Lynchburg College

Classroom Management Plan

Emily C. Britt
Revised 2014

Classroom Management Plan

Contents
Introduction Letter to Parents ......................................................................... 3
Developing Class Rules .................................................................................. 6
Document A: Class rules ...................................................................... 8
Organizing Paperwork .................................................................................... 9
Emotional Feeling ......................................................................................... 12
Student Diversity........................................................................................... 14
A Sense of Community ................................................................................. 16
Work Spaces ................................................................................................. 18
Classroom Dcor........................................................................................... 20
Family Involvement ...................................................................................... 24
Document B: Parent Volunteer........................................................... 26
Document C: Class Newsletter........................................................... 27
Classroom Diagram....................................................................................... 28
Traffic Flow ........................................................................................ 29
References ..................................................................................................... 30

LYNCHBURG COLLEGE
1501 Lakeside Drive Lynchburg, Virginia 24501-3113
Mrs. Emily C. Britt
Third Grade

carmack_e@students.lynchburg.edu
(434) 544-8100

Welcome to Third Grade!

Dear Parents and Family of [auto-insert childs name],
Welcome to Mrs. Britts third grade classroom! I am so
excited about this upcoming year and getting to know you and
[childs name]! Third grade is an exciting time and your student
will face new challenges every day. Working together we can face
those challenges! I am looking forward to a happy and productive
year!
In third grade we will be studying a variety of different subjects:

For Math, we will be learning about place value, estimation and rounding, comparing two
numbers (greater than, less than), adding and subtracting fractions, counting money,
multiplication facts, telling time, temperature, geometry, graphs, and basic fact mastery.
For Science, we will be learning about simple machines, matter, physical changes and
properties of matter, animal adaptations, food chains, ecosystems, natural resources,
components of soil, life and water cycles, and energy.
For Social Studies, we will be learning about exploration of the Americas, ancient
civilizations, map skills, resources, economics, rules and laws, diversity and government.
For Language Arts, we will be learning communication and word analysis skills,
expanding vocabulary, reading fiction and non-fiction books, writing, editing, and using
technology for reading and writing.

Every Tuesday, [childs name] will bring home their Tuesday Folders. This will contain
items that you need to look through. Some require that you sign at the bottom and will be clearly
labeled. Tuesday folders also contain any personal observations that I have made regarding your
child throughout the week. I believe this gives a little insight to a side of your child you may not
see! [Childs name] will bring their Tuesday Folder back to school the next day.
This weeks Tuesday Folder will be especially important because it will contain our class
rules. It is important for our class to make the rules and decide the consequences together. That
way we all know them and can all enforce them. They will be posted clearly on one of our class
bulletin boards.

Our Activity Period is at 10:00 AM and rotates daily.

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Day 1: Gym (make sure your child is wearing appropriate shoes!)

Day 2: Music
Day 3: Art
Day 4: Library
Day 5: Gym

Homework will be given out Monday-Thursday and should take no longer than 30 minutes. I
encourage you to check [childs name]s homework. Each student has a homework work log
that will come home every day. This contains the homework assignment for the night. I expect
assigned homework to be completed every night. If homework is not completed, it will be
finished during the activity period or recess. I also would like [childs name] to read from a level
appropriate Accelerated Reading book for at least 20 minutes a night. They may read to you or
alone but not be read to. They have periodic reading goals that they must meet. If they do not
meet their goal, they will read during recess or an activity period until the goal is met. Your
childs reading goal will be in this weeks Tuesday Folder. A progress report will be sent in the
Tuesday Folder.
Feel free to make any notes in the homework log that you would like me to see. There is a
pocket in the log for car/bus notes or early dismissal notes. Your child will know to have their
homework logs out on their desk each morning for me to check while they do their Morning
Work.
Academic Report Cards go home every nine weeks. I encourage you to keep track of your
childs progress through the PowerSchool site. The link is located on the right hand side of the
county website. Your will be given a username and password to access this site on parent
conference night. The [county/city] grading scale is as follows:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
E = 68 or lower
Our school is always looking for parent volunteers! If you are interested and able to help in
any way, please complete the Parent Volunteer Form in this weeks Tuesday Folder. I will
contact you soon to set up a schedule.
Staying hydrated is important! Students are allowed to bring a resealable, spill-proof bottle
of water to keep on their desk.
I am so excited about this year and cannot wait to get to know [childs name] better. If you
have any questions or concerns, you may send a note in the homework log, leave me a message

with the school secretary by calling (434) 544-8100, or send an email to:
carmack_e@students.lynchburg.edu. I will make contact with you as soon as possible!
Sincerely,
Emily Britt

