Morning procedures Focus activity o Monday, Tuesday, Thursday: Journal o Wednesday: Wacky Writing o Friday: Pen Pals Morning Meeting (used on Mondays

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1 Morning procedures Focus activity o Monday, Tuesday, Thursday: Journal o Wednesday: Wacky Writing o Friday: Pen Pals Morning Meeting (used on Mondays and Fridays) Social Studies Language Arts o Reading groups: Independent work, Read to self, Teacher instruction o Whole group work: whole group book or reading strategies Writing o Authoring Cycle o Whole group grammar instruction when necessary Special Area time Lunch Math o Do Now: SmartPal Spiral Review o Whole group instruction o Small group instruction Students may be doing: Independent work on a computer-based program Independent/partner work with math-based filer games Small group instruction once a week with the teacher Recess(Playground/Brain break activity) Science Story time and Dismissal

2 Entering the classroom 1. Put backpack in cubby. 2. Take out homework folder and agenda. On Fridays, turn in homework in All Done bin. 3. Get papers from mailbox to take home and put back in cubby bin. 4. Grab clipboard of activities. 5. Sit in seat and eat breakfast. 6. Write down homework. 7. Complete focus activity. *Early finishers may: read a book; finish Work in Progress; or pick from the free time activity bin. It will be taught on the first day of school through simple instruction both orally and visually on the SmartBoard. Students will be reminded of the steps for the first few weeks of school, but will then be expected to follow the procedure themselves. And if not completed correctly, then they will just be calmly asked to follow the procedure for entering the classroom (even if it may mean exiting the classroom and coming back in again). Even if students have entered a classroom years before, the specific procedures always change. Students need to know that they are expected to put away their belongings, prepare for class, and start on important work. Without knowing how to specifically do that, they may not be able to be focused for the day, inadvertently setting them up to not have the best learning environment possible.

3 Morning Meeting (From The Classroom Management Book) General Procedures Students sit in square on reading rug, being able to see everyone. There will be a leader of morning meeting, who will help the teacher once students are used to the routine. The leader is chosen from the Token System bag. Expectations: sit to see everyone, show active listening, raise your hand to speak, greet everyone. On, Mondays, 1. Greet each other. 2. Read morning message of the week The message will be something inspiring, a general goal for the week, or something else. Students will be encouraged to discuss what it means or what they need to work on during the week.3. Reminders of important events. 4. Discuss student concerns Student concerns on Mondays can be said aloud or be found within the student journal located at the reflection desk. When discussing concerns, we do not use personal students names. 5. Positive moment! Teacher or student provides a positive moment to begin the week! On Fridays, 1. Greet each other. 2. Reflect on morning message of the week 3. Discuss student concerns Student concerns are found within the journal located at the reflection desk. Students will discuss and problem solve (with help from the teacher). 4. Compliment time Tossing around a stuffed animal, each student will give a compliment to the person they toss it to. Every person must get a chance. This will be taught on the first day of school at its normal schedule time, without student concerns. Instead, we will focus on creating a classroom community and our rules and procedures of the classroom. However, the student concern journal will be introduced on that first day (including the reflection desk as well). The second week of school will begin the actual process of the Morning Meeting, with students being the leaders in the third week. I want to use the Morning Meeting to create a safe space for our community to share praise, concerns, and care for one another in our learning environment. But this cannot happen if they do not know the procedure for working as a community. It is even more crucial during a Morning Meeting where students need to feel safe to share their worries without being judged, or even just interrupted by another student. Likewise, I want students to understand the process well enough so that they can facilitate the praise and problem solving themselves.

