Brian Lyda EDUC 429 TWS 9 Learning Environment Classroom Climate:
It will be of the utmost importance to de elop and maintain a positi e! safe classroom en ironment for all that may be a part of the classroom" #his can be done throu$h a ariety of acti ities! and must be maintained throu$hout the year to ensure the best chance for student success" %lans must be in place to ensure a safe and positi e en ironment for the followin$& student sharin$ of ideas! class discussion! student sharin$ of wor'! cooperati e learnin$! and communication amon$ teacher and students" Student sharing of ideas: #he first place sharin$ of ideas will be discussed and de eloped will be durin$ (ornin$ (eetin$" #his will be a daily occurrence within the classroom" Durin$ (ornin$ (eetin$! students will en$a$e in a sharin$ time" #his will be the sharin$ of thou$hts! ideas! fun e)periences! etc" #he point is that students will learn to share ideas with one another in a respectful manner" *o one will be allowed to be disrespectful durin$ this time" #his is where we will learn to respect the thou$hts and ideas of others" #his basis for respect will carry o er into the sharin$ of ideas durin$ sub+ects such as readin$ and math" ,tudent will be well aware of how to be respectful! and students will 'now that their classmates are $oin$ to be respectful of what they say" If classmates cannot do this! they will suffer the conse-uences listed below in this document" I will pro ide times for the sharin$ of ideas durin$ lessons" I will use a method of choosin$ students to spea' by pic'in$ a %opsicle stic' from a cup" Each student.s name is on a %opsicle stic'" / $reat way to hear other ideas is throu$h -uestionin$ durin$ this time" I may as' another student to rephrase what someone has said or maybe to add somethin$ to a pre ious comment" Class discussion: Comfort with class discussions may come first from comfort with small0$roup discussions" ,tudents will wor' in small $roups often! and they will ta'e part in acti ities such as table topics or discussion webs" ,tudents can become familiar with the components of a $ood discussion within a small0$roup settin$" ,tudents will then brin$ these ideas to a whole class discussion" ,tudents ha e already learned to be respectful of others throu$h (ornin$ (eetin$ acti ities! so this should not be an issue" ,tudents de eloped discussion s'ills within small $roups" 1e will then wor' on whole $roup discussions that are effecti e and respectful" 2nce a$ain! students will not be allowed to be disrespectful durin$ class discussions" #hey will suffer the conse-uences listed below in this document" #hose that continue to try and ma'e a climate of fear and disrespect will be remo ed and corrected" Student sharing of work: /ll of these ideas are based in the formation of an o erall positi e climate which is lar$ely de eloped durin$ (ornin$ (eetin$ and reinforced throu$hout subse-uent acti ities" #his one is no different" Durin$ (ornin$ (eetin$! students are allowed to
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share ideas but also anythin$ of their choosin$! somewhat li'e a show0and0tell on some days" #his will help students when sharin$ their academic wor' durin$ class time" 2ne acti ity that allows for the sharin$ of wor' could be 3i$saw $roupin$" ,tudents would share what they had learned in their e)pert $roup with their small $roup" /nother acti ity that students seem to li'e is 4Be the teacher5" ,tudents come up to the board and demonstrate how they sol ed the problem that was posed to the entire class" #hey ha e to use their 6teacher oice.! and e)plain what they did and why" Cooperative Learning: ,tudents will wor' often in small0$roup settin$s" Cooperati e learnin$ is a $reat tool and will be used often within my classroom" #o help set the e)pectations for these cooperati e0learnin$ $roups! I will assi$n and demonstrate +obs within such $roups" #he students will be $i en +obs to maintain responsibility and accountability within $roups" #hese +obs will be e)plained and modeled" ,tudents will ha e opportunities to wor' cooperati ely durin$ math rotations for sure" #hey will also wor' with such acti ities as 3I7,/1 $roupin$! table topics! and discussion webs" #hese can be applied to any sub+ect area" ,tudents not participatin$ or bein$ respectful will be refocused and then remo ed from $roups until they are ready to return" Cooperati e learnin$ will be an e)pected within the classroom and students will 'now what is e)pected of them" Communication among teacher and student: Communication is 'ey in any climate" It is definitely 'ey within the classroom climate" I will establish this first by always $reetin$ my students each and e ery mornin$ at the door" 1e will