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Table of ContentsPersonal Beliefs and Style of Classroom Management…………………………………………...2Routines and Procedures…………………………………………………………………………..5Plan to Maintain Appropriate Behavior………………………………………………………….11Classroom Environment/Climate………………………………………………………………...15First Day of School Plan…………………………………………………………………………24Transitions and Sponge Activities……………………………………………………………….35Communication Plan……………………………………………………………………………..38References………………………………………………………………………………………..49Personal Beliefs and Style of Classroom ManagementMy personal beliefs and classroom management style have been shaped by the numerous models and theorists which I have been exposed to and researched to create a classroom style that works for my students and I. The main focus I desire for my students is to feel supported and loved in an environment where they are able to take risks and grow in their understanding of content and social knowledge. Each theorist contributes certain aspects to my personal beliefs and classroom management, thus creating a collaboration of models as the style for my classroom. Linda Albert encourages collaboration within her cooperative discipline model to strengthen the student-parent relationship and involvement as well as student to the rest of the class connection (Charles & Senter, 2005). In the Love and Logic model, making sure students see their mistakes as opportunities to grow rather than failures creates a welcoming and supportive environment (Fay, 1996). Marzano, Marzano & Pickering encourage a “positive student-teacher relationship” in order for students to feel significant and a vital part of the classroom (2003, p. 8). Wong emphasizes that “Effective teachers MANAGE their classrooms, ineffective teachers DISCIPLINE their classrooms” (Wong & Wong, 2009, p. 82). That is completed through consistent and effective procedures and routines (Wong & Wong, 2009). Lastly, I believe that as a teacher preparation and professionalism are key. Being prepared shows the level of professionalism by the amount of effort put forth to create a classroom that runs smoothly and engages students wholly. Out of my personal beliefs and management style there is a clear vision of what I see in my classroom and what I hope to avoid. The strategies I will employ include:Engaging the whole learner Fostering a positive mindset to nurture learning (Marzano, Marzano & Pickering, 2003)Energizing success to encourage each student (Glasser, 2015)Encouraging collaboration within the community of learners (Charles & Senter, 2005)Managing my classroom so discipline is minimized (Wong & Wong, 2009)“Instill[ing] student responsibility” (Marzano, Marzano & Pickering, 2003)Being proactive before problems arise Strategies that I will not include: Modeling a negative mindset for studentsIsolating students in their learning styles or in any other wayDiscipline as the only solution React to problems after they become large issuesPut being a friend before being a teacherMy personality shines through in my teaching through various characteristics. Those characteristics show the strengths that I am able to bring to a classroom so that it benefits my students and uses the positive aspects of myself as a teacher to influence my class. My personal strengths include: I am caring.As a listener I show understanding of the problems that people are going through and how it affects them and their lives. I care about what they are dealing with and the impact it has on them. Within my classroom I will be aware of the emotions that each student has and be intentional about confronting those feelings in order to allow students the opportunity to share their heart breaks or excitements so they are able to then focus on their learning. Listening is a natural quality that I possess; it allows me to hear students out and show them that I do care about their lives and the problems they are facing as well as the growth that they achieve throughout the year in my classroom. I am determined.Every student deserves the opportunity to succeed within my classroom. For each child it will look differently of how I support and push the student. Within my classroom I am aware of the diversity in personality, learning styles, and academics. Those differences will not deter me from striving to reach the goal of understanding for each and every student, but instead motivate me to use the various strategies and tools to engage my learners in creative ways. That is why I became a teacher, to give students the chance to succeed and show others what they are capable of. I am organized.“Organization is the key to effectiveness” (Wong & Wong, 2009). I feel better when things are organized and in order in my life. As a teacher that looks like preparing the classroom before each day begins, having the necessary materials in their places and knowing where things are. I desire to show my students that I care about the space we will be learning in and that means presenting a clean room to my students so they continue to follow the example throughout the year. Having this standard of organization and cleanliness gives my students a norm for what I expect from them in their workspaces. Organization in my classroom will enhance student learning so confusion about what to do next or where things go does not hinder the flow of information from person to person. I am collaborative. Within a school there are a variety of educators who specialize in specific areas underneath the umbrella of education and who have varying years of experience and training. I believe that everyone has input, positive or negative, to contribute in relationships and that applies to teaching with sharing strategies and lesson ideas. As an educator I will happily accept any ideas that my co-teachers or administrators have to give me that they believe may improve my teaching. Collaboration as a grade level is an area that I feel strongly about. Each teacher should feel the support of their grade level educators through the provision of feedback about lessons and other important information. Sharing information cultivates comradery among people, conversation about various topics or themes, and feedback about materials presented. Mixed in with the personality traits that I mentioned above are weaknesses that shape the teacher I am as well. These weaknesses are areas which I have taken responsibility for and strive to make changes in my approach to create a classroom environment of continued learning and growth for all my students. Those weaknesses include: Overly empatheticAs I described above I am a very caring individual; however, at times that empathy can cloud my judgement in regards to seeing the entire situation. I have worked in various employment opportunities with children outside of the school environment. These jobs gave me free range to engage with students on a friend level rather than teacher-student level. As I have transitioned into schools my caring and empathetic personality combined with previous childcare experience where the relationship was more informal has placed me at a point where I enjoy engaging the student and learning about their lives which cuts into the time that I have to teach them important concepts and ideas. Empathy in moderation is a needed trait; however, there is a balance that needs to be distinguished and followed through in order to create that teacher-student relationship. Steps I will take as a teacher to distinguish the line will include engaging students about their personal lives before school begins or after school gets out. This way no class time is interrupted by unrelated conversations. CreativityAnother area that I struggle in is being creative. I am able to create pieces of artwork if I can use someone else’s ideas as a template, but coming up with one on my own is difficult. With my focus on elementary education there are plenty of opportunities to be creative and majority of the time that is when students feel most engaged. Even though I perceive this area as a weakness, there are tools which I can use in order to encourage creativity. Pinterest is a wonderful site where collaboration and creativity combine to bless teachers with a variety of ideas. Using my resources, personal and technological, will give me the ideas to engage my students in creative yet meaningful activities. Routines and ProceduresMy daily schedule incorporates all four subjects equally throughout the day because I believe each area is important and cross curricular teaching can be fostered if students believe that they are interconnected rather than separate. The schedule will be displayed at the front of the classroom on the board with each time slot having its own magnet so if the schedule changes for special circumstances or specials it is easy to change magnets. Daily Schedule8:35Arrival8:45 Bell work/Announcements/Silent reading9:15 Writer’s workshop10:00 Snack10:10 Science11:00 Recess11:35 Lunch12:10 Special*12:55 Math1:40 Social Studies2:25 Intervention +3:15 Pack up/Planner3:30 DismissalSpecials*:Monday: Physical EducationTuesday: MusicWednesday: ComputersThursday: LibraryFriday: Art+ The time set aside for intervention each day will focus on math, reading, or writing. Each week these three areas will be rotated through so students are getting the assistance and extra instruction needed to master these subject areas. For each area the students will be split up into three groups: those who are struggling with the concepts, those who are at grade level, and those who are above grade level. The entire grade level will combine for this intervention in order to use each teacher as an instructor for each area. Procedures: Entering the classroom: In order to keep a well-managed classroom, students need to have structure from the beginning of their day. As they enter the classroom they will use level 1 voices as they walk to retrieve their chairs from the stack against the wall. If there are assignments due that morning, students will quietly turn in those assignments to the designated spot in the classroom and then find their seat. On the board will be the bell work for that morning for students to enter into the learning mindset. Once they have completed their bell work they will get out their silent reading books for the remainder of the time before writing workshop. Getting students’ attention: 847725141986000Maintaining order in a classroom can be attributed to how well students respond to attention getters. Within my classroom I desire to use a call and response technique to attain student attention. Those responses may include: 1, 2, 3, eyes on me-1,2 eyes on you; subway, eat fresh; or hocus pocus, everybody focus. Another approach I would use is “give me five”. In order to bring the class together I will raise my hand displaying all five fingers and say “Give me five”. Each finger represents a step that students need to enact so I am able to receive their full attention. Those include (Van Alst, 2014)After five seconds the students should be looking at me, silent, and ready for further instruction. Attendance/lunch count: Attendance will be taken at the same time as lunch count so students are not interrupted as they work on their bell work. Near the door of the classroom there will be a poster of the lunch options for the day: school lunch, lunch from home, or milk. Once students walk through the door they will immediately place their clip on the appropriate option for that day. Students who bring a lunch from home will place it in the lunch bin next to the door. As the students are working on their bell work I will be able to see which students are absent and enter attendance in the computer without disrupting the students (Wong & Wong, 2009, p. 135). 