Ms.

Reyes Comprehensive Management Plan

Statement of purpose or vision conveys serious reflection on goals for you,
your classroom, and your students.
The focus in the classroom is centered on students becoming peacemakers and
peacekeepers in the classroom. Students learn to work as a team, as well as become
responsible and accountable learners.
Our classroom is a community of learning that encourages creativity and diversity. As
we learn, we are committed to bringing out the best of one another through
encouragement and respect.
Rules, Norms, or expectations are reasonable and stated using ageappropriate, positive, and observable language.
Classroom Expectations:
We will:
Treat others with kindness
Treat others with respect
Allow my teacher to teach
Allow others to learn
Respect property
Be responsible for my actions
Be responsible for my learning
-Students sign around classroom expectations and we discuss examples of these things.
Establish with students that Donts are negative, just as rules are negative.
Expectations are more positive.
Positive and Negative Consequences include a variety, and are ordered
logically.
Focus on positive behaviors. Recognize students who are doing the right thing to
prevent students seeking attention in less desirable ways.
Encourage intrinsic motivation- students are responsible and accountable for their
actions and their learning because they are driven to do so from within themselves, not
based upon a promised reward or prize for positive behavior.
Use a variety of strategies to respond to appropriate behaviors:

Ms. Reyes Comprehensive Management Plan

Praise Thank you to the friends who are following directions.

Marble Jar: a visual incentive for students. I make mental notes of when I
observed students meeting the classroom expectations and acting responsibly. At
the end of each day, I place a marble from one mason jar into the other, placing
in a marble for each positive behavior I observed. I also reserve the right to take
a marble out of the jar if I observe negative behaviors that day. I choose to do
this at the end of the day, to give students a goal to work toward each day, helping
them to understand that each day is a new day and fresh start for them. I also
choose the end of each day as to not disrupt lessons when I observe negative
behaviors. Students are encouraged to work as a team to earn marbles. Once all
marbles full the jar, students get an extra 10 minutes of recess, or 10 minutes of
free time with games in the classroom, or a small party.

Pay day for student jobs: Each student is given a weekly job (the list is on the wall
in the classroom in case students forget). Students are given paper money and
checkbook jackets to keep their paper money in. If students carry out their jobs
during the week appropriately, they are given pay. Jobs consist of, line leader,
caboose, math center organizer, library books keeper, lunch duty, pencil
collector, etc. Twice a year students are able to participate in a thrift shopping
day, where teachers/students bring in toys, clothes, trinkets, etc. for students to
cash their paper money in for. Students get very excited. This is a year-long
economics lesson that also provides students with real-world incentives for doing
their weekly jobs efficiently.

Outstanding student certificates for the students who go above and beyond.

Acknowledging academic excellence by allowing students to display their work or

show it to a previous year teacher.

Use a variety of strategies to response to inappropriate behaviors:

Planned ignoring
Specific feedback
Moving students
Praising students who are doing the right thing when inappropriate behavior is
observed
Taking a marble out of the jar at the end of the day
Create slips/forms/postcards for negative parent contacts (have prepared before
school year begins so that only negative behavior and student name can be
written in.)

Ms. Reyes Comprehensive Management Plan

Procedures show understanding of comprehensive nature of procedures,

and are described step-by-step; not at all vague.
Students walk in each morning, place book bags and jackets in cubby, lunchboxes in
fridge/cubby.
Soft classical or nature music plays, to set the tone for a new, peaceful day. I greet each
student at the door when possible.
Students immediately begin morning work cycle independently. Expectations were set
and routines were consistently modeled so that students understand their weekly work
plan and know what is expected when they enter the classroom each morning.
The priority for their morning work plan begins with Q.O.D. (Question of the Day).
Each day, students will have a question written on the board, and students are to write
their answers in their Q.O.D. comprehension books (i.e. What is your favorite meal to
cook for your family? What is your favorite season?)
Students each have a weekly work plan, meaning students need to have all these
completed by Friday: Comprehension (Daily News), Scholastic News/Weekly Reader,
Skill Cards, Social Studies and Science reports, Current Events, etc.
Students have half notebooks with their names on them to write their responses to their
weekly work plan assignments if a worksheet is not otherwise provided.
There is a bucket where students know to turn in their assignments once complete for
the teacher to check.
Students have plenty of ELA, Social Studies, Math, and Science manipulatives and
activities (i.e. Pythagoras boards, Sudoku, Planet research, Presidents research, etc.)
around the room to pick and choose from to work on and practice after their work plans
are complete. This is a classroom in which students are responsible and accountable for
their own learning and where students are given choice and differentiation and various
learning styles are acknowledged and nurtured.