continue this communication durin$ (ornin$ (eetin$" #he communication will be further built throu$h student interest sur eys and $ettin$ to 'now my students" If I cannot de elop a positi e relationship with the students! communication will be stifled" Beyond this relationship! students will be $i en opportunities to spea' to me about arious thin$s within the classroom" I will often as' the opinion of the class about thin$s that we may ha e done" Did it wor' or not8 /llowin$ them to ha e a say in thin$s pro ides opportunity for communication and increases the li'elihood that students will be willin$ to communicate" Behavioral Expectations/Rules: 1. Students will show respect for others and themselves at all times. 9espect be$ins with respect for oneself" If this can be done! it becomes much easier to demonstrate respect for others" E eryone wants to be respected but many often for$et to show that same desired respect to others" #his is e)tremely important in the classroom because it allows e eryone to feel safe and wanted" It also allows class to run smoothly and for many thin$s to be accomplished successfully throu$hout a $i en day"
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#his e)pectation includes actions such as not tal'in$ while others are tal'in$! encoura$in$ fellow classmates! wor'in$ with others in a positi e manner! respectin$ others. belon$in$s! not ma'in$ fun of others for any reason" 2. Students will demonstrate self-control at all times. #he amount of self0control demonstrated is determined by a$e and maturity le els within students! but all students can demonstrate some le el of self0control" By third $rade! it is time for students to thin' about their actions and be able to ma'e the ri$ht decisions" #he emer$in$ ability to demonstrate self0control in a ariety of situations is increasin$ly important for these students" #here are 2;0:; students in a $i en classroom! so it is important that students can ha e some control o er their actions" #his e)pectation includes actions such as wal'in$ properly in the hallway <includin$ no flailin$ arms! loo'in$ bac'wards! tal'in$ to others=! stayin$ on tas' durin$ $roup>station wor'! and respondin$ respectfully when called upon in class or when called down for brea'in$ a rule" 3. Students will demonstrate responsibility for their items as well as their actions. ,tudents are responsible for their materials on a daily basis" #hey are responsible for writin$ their homewor' assi$nments" #hey are also responsible for ta'in$ home the appropriate materials! ha in$ the appropriate materials durin$ class time! completin$ wor' in a timely manner! and bein$ prepared to learn" ?urthermore! students are to be responsible for all of their actions! $ood and bad" 1hen actions call for ne$ati e conse-uences! students are e)pected to accept these conse-uences on the basis of 'nowin$ that they ha e made a bad decision" #his e)pectation includes actions such as always ha in$ a pencil and the appropriate noteboo' handy! always ha in$ homewor' completed and ready to turn in! always ta'in$ home the needed materials for that ni$ht.s homewor'! not lyin$ when as'ed about an e)pectation not bein$ met! and always acceptin$ conse-uences for one.s actions" 4. Students will know all expectations and follow them accordingly. It is e)tremely important for students to 'now and understand all e)pectations" #his will ma'e e erythin$ about the day better" #he teacher will clearly! erbally and usually in writin$! define e)pectations for the classroom as a whole as well as indi idual acti ities in which students will parta'e" ,tudents will see them modeled by teacher and student ali'e" #hey will be as'ed to repeat e)pectations! and they will 'now conse-uences for failin$ to do so" #his allows e eryone to be on the same pa$e and discoura$es>pre ents ar$uments when e)pectations are not met" #his e)pectation includes actions such as bein$ on tas'! 'nowin$ the assi$nment $i en and all it entails! and not ha in$ to as' -uestions such as 41hat am I supposed to be doin$85 or 41hat do I do now85" *All rules and expectations will be modeled, practiced, and applied before implementing any conse uences for negative actions! ", throughout all of my actions, will continually model the expectations! #e will discuss each one as a class! $his discussion will include the above information such as the following: what the expectation is, why it is important, what it looks like, and what it %&'S (&$ look like! )ollowing the discussion, " will model the behavior and will have a student or two
Brian Lyda EDUC 429 model the behavior! " will have a uestion time to ensure all are clear on the expectations! #e will then move on to the next!* Hierarchy o Conse!uences: 1.