95250-581025001028700267970(Taylor, n.d.)(Taylor, n.d.)Handing in papers:In order to minimize confusion with turning in papers for my students I will have designated spots within the classroom to turn in assignments for each subject. There will be a labeled tray for each subject area that is taught and when students come to class in the morning or finish an assignment during class, they know where to turn in that subjects homework or projects. If at any time I ask a student to turn in an assignment they will know which tray to turn it into based on the subject that they are in. Getting a sharpened pencil:For students who need a pencil throughout the day they will be able to use the hand signal rule which I will have implemented to request permission to get a pencil (Wong & Wong, 2009). In the back of the classroom there will be two cups of pencils, one labelled new pencils and the other labeled old pencils. The student will raise their hand, holding one finger up, so I know that they need to trade in their dull pencil for a sharpened one. This process will decrease the noise and amount of movement that needs to be done in order to find a pencil that is sharp enough to write with. 952501831340(Bohrer, 2014)(Bohrer, 2014)Using the restroom:Similar to the procedure for getting a sharpened pencil, students who need to use the restroom will use a hand signal to share that information with me (Wong & Wong, 2009). At any point during the day, students may raise their hand, crossing their index and pointer fingers in the sign of an r, to show me that they need to use the restroom. At that point I will give them a slight nod or shake of the head depending on if I feel the time is appropriate for them to be going to the bathroom. Absent work:Students who miss a day of class return the next day and need to be caught up on the materials, assignments, and content that was covered the day before. A file cabinet will be available with a drawer at the bottom of the cabinet with the student’s name who was absent the day before. The room is set up in groups so students will be aware of who is missing. Each day the designated absent reporter for the class will check to see if any of their classmates are missing; if one is they will follow the absent procedure. Out of the bottom drawer of the filing cabinet they will pull out a manila folder and place it on the desk of the absent student. Throughout the day the students at the group with an absent child will place the papers that they receive within the folder. At the end of the day the absent reporter will bring the folders to me and I will put any other papers I feel they need within the folder and place it in the file cabinet for them to retrieve the following day. The next day when the absent student returns, they go to the filing cabinet and retrieve the folder with their name on it. If they have any questions they will ask their group members first, if they cannot answer then they may come and ask me. Missing materials:If a student needs a certain material during a project or assignment they will be able to find those materials in the back of the room in a tool box. Each drawer of the toolbox will have a different material for students to retrieve. They are allowed to get materials when needed so as not to disturb the class and it encourages them to problem solve when they are missing supplies. Dismissal/planner:The last 15 minutes before the end of the day, students will get out their planners and, using the Elmo, I will display a planner and write down homework assignments or notes that they need to remember as they go home. Each child will need to write the information down in their planners and then begin to clean up for the day. Cleaning up entails stacking their chairs against the wall in the classroom, cleaning up any papers, pencils, pens, etc. which are under or on their desks, and have their planners open on their desks for me to check. Once they have completed those three tasks they will stand next to their desk to wait for me to dismiss their group to get their belongings. When they grab their coats and backpacks, they will line up at the door to be led outside for pick-up. Hand signals:As I mentioned above, students will use hand signals to ask to use the restroom (index and middle finger crossed) and when they need to get a new pencil (one finger up). Three other signals I will implement are holding three fingers up if they need a tissue, four fingers up for a drink and five fingers up for assistance. In order to minimize noise and yelling in the classroom, the hand signal system will be a way to understand what students need without interrupting class. (Wong & Wong, 2009, p. 188).1047751899285(Huddleston, 2014)0(Huddleston, 2014)Stations:Stations provide the opportunity for students to work collaborative as well as for me to work in smaller groups on certain areas that students need help in. Each time the class participates in stations there will be two to three student run stations and one teacher run station. In the student run stations they will be required to bring the expected materials and papers to the station that are stated by me. Level two voices are acceptable in order for students to collaborate on assignments. Transitioning from each station will begin with the timer going off and students quietly referencing the board for where they will switch to next. Station locations will be numbered and student will know that they follow the order of 1, 2, 3, and 4 with rotations. The transition should be quiet and quick so students are able to get back to learning quickly. Voice level: 018923000The noise level in the classroom is kept within five different levels: 1475740455930(Leslie’s Locker, n.d.)0(Leslie’s Locker, n.d.)Throughout the first few weeks of school the students will learn which activities require which level. For example, bell work requires level 0 and stations require level 2. At no time should students ever use a voice louder than an indoor voice or level 3 within the classroom. Not following proceduresIf a student is struggling to not follow the procedures that are in place within the classroom I will implement a few different strategies depending on the severity of the issue. For students who have merely forgotten the procedure I will use the phrase “And what is the procedure, please?” (Wong & Wong, 2009, p. 190). This is a gentle, yet firm reminder to the student that they are not completing a task correctly and need to remind themselves of the procedure. For students who are unable to remember what the procedure is I will present the question to the class and ask for a volunteer to explain the procedure. Then we will rehearse the behavior before continuing with the lesson. If the behavior persists I will engage the Nurtured Heart Approach of isolating the student or resetting them so that the negative energy is not rewarded (Glasser, 2015). Continual misbehaving beyond this point will lead to a conference between the student and myself about the continued behavior and either rehearsal or reinforcement of the procedure or discussion about their misbehavior in regards to the classroom norms and rules (see following section for the norms and rules to be used and created within the class) (Wong & Wong, 2009). If a procedure is continually not working, I will have a meeting with the class to discuss the need to change that procedure. I will allow time for them to give options for a solution; however, I will also have my own list of options that I approve of to solve the problem. Together as a class we will decide upon a solution. Plan to Maintain Appropriate BehaviorNorms are general rules that are to be followed by the students and myself. Within my classroom I will create the norms for my class because they are areas I believe are extremely important to follow in order for the class to run smoothly. The creation of the rules will be placed in the hands of the students. It is their job to come up with specific rules that they believe will assist them in following the norms. Each group of students will create rules that they believe should be a part of our classroom to encourage the enforcement of the norms. The rule will then be read to the class and revised, if necessary, so that the students all feel comfortable with what is expected of them. Classroom NormsWe will respect each other, ourselves, and our classroomWe are kindWe strive to do our bestThe three norms stated above are the general rules that I will enforce within my classroom. Each one encompasses a large idea of both being respectful, kind, and doing our best. Students will be told these norms and requested to come up with rules that would help them to keep those norms. Three to four students are placed in a group with a list of prompts that relate to the norms. The prompting questions include: how can we respect our classmates?, how can we respect the teacher?, how can we respect the classroom?, how can we be kind to our classmates?, how can we be kind to the teacher?, and how can we strive to do our best?. The prompts will encourage students to think about certain ways in which these norms affect each aspect of the class. Once each group has decided upon a rule we will share them as a class and consolidate or revise them as we agree upon. If anything is left out I may bring up certain points for the students to consider. Students will also be aware that there are to be only up to five rules so not everyone’s rules may be used. Some could be consolidated into one rule if they are similar. The final contract will be signed by all of the students and placed