Developing Classroom Rules

There are many reasons that children misbehave. They may be testing their
boundaries (and mine). They may want attention or may be upset about something.
They could be distracted, bored, or just excited. Regardless of the reasons behind
it, misbehavior will disrupt our classroom culture, the learning of other students,
and the effectiveness of my instruction. This is why it is important to establish the
rules early on. Harry Wong believes that the rules and routines must be taught and
mastered within the first three weeks of the school year. If this is accomplished, the
remaining 33 weeks of school should run smoothly and misbehavior will be
substantial decreased (Wong).
I do not want to be viewed as the giver of punishments or the maker of
the rules. This is why I feel that it is important for students to play a significant
role in the day to day running of their class. After all, it is their class. On the first
day of school we will determine the rules as well as their consequences. The
specifics of the class rules will be guided by me but the students will ultimately be
creators of the rules. This practice ensures that we all know the rules and we all
know what will happen if we do not follow the rules. In addition, it is essential that
parents understand what behavior is acceptable and expected from their child. I
have supplied a sample letter, Document A, which would be sent home in the first

Tuesday Folder of the school year. It outlines the class rules and also explains the
basic consequences for breaking the rules.
Consequences should be appropriate to the misbehavior as well as to the
individual student. The basic consequence for misbehavior is forfeiting their recess
time. A first offense receives a warning; the second offense receives losing half of
their recess time; and a third warning means losing all of it. They have two
options: They may either read an Accelerated Reader book on the sidewalk or walk
or run laps around the playground or another safe location. Having a choice is
important: Some misbehavior stems from an excess of energy; other times, the
student may just need alone time to sit, read, and think.
Ultimately my goal is not to punish children for their actions but to prevent
the misbehavior in the first place. It is important to create opportunities for success.
Conversely it is just as important to prevent opportunities in which they will fail or
lose my trust such as allowing them to be alone in the room or leaving my purse or
any other valuables unattended. A lack of confidence is another cause of
misbehavior (Thompson). By allowing students plenty of practice, they can build
their confidence. As with reading, students that read well they will feel more
comfortable doing activities that involve them to read. The more comfortable they
feel the more engaged the will become. Good behavior and work can be reinforced
by providing kind words and verbal praise.
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DOCUMENT A
Dear Parent or Guardian:
This week we discussed what behaviors were acceptable and important in our classroom.
Together we generated the following rules to be posted in our classroom:
1.
2.
3.
4.
5.

Pay attention and follow directions.

Raise your hand: no blurting or getting out of your seat.
Speak politely to all people.
If its not yours, dont touch it!
Be prepared to learn!

In addition to the rules, we also created consequences. First the offender will receive a
warning. If the behavior continues, they will have their bird moved to the Half Bird House.
This means that they will lose half of their recess time and must walk laps around the playground
or spend the time reading on the sidewalk during recess. They may choose. On their next
offense, they will lose all of their recess time for that day. After recess, all birds will move back
to the Free Bird cloud. Any offense that occurs after recess will count for the next day.
All students have signed a contract stating that they understand the rules and their
consequences. Please sign and return the bottom portion stating that you have read and
understand the rules. If you have any question, please ask your child. He or she should be able to
answer them. If the question still persists, feel free to contact me during school hours at (434)
544-8100 or by email at carmack_e@students.lynchburg.edu. I will make contact as soon as
possible.
Thank you,
Emily Britt
I, ______________________________, parent or guardian of __________________________
have read and understand the Class Rules and the consequences associated with the rules. I will
work to make sure my child abides by the rules so that Mrs. Britts classroom can be happy and
safe for all of the students.