2.
3.
4.
B"
arning I belie e all people are entitled to a warnin$ because we all ma'e mista'es and need to be corrected sometimes" ,tudents! at any a$e! should be offered a warnin$ unless the misbeha ior is se ere <see below=" ,tudents will then 'now that the ne)t time they are spo'en to! the conse-uences will be more se ere" !oss of privilege"free time #$!%&' 2nce students ha e been warned! the ne)t step is to remo e a pri ile$e that they may normally ha e" 2ne that wor's within this classroom is to ta'e their @LIC time" #his is an additional recreational time for students that are completin$ their wor' and meetin$ e)pectations" It can also be a time for other students to stay in the classroom and complete wor' as needed" #a'in$ this pri ile$e for misbeha ior seems to be an effecti e strate$y" Student"(eacher conference If misbeha ior continues! the student and teacher will spea' one0on0one" #his can still be in the presence of others! but the con ersation will remain pri ate" #his step in the hierarchy is to try and correct the misbeha ior as to not in ol e parents or administration" 2ften times! students will realiAe that it is in their best interest to cooperate by this point" )arent"(eacher conference or call home If misbeha ior has continued to this point! it is absolutely necessary to ma'e parents aware of the problem" #his can be done by a note! call home! or settin$ up a conference" #he best route can be determined by the child! $uardian! and specific beha ior" #he teacher will 'now which form of communication will be most effecti e" #he $oal here is to remedy the problem immediately" *ffice visit")rincipal referral If all of the pre ious conse-uences are deemed ineffecti e! the administration will be notified and placed in char$e of any further actions that must be ta'en" #his may include suspension or a meetin$ between $uardians and the administration" *"n the case of misbehavior that *eopardi+es the safety of my students, the misbehaving student,s- will be removed from the situation immediately! $he office will be notified immediately, and " will then seek assistance from a neighboring teacher to remedy the situation and ensure the safety of all students! .isbehavior warranting such actions may include the following: )ighting .aking threats or demonstrating threatening behavior /ossession of a weapon %amaging of school or personal property $hrowing of ob*ects Complete and utter disrespect for teacher and0or classmates
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"otivators: "ntrinsic: 1. +erbal recognition for making the right decisions In third $rade! many students still en+oy bein$ reco$niAed erbally in front of classmates for doin$ the ri$ht thin$" It can be as simple as sayin$ 43ohnny is ready to learn" Cery $ood 3ohnny"5 2r 4E eryone loo' at 3ohnny" #his is what you should loo' li'e! so I 'now you are ready"5 (any students still +ust desire that reco$nition by the teacher and will try hard to be the first to follow directions and recei e it" In subse-uent years! this techni-ue will not be as effecti e! but in third $rade it still wor's in $eneral" 2. &hoosing students making right decisions to model behaviors for class It is important to ha e students model proper beha iors and allowin$ students demonstratin$ the beha ior to model it is a way to moti ate others" ,tudents at this a$e still lo e to come in front of the class" 9ewardin$ those doin$ the ri$ht thin$ will moti ate others to do the same" 3. )raise of student and his"her behavior to and in front of others #including teachers, administrators and"or peers' 1ho does not li'e to ha e praise thrown upon them in the presence of others8 I 'now students li'e it" /ny time the principal comes in or another teacher! I may praise a student specifically that has been ma'in$ ery positi e decisions" #his ma'es the student feel $reat as well as ma'es others thin' about what they could do to recei e that same praise" 'xtrinsic: 1. )ositive notes #o $o beyond +ust erbal reco$nition! the teacher can lea e a positi e note on students. des's or in their a$enda" #his is also a way to pro ide moti ation for those students that want the reco$nition but become embarrassed when reco$niAed in front of classmates" ,tudents can also show these notes to parents for reinforcement of $ood beha iors from the parents" 2. -xtra privileges #ice cream at lunch, line leader for the entire week, sit at the teacher.s desk in class, etc.' /lmost all elementary0a$ed students will be moti ated by e)trinsic rewards such as an e)tra pri ile$e" #hese rewards also show others what followin$ directions can achie e" #hey are a isible reminder and moti ator for other students while bein$ a worthwhile reward for those that are ma'in$ the ri$ht decisions" 3. +isit to the pri/e box #his is similar in moti ation to the e)tra pri ile$e! but it is a more immediate form of e)trinsic moti ation" 1hen students are followin$ rules and procedures! they can choose a priAe from the priAe bo)! or they may recei e a reward from the priAe bo) $i en by the teacher" #he teacher does not say why at first" 2ften! other students will notice and try to earn a priAe as well" #he teacher can then mention the fact that students followin$ directions ha e