Ms. Reyes Comprehensive Management Plan

Every day after morning work cycle, during whole group instruction, students go over
their D.O.L. (Daily Oral Language) packets. The packet contains Monday through
Friday Oral Language questions for students to answer (i.e. Correct these sentences,
complete these analogies, etc.) Students are to complete their D.O.L. after their Q.O.D.
every morning before completing their work plans.
Every Friday after morning work cycle, students are given a spelling test.
Students have a bin for their Q.O.D.s, a bin for their D.O.L. folders, and a bin for their
writing workshop folders.
Students also have a bin where unfinished work goes, so that they can retrieve it when
they have free time during afternoon work cycle, or during morning work cycle the next
day.
Students always wait for instructions when whole group instruction begins. Students
will sometimes use their clipboards from their cubbies, math comprehension books
during Math, pencils before teacher begins, unless teacher decides to have pencils
passed out before group work or independent work begins.
Transitions: Students are always given a 15 minute warning, then 10 minute warning,
then 5 minute warning, then 2 minute warning in preparation for a new transition
throughout the day.
Different ways to gauge students attention:
If you can hear me, clap your hands once. If you can hear me, clap your hands
twice, if you can hear me, clap your hands three times.
Counting down, 54321
Once students get in tune to the routine, I should be able to hold my hand up
with my voice off, counting down with one hand from 5 down to 0.
If students continue to talk or do not attend to my queues, I sit down quietly and
wait until they are ready. I will pause in the middle of a lesson as well and use
this tactic if students are especially chatty.
When it is time for specials and recess, students will line up when they hear a cue that
helps them identify themselves to go line up (i.e. Boys with blue shirts line up, Girls
with red shirts line up.)
Students know the behavior expected of them when lined up and when walking in the
halls. Students are to have their hands at their sides, in their pockets, or arms crossed;
bodies settled, bodies and eyes forward, voices off. I have a reminder of hallways

Ms. Reyes Comprehensive Management Plan

expectations by the door facing students as they walk out of the classroom into the
hallway.
During lunch, all students are seated at the lunch tables; there will be a red cup at the
end of each table, signaling to students that they are to eat their lunch silently for 10
minutes. Once the teacher removes the cup, students can talk and eat for the remainder
of lunchtime.
When students come back into the classroom after specials, lunch, and recess, they wait
outside the classroom door, waiting quietly in line in the hallway, until the teacher
allows a few students into the classroom 5 students at a time, to put away their lunch
boxes and any instructions given by the teacher (i.e. Grab a pencil and your math copy
book and have seat quietly. The I can statement is on the board.)
Students have assigned seating during whole group math instruction since math
instruction requires a lot of note taking and concentration.
10 minutes prior to dismissal, students will wait for their names to be called, and once
called, students are to pick up their Daily Communication/Go Home folders (these
include homework, notes to parents, school newsletter, etc.), place their folders in their
backpacks, and then grab their backpacks and jackets from their cubbies, and have a
seat until it is time to line up for dismissal. Low volume talking is permitted.
Sometimes I will have students Stop, Drop, and Read during this time.
During this time students also make sure to do their classroom jobs before the day has
ended.
Lesson plan(s) for teaching rules, and/or procedures, and/or consequences
are clearly thought out and presented in detail.
Invest time at the beginning:

Spend a lot of time preparing a behavior management plan. The more

preparation before school starts, the smoother the year will be.

Maximize structure.

Be consistent.

MODEL THE EXPECTED ROUTINES AND BEHAVIORS.

Ms. Reyes Comprehensive Management Plan

Actively engage students during instruction.

Establish a toolkit (referral forms, pre-made slips/forms/post cards for parent

contact).

Have additional work and activities for AG kids who get done with their work
sooner than others, in order to limit behavioral concerns.

Share the plan by discussing expectations/procedures/routines/negative and

positive consequences with grade level peers and school leaders and allow for
review of the plan. All of this should be done before the school year begins, in
case feedback requires changes in the plan. Feedback from grade level peers and
school leaders is a great way to make the plan the best it can be.

Share the plan with parents in a letter/brochure during open house, along with
the classroom newsletter/letter from the teacher.

Review the plan throughout the year with students by conducting mini lessons.
Review the plan for reflection and possible modifications that meet the needs of
the class and students.

Contact parents and keep them informed throughout the year of possible changes
to the plan as well as a simple reminder of the classroom expectations and action
plan so that parents can help teachers enforce these expectations while students
are at home.

Teach with quality instruction: create lessons that are interesting, relevant, and
within instructional range of all students. Prevent classroom disruptions by
providing evidence-based supports and accommodations to students who are
frustrated by challenging academic content.