Organizing Paperwork

Following the trend of going green can be extremely difficult for

elementary teachers. At young ages it is more important for children to manipulate
pencil and paper as they practice their handwriting, math skills, and reading. Many
school systems do not having the funds to supply each child with a computer.
Because of these, teachers are left in a sea of paper that they must organize and
keep that way or else they face disaster.
In my classroom, I have attempted to confront these issues. Firstly, students
are each required to have 4 one-subject composition notebooks. If they are able to
have colored notebooks that correspond to our subject colors (Science: yellow;
Math: Red; Language Arts: Blue; and History: Green) that would be wonderful. If
not, we will differentiate with stickers and labels. Composition notebooks are
ideal because there is less chance of pages getting ripped out and lost. They are
traditionally bound through the fold, meaning that they are folded and stitched
together making them significantly more durable especially in the hands of
children. Any handouts, maps, or reference worksheets can be glued in to the
notebooks with a glue stick.
Secondly, loose-leaf paper can be important for use as scratch paper to work
out math problems or practice spelling or just as doodle paper during their free
time. I supply this for the students and keep it in a stack in a tray on top of the
Reading Group bookcase. Students can simply grab a sheet when they need it.
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They learn early on that the loose-leaf paper is a privilege and can be taken away if
they abuse it. Also, if they only make a few marks one side of the sheet, they can
place it back in the bin to be reused.
Thirdly, I keep my own private student records. Behind my desk is a locked
filing cabinet, preferable with two drawers. Before the school year begins, I
organize in alphabetical order a labeled folder for each child in the bottom drawer
of the cabinet. Throughout the school year, I can place any notes regarding a
student in his or her file. This includes any disciplinary referrals, samples of
student work, parent notes, observation notes, and write-ups of all parent meetings.
In the top drawer of this filing cabinet are worksheets and tests organized by unit
and when each is needed. This drawer, or a third drawer if available, will also hold
unit and lesson plans, blank referrals, and copy of the schedule and important
information that a substitute may need.
Next, in order to keep the waves of papers going in and going out organized,
I have clearly labeled In and Out trays that sit on a small table beside my desk.
The In box contains collected assignments that need my attention. Each
assignment stack is clamped with a sturdy clip and placed in the tray. The Out
box contains all that the assignments and papers needed for the week in the order
they will be covered and labeled with a sticky note. My helper of the day plays a

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big role in keeping the In box organized. They will be collecting the papers,
clamping them, and placing them in the In box.
My last step in organizing paperwork is to assign each student a mailbox.
The mailboxes are located near the entrance to the classroom and near their
backpack cubbies. Each slot in the mailbox is
labeled with the students corresponding number.
On top of the mailboxes, in a file tray, are their
Tuesday Folders. When students receive papers
back they know to put them in their mailboxes
unless otherwise instructed. On Tuesdays, my
helper will pass out Tuesday Folders and the
students will, by pod, go to the mailboxes and put

Example mailboxes

all of the papers into right side their folders to take home that evening. Any papers
that require special attention, letters from the school, and the weekly newletter will
go into the left-hand pouch. These will be handed out once all students have
emptied their mailboxes and returned to their seats.
I have an acordian folder that I use to take home any papers that need
grading. This folder also holds my lesson planner and any other books that I use as
daily resources.

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Emotional Feeling
Developing positive relationships with each individual student is extremely
important in developing a sense of community. My role as their teacher is to be a
guide on the side rather than a sage on the stage as I lead and coach them
through the year. I take my role as leader very seriously because if I do not
command the class, someone else will. Each step of the way I am sure to show
how much I care about each student and their welfare.
Classroom immediacy is always in the back of my mind. Lessening the
emotional distance between my students is very important to me. I want them to
see that I like them, respect what they have to say, and care about what they do.
Smiling and being polite are the easiest ways to connect to my children. These
simple gestures immediately convey that you are happy to see them and respect
them. While it is inappropriate to talk about my private life, telling a simple, silly
story about something I did can help student see me as an accessible human being
rather than an authority figure. They are able to relate to me and I am able to show
that I understand them.
Creating a classroom community is important for the emotional wellbeing of
the class (See A Sense of Community.) A small step I can take to make children
feel a part of something is using inclusive pronouns such as our, we, or us.
Adopting the we attitude makes trust a mutual responsibility (Thompson). A
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community implies some level of trust and since I am the adult the trust starts with
me. I do not make promises that cant be delivered. This includes not being a
pushover. If I say something I need to stick with it. On the other side of the coin,
I also do not create situations where trust can be broken. Students should never
have the opportunity to lose my trust.
Coaches provide motivation but they also create an environment where
others motivate their peers. Our first class motivation project occurs in the first
week of school. It is an exercise in which students get to work together, be
creative, and create a classroom all their own by
making their own motivational posters. Each
group of desks will think up a saying or use one
they have seen before that promotes a happy
student and classroom. They can also use our class
rules as inspiration or ask me for assistance.
Popular ones include Shoot for the stars! and Be

Sample Motivational Poster

nice or leave! Once they have an idea in place, they will receive a piece of poster
board, cut-out letters, and construction paper to design their poster. Their posters
serve as reminders throughout the entire school year and as inspiration for future
classes.

