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    Coach Yeager: Effective Classroom Management Plan

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    api-291061996
    Coach Yeager outlines an effective classroom management plan for an 8th grade social studies class. The plan includes clearly posted classroom rules of being safe, respectful and responsible. Students are taught the rules and consequences for violations. Routines and procedures are established for classroom organization, assignments, grading and common activities. Positive interactions are emphasized with a 4:1 ratio of positive to negative feedback. Class-wide motivation systems like goal setting and reward charts are used to encourage all students.

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    Coach Yeager: Effective Classroom Management Plan

    Uploaded by

    api-291061996
    94 views6 pages
    Coach Yeager outlines an effective classroom management plan for an 8th grade social studies class. The plan includes clearly posted classroom rules of being safe, respectful and responsible. Students are taught the rules and consequences for violations. Routines and procedures are established for classroom organization, assignments, grading and common activities. Positive interactions are emphasized with a 4:1 ratio of positive to negative feedback. Class-wide motivation systems like goal setting and reward charts are used to encourage all students.

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    Coach Yeager outlines an effective classroom management plan for an 8th grade social studies class. The plan includes clearly posted classroom rules of being safe, respectful and responsible. Students are taught the rules and consequences for violations. Routines and procedures are established for classroom organization, assignments, grading and common activities. Positive interactions are emphasized with a 4:1 ratio of positive to negative feedback. Class-wide motivation systems like goal setting and reward charts are used to encourage all students.

    Copyright:

    © All Rights Reserved
    Download as ODT, PDF, TXT or read online from Scribd
    Download as odt, pdf, or txt
    94 views6 pages

    Coach Yeager: Effective Classroom Management Plan

    Uploaded by

    api-291061996
    Coach Yeager outlines an effective classroom management plan for an 8th grade social studies class. The plan includes clearly posted classroom rules of being safe, respectful and responsible. Students are taught the rules and consequences for violations. Routines and procedures are established for classroom organization, assignments, grading and common activities. Positive interactions are emphasized with a 4:1 ratio of positive to negative feedback. Class-wide motivation systems like goal setting and reward charts are used to encourage all students.

    Copyright:

    © All Rights Reserved
    Download as ODT, PDF, TXT or read online from Scribd
    Download as odt, pdf, or txt
    of 6

    Coach Yeager

    Effective Classroom Management Plan


    Essential Features
    Grade/ Subject 8th Grade S.S.

    Teacher Coach Yeager


    School Deleon Middle School

    CLASS RULES AND EXPECTATIONS


    Guidelines for Success are prominently posted, taught and referred to when discussing classroom
    behavior. Guidelines are overall guiding principles for student attitudes and behavior. If schoolwide expectations or Guidelines for Success are in place, they are used in the classroom, as well.
    Students can identify guidelines when asked and can describe the meaning of the guidelines:

    Coach Yeager

    Be Safe
    Be Respectful
    Be Responsible
    3-5 Classroom rules, positively stated and posted prominently and linked to your Guidelines for
    Success. Rules are observable and refer to specific behaviors. Rules are observable behaviors
    teacher expects all students to exhibit (or not exhibit) in the classroom:
    BE SAFE
    Rule: Keep hand, feet, and objects to self at all times
    BE RESPECTFUL
    Rule: Follow directions the firs time asked
    Rule: Put ups only, no put downs
    BE RESPONSIBLE
    Rule: arrive on time with all your materials
    Plan is in place to teach, and re-teach classroom rules throughout the school year, including after
    breaks in the school calendar. Rules are quoted when students need to be redirected:
    September
    Day 1: Distribute CD covering classroom rules and expectations and procedures for students to
    view with parents. Send written copy of rules and expectations home to be reviewed by family,
    signed by caregiver, and returned by end of week (for student credit)
    Week 1: Assess students on knowledge of classroom rules and expectations, interviews or quiz.
    Throughout Year
    Re-teach rules as necessary, monitor and provide feedback consistently. Use redirection as an
    opportunity to re-teach rule.
    Hierarchy of consequences for rule violations are identified and directly taught to students. Rule
    violations and other misbehaviors are corrected calmly, consistently, briefly, and immediately.
    Consequences will be given at the lowest level considered necessary to change the students
    behavior:
    BE SAFE
    Rule: Keep hand, feet, and objects to self at all times
    Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points, office
    discipline referral.
    BE RESPECTFUL
    Rule: Follow directions the firs time asked
    Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points
    Rule: Put ups only, no put downs
    Possible consequences: restitution, time-owed, conference, loss of privilege, loss of points
    BE RESPONSIBLE
    Rule: arrive on time with all your materials
    Possible consequences: time owed, restitution, use of lender materials, conference, loss of points.
    Responses to Early Stage Misbehaviors (behaviors that are not necessarily rule violations are new or occur
    infrequently):
    2
    Proximity
    Gentle verbal reprimands
    Discussion

    Coach Yeager
    ORGANIZATION
    Attention signal is identified: Signal is audible, visual and portable
    Attention signals (pick only one and use it consistently ideally attention signal is used school-wide
    Sample 1
    Audible: May I have your
    attention please
    Visual: I will use my right
    arm with fingers fanned out
    on hand, and move with an
    arching motion counter
    clockwise to raise my arm
    over my head
    Portable: I can use this
    signal in any location where
    I require my students
    attention

