C

(1 of 3)

no.

5.1

Clear Form

classroom management and discipline plan

Mrs. C.New and Mrs. A Pacheco Teacher _________________________________

13-14 School Year ________

B 11&13 Grade Level _____ 3rd Room No. _______

The level of structure I anticipate establishing is (check one): High Guidelines for Success
We use the 3rd grade standard of success: PONIES Positive Attitude Obey School Rules Notice and Acknowledge Diversity Interact Respectfully Encourage Others Strive for Success

Medium

Low

Posted Rules
1.Follow directions 2.Respect everyone and their property 3.Be prepared: (You must have sharpened pencils and book/necessary supplies.) 4.Keep hands, feet, and objects to yourself; both in class and during classroom transition.

Attention Signal
We will use combination of attention getting techniques, including but not limited to: Class, Class...Yes, Yes, Attention hands up, 123 LLP, Clap 3 times.

CHAMPS Expectations for Classroom Activities and Transitions

Students will follow CHAMPS Expectations during Transitions and Classroom Activities. C: Conversation at level appropriate for activity; i.e. zero in Hallway H: Help obtained by student raising his/her hand A: Students walk on right hand side of hall; stand in line by designated class; sit appropriately in class M: Motion will be calm; hands kept to oneself P: Positive feedback given to students from teacher(s) for appropriate behavior S: Success through observation, assessment, student peer/teacher interaction

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

- Morning welcome and greetings - Frequent positive verbal praise - Written encouragement/acknowledgement of student success; i.e.classdojo - Positive parental/guardian communications

2009 Pacific Northwest Publishing | Reproducible Form

(2 of 3)

no.

5.1

classroom management and discipline plan

Correction Procedures for Misbehavior (both early-stage corrections and rule violation consequences)
Early-stage corrections include: * verbal reminders * proximity * student/ teacher communication * positive peer role model Consequence for rule violation: * In-class timeout with assigned cooperative teacher for re-direction * family/guardian contact * Loss of recess or possible extra curricular actives or events ie: field trips, class parties, playdays

Beginning and Ending Routines

1. Routine for how students will enter the room:
Welcome students each morning in a positive manner as they enter. Students go directly to unpack and place backpacks in designated area and then go to their seats and will work on their Calendar Math Booklet independently.

2. Routine for how students will be instructionally engaged while attendance is taken and for how opening business is conducted:
Teacher will take attendance,collect bus notes and respond to parent communications as students work on Calendar Math Booklet and prepare for their day.

3. Routine for dealing with tardy students:

Any students who are late will go to the designated tardy folder and record on their tardy slip the date and their name then take their seats and join in class morning message.

4. Routine for dealing with students who come to class without necessary materials:
If students do not have essential supplies ie: sharpened pencil and or book, they will loose one Champs ticket per item. They may borrow a sharpened pencil from a peer or teacher and they will retrieve book/supplies from homeroom. If the behavior become habitual the teacher will communicate with student and parent/guardian.

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

The students are responsible for completing all missed work unless specified by teacher. It is the students responsibility to retrieve their missed assignments from the Absent Students Folder from their mailbox. Students will have the same number of days to make up the assignments as they were absent.

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

Students/teacher will follow the procedures listed: (1) Clean class & dispose of liter. (2) Check/sign agendas. (3) Distribute any communications, give appropriate reminders. (4) Students will be called by groups to retrieve backpacks and pack up personal items and homework materials.

7. Routine for dismissal:

When students are packed and seated quietly, they will be called to line up. Teacher will recap highlights of the day and provide positive feedback. Teacher will give positive expectations and express enthusiasm for the upcoming day. The class will precede with teacher to Bus Pad and Parent Pick-Up when they are quite and directed to do so.

2009 Pacific Northwest Publishing | Reproducible Form

(3 of 3)

no.

5.1

classroom management and discipline plan

Procedures for Managing Student Work
1. Procedures for assigning classwork and homework:

Assignments will be posted daily on the Agenda Tracker. Students who do not complete in class assignments can complete them as homework when appropriate. Teacher reviews board with students at appropriate subject time for clarification. Students are responsible for recording assignments in their agendas. Students will have Reading/Spelling/LA/Math Block homework Monday-Thursday if not completed .

2. Procedures for collecting completed work:

In class assignments will either be handed in by the individual or collected by specified students as directed by CHAMPS for that activity. Assignments will be placed in designated area by student helper. the papers the next day if possible. Questions are answered, issues discussed and clarified either individually or as a class dependent on situation. In some instances work will be checked as a group, by the individual, or by teacher during the class period for immediate feedback and reteaching.

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

Assignments will be graded and scores recorded weekly. Assignments will be returned on the following Monday in the students "Monday Folder" which must be reviewed and signed by parent and returned the following day unless they need to make corrections. All assignments with a score lower than 80% must be corrected and turned in no later than Wednesday, however, any student wishing to make correction may do so. The two scores will be averaged together to give the student and "average score", this average with become the new recorded score.

4. Procedures and policies for dealing with late and missing assignments:
Students who have late/missing assignments will be sent home with a "Missing/Incomplete Assignment Notification" which must signed by both parent and student. On the third notification teacher will request a parent/student/teacher conference to discuss this issue. If a student is absent, they will have the same number of days to make up the work missed as they were absent.

Procedures for Managing Independent Work Periods

The initial part of the class generally consists of whole group instruction where the goal of the objective(s) of the lesson are detailed and explained. Students have an opportunity to discuss material and ask questions for clarification during guided practice. Expectations are highlighted, quickly reviewed, and written on the CHAMPS board. Students are seated in groups of 4-5, however, students may also move to work stations and centers when directed to do so. At center designated student leader will review CHAMP expectations for the designated center. Students often work in groups and partner parings to provide assistance and guidance, not answers. Students are grouped in ways that will allow for positive productive work sessions and my be regrouped as needed. At times students will be asked to work silently and independently and they will be made aware of the CHAMPS expectations. Classdojo will be used to track both positive and off task behavior by either the teacher or student. If students are off task, or not meeting expectations they will be directed to review the posted CHAMPS expectations with the teacher or a peer. I also provide positive feedback to the group when they are on task and following expectations as a method for reminding students that have strayed to return to their work.
2009 Pacific Northwest Publishing | Reproducible Form