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Student Diversity
A normal classroom contains a wide variety of students. They come from
different backgrounds and cultures. For a teacher, it is important to know about
student diversity and to educate her class accordingly. She should always
remember to not perpetuate stereotypes. Student diversity can mean things other
than racial of ethnic differences. Students vary widely in ability. Some students
may require different instruction to understand the lesson and others may have
attention and other behavioral problems that harm their learning as well as that of
their classmates. These students are important to recognize and not be forgotten.
When it comes to cultural diversity in my classroom, I supply a number of
resources to help create a community. First, I vary my teaching styles and
resources that I use in the classroom. There are a variety of educational and easily
read books that give a detailed insight into different cultures and I encourage
students to read them. Some books students are asked to read aloud in reading
groups or for the whole class. We then discuss the book as a class. As for teaching
styles, I try to use graphic organizers and other helpful visual study devices to help
students that may not be native speakers of English (Thompson). These visual
devices also benefit native speakers as well. I also have the basic Spanish speaking
skills so that I can communicate with Spanish speaking parents or students if
necessary. I have seen some classrooms where students are subconsciously
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segregated. I try to avoid this by arranging students in their pods so that they can
interact with children that may be different from them.
Special needs students are also included in student diversity. Students with
attention problems such as ADHD usually require some intervention and need a
supportive adult to be successful. Clearly defined classroom procedure is essential
in helping these children stay on task. Giving directions one step at a time can be
helpful so that they are not overwhelmed by large tasks. Many students with
attention problems have not yet mastered basic skills such as note taking or
listening. Taking time to show them how to accomplish these tasks can really
benefit them in the long run (Thompson). If the class is having problems with one
students behavior it may be wise to education about certain learning disabilities.
They offending student can help with the education of the class by sharing their
experiences if they are comfortable doing so.
By making sure that all children feel understood and accepted, I am
accomplishing an essential step in creating the ideal classroom environment.
Diversity education should begin at the beginning of the school year and continued
throughout. It should also be meaningful and cover more than shallow stereotypes
that students will keep for the rest of their lives.

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A Sense of Community
The most important part of my job as a teacher is to provide students with a
safe, loving, and respectful community in which they can learn. For a community
to strive, each student must feel as if they are a vital member and care about the
community as well. The first few weeks of school will be particularly important in
establishing this sense of connection and belonging. First they must get to know
me and I them.
On the first day of school, we each take a simple (premade by the teacher)
bird shape and decorate it with things that describe us using glue, construction
paper, string, and buttons. Once we have all finished, we each get to describe our
bird for the class. For example, my bird could have brown hair because I have
brown hair, wear fun boots because I love fashion, and have an apple in its hand
because I love apples and Im a teacher! Our finished birds go on the wall around
a bulletin board so that they can remain up all year long.
It is also important for students to feel ownership in their classroom. I
decorate the bulletin boards with student artwork or writing and the class-made
motivational posters will remain up all year long and can serve as inspiration for
the next class. Not only do they decorate the classroom, they are also expected to
keep the room tidy. At the end of the day or the activity, students must stop and
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clean up their desks and the floor beneath their desk. Every Friday afternoon, we
do a thorough cleaning of our workspaces. We clean out our desks then wipe off
the top, bottom, and legs of both our chairs and our desks with antibacterial
cleaning wipes.
Every community needs a peer leader and our leader will be different every
day. Each morning a new classroom helper will be chosen by last name,
alphabetically. Helper duties include but are not limited to: passing out papers;
collecting papers, clamping them, and placing them in the In box; tallying the
lunch count; being the line leader; and being the end-of-the-line leader the
following day. Being a helper is a huge responsibility and a privilege that can be
taken away if it is undeserved.
My method for teaching requires a hands-on approach and can be very
messy! At younger ages it is very important to feel objects and meanings. It is
imperative for understanding basic mathematical operations. My methods also
require hearing everyones ideas and voices. Students will not voice their ideas if
they do not feel comfortable and safe. This is where creating a tight community in
which everyone plays at part is essential to learning.