visibly in the classroom for students to refer to. One way I will maintain the norms that are set out for the students is by using a rewards system of a marble jar (Marzano, Marzano & Pickering, 2003). If I notice a student who is being respectful or kind without the prompt of a teacher or aid I will praise the student by placing a marble in the marble jar and thanking them specifically for what they did. This strategy is one of only rewards, no punishments. Students cannot get marbles taken out of the jar by not following the norms. In this way students see the positive praise and rewards that accompany these behaviors. Once the jar is full the students will be rewarded with a fun educational game time on Friday (Wong & Wong, 2009). When enforcing the rules that were created by the class, a specific plan will be used. The first time they break a rule the students will be given a warning via proximity to the student, eye contact, gestures, or pauses to remind them that they signed the contract stating that they would follow the rules for the class (Marzano, Marzano & Pickering, 2003). The next time that the student breaks the rule they will be asked to reset which means putting their head down to think about their actions and de-energize the situation (Glasser, 2015). If the behavior persists then the student is given a ticket which means they need to move to the back table where they are isolated from the positive energy of the class and reflect on the decisions they are making (Glasser, 2015) and why they are choosing those behaviors while also filling out an action plan (Wong & Wong, 2009). I will then make time to go back and talk with the student about their choices, handing the problem back to the student by asking what is causing the problem and how they plan to solve it. The plan will then be signed and placed in their file for reference if they have trouble with that rule again. This manner of intervention does not force consequences on the student of removing extrinsic enjoyments, but instead intrinsically showing the student that they will be removed from the positive energy of the class if they are unable to follow the rules of the class. The focus is on student understanding and responsibility for their actions. The relationship between student and teacher can be strengthened as the student realizes the investment I am making in them and desire for their success to be achieved. Each class will be different, which means that the rules and consequences for the class may not work the same for every group of students. If I notice that the consequences students are completing are not resetting their behavior, then I will reevaluate my discipline plan. Since collaboration is a part of my style of management, I would sit down and talk with other teachers about strategies in which they employ in their classrooms to determine if they would be effective in my own. If there is only one student who seems to not be responding to the consequences of his actions I will set up a meeting with his parents or guardians, and if necessary other teachers or the principal, to discuss what discipline plan they implement with their child so there is consistency from home to school with that student. Code of ConductHow can we respect our classmates? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How can we respect the teacher?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How can we respect the classroom?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How can we be kind to our classmates? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How can we be kind to the teacher?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________How can we strive to do our best?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Action PlanWhat’s the problem?What’s causing the problem? (Please list the factors.)What plan will you use to solve the problem? _____________________________________________________Student’s Signature_____________________________________________________Parent/Guardian’s Signature ___________________________________DateTeacher Initials: ______________(Wong & Wong, 2009, p. 159)Classroom Environment/ClimateWelcome and CalmingTangibleAs students enter my classroom they should feel welcomed into the classroom immediately. I will create this feeling through the atmosphere of the classroom. The walls of the room will be painted a teal blue color, encouraging a calming feeling as you walk into the room. Lamps and other forms of light scattered around the room give that welcoming and inviting feeling for students as they begin school and enter the classroom for the rest of the year. On the first day of school students will each have their picture taken and it will be displayed on the wall to show the integral part they play in the class. In a corner of the classroom, a book nook will be available to the students with comfy chairs and a couch to enjoy during silent reading or extra time students have to read. A rug will cover the floor completing the inviting space and encouraging students to sit down and enjoy a book. My desk will be situated so it is able to see the door for visitors as well as see the entire class as they complete tasks around the room or in their seats. I am not building a barrier between myself and my students or turning my back as I work on tasks at my desk, but instead inviting students to ask questions when needed and making sure they feel welcome and calm within the classroom. The classroom includes two windows allowing for natural lighting. A few plants will also be a part of the classroom for students to rotate taking care of. Both of these tangible things will calm students and make the classroom feel less like a place they are forced to be at rather than one that they enjoy coming to and being a part of. Intangible Each day, I will greet my students at the door so they feel welcomed to my classroom and noticed. On the first day of school I will introduce, shake their hands and welcome them to my classroom (Wong & Wong, 2009). This way they feel comfortable and welcomed on the first day and know that they are safe within my classroom. As the days go on I will continue to greet them at the door; however, it will be more personal as I get to know each student and make connections with them. Within my classroom, positive language will be expected from the students as well as myself. One of the norms for our classroom is to be kind and that includes our language. As the teacher I will be using enforceable statements to set a welcome and calm environment for the classroom (Glasser, 2015). Students will feel comfortable to be a part of the class and know that making mistakes will not get me angry, but the situation will be resolved in a loving and calm way in order to direct them to the correct behavior. The first week of school students will participate in a variety of team building and introduction games to foster a community within the classroom. It will also encourage a welcoming atmosphere where each student feels known and comfortable as a member of our class.Safe and EncouragedTangibleCreating a feeling of safety within a classroom allows students to relax and take risks. To nurture these feelings for my students we will create a set of rules based on the norms of the class. In this way they are creating the limits of the classroom based on what they believe will foster a safe and encouraging environment for themselves and their classmates. Within my classroom there will be a large rug used for discussions, reading, and sharing. This allows students to have a space to share their ideas without feeling scared or judged. My students will know that the rug is a place where they can take risks and share their ideas with their classmates and myself. Posters will be placed on the walls of the classroom with encouraging phrases for students to read. Those may include:28765501849120(Posterenvy, 2016)0(Posterenvy, 2016)287655020320002286001906270(Bright Ideas, 2010)0(Bright Ideas, 2010)Student work will be displayed around the room and on bulletin boards. Reminding students that the effort they put into their assignments is appreciated and acknowledged by the teacher and those who see it. Thus creating a safe and encouraging environment where students feel accepted and valued in the classroom. The desks will be arranged in groups of four which fosters collaboration. Students will feel safe to talk within these smaller groups than in a big class and be encouraged by their group mates throughout the year. They will stay in their groups for the length of a quarter (as long as no extenuating circumstances require me to change the groups) in order to get to know their group and feel comfortable with each member so they feel safe and encouraged. Intangible For students to feel safe and encouraged in my classroom I will use positive feedback verbally for appropriate behavior and written on assignments. This shows students that I care about them and desire for them each to feel proud of themselves and their accomplishments. The feedback I use for assignments will not be generic phrases that do not give the students information as to what they did correct and what they need to work on. Instead they will be purposeful statements to share with the student how they are doing on the assignment and the areas they need to improve in. (Marzano, 2003)Giving students positive recognition instills trust between them and myself. I will try to remember each student’s name before they arrive on the first day of school. I will do this by looking at pictures of them and memorizing their faces. For sure by the end of the week I will know each child’s name. By knowing their name they feel safe within the classroom because they have a place and know someone who recognizes them as an individual. My classroom will be one which fosters collaboration (Charles & Senter, 2005). Students will be given countless opportunities to collaborate with classmates or myself in various ways; for example, with stations, desk groups, or partner activities. The more they get to know their classmates and myself, the more they will feel safe in the classroom and encouraged by each other to continue learning and growing. Lastly, communication with parents will be vital. I believe that student’s achievements should be shared with those closest to them. Calling to inform parents of the good behavior or excellent work that a child did in school shows them that I am proud of their accomplishments and desire to share it with others. It also encourages their parents or guardians by sharing the positive things which their child has been participating in at school. (Canter, 