Classroom Expectations & Rules
A classroom is a student’s place to learn and develop academically, socially, and emotionally. In our classroom, we work to build our skills in these areas and maximize our cognitive development everyday. I expect students to always try their best and work as a team when concepts begin to become difficult. Our classroom is a positive environment where the students know I care for them and want them to succeed. My students know that we will always work together to ensure understanding. I develop activities that challenge and engage them in a developmentally appropriate way and will lead them to content mastery. My classroom is a place where students feel supported, respected, and valued for their unique characteristics.
To ensure learning takes place accordingly, I follow a Positive Behavior Intervention management plan. I explicitly model expectations and specifically praise students when I see examples of appropriate behavior to encourage that particular action. As a preventative measure for unwanted behavior, I also use Positive Behavior Intervention Strategies to refocus students. Some common examples I use in my classroom include proximity, eye contact, and changing a student’s location. (The strategies listed above are used to avoid off task behavior and minor interruptions.) Please examine our classroom rules and Briaircliff’s school wide behavior matrix to be aware of our behavior expectations. Please note that these are aligned with one another and are very similar.
Our classroom rules consist of:
1. Listen carefully and follow directions
2. Raise your hand for permission to speak or leave your seat
3. Be respectful and caring to your classmates
Our school’s behavior matrix consists of: BEAR
Be a learner
Exercise safety
Act responsibly
Respect myself and others
Classroom Rewards
Individual Rewards: When a particular student is doing an awesome job at following the classroom expectations they can receive a variety of rewards. These can range from verbal praise, a bear buck, a sticker, a sweet treat, a special pencil, acknowledgement from another staff member, or a prize from the treasure chest.
Class Rewards: When the entire class is doing a great job at following the classroom expectations they can also receive a reward. These rewards consist of earning a classroom bear, extra recess, a letter to complete the words “Chips & Dip”, Fun Friday (learning centered rotations), or a movie.
Continuum of responding to inappropriate behavior
When inappropriate behavior occurs in the classroom students are retaught the appropriate behavior. If the student needs more than an additional reminder, they receive Tier 1 interventions to replace the unacceptable behavior with a more classroom appropriate behavior. When the student continues to display the inappropriate behavior they enter into Tier 2 of PBIS and receive more interventions as well as disciplinary actions.
When students receive a reminder for their behavior it will be recorded in their “Chatter Matter” with a brief note concerning the behavior. If serious issues arise or repetitive minor infractions occur it will be recorded in their “Chatter Matter” as well as an additional note or call home. If serious issues continue to occur a conference may be requested.
CLASSROOM PROCEDURES AND ROUTINES
Good classroom management relies heavily on students knowing and implementing classroom procedures and routines. Here are some brief examples of common procedures and routines that the students encounter on a daily basis.
Morning Routine: The students are to come into the classroom silently and place their belongings on their backpack hook. They are then to turn in their blue Take Home Folders into the “In Bucket”. After turning in their folders the students pick up their morning work right next to the bucket and begin working.
Curriculum Routine: In the workshop approach students are provided with a direct, explicit 10-15 minute mini lesson that directly models the targeted skill. After completing the mini lesson, students are sent back to their desks or work spots to practice the skill on their own. During this time I confer with the students to develop the teaching point and set goals for further academic growth. This time lasts between 30-40 minutes. When the time is up we gather as a group and discuss some of the conferring points I had with the students. This is also an explicit teaching time.
Guided Reading/Word Work Routine: During this time period of the day the students focus on phonics, grammar, and enhancing reading skills. Each day the students have a task to complete with their spelling words and sight words. The students then follow a rotational schedule to meet with me. The students are grouped based on instructional reading levels in which they meet with me for 20 minutes to receive more reading/phonics instruction.
Attention Getter Routines: When needing the students’ attention I use multiple strategies to quickly gain their focus. These include the clapping technique, calling out “Class, Class” in which they reply “Yes, Yes” and saying “LLP all eyes on me”. (LLP- Listening, Learning, Position)
Assignment Procedures: When completing independent work students are expected to write their name and date on each assignment. When it is an assessed assignment, students put privacy folders on their desk to avoid peeking eyes and enhance focus. When finished with the assignment, they are responsible for turning it into the appropriate tray.