4 Lining up/walking in the hallways Lining up procedures 1. Tidy up their desks as outlined, and sit silently to show they are ready to leave. 2. Called one table at a time, the table will push stand, push in their chair, and line up in ABC order by first name. 3. Students will find their place and face forward with hands at side until everyone is lined up. Walking in hallways expectation (shown) students will also stop at designated stopping points on the way to particular locations Students will be taught how to line up on the first day of school as a general practice before lining up to get somewhere. If students do not complete the procedure correctly (not pushing in chairs, playing in line or in the hallways), I will tell students that sometimes we just need to practice, so if we cannot do it that we will come back and do it again. Lining up and walking in the hallways is one of those core components of a smooth-running classroom, for both me and other classrooms throughout the school. Students need to know right away that I do not mean funny business about lining up or walking quietly in the hallways so I really do think that I will come back to my room and practice again whenever necessary to set up those expectations. It will include no malice, but just a desire to let my students know straying from procedures will not be tolerated. Dismissal 1. Clean up designated table and/or desk. 2. When teacher gives you the signal, students get backpack and place agenda and homework folder into backpack. 3. Sit in assigned seat. 4. Teacher read-aloud time (for however long until dismissal is given) 5. Line up with assigned bus number. Students may not board bus until teacher gives permission. It will be introduced in the middle of the day, and thus practiced before the end of the day. During end of the day, students will restate each step of what they are supposed to do. Eventually, I will hope to just give some code word like Dismissal and have my students get ready quickly so that we can use our extra time to read a fun book as a class (a hidden reward for timely behavior).

5 As stated above, I want students to know what is expected of them in the eventual hope that they can be a responsible student and get ready to leave on their own. I also think we frequently do not practice this procedure with our students even though it is one of the scariest parts of a teacher s first day with students: making sure they get home the same way they came. If that can happen smoothly and easily within the first week, I will not have those anxieties for the rest of the year. Preparing, passing/collecting materials Passing/collecting materials: My classroom will have group supply shelves at each table. At the beginning of the week, a designated table helper picked from the token system will be written on the board. Besides for the focus activity (when students come in at different times), this student gets and gives materials to their group from the supply shelf. Only one student works in this procedure so less people leave their seats. Preparing materials: Because many supplies will be stored on the supply shelves, students will replenish pencils or markers when necessary. If during morning work, each student will have their own responsibility to be sure that they are prepared with the materials listed on the SmartBoard whether they can get them from their shelf or need to get to the extra supplies. For the rest of the day, it is the table helper s responsibility to replenish any necessary supplies by placing used or broken materials in the designated bin and picking up the right amount of new materials. This procedure will be taught on the first day when students need to get materials from their shelves in the afternoon. I will show how a table helper quickly gets the materials to their table without sorting through pencils or getting distracted by their own work. At first, I will specifically call for table helpers to get particular materials. Eventually, I should be able to ask students to just get certain materials and the table helpers will know what to do. As a class, we will also relate this to the importance of working as a community, i.e. doing our jobs. Sometimes our job is to get materials and sometimes our job is to sit and be ready to learn while someone gets them for us. But we can put materials close to our shelves or hand them to our friends. It will also be explained that sometimes our friends may decide they want to take over the job even though they should not. Those students are not doing their job as the community, but it is NOT a table helper s job to grab back materials or get upset. Instead, the teacher will find those friends and ask them to work as a community by being ready to learn. I watched precious time wasted within my student teaching placement when materials were collected and passed out. I wanted to try to think of a method that would make materials accessible and give the job to specific students throughout the week. It also combines the right amount of individual responsibility and care for the community.

6 Passing/collecting papers When passing out papers, a stack will be given to a person at each table who is showing they are ready to learn, and that person give it to each friend at their table. Other students will not grab, but will wait until the paper is handed to them. When collecting papers, the same person will collect every paper from their table and the teacher will collect from there. Because I hope to attach as much work as possible to clipboards every morning, I hope not to have to use this procedure too often. Thus, it will be taught the first time it is deemed necessary. However, when it does come about, it will be practiced several times. This includes showing the correct way to quickly give papers out to a table versus the wrong way of grabbing from one another or passing out too slowly. We will give out and collect papers several times in a row before beginning the actual activity. I realized quickly in my student teaching placements that students do not know what to do when given a group of papers at a table (even though this is frequently much easier for a teacher to do). I want my students to know how to complete this task efficiently without having to worry about how quick the papers are passed out or collected. Student work Student work containers will be located in front of my desk. These bins will include: An All-Done basket for turning in completed work Notes from home from teachers or for special forms Work-in-progress filers for work that is still being completed Student mailboxes for completed and graded work (at Odds/Ends table instead Students are expected to place their work, notes, or not-finished work within these different bins. They are also expected to clean out their mailbox EVERYDAY when entering the classroom. During the tour of the classroom on the first day, students will be introduced to the student workspace with its designated bins. However, I do not want students to put their Welcome packets within these bins on the first day and they will not have to turn anything in within the first day. Instead, it will be reinforced the following day as students bring in the various forms from home. When students do get an assignment that will have to be turned in, I will have a student show the process of completing work and turning it in as well as possibly filing it as Work-in-progress if not completed. If needed, we can practice as an entire class as well. I want to allow students to turn in their work on an individualized basis as much as possible, but also to BE POSITIVE that it will end up where it needs to be (versus stored in their desk). I also want students to know that their papers are important and have their own place. I do not want to teach the procedure until it is needed, which is why I plan to wait until the need arises. Leaving your desk

