Tws 9

Taylor 1
TWS 9
A. Classroom Management:
- All student should feel valued and like they are an important aspect
of the learning environment. Some activities that I will have in place
for students to feel like valued and important members of our
learning community will be: to have students assigned to specific
classroom jobs, promote discussion on line, and to allow students to
work in groups. Through allowing students to hold jobs, they will
sense that they have to do their job in order for the classroom to
run smoothly. This will also teach students responsibility. When
students are on line as a whole class and I am teaching, I will make
sure to encourage students to ask questions that they have
regarding to the content being taught and to instill in them that no
questions is irrelevant. Another way to allow students to feel like
they are a part of the classroom is to have them interact socially
with other students but in a way that is beneficial to the learning
environment. By having students work in groups they will be
exposed to other students and will build relationships with them
both socially and academically.
-
As any good and well organized classroom has, rules are set in
place not only for the welfare of all in the classroom, but also to
keep students accountable for their behavior. Some of my classroom
rules would be:
1. Be respectful to everyone and everything in our classroom.
2. Keep hands, feet, and objects to yourself- we use our hands
for helping, not hurting.
3. Always come into the classroom with a positive attitude, and
ready to get your work completed!
4. ALWAYS treat others the way that YOU would want to be
treated.
Throughout the beginning of the year, I will make sure to model

these rules and to remind students of them if and when they choose
to break them. I will use this as instructional time to help guide
students behavior in the direction that it needs to go in. But, if this
undesired behavior continues, consequences will be put into place.
o First offense: If the student breaks one of the classroom rules,
they will be talked to individually and asked to not do that
undesirable action again and the next consequence will be
explained. This would be considered a warning, and the
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students name will be written down on my note pad to keep

track of who was doing what to misbehave.
o Second offense: If a student continues to break the classroom
rules the student will then get one strike beside their name on
my own personal note pad to make sure that I keep track of
who is misbehaving throughout the day. If another student is
helping to cause this undesired behavior, then the student will
be moved to another area to help them to refocus and to
hopefully turn their day around for the better and to get more
work done.
o Third offense: The third offense will be the last one. The
student will then be told that they have 10 minutes of silent
lunch and will have a note sent home in their agenda that
must be signed by a parent/guardian. This will result because
the student would have already been talked to individually
with their name written down, been moved and given a check,
and to have also been refocused on their work. Since lunch is
25 minutes long, 10 minutes for students to sit in silence
would not be too much of a punishment, but would get the
point across but would also allow students to have social
interaction as well.
If this undesired behavior continues and I feel that it is becoming a
threat to the children, myself, or the wellbeing of the classroom in
general then I will ask my assistant to please escort the student
who is misbehaving outside and to talk with them one on one and if
this does not help, then I will have the administration to get
involved and to come in as a last resort. I think that by taking the
student from the classroom that the atmosphere might change
which would help the student to change their demeanor. After the
student has been removed from the classroom, this will result in an
immediate phone call to a parent/guardian.
-
Positive and Negative Reinforcement:

o For those student who are staying on task and completing
their work, their reward will be that they have full recess time
and will be able to sit wherever they choose at lunch and talk
to whomever they desire to. Also, if students are on task all
day, they will be given extra classroom jobs that students
would find enjoyable like being the teachers assistant or
technology director (turning on SmartBoard or computer). By
giving students these more enjoyable jobs, they will keep up
the good work to be rewarded by their good behavior then
they will continue to display this behavior daily.
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o Another way of reinforcing such behavior would be to call the

students who are behaving properly first in many of the
activities that we have during the course of the day and not
calling those who have shown undesired behavior until later
as a way of punishment in a smaller scheme.
o Through giving both negative and positive reinforcement I am
helping those students to who are exemplifying the desired
behavior and also allowing those who arent to see what they
could get if they turned their behavior around.
B. Non-Instructional Routines and Procedures

- I will begin the day by students coming in, picking a lunch choice,
and to make a breakfast choice as well. After the students have
completed this, they will be instructed to get their folder off the
carpet and to begin their work quietly. Once the morning helpers
have arrived, they will be sent to get the breakfast from the
cafeteria and then will come back in the room to serve it to the
other students once our day has begun. After breakfast has been
distributed, and each student cleans up, they will then begin their
work cycle. At the end of the day, students will begin cleaning up 30
minutes before the end of the day and will make sure all lessons are
put back in place, and to make sure all other materials are put in
their correct place. Students will then pack up all of their belongings
and keep them at their desk then to come on the carpet to enjoy a
read aloud or any other small enjoyable activity for the end of the
day.
- As in any Montessori classroom, I will not distribute or collect
students work but will encourage them to get all that is assigned
done on their work plan for the day. As students complete their
work, they will use the help chart to get their work checked and
marked off their work plan.
- I will assign student helper by keeping a job chart to make sure that
everyone gets an even rotation and to get a fair chance at doing
every job. I will also have an assistant to complete this job if the
assigned student is absent on a given day. This will also to help
evenly distribute jobs. I will utilize these students in daily routines
and will make sure to give them tasks that pertain to their jobs.
- In a Montessori classroom, students are able to get up and move
around as they please. This also includes getting lessons, going to
the restroom, and sharpening pencils. I will allow my students to get
up and go as they please and as long as it does not interfere with
instructional time this will not be a problem. But if a problem is a
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result of this freedom, then these activities will be monitored very

closely and will only be allowed at certain times throughout the day.
I will ensure that students are supervised appropriately during
emergency situations by actively talking about what we do during
emergency situations. I will also monitor students in the hallways
during drills and to make sure that they are doing what they need to
and are being safe. If I have an assistant in my room then we will
work together to make sure that students are behaving
appropriately and practicing all of the precautions for an emergency
drill/ situation.

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Taylor 1

Throughout the beginning of the year, I will make sure to model

students name will be written down on my note pad to keep

Positive and Negative Reinforcement:

o Another way of reinforcing such behavior would be to call the

B. Non-Instructional Routines and Procedures

result of this freedom, then these activities will be monitored very

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