17

Work Spaces
To avoid being the sage on the stage, my personal desk is located in the
center back of the classroom. This position allows me to observe every part of the
room if I need to do work from my desk. On my desk there is a school issued
laptop or desktop computer. The background is set to the class photo or a photo
collage that I have made of the current years class. This computer is never used by
students. It is for my own work such as creating and submitting lesson plans to the
principal, checking and sending emails, updating my calendar and gradebook, and
other professional duties. The drawers of my desk are labeled and organized
neatly. I straighten up my desk before I leave for the day so that I may start fresh
the next morning.
Behind or near my desk is a storage cabinet that I use for various
professional materials such as teacher edition textbooks, worksheet books, extra
printer paper, construction paper, and my unit plan binders. It also stores my purse
and my teacher tote during the day. Because of its location, I can easily monitor
any nearby activity. My students are told early on that any items on my desk or in
the cabinet are not to be touched unless they have asked permission or been asked
to do so.
In the front corner of the room sits our reading group round table surrounded
by 4-6 chairs. I use this table to work with reading groups individually. Because
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students sit at this table frequently it is extremely important to keep it tidy and
clean. Each group is expected to straighten up and disinfect the table when they
leave. The reading group bookcase is located nearby. Books are placed in colored
bins according the reading level and each reading group is assigned a color. For
example, Blue Groups books are in blue bins. This way I can easily send a
member of the group to retrieve the books that they will be reading.
Students workspaces are harder to maintain. They are expected to keep their
desks straight. If they are unable to do so, I have found that the top of a large box
of printer paper fits perfectly into standard student desks. This gives some of the
messier students a drawer that makes it easier to find items and harder to lose
them. Every Friday afternoon, we clean out our desks and throw away any loose
paper. They each receive a disinfecting wipe to clean off the tops, bottoms, and
legs of both their desks and their chairs.
There are at least two computers designated for student use. Taking AR tests
takes precedence but they are allowed to play education games on the computers if
their work is completed to my satisfaction. Being that the computers are
community property each child is expected to leave the area in pristine condition
when they are finished.

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Classroom Dcor
A childs classroom should feel like a home away from home. They should
feel ownership and be proud of their classroom. Using as much of their own
artwork as possible is a perfect and cheap way of achieving this. Because my room
is bird themed many of the decorations go along with that theme. I also try to
incorporate our learning objectives into the dcor as well as provide students with
motivation to succeed or better their behavior. My room is fresh, colorful, warm,
and inviting. Each child can find their place in our classroom home.
The students desks are arranged in pods that we call city states to relate to
our studying of Greece and Rome. Depending on the space available, there are 4-7
students in each city state. Having students in groups is beneficial to my hands-on
teaching practice. Students are able to work in groups easily without moving. City
states will be rearranged periodically and as needed during the school year. This
allows them to get to know all of the students rather than just a set few. Each desk
will have a colorful name tag with the childs full name written in my best cursive
handwriting.
The Reading Nest is located in the back corner of the room. The floor is
covered in a nice fuzzy rug and there are colorful pillows scattered around for
children to sit or lean on. Along one wall is a bookcase that holds a variety of
different nonfiction and fiction Accelerated Reader books in a range of reading
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levels to accommodate all interests and ability. These books are not to leave the
Nest or the classroom unless they have been checked out by the student. This
area is for students that have met their AR goal for the current time span. It is a
reward for students that have been working hard. All other students must remain at
their seat while they are reading.
As for wall dcor, I will use as much student-made artwork as possible. The
birds the students create on the first day will surround the first bulletin board
located near the door of
the classroom titled,
Mrs. Britts Nest. (See
the digital representation
to the left). This bulletin
board will contain our
class rules after we have
created them and a changeable calendar. Along with holidays, other special school
events will be placed on the calendar.
The second bulletin board, called AR Bookworms, is located near the reading
nest and tracks each students AR goal. New goals are given every three weeks to
make reaching the nine-week goal easier. Every student has their own bird with
their name on it. At the beginning of the goal period, all birds start in the grass.
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Once they reach half of their goal their bird moves to the tree. When they have met
their entire goal, their bird
can now fly high in the
sky. Only those birds in
the sky are allowed to
read in the Nest. This
bulletin board serves as a
motivation for students to
read more so that they can move their bird along.
The bulletin board behind my desk will be divided by ribbon into two
sections. On half of the bulletin board, students can pin up artwork or things they
have written. Periodically I remove the art and place it in their student folders or
send it home in their Tuesday Folders for their parents to see. The other part of the
bulletin board has information about our current unit of study. During our habitat
and adaptation section it shows various habitats and different animals in their
habitats along with those that show adaptations that we have covered.

