitlyn Niehus School Year ________
2023 Room No. _______
316 Grade Level _____
8

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

Guidelines for Success (pp. 34–39) Posted Rules (pp. 115–119)

Treat everyone, including yourself, with respect. Enter classroom quietly.

Always try your hardest. Be in your seat when the bell rings.
Work cooperatively with others. Be prepared by having all materials and completed
Take responsibility for your own actions. assignments.
Start any vocabulary words that are on the board and
practice your words quietly

Attention Signal (pp. 76–78)

Clap once if you can hear me...
3, 2, 1
Rhythm Claps

CHAMPS Expectations for Classroom Activities and Transitions (Forms 4.2 and 4.4)

MOVING FROM SEATS TO GROUP ACTIVITY AND BACK TO SEATS

Take the most direct route to your new location
Take all materials with you before leaving your seat

MOVING TO CHARGE YOUR COMPUTER

Raise your hand to ask for a place to charge if you are not near an outlet

MOVING TO SHARPEN YOUR PENCIL

Students may independently sharpen their pencils. Wait by sharpener if someone is talking before sharpening

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

Positive behaviors should be acknowledged with a Spartan Card and verbal praise.
Behavior to look for:
working quietly on independent work
working cooperatively with a partner or group
using manners
assisting others
working completion
answering questions/volunteering

➥
© 2009 Pacific Northwest Publishing | Reproducible Form
 C H A M P S
» no. 5.1
CLASSROOM MANAGEMENT AND DISCIPLINE PLAN (2 of 3)

Correction Procedures for Misbehavior (see Ch. 3) (both early-stage corrections and rule violation consequences)

Tardy to class: make note of time they arrived on Infinite Campus and count tardy

Disruptive in class: Quietly let them know they need to correct the behavior. If it continues make note of disruption on a
green sheet (minor referral). If the behavior continues to the point where it is disrupting instruction contact Mr. Gaul and
send student to the Recovery Room.

Beginning and Ending Routines (pp. 78–89)

1. Routine for how students will enter the room:

1. Enter the room quietly and go directly to your seat
2. Fill out assignment book using target on board
3. Get out science binder and complete bellringer

2. Routine for how students will be instructionally engaged while attendance is taken and for how opening
business is conducted:
1. Bellringer will new vocabulary or vocabulary review
2. Students can grab notecards on their way in
3. Students need to have a sharpened pencil daily

3. Routine for dealing with tardy students:

Tardy students will be entered into Infinite Campus. If a pattern begins to form, a green sheet will be written

4. Routine for dealing with students who come to class without necessary materials:
Students may check out a pencil from a container on my desk and return it at the end of class.

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

Students will check on the announcements on Canvas for the materials that they missed on the day(s) they were
absent.

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

Written our oral check for understanding. State the target again.

7. Routine for dismissal:

Teacher dismisses the class, not the bell. Give students one minute to gather supplies, return folders to the bin,
return books, etc.
➥
© 2009 Pacific Northwest Publishing | Reproducible Form
 C H A M P S
» no. 5.1
CLASSROOM MANAGEMENT AND DISCIPLINE PLAN (3 of 3)

Procedures for Managing Student Work (pp. 90–98)

1. Procedures for assigning classwork and homework:

1. All assignments are listed on Canvas
2. All assignments will have clearly stated due dates
3. Class time will be given when assignments are given and students will be encouraged to use their time wisely

2. Procedures for collecting completed work:

All completed work will be submitted through Canvas and discussed in class to check for understanding.
Short answer and essay questions will also be submitted through Canvas with the comments tool will be utilized.

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

All student produced products will be evaluated either by a rubric or through Canvas with feedback individually
available to each student.
All grades will be entered into Canvas so students and parents may track progress.
All grades will be entered within 12 hours of daily work and 24 hours fro projects that require a more objective
evaluation.

4. Procedures and policies for dealing with late and missing assignments:
Students who are missing work will need to check Canvas and those with several missing assignments will be
conferenced with and their AM teacher will be notified so they can work on these. Students may also be called in
during advisory to catch up or be held after school to complete work. Chronic missing work will result in a phone call
to the parents.

Procedures for Managing Independent Work Periods (pp. 99–104)

When students are working independently, they will be dispersed throughout the room utilizing the lab tables and other
available seats throughout the room. The teacher will continually walk around the room to monitor progress and to answer
question. If students finish their work early, they may free read, work on Powerup, missing work, or work on homework for
another class.

© 2009 Pacific Northwest Publishing | Reproducible Form