Hand Signal Procedures: When students have a question concerning using the restroom, getting a tissue, sharpening a pencil, or getting a drink of water they are encouraged to use hand signals to do so. Each signal is posted in the classroom for easy reference. This allows students to focus without interruptions and allow me to focus on the students that have questions concerning the curriculum.
To ensure learning takes place accordingly, I follow a Positive Behavior Intervention management plan. I explicitly model expectations and specifically praise students when I see examples of appropriate behavior to encourage that particular action. As a preventative measure for unwanted behavior, I also use Positive Behavior Intervention Strategies to refocus students. Some common examples I use in my classroom include proximity, eye contact, and changing a student’s location. (The strategies listed above are used to avoid off task behavior and minor interruptions.) Please examine our classroom rules and Briaircliff’s school wide behavior matrix to be aware of our behavior expectations. Please note that these are aligned with one another and are very similar.
Our classroom rules consist of:
1. Listen carefully and follow directions
2. Raise your hand for permission to speak or leave your seat
3. Be respectful and caring to your classmates
Our school’s behavior matrix consists of: BEAR
Be a learner
Exercise safety
Act responsibly
Respect myself and others
Classroom Rewards
Individual Rewards: When a particular student is doing an awesome job at following the classroom expectations they can receive a variety of rewards. These can range from verbal praise, a bear buck, a sticker, a sweet treat, a special pencil, acknowledgement from another staff member, or a prize from the treasure chest.
Class Rewards: When the entire class is doing a great job at following the classroom expectations they can also receive a reward. These rewards consist of earning a classroom bear, extra recess, a letter to complete the words “Chips & Dip”, Fun Friday (learning centered rotations), or a movie.
Continuum of responding to inappropriate behavior
When inappropriate behavior occurs in the classroom students are retaught the appropriate behavior. If the student needs more than an additional reminder, they receive Tier 1 interventions to replace the unacceptable behavior with a more classroom appropriate behavior. When the student continues to display the inappropriate behavior they enter into Tier 2 of PBIS and receive more interventions as well as disciplinary actions.
When students receive a reminder for their behavior it will be recorded in their “Chatter Matter” with a brief note concerning the behavior. If serious issues arise or repetitive minor infractions occur it will be recorded in their “Chatter Matter” as well as an additional note or call home. If serious issues continue to occur a conference may be requested.
CLASSROOM PROCEDURES AND ROUTINES
Good classroom management relies heavily on students knowing and implementing classroom procedures and routines. Here are some brief examples of common procedures and routines that the students encounter on a daily basis.
Morning Routine: The students are to come into the classroom silently and place their belongings on their backpack hook. They are then to turn in their blue Take Home Folders into the “In Bucket”. After turning in their folders the students pick up their morning work right next to the bucket and begin working.
Curriculum Routine: In the workshop approach students are provided with a direct, explicit 10-15 minute mini lesson that directly models the targeted skill. After completing the mini lesson, students are sent back to their desks or work spots to practice the skill on their own. During this time I confer with the students to develop the teaching point and set goals for further academic growth. This time lasts between 30-40 minutes. When the time is up we gather as a group and discuss some of the conferring points I had with the students. This is also an explicit teaching time.
Guided Reading/Word Work Routine: During this time period of the day the students focus on phonics, grammar, and enhancing reading skills. Each day the students have a task to complete with their spelling words and sight words. The students then follow a rotational schedule to meet with me. The students are grouped based on instructional reading levels in which they meet with me for 20 minutes to receive more reading/phonics instruction.
Attention Getter Routines: When needing the students’ attention I use multiple strategies to quickly gain their focus. These include the clapping technique, calling out “Class, Class” in which they reply “Yes, Yes” and saying “LLP all eyes on me”. (LLP- Listening, Learning, Position)
Assignment Procedures: When completing independent work students are expected to write their name and date on each assignment. When it is an assessed assignment, students put privacy folders on their desk to avoid peeking eyes and enhance focus. When finished with the assignment, they are responsible for turning it into the appropriate tray.
Hand Signal Procedures: When students have a question concerning using the restroom, getting a tissue, sharpening a pencil, or getting a drink of water they are encouraged to use hand signals to do so. Each signal is posted in the classroom for easy reference. This allows students to focus without interruptions and allow me to focus on the students that have questions concerning the curriculum.
Our Classroom Schedule |
Please view our classroom schedule to learn about our daily routine and structure.
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