    Sample 2
    Audible: Give me five
    please for review this
    means: your eyes are on
    me, your hands are free,
    you are quiet, still, and
    listening
    Visual: I will use my right
    arm with fingers fanned out
    on hand, and move with an
    arching motion counter
    clockwise to raise my arm
    over my head
    Portable: I can use this
    signal in any location where
    I require my students
    attention

    Sample 3
    Audible: I will use a series
    of claps to get my students
    attention. I will clap the
    series twice. Once to get
    their attention, and the
    second time with the
    expectation that my
    students will repeat/respond
    to the claps series
    Visual: I will physically
    model the clap series the
    first time. Students will then
    repeat/respond to the clap
    series with me the second
    time
    Portable: I can use this
    signal in any location where
    I require my students
    attention

    Desks/ room arranged so that all students are easily accessible by the teacher and necessary
    materials and supplies are accessible to students in an orderly fashion:

    Policy and procedure for tardies /absences:

    Coach Yeager

    Teacher Instruction
    Tardies

    Provide students with definition


    of tardiness for my classroom
    Students are to be inside the
    classroom (not at the door)
    when the bell rings

    Tardies will be documented and


    dealt with according to
    established classroom and
    school-wide based
    consequences (i.e., time owed,
    etc.)
    Absences Provide students with definition
    for absences for my classroom
    (excused vs. unexcused)

    Procedures for Students

    Complete a tardy sheet (found on clipboard near


    the door) with the following information:
    Name, the time entering class, reason for
    tardy
    Attach excused tardy documentation to tardy
    sheet
    Upon completion, student goes directly to
    students desk and joins lesson in progress

    Upon return to school:


    Locate Absence Clipboard (near door) and
    place excused/unexcused slip on clipboard
    Join lesson in progress
    During independent work period
    1. Locate and transfer daily work assignments
    (found on monthly assignment calendar) to your
    student planner. Write down due date for
    assignment
    2. Go to assignments box and get any
    worksheets/directions needed to complete
    missed assignments

    Policy and procedure is in place for turning in assignments:


    Policy: Students will be provided point values for assignments, with point deductions for late work
    (where appropriate
    Procedures for turn in box for assignments:
    Students will be shown where the turn in box is located and receive instructions for turning
    in assignments. These include the following:
    All assignments are turned in by due date (unless absent)
    All assignments must have: student name, date, subject, period (if appropriate)
    located in upper right hand corner of assignment
    Assignments without above information will be put in a no name file for two weeks
    before being recycled.
    Grading policies and procedures are established and communicated:
    Policy: Students will be provided a syllabus at the beginning of the year outlining overall grading
    policies (by subject where appropriate). Included in the syllabus will be percentage
    breakdown for assignments such as:
    1. Daily assignments:50%
    2. Quizzes: 10%
    3. Tests/Projects: 25%
    4. Effort (group work, participation, etc.): 10%
    5. Homework: 5%
    Procedures:
    4
    All due dates for assignments will be posted on daily assignment schedule (as well
    as monthly assignment calendar). Assignments turned in after due date will result in

    CLASSROOM PROCEDURES
    Expectations are presented in a written format and are communicated to students before each
    activity.

    Coach Yeager

    For each common routine and transition, expectations are established that address teachers
    expectation for:
    Conversation- Under what circumstances, if at all, can students talk to each other during the
    activity?
    Help- How do students get their questions answered during the activity? How do they get the
    teachers attention?
    Activity- What is the activity? What is its intended objective/ end product?
    Movement- Under what circumstance, if at all, can students move about during the activity? e.g.,
    Can they sharpen a pencil?
    Participation- What does appropriate student work behavior during demonstrate their full
    participation?
    Specific Routines and Transitions
    The following are a list of common routines and transitions occurring in my classroom:
    1. Start of day
    2. End of day
    3. Direct Instruction
    4. Silent reading
    5. Independent Work
    6. Small Group work
    7. Push ins/pull outs
    8. Library time
    9. Lunch
    10. Instructional time (directed by teacher)
    11. Turning in assignments
    12. Bathroom
    13. Water breaks
    14. Gathering/Returning materials
    15. Transitions:
    Subject to subject
    Direct instruction to independent work
    Common Routine and Transition Expectations:
    1. Classroom routine CHAMPs Sample:
    Activity: INDEPENDENT SEATWORK WHILE TEACHER IS WITH SMALL GROUP
    Conversation:
    Can students engage in conversations with each other during this activity? Yes
    If yes, about what? If a student has a question about the work assignment.
    With whom? Other students at the table.
    How many students can be involved in a single conversations? Two to four students.
    How long can the conversation last? About5 a minute and then back to silent work.
    Help:
    How do students get questions answered? How do students get your attention? They should

    Coach Yeager
    ENCOURAGING ALL STUDENTS
    Ratio of Interactions:
    Teacher exhibits of at least four positive for every one negative interaction
    Plans for class-wide motivation systems are in place:
    Class-wide Motivation System
    1. Class wide behavioral goals set for whole group, with intermittent celebrations for meeting
    goals planned.
    2. Use of 100 Squares as an intermittent reward system. On some occasions when entire
    class is working well, , student will draw a token, identify the number written on the token and
    thin fill in the square on the chart with that number. When class gets ten squares in a row,
    entire class gets group reward identified.
    3. Behavior lottery ticket for Friday drawing for targeted behavior of the week

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