1992).Connected, Supported, and ChallengedTangibleThe desks will be arranged in groups fostering a supportive and connected classroom environment where they can work together and get to know their three classmates over the span of a few months. Not only will students feel connected and supported with the arrangement of the desks into groups, but they can be challenged by their classmates as they work collaboratively with them on assignments. Each week I will choose a student to share about themselves to the class. There will be a bulletin board designated for information about that student and a slot of time will be carved out of the day each Monday for them to share. By allowing each student to share about themselves I am fostering community within the classroom. Students will be able to understand who their classmates are and learn new things about them. The connections and relationships between each student will grow and encourage a supportive climate. At the reading/discussion rug in the classroom, students are given the chance to bring their ideas, frustrations, confusions, and questions to the rug and share them with the class. Specifically when we work on writing I will make sure to bring students together for a large group conference on how the writing is going and what they feel is working or not for them. If there are any questions they will be addressed to the class and if extra guidance is needed I will jump in and give some input. This interaction gives the students extra support and a feeling of being connected to their classmates in the same struggle. It is easy to forget that others are struggling with the same assignments and allowing discussion and interaction will foster conversation that could create ideas. Students are able to support their learning by using many different types of technology. These may include the Elmo, computers, or IPads. Each piece of technology serves a different purpose in enhancing student growth and learning about various topics. For example, the class can have a blog where they are able to post summaries, papers, or other assignments and their classmates read and respond. It fosters a support system for students within their own classroom and even outside as other teachers, parents, or students read their posts (B. Davey, personal communication, February 20, 2014). Together as a class we will create rules based on the norms that I have set for the classroom. By completing this task together the students feel they have a say in the community that they are a part of. This supports each student and keeps them accountable and connected to their classmates. Manipulatives will be available for students to use as appropriate. They are located on shelves near the windows or in the closet and as long as it is not distracting they are able to retrieve them for assistance in their learning. Extra material is also available in the closet next to my desk and in the toolbox on the shelf with the manipulatives. These materials are there for student use when they have are missing or have lost a supply which would benefit their learning. At the beginning of the year they will learn about the proper times to obtain materials in the classroom. The manipulatives are meant to support student learning and challenge them to think deeper. To challenge students and reward them for their positive behavior, I will use a marble in a jar system. It I notice students who are being respectful or kind without my prompting I will praise their actions by placing a marble in the jar. This will be located on the book shelf by the large rug. The system challenges students to strive to be kind and respectful to everyone around them and their classroom. In the back corner of the classroom a kidney table will be situated for group work or teacher conferences. I will be able to support students who need extra assistance by having conferences with them during work periods or stations. The table will also be used if assistance or tutors come in and need a place to work with their student. Collaboration among classmates will also be supported at the kidney table for projects or other assignments. On the first day of school, each student will receive a letter from a past student on their desk. The letter will be from a student who had been a fourth grader the previous year and consists of advice that they think will be useful for the next students coming into fourth grade. This encourages connectedness across grade levels and for the older students to share their knowledge with those younger than them. It also will assist the new fourth graders in feeling supported in the next year and not as fearful about what is ahead. The affirmation and confirmation it will bring will ease students minds and give them confidence for the year to come. 256857538417500Posters will be displayed around the room to challenge and support student learning. Those posters include such as the ones pictured below. 25717501502410“It is hard to fail, but it is worse never to have tried to succeed."- Theodore Roosevelt (All Posters, n.d)00“It is hard to fail, but it is worse never to have tried to succeed."- Theodore Roosevelt (All Posters, n.d)1714501407159(Connell, 2014)0(Connell, 2014) Intangible As their teacher I will be approachable and open so they know they can ask me for help when they need it. This will look like my facial expression being inviting and not guarded, opportunities for students to come and talk, and my body language to be welcoming. If students feel comfortable talking to me when they need help or do not understand, then I will have produced a climate of support between student and teacher to assist my students whenever there is a need. Collaboration with each other fosters support, connections, and challenge between students. The network of community will grow stronger which strengthens the support they feel, connections they make with each other, and the encouragement they give to each other to work harder and dream bigger. My classroom will have an expectation of respect and kindness as is stated in the classroom norms. I chose this as a norm because it makes sure each student is being supported and feels a part of the class. It also challenges each student to be a better person and look for the needs that others have so they can help. Organized Tangible Near the window are shelves holding manipulatives, the toolbox of materials, and other needed supplies for students to use when appropriate. The shelf keeps it organized so my students and I know where everything is. In the book nook are shelves for the books. They are categorized by genre for the perusal of students during silent reading. On the shelf near the window is a toolbox of materials. Inside are materials that may be needed throughout the day for students who lose or forget them. Each drawer is labelled with what is inside and students will be able to grab materials, when appropriate, as they are needed. 3619511607185(Boehm, 2016)0(Boehm, 2016)At the front of the class is a whiteboard which will house the schedule for the day and allow myself to keep organized with information. Along with the large whiteboard, smaller whiteboards will be available for use in small groups on the shelves. Displayed on the back of the closet doors will be student jobs. Each student will be given a job to be in charge of for two weeks. This gives them time to get used to the job and know how it works before moving on to another one. Each job gives the child a role in the classroom that they are required to do so they feel responsibility, but it also keeps the classroom running smoothly via student interaction. On either side of the whiteboard is a bulletin board which will display student work, student of the week, and other education related posters for student reference. The teacher desk will be situated so it sits in the corner of the closet and back wall allowing me to see the front door and each student throughout the day. My desk will hold my collection of lesson plans, student papers, and other necessary materials for my own use. It will help me to stay organized and have things where they need to be. Along the back wall is the closet which will hold materials, curriculum bins, lesson plans, and snacks. They will be organized within the closet for easy retrieval when needed. The desks and chairs are arranged in a manner which allows for group dynamics and easy maneuvering around the classroom. I have organized them in this way so students’ backs are not to the teacher at the front, yet they are still in a group where they can collaborate together. On the board is the schedule for the day. Each section of the day is printed off and laminated so it can be placed on the board and moved around if the day changes. I am aware that schedules are not consistent, so I will make my posted schedule flexible so students know what is going on at all times. 857252040255(Smatlan, 2014)0(Smatlan, 2014)The materials which are kept around the room will be labeled, making students aware of where everything is if they forget. This also helps for them to know where to put materials away so everything is kept organized and clean. IntangibleAt the beginning of the school year, procedures are explained, rehearsed, and reinforced multiple times for students to remember (Wong & Wong, 2009). Students will be aware of each policy and procedure expected of them so the class runs smoothly. Consistency will be practiced within the classroom giving students confidence in knowing what is expected of them at all times. First Day of School ScriptBefore school startsBefore the school year begins I will have the room set up so it is ready with procedures posted, posters hung, desks arranged, and materials in order. My lesson plans for the rest of the week will have been completed and ready to use as the week progresses. I will bring all the materials and worksheets that I need for the first day with me. My attitude will be one of warmth and welcoming for the students as they enter my classroom to begin their first day of fourth grade. 