Daisy Cabral Classroom Management Plan

School Procedures
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6

Section 1: Rules and Procedures

Rules

Listen and follow directions

Raise your hand before you speak
Respect your classmates and teacher
Keep you hands and feet to yourself
Ask permission to leave your seat

Consequences:
Lose 10 minutes of recess
No choice of activity during choice time
Loss classroom weekly job
No weekly award on Fridays
Rewards (Individual Basis)
Getting to be the line leader that whole week
Getting to pick the choice activity for the whole class
Gets to eat with the teacher
Pick something out of the Prize Bucket
Rewards (Whole Class Basis)
Every last Friday of the Month class gets to choose a movie
Extra 15 minutes of recess
Gets to choose there sitting for the day
No home work days

Classroom Procedures and Policies:

General Expections:
Treat others as you would like to be treated.
Expect the best.
Ask before acting.
Minds on!
Walk at all times.
Offer to help.
Remember the signals. (quiet, question, bathroom, water, etc.)
Keep hands and feet to yourself.
Most important to work together and have TEAMWORK.
Beginning of Day- Entering the classroom students will follow procedures; each student
will unpack their book bag at their desk and then place book bag in their assigned cubby students

will listen to morning announcements At this time, if they wish, students will say the Pledge of
Allegiance and pause for a moment of Silence. Students are to complete their morning work and
then take out books and read.
End of the Day- Teachers will sign agendas daily. After agenda have been signed, students will
get their book bags and pack up. Students will listen to the afternoon announcements. After the
announcements end, students will line up to dismiss to their assigned areas
Transitioning and interruptions - Leaving the room As discussed earlier students will do the
appropriate sign language for their needs. The teacher will then acknowledge the students needs.
The student must then sign out on the sheet by the door and take the hall pass.
Returning to the room Students must enter the room quietly, sign back in, return the hall pass,
and return to their work.
Materials and Equipment- Students will use the homework bin to hand in papers

when they are completed, unless other directions are given. To pass out papers I
will designate a group leader for each group of desks. I will hand 5 papers to that
leader and they are then responsible for handing out those papers to their group
members. A new leader will be picked each week.
Group Work and Seat work and Teacher led activities

Student movement- Students are taught always to walk in the room. If they are to
move into a group, they are to wait until told by the teacher.
Expected behavior in the group Students must listen to others within their group,
no put downs, and they must respect each others personal space.

Group work
To work on what got assigned
Work Quietly in a group
Raise your hand for questions
Not to work with other groups unless said other words

Classroom Layout

Semi - circle (Carpet for students to sit and read)

The two rectangle are classroom library
Where there is a number 1,2 and 3 means there is area where students can get extra help. If we
have an aid in the classroom this will help divide groups into sections on the ones who need extra
support or less support. I called the stations 1,2 and 3. It also benefits if a another teacher like
speech or occupational therapist wants to work with a student they can there is an area to work
with. I also provide a white board so the teacher and write anything on the board if the student
needs it. I put the desk in four because I like group work because I am big believer that 2 heads
are better than one. If any student wants to work alone there is the station where the student
could sit. I out my desk right in front in the classroom so I could see everybody. The computers
are also to my left and close view so I can keep a close eye on the students. I put a white board
on every wall because I feel like having reminders or notes on the white board makes the feel
attentive. I know some students are slow writers so it gives me more room to write notes while
the students are catching up .

Schedules

Elementary School
Times
8:00-8:30
8:30-9:30

9:30-10:00
10:00-10:30
10:30-11:30
11:30-12:00
12:00-12:30
12:30-12:45
12:45-1:15
1:15-2:00

Monday
Morning
Work
Language
Arts (snack
time and
bathroom
breaks)
Reading
Groups
Recess
P.E
Math
Lunch

Tuesday
Morning
Work
Language
Arts (snack
time and
bathroom
breaks)
Reading
Groups
Recess
Art
Math
Lunch

Wednesday
Morning
Work
Language
Arts (snack
time and
bathroom
breaks)
Reading
Groups
Recess
Music
Math
Lunch

Thursday
Morning
Work
Language
Arts (snack
time and
bathroom
breaks)
Reading
Groups
Recess
P.E
Math
Lunch

Friday
Morning
Work
Language
Arts (snack
time and
bathroom
breaks)
Reading
Groups
Recess
Music
Math
Lunch

Bathroom
Break
Math Groups
Science

Bathroom
Break
Math Groups
Social
Studies
Pack Up

Bathroom
Break
Math Groups
Science

Bathroom
Break
Math Groups
Social
Studies
Pack Up

Bathroom
Break
Math Groups
Science

2:00-2:30
Pack Up
Middle School
Perio Monday
d
1
Math
88-9:30
9:30
2
Gym
9:3010:30
3
Lunch
10:30
11:00
4
Study Hall
11:00
12:00
5
Language Arts
12:00
- 1:30
6
Foreign
1:00- language
2:30

