Purpose:
When developing a classroom management plan a teacher must consider how they will handle everyday disturbances like bathroom breaks and transitions between the classroom and other areas of the school. If a teacher is to earn and maintain the respect of the students they must be prepared to deal with all activities of the day, not just the curriculum.
ITSC Standard 6:
Demonstrates competence in classroom management.
6.b. Establishes, communicates, models, and maintains standards of responsible student behavior.
6.c. Develops and implements classroom procedures and routines that support high expectations for student learning.
6.e. Creates a safe and purposeful learning environment.
While working in (the) second grade classroom at (this) school I will work with established routines and to rules to foster an environment of respect and consistency among teachers.
When transitioning from desks or carpet area I will instruct students to leave their work and dismiss them by row so that they may form a line near the door. “Please leave your work where it is at. Row one, please walk around quietly and line up by the door for break.”
As each row of students line up I will remind them of classroom behavior expectations and provide positive support for those meeting expectations. “______, I really like how you are standing still and facing me while we wait. I appreciate that. ______, please turn around, you may talk to your friends at recess.” If there are several students disregarding the rules I will turn out the lights as an additional reminder that we are leaving the class and make a statement like, “I’m waiting,” so that they know their actions are holding up the class.
Once everyone demonstrates that they are listening and ready to go I will open the door for the door-holder and instruct the line leader to lead the classroom down the hall to the restroom or towards another area of the school.
Restroom:
Students will follow the previously established procedure and form two lines, one for boys and the other for girls. Four girls will be allowed into their restroom and three boys in theirs. If students do not need to use the restroom they are allowed to get a drink and then sit in front of the lockers. If on our way to lunch, students must wash their hands even if they do not need to use the toilet. While waiting on students to finish their business, I will verbally reinforce positive behavior while physically moving between the hall and restroom entrance to ensure that students see that they are being supervised. “______,” thank you for waiting so patiently and acting like a role-model for your friends.” “_____,” thank you for picking the paper towels off of the floor even though you didn’t leave them there. Doing that shows that you care about our school.” "Paw Points may also be handed out as an additional incentive to students. If students are taking too long in the restroom I will first give them a verbal reminder of what they should be doing before giving them a slow countdown. “Second graders, we need to be finishing up and washing our hands. Please hurry up. . . Five.. Four.. Three..”
Once all the students are seated by the lockers and accounted for, I will instruct them where we are going next, whether it is back to the classroom or another area of the school. “Second graders, Now we are going to quietly stand up and walk back into the classroom and continue with our work. Please do not stop to talk with your friends or make poor choices.” I will then state the line leader’s name and gesture for them to begin walking. I will open the classroom door for one of the door holders and watch as the students enter the class and ensure that they are continuing work from earlier. I will make sure to positively reinforce at least one student that is acting appropriately. “______, thank you for listening and following directions. I really appreciate it,” and give that student a paw point.
Specials, Lunch, Etc.
When students are moving to another area of the school and have lined up as previously mentioned, I will lead them to their destination along with the line leader. At each door I will stop and wait for all the students to catch up. Once all the students are quiet I will open the door for a door holder and continue. I will do a non-verbal reminder of a finger-to-the-lips. If they do a good job I will say something like, “Thank you for walking so quietly in the halls.” If heading up stairs I will wait at the top of the first platform for all students to be in the stairwell and quiet before continuing onto the next flight. Once on the correct floor I will stop at the door and wait for silence before opening that door for the next door-holder. If the students do a good job in the stairwell I will complement the group by saying, “Thank you again for listening and walking quietly.” If they have troubles I will stand with the door closed until they are quiet and ready to continue.
Once in the hall outside of their destination I will instruct the line leader to “loop” down the hall and back so that all the students may enter the hall and stay in line formation. As they line up I will mentally make sure all students are accounted for. Once that is done and the students are quiet (I will wait) I will remind them that it is _____ time that that they need to listen to ______ and follow directions. Then I will open the door and make sure the person in charge is ready for the class. Once I receive confirmation I will give the door to the door-holder and allow the students to enter before closing the door and returning to my duties.
When picking students up from specials I will follow the same routine, including informing them of where we are going and what my expectations for their behavior include. Procedures may vary depending on circumstances but the actions mentioned here appropriate for general use and coincide with (my mentor teacher)'s management plan.
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