8:30 – Students arrive As students are arriving to my classroom I will be standing outside my door ready to greet them with a smile and handshake (Wong & Wong, 2009). Each student should feel welcomed into the classroom and ready to begin the day. I will tell each student, “Good morning! My name is Ms. Barteld and I am your fourth grade teacher!” The student will be given time to introduce themselves. “(Student name), as you walk inside your first task will be to find your clothespin located on the closet to the left as you enter the room. Once you have found your pin you can attach it to your lunch choice for today. There are three options: hot lunch, cold lunch, and lunch from home. If you have a lunch from home you may put it in the lunch bin just inside the door. After you have placed your pin correctly on your lunch choice you may look for your name on a desk. Your name is posted at the top of your desk. At each desk is a letter from a past fourth grade student (B. Davey, personal communication, February 20, 2014) and a paper to fill out so I can learn more about you! If you forget what you need to do the directions will be up on the board. Welcome!” Once the last student has arrived I will enter the classroom to begin the rest of the day. 8:45 – Bell work and how to get students attentionOn each students desk will be a letter from a past student who is sharing advice that they have learned over the course of their fourth grade year and think will be helpful for the upcoming fourth grade students along with encouraging words to give these new students excitement about the year to come (B. Davey, personal communication, February 20, 2014). Along with the letter from a past student, there will be a worksheet for the students to fill out about how they learn best (Brantley, 2011). Each question will give me an idea of how I can make sure that each student is given the resources they need to learn the material. 6191255923280(Brantley, 2011)(Brantley, 2011)Once I have greeted each student I will enter the room to begin the day. Depending on how long it took me to introduce myself to students will determine how much longer they get to work on their bell work. They should only need about 10 minutes. Once they have finished I will bring them together for instruction.“Welcome fourth graders! As I mentioned to each one of you my name is Ms. Barteld. I am excited to see that each one of you is working hard on your bell work at your desk to finish the tasks explained on the board. This is what each morning will look like. As you come into the classroom there will be directions on the board describing what you have to do for bell work. Sometimes it will be a worksheet and other times it may be finishing an assignment. All of the direction you will need will be posted on the board. Today will be a little different than normal days because it is our first day. Here is the schedule of activities that we will be completing throughout our first day.” “I am extremely excited for this year and the growth and learning that will occur! Already everyone has learned two things: how to enter the classroom and how to complete bell work! Both of these procedures I will expect to be done correctly every day. I know that you can do them correctly by your performance today. Everyone entered the classroom respectfully and quietly, and then went straight to their desks to begin their bell work. I appreciate your hard work and know this class will work hard to do their best! I would like to teach you one more procedure before we move on to our next activity. That is how I will get your attention when I have important directions or information to tell everyone. When I need your attention I will raise my hand and say ‘Give me five’ (Wong & Wong, 2009). I will then proceed to count down from five. Each finger represents an action that you should be completing to prepare yourself for the information that I am going to give you. On the board I have a poster to remind you what each one means. Would someone like to read what each one says? Thank you! Once I have reached zero then each one of these actions should have been completed and I should have all eyes on me paying attention. Let’s try!” I will practice with them a few times so they understand what it looks like in action. “I may also use another method for getting your attention. It is called call-and-response. I will say a phrase and then you say the following phrase back to me so I know that you are ready to listen. Let’s try a practice one!” I will use the call-and-response of 1, 2, 3, eyes on me-one, then they say 1, 2, eyes on you! “Thank you for practicing this procedure with me. We will continue to get better and better at it as we use it more. Now I am going to share with you a little bit about myself.” 9:10 – Teacher introduction“There are two very important things in my life and those are my family and teaching. I come from a big family of 5 siblings. The picture in the top middle is of my entire family. I am the second oldest and enjoy being a part of such a large family. I am also extremely passionate about teaching! I grew up in Grand Rapids, Michigan and then went off to college near Jackson, Michigan at Spring Arbor University. That is where I received my teaching degree. I have had many amazing experiences throughout my life. One being the trips I have taken. The top left picture is of my students and I in Guatemala. During my junior year in college I taught English to a variety of students, this was a first grade class that I taught. It was in Guatemala where I learned that I enjoyed traveling and experiencing new cultures! Since then I have taught in Austria as well! Some of my hobbies that I enjoy are camping, reading, and being outside. Now I would love to hear if you have any questions; however, we only have enough time for five.” If more students desire to ask question once the five questions have been asked I will encourage them to do so during their recess time or at the end of the day. “That is a little about me and soon we will be able to learn more about each one of you! Right now we are going to play a game called inner-outer circle to get to know our classmates.”9:25 – Inner-outer circle“The activity that you will be participating in is a way for you to get to know more about some of your classmates. It is called inner-outer circles, so that means there will be two separate circles one is facing inside and the other facing outside. Each person will be across from one of their classmates. Make sure to bring your worksheet that you worked on during bell work to have notes to discuss with each partner. The inner circle will be given two minutes to share their excitements and fears about fourth grade and any other information about themselves that they would like to tell their partner. Next, the outer circle will be given thirty seconds to give any comments about what they just learned. Then students will switch roles and the outer circle will be able to talk for two minutes about their excitements and fears with the inner circle receiving thirty seconds to share any comments (H. Rhodes, personal communication, September 27, 2014). In order to complete this activity we need to split up into two groups. I will give your table group a number and each person at that group will be that number. Does anyone have any questions about how to complete the activity?”I will number the tables off and then situate the students in two circles around the room. We may need to move a few desks around to make the arrangements work. “Thank you all for being respectful and kind to each other during this activity. I hope you have had the chance to meet a few new faces and learn a little bit about them. We will continue to learn more about each person throughout the year as each of you completes a student of the week form.”10:00 – Snack“We are now heading into our snack time. You are welcome to grab a snack from your lunchbox or if you do not have one I will provide you one from our classroom snacks. Every day at this time we will eat snack, if you would like to bring one from home you are encouraged to; otherwise there will always be snack available from the class. After you eat your snack, I expect that you will clean up after yourself and not leave a mess behind. Snack time is only about 10 minutes long and then you should be ready to begin our next activity for the day. During our snack time today I would like to take pictures of each of you to display on the wall of our class community. I will be calling students to come up to the map and get their picture taken. Please be listening for your name so we can get through everyone quickly.”10:10 – Classroom norms and rules“Since everyone has gotten to know more about me and their classmates we will now create a classroom Code of Conduct. I desire for this class to feel like a community where you are comfortable to share with each other and myself about anything. In order to create a classroom climate like that we need to create a few rules.”“I have already created three norms, or general rules, to create a climate of respect and positivity within our classroom. I have chosen each of these rules because this is what I desire our classroom to look like and behave like. These three rules are: We will respect each other, ourselves, and our classroomWe are kindWe strive to do our bestIn groups you will create at least one rule that you believe we should have in our classroom that will assist in upholding the norms that I have set for the classroom. I will pass out a worksheet of questions you may answer to help you in creating a well thought out rule for the class. Once each group has created at least one rule we will read each one as a class and decide on which ones to write in our Code of Conduct. I will pass out the prompt questions if you need them and you are free to work on your rule for the next 15 minutes. When you hear the timer that is when you need to wrap up your thoughts and prepare to share your rules.”I will allow time for student to work on their rules in their groups; walking around to groups to help as needed or guide them if they begin to get off task. Once 15 minutes is up, we will use our “give me five” approach to get the students attention and practice the procedure. Once I have their attention each group will proceed to share their rule(s) with the class and I will write them down on the Elmo. After each group has contributed their rule the entire class will decide the final five rules which will comprise our Code of Conduct. If students are having a difficult time deciding on which rules to use I will have students vote in order to agree on the chosen five. The five rules will be written on poster board or large paper and each student will come up to sign the sheet saying that they agree to follow the stated rules and if they do not then they will receive the consequences that occur. Those consequences involve nonverbal cues to remind student they need to behave, a verbal reset, ticket and action plan, and a meeting with the student. If the behavior persists beyond those consequences, then the student will have a meeting with the teacher and their parents and next the principal. This shows students that they are expected to be responsible for their actions and will be a part of each step to solve the problem. 