7 Students will use hand signals (from Mrs. Schmidt s third grade class). They are: Bathroom: t moved back and forth Water: w at mouth Pencil: holding up pencil (if needs sharpening) or 1 Tissue: n for nose Reflection desk: r The teacher will respond with the hand signal for yes or no without having to explain aloud their reply. These hand signals will be displayed in the room, and taught on the first day of school when students begin independent work. In order to reinforce the signals, I will either remind students to respond nonverbally when asking to leave their desk or go somewhere or eventually not respond until they use the signals. Students will also be reminded in this process that there is not to be a dispute with the teacher s answer (Rule 1: Be respectful). The teacher may have an important reason why this is not the time to get up, whether it is safety, letting only one person up at a time, or an important part of the lesson. I love that the use of hand signals eliminates the need for verbal communication, and frequently the need to interrupt teaching instruction. I can quickly answer a student s request for something without stopping instruction AND can tell the difference between raised hands for an answer versus hands raised for another reason. Bathroom 1. Hand signal until the teacher gives a yes. 2. Fill out a bathroom pass located on the odds/ends table. 3. Teacher will sign only once it is filled out. Expectations: Only one person allowed to the bathroom at a time; quickly head to the bathroom; leave the bathroom as you left it; do not disrupt class with your exit and reentrance Procedure for the bathroom will be outlined on the first day of school early in the day. Clearly, students will need reminders (just as with hand signals) for how to complete this procedure. I will be sure that I stick to the guidelines (especially including filling out their own pass) so they learn the procedure quickly. I will also let my students know that I will let them go to the bathroom eventually even if I say no at first, but they must respect that I know when is an appropriate time to leave to use the bathroom (without verbal comment). I want students to be able to go when necessary without planned bathroom breaks, but still not disrupt the learning within the classroom. This way they are the most active participant in going to the bathroom versus me needing to fill out their pass for them. Getting student attention

8 I will use various attention signals (Examples from Mr. Bean s third grade class) Everybody freeze chant Stop, look, listen Call and response: Hocus Pocus, Everybody Focus; Holy Moly, Guacamole Once students hear an attention signal (and possibly after a response), they must show active listening positions: Immediately stop what they are doing, look at the teacher, and listen for instruction. The best way this can be taught is through lots and lots of practice, both prompted and unprompted. I have planned many times throughout the first school day to include getting students attention, first practicing the behavior and then leaving open time for unexpected moments to get their attention. Not only is the attention signal important, but lots of specific praise and reminders throughout the first week of school will be given about active listening positions in order to be sure that students are attentive and REMAIN attentive during directions or instruction. Students need to know what they are responding to when you ask for their attention, how to show that they are ready, AND how quickly this procedure needs to be completed. If you do not point out these parts within the first few moments of teaching, it will be impossible to let students learn independently or in groups without struggling to bring the whole class back together. Substitute (From Mrs. Schmidt s third grade class) I will have created a substitute teacher binder including the plans for the day with the daily schedule in the front. It will also include a Welcome letter, seating chart, classroom procedures, classroom rules, discipline plan, contact information, and blank paper for notes and comments. As for the papers necessary for class, I may not be able to place on their individual clipboards like usual. Instead, I would line up the necessary papers on the Odds/Ends table located near the front door. Students will be expected to collect these papers when they come in and place them on their clipboard. Rationale Even when I am not in the classroom, I want the person coming in to have all the information they might need about my classroom and my students. Clearly, they may not need all of this information, but better to be safe than sorry. I would also hope that my students have honed in on the classroom procedures so well that they could help to lead the classroom with its same routines and procedures without me.

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