Pack Up

Tuesday

Wednesday

Thursday Friday

Science

Math
8-9:30

Science

Math
8-9:30

Gym

Gym

Gym

Gym

Lunch

Lunch

Lunch

Lunch

Study
Hall

Study
Hall

Study
Hall

Study
Hall

Social
Studies

Language
Arts

Social
Studies

Language
Arts

Foreign
language

Foreign
language

Foreign
language

Foreign
language

Pack Up

7
2:303:00

Special
Elective

Special
Elective

Special
Elective

Special
Elective

Special
Elective

High School
Period
1
2
3
4
5
6
7
8

Time
7:50-8:43
8:48-9:38
9:43-10:31
10:36-11:24
11:29-12:17
12:22-1:10
1:15-2:03
2:08-2:56

Class
Gym
Science ( Environmental , Physics , Chemistry)
Study Hall
Graphic Arts or any other elective
Economics
Pre-Calc ( Math class)
Lunch
English Class

Section 3: Grading
Scales
4
Exceeds expectations
3
Meet expectations
2
Below expectations
1
Well below expectations

Summative
State assessments
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams
Formative Assessments
Criteria and goal setting
Observations
Questioning Strategies
Self and Peer Assessments
Student Record Keeping
Homework will be on a daily basis and there will be a chart where they have to follow.

Test and Quizzes will vary

I rather give test at the end of each chapter and use the the following scale to grade. And will be
worth 30 point each
Questions right
4
30-25
3
24-20
2
19-15
1
14-11
0
0-10

Missing assignments and Late Policy

If its a missing assignment its going to be late. I rather have the students turn in it than not. But
every time a student misses an assignment they will have to fill out this form signed by there
parents with the finished homework too.

Section 4: Intervention
Academics Intervention Model
Reduced or modified written work
Assignments divided into smaller tasks
Computers used for assignments
Modified spelling list
Page number given for answers in text
Text highlighted
Auditory materials used tapes, text
Assignments read to student

Date
initiated

Results

Have students repeat directions

Use timers for assignments
Kinesthetic materials used (manipulatives,
concrete materials, chalkboard
templates, puzzles, games)
Alternate seatwork with physical activity

With this chart I plan to use is for the following situation that I can encounter in the classroom.
So I can accommodate any special request for the student might need.
Struggling students
Students with disabilities
Students who are excelling
Different learning styles
Motivating the unmotivated
Fast-finisher
Behavioral Intervention
I plan to have a sheet where in any of the behavioral problems like
Consistently off-task
Unorganized
Outbursts
Failing to keep hands to self
Students with disabilities
Bullying
Being bullied
Positive Reinforcement
Cooling down
Getting the attention of the class
Motivating the unmotivated
Behavioral Intervention Plan Summary
Target Behavior
Replacement Behavior
Triggers

Function of Behavior
Motivators
Supports
Procedures(on how the teacher should treat the students to help the student do the intended
behavior or to stop it )
Data Collection
Other Ideas
For any behavior that exhibits in the classroom I will fill a chart of like this to either stop it or
encourage it. It will help me as one day as future teacher if there is anybody new In the
classroom I can show them this sheet. Also, if the parents of the student want to see how we as a
school are managing to stop the behavior I can have an outline to show how were trying.
Behavioral Intervention Strategies:
Through my experiences of working with children in the classroom as well as my experience in
working with children at summer camp, Ive acquired strategies that help curb negative behavior
quickly and discretely. Examples of these strategies are as follows:
1.) Make eye contact directly with a child to let them know his/her behavior is unacceptable.
2.) Stay in close proximity and walk towards or stand next to a student who is misbehaving. A
touch on the shoulder can also help a student understand that you are aware of his/her behavior
and that it needs to be changed. An effective classroom manager is always moving about the
classroom to curb negative behavior and reinforce positive behavior.
3.) Use nonverbal signals to remind students to be on their best behavior. This could be a
simple shaking of the head or thumbs up sign that all students will do back to you so you can see
whos on task.
4.) Use verbal signals to remind students to behave appropriately. Saying something like
Wow, Kaylas group looks ready to line up, will cause other students to check on their own
behavior.
5.) Change a students location if he/she cannot behave appropriately next to certain peers or
needs to be closer to you to stay engaged.

Section 5 : 1st grade standards

Standard Common Core Standard
s
s
Math
Adding two is theScience
same
as counting on two
Math
Students develop, discuss,
and use efficient,
accurate, and
Science
generalizable methods to
add within 100 and
subtract multiples of 10
Math
Add and subtract within
0-9
Math
Represent and interpret
Science
data.

Science

Subject
Readin
g
Readin
g

Readin
g
Readin
g
Readin
g

Common
Core
Common Core
Standard
Standard
Ask and answer questions
about key details in a text.
Retell stories, including key
details, and demonstrate
understanding of their
central message or lesson.
Describe characters,
settings, and major events in
a story, using key details.
Identify words and phrases
in stories or poems that
suggest feelings or appeal to
the senses.
Explain major differences
between books that tell
stories and books that give
information, drawing on a
wide reading of a range of
text types.