11:00 – Recess/lunchStudents will line up for recess once we have completed our Code of Conduct. We will be able to practice how to be dismissed before heading out of the classroom. The desks should be clean and no mess on the floor, chairs pushed in, and everyone quietly lined up ready to be dismissed to grab coats for outside. Once they have been dismissed, students will retrieve their warm clothing, if needed, and continue outside. The next hour will be my prep time to gather materials or other resources I need to prepare for the next activities planned for the students. I will not need to bring them to lunch after recess, because the recess aids will direct the students to the cafeteria after recess. 12:00 – Classroom tourOnce students arrive back from lunch they will practice the procedure of entering the using classroom a level 1 voice and finding their seat to begin the next activity for the day. On the board will be directions that we will be having a classroom tour. This activity will give students a better understanding of how the classroom is run and where everything is. The tour will begin at the closet and work its way around the classroom as I describe what each area of the classrooms function is and when students are allowed to use the area. As I discuss certain areas of the room such as the teacher’s desk, reading corner, shelves with manipulatives, Elmo, and circle rug; I will also share the procedures and expectations that I have for those places and when they should be used and when they shouldn’t. The schedule for each day and student jobs will also be addressed during this time. Students will be informed that the schedule is subject to change, but will look similar every day. In regards to jobs, I will have each job posted with a student’s name written next to it. As we go through each one I will engage students in practicing their jobs so they feel comfortable with what they are doing and aware of what each job looks like for when we switch in a few weeks. Once the tour is over, I will ask the class to turn to their elbow partner and share one place in the room that they are excited to use or participate in. Considering that the tour will probably take up the entire 45 minutes, I will ask students to ask me any clarifying questions they have at a later time so we can move on to our next activity. 12:45 – Learn and practice proceduresOur next activity will be to learn and practice procedures within the classroom. These are procedures that we have not gone over yet that day, but ones I need students to be aware of on the first day. These include: handing in papersgetting a sharpened pencilhand signals/using the bathroom absent workdismissal/plannerstationsvoice level Each procedure will be taught using examples and visuals of what I expect. Once I have gone through each procedure I will test their knowledge about the procedures. There will be five different scenarios and each one involves a procedure that needs to be followed. The desk groups will be teams. I will give a scenario and the students will discuss what they think the procedure is for the student to follow. Once they have an idea they may quietly raise their hand. I will then choose a group to explain their answer to the class. If another group has a different answer I will allow them to share as well. The answer will be revealed and as a class we will discuss why that procedure is correct. This activity is to assist in cementing these procedures in the students mind and showing them how the classroom is run so the maximum amount of learning is possible. 2:00 – “First Day” (Viorist, 2013) poem and activity Our last activity of the day will be a wrap up task for students to reflect on their first day. I will begin the activity by reading the poem “First Day” by Judith Viorist. The poem talks about all the “what ifs” that may occur on the first day of school and how that can be scary. After reading the poem together I will ask students if they had any of those fears coming into school that morning. Allowing time for discussion I will transition the conversation to what other “what ifs” they may have thought coming into school. After a few students share I will pass out the poem template for students to use and they will come up with their own What ifs. They will be given the time until we pack up to go home to work on the activity. If they are still not finished when it is time to leave they will be allotted time during bell work to finish up their poems (Hayes, 2013). 3467100-9525(Hayes, 2013)(Hayes, 2013)-409575-6286500035718757591425(Hayes, 2013)(Hayes, 2013)-514985-60960000The finished products will be displayed in the classroom or hallway to showcase that school is an inviting and nonthreatening atmosphere where their work is praised and displayed. 3:10 – Planner/dismissal To conclude the day, students each have a planner given to them by the school to record homework assignments, announcements, and other important reminders back home. Each day students will get out their planners about 15-20 minutes before the bell rings and together we will write down what they need to remember to complete or inform their parents of that evening (B. Davey, personal communication, February 20, 2014). For the first day only, I will wait until the entire class finishes writing in their planners before giving them the dismissal procedure and how to clean up for the end of the day. It will be expected that once they finish writing in their planners they will clean up their desk area and the floor surrounding them, stack their chair, and then wait by their desk to be dismissed. Once everyone in their group is ready I will check the group and they will be allowed to collect their coats and backpacks and then line up at the door to await the bell. The bell does not dismiss the students, they will be lead outside by me, either to catch the bus, be picked up by their parents, or walk home. I will strive to talk with any parents that are there with their children about how their first day went and get to know them a little bit. Once each student has been picked up I will return to the classroom and clean up any mess that is still visible and reflect on the outcome of the day. If there are any concerns or changes which need to be made to procedures, rules, or other important forms I will complete that task then. I will then prepare my materials for the next day and gather any other supplies I may need to bring home in order to prepare myself for the following day. Transition & Sponge Activities Transition Activities:Transition activities allow for each moment of the school day to be used, even when students are moving from one activity to another. With practice they will know how to quickly and efficiently transition from one activity to the next so no time is wasted. Each of these activities reduces the stress level for students as well as moving them along to the next activity. These transition activities include:Music: When students are participating in centers or other group activities where they need to move from one area of the room to another I will use music to transition them smoothly. Students will be aware that when they hear the music being played they need to pick up their materials and quickly and quietly transition to the next center or group. Once the music has stopped they are expected to be in their new group or center ready to complete the next task. By playing music it allows students to unwind a little before they move on to the next assignment or activity. It is not a harsh cue to move that makes students rush, but instead encourages them through rhythm and beat to transition to the next task. Brain Break: Transitioning between larger activities such as subjects, I will employ the activity of allowing students to stretch or dance. Not only does it allow them to release any energy that they have bottled up, but it allows their mind to relax for a few minutes and transition from one subject or topic to another. As the name implies, students are receiving a break from having to think and are allowed to shake out some wiggles. I believe this activity is important to allow students time to take a small break and exercise a little before they begin a new task. It also helps in refocusing their brain on a new topic or subject. Timer: Another option for transitioning quickly between activities is the use of a timer. I will use this approach more with activities that have a set amount of time and a timer is useful to count down the minutes. This helps to keep students on task and reminds them of how much time they have left for a specific activity or assignment. Sponge Activities:Sponge activities make sure that every moment of the day is used for academic purposes. There are going to be days where tasks do not take the entire planned amount of time and left over minutes are available. Below I created a list of academic activities to use when this problem arises. Now I do not have to worry about not having plans for each moment of the day. Quote of the day: By looking online at sites that provide appropriate quotes for students, I will find a quote for the day, or have a book of quotes, to share with my students. After I share the quote we will discuss what it means and how we can apply those ideas to our own lives (if applicable). I believe this activity is beneficial because it focuses on student’s character and building good character. (AtoZ teacher stuff, 2016). Sound/picture idea: This activity encourages students to think and look critically. It may be completed two different ways, one by playing a distinct sound such as a dripping faucet, car engine, pencil erasing, etc. (AtoZ teacher stuff, 2016); or displaying a picture on the board of an object up close. Both of these options require students to guess what the sound or picture is. It only takes up less than a minute for small chucks of time that need to be filled up. The activity stretches the students mind to think about mundane tasks or objects and recall what they may sound or look like. Students will most likely begin to look at objects and hear sounds differently after this activity. Card name game: Each child will be handed a card with a student’s name on it (not their own). Then going around the circle each child will say one positive thing about the students whose name card they have. This shows students the importance of kind words and the impact that they can have on their classmates as well as themselves (AtoZ teacher stuff, 2016).Begin a snowball: With this activity students are able to practice their math skills. I would begin by pointing at one student and naming off a simple