Classroom Procedures

Samantha-Elise Tennant
Grand Canyon University: EDU-450
April 22, 2017
Drew McBroom

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 EDU-450 Procedures
Program of Study: Elementary and Special Education

Procedure 1 title: Entering at the Start of the Day

Objective: To start the day off organized and get the students ready for a day of uninterrupted
learning.

When procedure will be introduced, modeled, and practiced: The procedure will be
introduced, modeled and practiced at the beginning on the school year. Students will learn the
morning routine at the start of the year.

Frequency of modeling and practice: This procedure will be introduced, modeled, and
practiced within the first few days of school. Then reviewed after long holidays/breaks and
anytime students struggle with carrying out the procedure.

Assessment and Feedback: Educator will ensure students are following the directions and will
take mental notes of how well they follow them. Educator will give positive feedback if students
are doing exemplary work and helpful feedback should students need to work on following the
procedures

Procedure Steps or Activity:

1. Hang up back-pack
2. Put homework in homework bin
3. Put teacher/parent home notes in personal cubby/file
4. Sharpen any pencils
5. Begin and work on morning independent work

Procedure 2: Social studies and Reading Note-Taking

Objective: To give students a solid form of note-taking that will be consistent throughout the
year and will better their learning experience.

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When procedure will be introduced, modeled, and practiced: This procedure will be
introduced, modeled, and practiced at the start of the first reading lesson, then practiced/reviewed
throughout the rest of the week until students understand note-taking format expectations

Frequency of modeling and practice: This will be modeled the first three times students take
notes in the classroom. A model or template will be given the first three note-taking sessions,
from there on students will receive only verbal reminders on how to set up their notes without a
template (unless they need a brief visual review after a long holiday/break).

Assessment and Feedback: Students will not be graded on their note-taking in class, but will
be graded on any note-taking assigned for homework. Positive or helpful feedback will be given
on the notes taken in both class and at home, to encourage students to continue to write solid
notes.

Procedure Steps or Activity:

1. Take out highlighters, colored pencils, pens, and regular pencil.
2. Take out designated notebook for subject (reading or social studies).
3. Write in table of contents located on the first few pages the topic of the notes and page
number
4. Turn to the next open page to write notes
5. Set notes up in Cornell Note-taking format
6. Take notes

Procedure 3: Returning from Recess

Objective: To maintain order after students come in from the playground to ensure there is
optimum time for learning.

When procedure will be introduced, modeled, and practiced: This procedure will be
introduced, modeled, and practiced the first few days of the school year, so students know their
expectations from the beginning.

Frequency of modeling and practice: It will most likely take 3-5 times practicing the procedure
for students to understand their expectations, then throughout the year the educator will review
the procedure with students, as needed.

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Assessment and Feedback: Should students line up after recess incorrectly, as a class they will
need to retry until they get it right. Feedback will be given to the entire class on their progress
and what they need to work on as a whole.

Procedure Steps or Activity:

1. Students will line up at the door quietly
2. Once quiet educator will give students instructions on what students need to do when
they get into the classroom to prepare for the next lesson
3. The educator will allow students in if they have demonstrated actively listening to
instructions
4. The educator will play a 3 minute song (mellow or calm)
5. Students will have the 3 minute song period to get their materials out, wash their hands,
drink water, whatever they need to do to get settled in for the lesson; this will be done
quietly and without chatter amongst peers.

Procedure 4: Lining Up to Leave the Classroom

Objective: To maintain order, prevent chaos, and practice patience.

When procedure will be introduced, modeled, and practiced: This will be introduced,
modeled, and practiced the very first day of class.

Frequency of modeling and practice: Students will be expected to practice the procedure
several times the first day, and then continue to practice the rest of the first work. Review of the
procedure can be given, as needed.

Assessment and Feedback: Students will be asked to sit back at their desks if they cannot
follow the procedure correctly and reattempt following the procedure. Students will receive
positive feedback when following through correctly with the procedure and receive helpful tips
to improve should they struggle.