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already recei ed priAes" #his is a $reat way to moti ate other students watchin$ to ma'e better choices" 4. 0roup rewards #certain number of )opsicle sticks 1 pri/e for the group' #his is a way to moti ate students by usin$ them to 'eep one another accountable" 1hen pro idin$ e)trinsic rewards for a $roup as a whole! students at this a$e will 'eep one another in chec'" #hey all become responsible for proper beha ior" *o one wants to be the one to cause the $roup to lose out" #his teaches each of them to be accountable as well as wor' to$ether" 2. Special privileges #eat lunch with a friend from a different class, eat lunch with the principal, etc.' #his final e)trinsic moti ator is a way to really reward students that are always doin$ what is as'ed of them" It not only rewards them! it demonstrates to the entire school that this student is doin$ the ri$ht thin$ and bein$ rewarded" ,tudents throu$hout the school can then realiAe that maybe that is somethin$ they can achie e as well" #on$%nstructional Routines an& 'roce&ures: Starting Class: Each mornin$ students will 'now that when they enter the classroom! they will need to ma'e their lunch choice on the board" 2nce they ha e accomplished this! they are to return to their seats and be$in their mornin$ wor' until all students ha e arri ed" Durin$ this time! students will also write any homewor' assi$nments posted for that ni$ht" If any pencils need sharpenin$! it is to be done at this time" /t this point! I will ta'e attendance! which should be easy if all students ha e made their lunch choice" 2nce we ha e finished with these 6house0'eepin$. tas's! we will be$in our (ornin$ (eetin$" I will be$in each day with (ornin$ (eetin$ to help build a positi e! carin$ classroom community of students" 1e will $reet one another to ma'e all feel welcome" *e)t we will ha e a time to share our thou$hts and e)periences with one another" #hen we will en$a$e in a whole0 class! fun acti ity that builds a sense of to$etherness" ?inally! we will address any news and>or e ents of the day or wee'! so all students will be 'nowled$eable and prepared for the day" (ornin$ meetin$ will be an important 'ey to formin$ a positi e! safe classroom en ironment" #hese procedures will be discussed! modeled! and tau$ht from day 1" ,tudents will be made aware of e)pectations durin$ these procedures" ?or the first few days! reminders will be politely $i en" /fter the first wee' or two! conse-uences will be enforced" If students cannot respectfully participate in (ornin$ (eetin$! they will be remo ed from the circle until I deem them ready to return" 'nding Class: #he end of the day routine can be hectic! but students will be held to the hi$hest standards +ust as with any other routine" 1hen I ha e wrapped my final lesson for the day! students will $et out their a$endas" 1e will discuss the homewor' assi$nments <materials needed! any additions or deletions from what was posted in the mornin$! etc"=" ,tudents will ha e
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to physically place their hand on any sheets that are to be ta'en home as I name them" I will then pass out any announcements and such that need to $o home" /t this point students will pac' their boo' ba$s one $roup at a time" ?inally! students will stand -uietly! push chairs in! and clean up around their des' and on the floor" 2nce this is done! students are to stand -uietly behind their chair and wait for further instruction" /t this point! students will be dismissed to their appropriate locations within the school" 1e will model and practice this routine from day 1" 1e will not stray from the routine unless absolutely necessary" ,tudents will be held completely responsible for materials and wor' that were supposed to $o home! once we ha e fully established the end0of0day routine <1 to 2 wee's=" Classroom 1elpers0Assistants and Collection0%istribution of Student #ork: I will assi$n classroom +obs each wee'" #his information will be con eyed durin$ (ornin$ (eetin$ on the first day of the wee'" ,tudents will 'now what is e)pected of them in their +ob role" #hey will be totally responsible for their +ob and the conse-uences for failin$ to do that +ob" 2ne of those +obs will be to pass out and collect any seat wor' that we may do or any materials we may use" #his helper will distribute the papers and materials when as'ed" #his same helper will collect the papers after the students ha e collected them at their respecti e table or row" #hen! these papers will be placed in a bas'et labeled appropriately" I will ha e bas'ets labeled such thin$s as 4papers to $rade5 and 4papers to send home5" 2ther +obs may include line leader! recess leader <ta'es out and brin$s bac' balls and other items for recess=! board maintenance <clean board and write brea'fast and lunch lists for followin$ dayF this is done at the end of the day=! and librarian <ensure all boo's are placed bac' in the readin$ noo' at the end of the day=" Durin$ the first few wee's of school! each +ob will be e)plained to students" It will be e)plained erbally and in written word on anchor charts for +obs" #hese charts will also include a list of thin'in$>spea'in$ stems that the person with that +ob may use" It is a 4#his +ob sounds li'eG5 portion of the anchor chart" #he students and I will then role0 play scenarios in ol in$ each +ob! so they can see it in action" If students fail to do their +obs! conse-uences will include but are not limited to missin$ @LIC time! stayin$ durin$ recess to complete the +ob! or remo al from +ob position" $ask .anagement: #here are many routine tas's that occur durin$ the day! which I must ta'e into account" #hese include such thin$s as pencil sharpenin$! bathroom brea's! and hallway transitions" I will sharpen pencils at the end of each day and place them in a bas'et at the front of the room for useF howe er! students will ha e two pencils in their des'! which they can sharpen in the mornin$ if necessary" If they need a pencil durin$ class! they can use one of the e)tra pencils that I ha e sharpened" I do not ha e a problem with students usin$ the bathroom throu$hout the dayF howe er! they will ha e to follow procedure to do so" I will be$in by allowin$ them to $o throu$hout the day! but I will ma'e them aware that if they ta'e ad anta$e of this! I will more strictly control the bathroom" It will be e)plained that
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no one is to as' to $o to the bathroom durin$ direct instructional time" /lthou$h the bathroom is in our room! it does not mean use it at your con enience" ?inally! hallway transitions will be practiced throu$hout the year" /t the be$innin$ of the year! we may e en return to the room and start o er if they cannot wal' properly" 1e will wal' the hallways o er and o er until we $et it ri$ht" 2nce the routine is set! students will 'now to wal' in a -uiet! strai$ht line away from the wall! and they will 'now that their hands should remain within their space only <no touchin$ others or items on the walls=" /t no time will I lea e students unattended in the hallways" 1hen turnin$ corners! I will position myself where I can see students on both hallways" 1e will mo e in short distances throu$hout the hall" %redetermined stoppin$ places will be identified and 'nown by students" 1ith all of these tas' mana$ement procedures! students must practice them continually" 1hen first learnin$ any of these procedures! students will either $et them ri$ht or do them a$ain" #here will be no that was pretty close" #he students will repeat the procedures until it is done ri$ht" #his can be repeated durin$ recess as well" #hat usually causes students to $et it ri$ht ery -uic'ly" If there are only one or two still not $ettin$ it! these select students will practice by themsel es durin$ recess or @LIC" 'mergency Situations: /s a class! we will discuss emer$ency situations and drills such as fire and tornado drills" 1e will ha e a class discussion near the be$innin$ of the year to tal' about the followin$& 1hy is it important to do drills8 1hy do we do the drills in the manner that we do8 Iow should we act durin$ a drill or a real emer$ency8 <#hey should be the same"= 1hat could happen durin$ an emer$ency if we do not follow the procedures $i en8 1hat will happen if we do not follow procedures durin$ drills8 2nce we ha e had this discussion! we should be prepared for drills" /s for as actual procedures! I will loo' to my administration for what is acceptable in emer$ency situations" Immediately before a drill! I will remind students of proper beha iors and procedures" Durin$ the drill or an actual emer$ency! I will calmly super ise my students to ensure that they are followin$ procedure and remainin$ as safe as possible" 2nce the drill is o er! we will debrief as a class to see if e erythin$ went accordin$ to plan"