math problem such as 7+5. They are not allowed to make any noises except for the correct answer. If they do accidently say “um” or “uh” or the incorrect answer, they must sit down. If they do answer the problem correctly then I would immediately point to another student and say add 6. Now it is their job to complete the math problem of 12+6. The game continues until we either reach 100 or there are no more students left to play the game. The purpose of the game is to focus on math and also to play quietly. Students may get out by either speaking or not paying attention and incorrectly completing the problem. This benefits all students because those who are not as quick at math can be called on for the easier problems; whereas those students who excel in math are given the more advanced problems (Scholastic, 2016). The price is Right: Using the classifieds, choose houses, cars, apartments, etc. to have students guess what the price of the object would be. On the board create a t-chart and write the guesses, low guesses on the left and high guesses on the right. Overtime, students will learn how much things cost and it will be a competition to guess the correct price in the fewest amount of guesses. Students benefit from the activity by learning math skills and being aware of how much items cost (Scholastic, 2016). Ball Toss: All students are standing at the beginning of this activity. I will begin by writing a sentence on the Elmo to start the story. Then I will throw the ball to a student and they will give me the next sentence in the story to write down. If the student drops the ball they are not able to contribute to the story and must sit down. We will repeat the procedure until either the story is complete or no students are left standing. To make it harder students will only be able to catch the ball with one hand. This works on students writing skills and imagination. They are given the freedom to come up with their own sentences, provided they are appropriate, to contribute to the story (Scholastic, 2016). Rebus puzzles: These puzzles are pictures which represent words or phrases. I will display a few on the board and have students work, either individually or in partners, to figure out what each one means. Once the majority have figured it out we will go over them as a class. This activity challenges students thinking and pushes their brains to think outside the box (Willner, 2015). Detective mysteries: Again, using students thinking skills to think outside the box or notice small details within a story. A mystery will be read to the class. Their job is to solve the mystery or answer the question using the information that they are given. They may work in groups or individually to figure out the answer to the mystery (Willner, 2015). Read a poem: If there are more than a few minutes of extra time, I will get out a poem to read and discuss with the students. The poems may focus on anything at the age appropriate level of the students. I will first read the poem and then have students pull out themes or ideas that they noticed within it. If I need to I will read the poem again for students to pull out more information. This activity allows students to work on their analysis skills and engage in reading poetry so it is not a chore, but something enjoyable for them. Word search/crossword puzzle: I will have a collection of word searches or crossword puzzles for students to work on if extra time is available. I will try to relate them to the topics that we are discussing in our subjects so they are receiving repetition with the vocabulary words (Boschen, 2016). Multi-syllabic word: I will write up on the board a multi-syllabic word. From that word, students will try to make as many words as they can using only the letters that are provided. This pushes students to use the vocabulary words that they know and learn new ones so they can come up with more words (Boschen, 2016).Progressive writing: I will begin by giving each student a piece of paper. They will be given 2-3 minutes to write a few sentences of an introduction to a story. After the time is up I will have them trade their paper with someone at their group and give them another 2-3 minutes to write a few more sentences to the story. Repeating these steps until there are a few different students ideas on one piece of paper. Then I will return the original paper back to its owner. This also encourages writing skills and creativity (Boschen, 2016). Communication PlanStudentsCommunicating with students should occur before, during, and after the school year. Students are the reason we are teaching; therefore, it is important to keep them informed about what is going on in their classroom. Before:To get the student acquainted with who their teacher is, I will send out a welcome letter to share a little bit about myself and the class that they will be joining. The letter puts the student at ease and prepares them for the upcoming school year. Along with the welcome letter there will be a sheet of paper allowing students to share about themselves. They will bring it to class with them and turn it in on the first day so I can learn more about them. During: Throughout the school year students will also be receiving communication from me. I will make sure to send notes or call home to share about specific good behaviors in class. Cards or letter will also be sent home on student’s birthdays to wish them a lovely day and tell them I was thinking of them on their special day. Other forms of communication with students will be during the school day. They will consistently be aware of the procedures, norms, and rules that are expected within the classroom. it will be communicated through the Code of Conduct displayed in the classroom and the consequences list shown as well. If a child breaks a rule or norm, they will receive an action plan to fill out. This is a step which all students are aware of and expect if they are not following the rules of the classroom. After:Once school is out for the year, I will send out one last correspondence to the student to thank them for a wonderful year and the hard work that they contributed. This will be sent out about a week after school is out. It will also address the beginning of summer and wish them an enjoyable summer vacation and the hope of seeing them next year in the fifth grade!ParentsParents are an integral part of educating students. They are the enforcers at home of what the teachers are teaching at school. Communication between these two settings is key in providing the child with a consistent and robust education. Before:I believe that it is not only important to introduce myself to my students, but also to their parents. A letter will also be sent to the parents informing them of who their child’s teacher is, what this school year will look like, how they can be involved, and how they can contact me if they have questions. At the bottom of the letter will be a slip for parents to inform me of what types of activities they would like to help out with in regards to the classroom. They can fill out the slip and have their child return it on the first day of school. Also attached will be an information sheet for them to fill out about their child. Any allergies they may have, behavioral issues, or other concerns that they feel I need to know before the school year begins. During:There are a variety of fun activities and events that occur throughout the school year for students; informing parents of these exciting events is crucial. These letters may be about fieldtrips, school events, fundraisers, or class parties. Each one will most likely include some form of a permission slip to make sure that the parents approve of allowing their child to participate in the activity. Parent-teacher conferences will also be a way to communicate their student’s improvements or assistance needed periodically throughout the year. They are able to ask any questions they may have about their child’s progress and I can show them what they have been completing thus far in their classes. Positive letters or calls will show parents that I care about their child and the positive strides that they are making in the classroom. This encourages the parents and allows them to see that their child is trying to do well. There will also be calls home for issues that arise in the classroom to keep parents informed of their child’s behavior and address it at home if needed. After: I will send a letter home thanking each parent for their help in volunteering in the classroom and participating in activities throughout the year. They take a lot of time out of their day to participate in activities and be a part of their child’s schooling. I want to thank them for their time and effort. Other Staff/co-workersBefore: I will reach out to the past teachers of my soon-to-be students to ask for information about what they covered the year before, any specific procedures or ways of presenting information that the students are used to and may expect, as well as the progress of the students and how I can best assist each child. The meetings will give me a variety of information to help me better assist each student who walks through my classroom doors. Contacting the same grade teachers as well about the upcoming school year is also important. We will be able to discuss how they are approaching the standards, what strategies they are implementing, and any cross grade rules or procedures that we believe should be enacted. I will also reach out to the teachers of specials to figure out what dates and times my class is able to use their facilities. We can set up a weekly schedule for the year via email or face to face. During:Throughout the school year, if conflicts arise with my daily schedule or extra time is needed, I will contact the special teachers to figure out a different time or to inform them that we will not be there. With same grade teachers, throughout the school year I will be in correspondence with them in regards to lesson ideas, curriculum questions, behavior plans, or other information to try and stay on the same page with our classes. Lunch staff and any other personal that interact with food will be informed of any of my student’s allergies for safety precautions. Open communication will also be kept between any intervention, paraprofessional, or ESL teachers who pull out my students. Constant communication with them will ensure that my students are receiving the help they need without losing the information covered in class. We will confer on strategies used which I may be able to employ in the classroom for consistency. After:About a month before the next school year begins, I will