Procedure Steps or Activity:

1. Students will put away all materials, books, and writing utensils.
2. Students will sit with their hands neatly folded on top of their desk with their eyes of the
educator to show they are ready to go.
3. Students will be called by row or group to line up at the door.
4. The row or group that is sitting the most quiet and attentive will be called first.
5. Students will line up quietly making two separate lines.

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Procedure 5: Testing

Objective: To teach order, respect, and honesty

When procedure will be introduced, modeled, and practiced: This procedure will be
introduced the first day, and then modeled and practiced the second week of school with a
practice test.

Frequency of modeling and practice: Students should only need one model and practice
session to understand their expectations; however, review throughout the year can given, should
the students be struggling following through correctly.

Assessment and Feedback: Students will be observed through the testing process on whether
they are following through with expectations. If students are not following the procedures, they
may have their test taken away to be given at another time or given a reminder of their
expectations. Positive feedback will be given to those following the procedure correctly and
honestly.

Procedure Steps or Activity:

1. Students will have 1-2 minutes to clear their desk, the floor and sharpen their pencils
2. When the 1-2 minutes are up, students will sit quietly at their desk.
3. Students will separate their desks so that not one student is sitting directly next to
another.
4. The educator will pass out testing privacy folders.
5. Students are expected to put the folder up around them to help keep their work private.
6. Once each student has their folder up, the teacher will pass out the tests.
7. Students are expected to keep their eyes on their own paper.
8. When students are finished with their test, they are to raise their hand, and the teacher
will come collect the paper.

Procedure 6: End of Week Classroom Chores

Objective: To teach students responsibility, care, and respect for their classroom

When procedure will be introduced, modeled, and practiced: This procedure will be
introduced the first few days of school, then modeled, and practiced the second week of school.

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Frequency of modeling and practice: As students will be performing their classroom chores
weekly, they may only need practice if they are doing the chore correctly. Some chores will need
to be modeled multiple times if not done correctly.

Assessment and Feedback: Students will earn some classroom reward such as class money,
positive behavior card, and so on, if they follow the procedures correctly. Students will receive
positive feedback or helpful tips based on their work.

Procedure Steps or Activity:

1. Each week students will be assigned a classroom chore (some individual, some with a
partner).
2. The last 30 minutes of Friday (or the last day before a holiday) students will need to do
their chore before leaving.
3. Students will find their chore written on the chore chart and get started on it right away.
4. Students will either work individually or with a partner based on the chore.
5. Students will work quietly on their chore until finished.
Examples of chores:
a. Picking up trash off the floor
b. Emptying recycle bin
c. Wipe down desks/tables
d. Organizing homework papers
6. When students finish their chore, they will sit at their desk and wait for reward to be
given out to those who followed procedures.

Procedure 7: Line Up and Rate Yourself

Objective: To encourage students to take responsibility for their behaviors and actions

When procedure will be introduced, modeled, and practiced: The procedure will be
introduced the first few days of school, but will not be modeled and practiced until the second
week of schools.

Frequency of modeling and practice: This procedure should only be modeled and practiced
once or twice. Students should be able to understand and follow through with the procedure.
They may need occasional reminders of the importance of the procedure.

Assessment and Feedback: Students will not be graded based on their ratings, but at the end of
each quarter the educator will go over the data taken on the rating with the student. The educator
will give feedback on how well the student is doing and/or what they need to improve on.
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Procedure Steps or Activity:
1. The last five minutes of class, students will be asked to pack up their things
2. When they are all packed up, they will line up in two separate lines
3. Once everyone is quietly in line and ready to listen, the teacher will begin
4. The educator will go down the roster and ask each student to rate their performance and
attitude in class that day on a scale of 1-10.
5. When students rate themselves below a 10 they will need to give a brief explanation why
(i.e. didn’t take enough notes, talking during a lesson).
6. Students are to be honest when they answer and take responsibility for their actions
7. Once all students’ answers have been recorded, students will be dismissed to leave
*1 in the rating system would mean students were disruptive, misbehaving, and not learning. An
8 could mean they didn’t have a good attitude or talking during a lesson, and a 10 would mean
always on task, taking efficient notes, participating in class discussions and having a good
attitude.

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