Common Core
Summarize the
needs of living
organisms for
energy and growth
Recognize the
features and
patterns of the
earth/moon/sun
system as observed
from Earth
Environments and
behaviors of
humans that enable
plants and animals
to survive
Summarize the
basic needs of a
variety of different
animals (including
air, water, and
food) for energy
and growth.

Subject
L.A

L.A

L.A
L.A
L.A

Write informative/explanatory texts

in which they name a topic, supply
some facts about the topic, and
provide some sense of closure.
With guidance and support from
adults, use a variety of digital tools to
produce and publish writing,
including in collaboration with peers.
Participate in shared research and
writing projects
explore a number of "how-to" books
on a given topic and use them to
write a sequence of instructions
With guidance and support from
adults, recall information from
experiences or gather information
from provided sources to answer a
question.

Sample of Lesson Plan: Goals planned to achieve to accomplish for the

school year
Language Arts
-The silent AEIOU
Vowels
-Retelling the Main
event in sequence
-Phonetic Skills
-Spelling words
-Student Journal
-Comprehension
skills

Math
-The Ruler
measurements
- Counting by
Two
- Addiction and
Subtraction
problem with
numbers 0-9
- Graphing
-Two digit
Addition 0-9
100 chart

Section 6 : Communication

Science
-Earth, Moon
and Sun
-Organism
and energy
growth
- The life
cycle of
Humans and
animals
- Reuse,
reduce and
recycle
- Air , Water
and energy
for plant
growth

Social Studies
- The U.S
Presidents
- First
Thanksgiving
- Christopher
Columbus
- Martin Luther
King
- Native
Americans
-Pilgrims

Reading
-Retelling
stories with
key details.
- Describing
main
characters and
message
- using there
sense to go
along with the
story

Parent:
Open house: Sample
Parent teacher conference: Sample of Sign up
Parent Teacher Conference Sign Up Sheet
Wednesday October 25, 2016

Conference Time

Parents Name

Students Name

4:00-4:20
4:20-4:40
4:40-5:00
5:00-5:20
5:20-5:40
5:40-6:00

What I want to use this chart is how I want to conduct the parents conference meeting and
showing them how the student is doing in every subject with sample work to show.

Conduct
To report bad or good conduct the sheet below the students will fill it out. The parents
will have to initial it everyday. At the end of the week I will choose O=Outstanding,
S=Satisfactory or N=Needs Improvement.

Grading Will be reported every nine weeks and a progress report will be sent home with
the students for the parents to revise and get signed.

Contact List: I want to have log where I now when they reached out to me and I reached out to
me.

Administrator: Student Issue and Classroom Happenings

Student:
Expectations
Classroom

Hallway

1.Follow Directions 2. Keep Hands /Feet to Yourself

1.Follow Directions 2. Completing Work 3. 3. Walk on Right Side of Hallway
Responsible Be Prepared
4. Keep Your Area Clean
4. Use Quiet Voices

Obedient

1. Follow Directions 2. Keep Hands/ Feet to Yourself

1.Follow Directions 2. Completing Work 3. 3. Walk on Right Side of Hallway
Be Prepared
4. Keep Your Area Clean
4. Use Quiet Voices

Achieve

1.Ask Questions
2. Complete Work 3. Participate in
Classroom Activities

1.Follow Directions 2. Keep Hands/ Feet to Yourself

3. Use Quiet Voices

Respect

1.Follow Directions 2. Use Kind Words 3.

Care for School Property

1. Follow Directions 2. Keep Hands / Feet to Yourself

3. Use Quiet Voices

Substitute Teacher:
Everything will be in a binder
Including
Class list
A map of where everything is located
A list of students who need special attendance
Seating chart
Teaching Plans
( Date)

Section 7: Philosophical Statement

What I want my classroom to be is place were students feel comfortable and safe. A place where
if a students feel like theyre struggling they feel safe to ask me any questions. In my classroom I
want to get to know my students and their family more. By letting them know their students
education and safety are one of my prioritys. I want to believe in everyone of my students that
they can achieve anything they out there minds to it . I want to be able to encourage my students
by letting them know I believe in them. When in groups that all students get along with each
other and can work as team. One of my biggest priority is having my students be in classroom
where they feel like there are getting treated equal and fair.
I describe myself as a someone who is very energetic and loves to learn form other. Which I want
to learn of my students. I dont want to be that teacher that just read of worksheets and expects
them to memorize it. I want my students to find the deeper meaning of the lesson I am teaching. I
want them to have these skills when they leave classroom. I want student to feel proud of the
work they do. Small or big they I want them to feel like they accomplished something big. I want
my student to feel motivated in my classroom were if they do get criticized its constructive
criticized and that they take it the right way. I believe that if students know there teacher believe
in them they will also believe in themselves.