send an email to my students new teachers offering information about their upcoming students. This will ensure that each students strengths and weaknesses are exposed for better instruction and learning. If they desire to know more information they are welcome to meet with me to discuss anything further. I will also send out a thank you note to the special teachers as soon as school gets out. This is to remind them that I appreciate all that they did for my students in creating a well-rounded student. Administrators Before: I will interact with the administration in regards to when staff orientation and trainings are for the following school year. Being proactive in this area will ensure that I do not miss any important meetings or information for the following school year. During: Throughout the school year I will update the administration on student progress. Assessments, events, projects, or other expressions of student learning will be opportunities for them to see the growth and progress of the students. When my class has an event or party I will invite the administration to be involved and interact with the students to receive a glimpse of the accomplishments they are achieving. Administrators will also be a part of action plans/disciplinary issues that occur in the classroom. They will be informed when a student needs an alteration to their plan or a meeting to come up with a new plan. If a parent expresses concerns that impact the entire school or more than just the interaction between the student, parents, and myself, then I will inform the administration. A meeting will be set up to discuss these concerns. After: After the school year, I will inform the administration of the end progress for my students. A collection of any scores and files will be sent to them for records and to have knowledge of the progress of the students in the school. Board of EducationDuring: I will provide the Board of Education with quarterly reports of my students for them to be aware of how the school is preparing their students. I will also make them aware of my goals for the upcoming quarter and how I intend on achieving them. If there is ever a project or assignment which involves the community, I will make sure to inform the Board of Education and encourage communication between my classroom and them. Hello! Welcome to Fourth Grade!My name is Ms. Barteld and I am extremely excited to get to know you this year. We will have tremendous fun this year learning about many new topics! I would like to introduce myself to you so you have an idea of who your teacher will be! This is my first year teaching and I have so many exciting ideas to make our classroom a fun and safe environment for each of you to learn. I have traveled to a few different countries throughout my life, those include: Costa Rica, Guatemala, and Austria. Each country has taught me something new about the world that I live in. (You may even see some of those new items in the classroom!) I also love to read and enjoy many types of food! You will see the reading corner in our classroom that I have worked hard to make into a comfy and relaxing place to read. I am so excited to meet each one of you and learn more about who you are. To help me I have included a worksheet for you to fill out about yourself and turn in on the first day of school. Let’s get ready for a fabulous year! I look forward to meeting all of you soon!Sincerely your teacher,Ms. Barteld All About Me!My name is ________________________________________________.My birthday is _____________________________________________.My favorite color is ___________________.My favorite food/candy is ____________________________________.This summer I _____________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.In my family I have ______ siblings and _______ pets. Their names are _____ ____________________________________________________________________________________________________________________________________.This year in fourth grade I am most excited for _________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________.This year in fourth grade I am nervous about ______________________________ ____________________________________________________________________________________________________________________________________.Turn this sheet in to me at the door when you greet me on the first day of school! Have a wonderful rest of your summer! See you soon for our first day of school! Dear Parents/Guardians, My name is Ms. Barteld and I will be your child’s fourth grade teacher. I am extremely excited to be a part of their journey of learning and will use all of my resources to make the experience a rewarding and positive one for both your child and yourself. A little bit of information about me. I am a graduate of Spring Abor University with minors in reading and Teaching English as a Second Language. I am passionate about the growth of my students and allowing them the freedom to take risks that push them to learn more about themselves as individuals. This year I desire for my classroom to be a community where each child feels comfortable and safe. I desire for learning to be an engaging and exciting adventure every day and uncertainty or fear to be left at the door. I also desire for the classroom to be inclusive. Parental involvement is welcome and there are plenty of opportunities to be a part of your child’s education. The slip at the bottom lists the ways in which you can be involved. Please fill it out and send it with your child on the first day of school. If you have any questions, comments, or concerns, feel free to email or call me. My phone number is (616)914-8395 and my email address is christina.barteld@arbor.edu. I appreciate all the hard work you will do for your child over the course of this school year and look forward to meeting you!Sincerely,Ms. Barteld----------------------------------------------------------------------------------------------------There are many ways to participate in the classroom. Please check any of the items that you wish to participate in and I will follow up with any information later this week. Guest reader for read aloudsField trip chaperoneAssisting in the classroom Participating in the planning of class partiesWorking in small groups with studentsThank you for your help! Please return this slip to school on the first day. Information SheetStudent name: ____________________________________________Student’s birthday: ____________________Age: _______________Address: ___________________________________________________________Parent/Guardian names: _______________________________________________Emergency phone numbers: ___________________________________________Email: ____________________________________________________________Medical concerns: ___________________________________________________ ____________________________________________________________________________________________________________________________________Allergies: __________________________________________________________ __________________________________________________________________My child best learns by _____________________________________________ ____________________________________________________________________________________________________________________________________Additional Comments: _______________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________Please return this sheet with your child on the first day of school. Thank you!Dear (staff member), I am excited for my students to learn more about (type of special) and depart with valuable skills to use throughout their lives. I would appreciate a list of the days and times that my students may be able to participate in your special each week. If you would like to meet in person to discuss the options I am more than happy to set up a meeting. Again, I appreciate your dedication to (special) and the impact that it will have on each one of my students. Sincerely,Christina Barteld Dear Parent/Guardian of (student name),I am writing this note to share exciting information about your child. This past week __________ has ______________________________________. I appreciate the behavior and attitude that he/she has kept throughout the day. His/her presence has assisted in keeping their classmates on task and improving the environment of the classroom. I am very proud of their behavior this week and desired to share that information with you!Thank you!Ms. Barteld ReferencesAtoZ teacher stuff. (2016). Sponge and transition activities. AtoZ Teacher Stuff. Retrieved from Boehm, D. (2016). I finally made a teacher toolbox! [Graphic]. Sunny Days in Second Grade. Retrieved from Bohrer, E. (2014). Black & white polka dot plus brights classroom reveal [Graphic]. Erica’s Edventures. Retrieved from Boschen, J. (2016). 80 Sponge activities. What I have Learned. Retreived from Brantley, A. (2011). Back to school- 2nd & 3rd day. [Graphic]. Crazy for First Grade. Retrieved from Bright Ideas Teaching Resources. (2010). Learning posters [Graphic]. Retrieved from , C. M. & Senter, G. W. (2005). Building classroom discipline. (pp. 199-215). Boston, MA: Pearson. Connell, G. (2014). Math talk 101 [Graphic]. Scholastic. Retrieved from Fay, J. (1996). How to create a love and logic classroom. Love and Logic. Retrieved from , H. (2015). The nurtured heart approach. Children’s Success Foundation. Retrieved from Hayes, D. (2013). The first day of school. Happy Edugator. Retrieved from , A. (2014). Classroom management solutions: Hand signals [Graphic]. The Science Penguin. Retrieved from Leslie’s Lockers. (n.d.). Voice level poster freebie [Graphic]. Teachers Pay Teachers. Retrieved from Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works. Alexandria, VA: Association for Supervision and Curriculum Development. Posterenvy. (2016). Motivational posters [Graphic]. PSD Center. Retrieved from Scholastic. (2016). 5-Minute transitional activities for busy days. Scholastic. Retrieved from Scholastic. (2016). Classroom activities: Quick fillers. Scholastic. Retrieved from Smatlan, E. (2014). How cute is this?! [Graphic]. Teach Train & Triumph. Retrieved from Taylor, A. (n.d.). Editable lunch count and attendance classroom clip Chart [Graphic]. Pinterest. Retrieved from Van Alst, J. (2014). The importance of teaching procedures in the classroom [Graphic]. Make, Take, & Teach. Retrieved from Willner, B. (2015). Brain teasers: riddles, puzzles and brain games. Squigly’s Featured Games. Retrieved from Wong, H. K. & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Singapore: Harry K. Wong Publications, Inc. ................
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