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In the front of the classroom above the Smartboard and blackboards, hangs
the cursive alphabet for students to use as references in forming their letters. On
one side of one of the blackboard are two-inch paper
birds with a magnet on the back, three birdhouses,
and a cloud. Each bird has a students first name on
it. When a student breaks one of the class rules, they
are in the bird house and their bird moves to the
Warning bird house. If their behavior continues,
the bird moves to the Half house and they lose half
of their recess time. If their bird reaches the All
house, they lose all of their recess. All birds become
Free Birds again after recess.
All of my classrooms dcor is used to make all of
my students feel safely part of a group and loved by
their teacher. When a teacher takes the time to make
her room beautiful, students will acknowledge and
appreciate her efforts. By using their own art that they create, the teacher
acknowledges how much she values and appreciates her students.

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Family Involvement
It is a common belief that amount of involvement a parent has in his or her
childs education greatly impacts that education. A parents attitude towards school
and teachers can also influence how their student views them as well (Burden).
This is why getting families involved is a large part of my job. One reason that
families are not involved in the school system is because they do not really know if
or how they are needed. My parent volunteer letter sent out in the first Tuesday
Folder hopefully helps clear up some confusion (See DOCUMENT B). In this
letter, I give a short list of some areas that are important for parent involvement in
the school. Included is a need for reading tutors, field trip helpers, class party
helpers, and extra cleaning supplies.
I also send out a class newsletter each week in the Tuesday Folder, called
The Weekly Tweet (See DOCUMENT C). This allows parents to stay up-to-date
in the classs weekly activities as well as what activities we will be doing the
following week. It also includes any upcoming events such as field trips or parent
conferences, a note from me, a spelling list, and some math review problems. The
newsletter could also contain requests for parent helpers, supplies, or maybe a
student of the week feature.
My first contact with many of the parents comes in the form of my
welcoming letter. It is important for this first contact to be positive and also convey
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basic information about what they and their child can expect from my class. In my
letter, I mention that I will send home notes and observations about their child
periodically in the Tuesday Folder. This is my way of letting parents hear good
news more often and hopefully make any troubling contact that may come later a
little easier.
Parent conferences can be overwhelming for teachers. I try to ease the
intimidation by being well prepared. Each student has a folder in which I keep any
of my daily observations, sample work, and any other information. I can review
each folder and make notes about important points to bring up during the
conference. I take notes, if necessary, while the parent is speaking. After they have
finished, I try to be as specific as possible about my concerns and my willingness
to work with them. It is my goal to convey my caring and understanding. When the
conference ends, I go over my notes, document my parental contact in a log, and
place the log in the students folder. Keeping documentation of all contact is
crucial if there is a dispute later on.

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Document B

Dear Parents and Guardians:

We need you to get involved in our school! There are a number of
ways that you can play an active role in your childs and other childrens
educations. You can help by:
Helping with class field trips: We take 2 class field trips during the
school year: one in the fall and one in the spring. Keeping an eye out for
more than 80 students can be nearly impossible with just four teachers.
Helping with class parties: Our class has one party the last day before
Winter Break. Third Grade has a celebratory party near the end of the school year for students
who have met their yearly Accelerated Reading goal.
Listening to children read: This is where we need the majority of helping hands. Just having a
listening ear can make a huge difference in a childs reading level and confidence.
Donating supplies: Near flu season, we are in dire need of supplies such as tissues, disinfecting
wipes, hand sanitizer, and hand lotion. Any extra school supplies you wish to donate will be
greatly appreciated and used!
If youre interested in volunteering in our classroom please supply your preferred email
address, return the slip in your childs Tuesday Folder tomorrow, and I will email you the link to
our classes Volunteer Spot. Volunteerspot.com is a great tool to help with scheduling and
coordinating parent volunteers. This allows me to set times that we could use an extra hand or
two and for you to sign up for a date and time that works with your schedule.
Thank you,
Emily Britt

Yes! I, _______________________________________________, am interested in volunteering!

My preferred email is
_____________________________________________________________________________.

DOCUMENT C: Sample Classroom Newsletter: The Weekly Tweet

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Classroom Diagram*
27

*Floorplanner.com was used to generate the classroom diagrams.

Classroom Diagram*: Traffic Flow

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References
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Burden, Paul R. Classroom Management: Creating a Successful K-12 Learning

Community. 5th ed. Hoboken, NJ: Wiley, 2013. Print.
Thompson, Julia G. The First-year Teacher's Survival Guide: Ready-to-use
Strategies, Tools & Activities for Meeting the Challenges of Each School
Day. San Francisco, CA: Jossey-Bass, 2007. Print.
Wong, Harry K., and Rosemary T. Wong. The First Days of School: How to Be an
Effective Teacher. Mountain View, CA: Harry K. Wong, 2009. Print.

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