Smith For most of the students in the classroom this is not their first year being at New Prospect

Elementary. Every student in the school knows what is expected of them throughout the entire school. Since the school year has just begun students are unaccustomed to the routine of the classroom. !y cooperating teacher sets the rules and conse"uences for them. #hese are taught and reviewed throughout the year so that the students know what is expected of them. $igh expectations follow the students as they move about the school. Classroom Expectations %. &e 'espectful (. &e 'esponsible ). *se Self+,ontrol -. &e a Problem Solver Each year my cooperative teacher reviews the expectations for the students during the first couple of days of school. For the first several days the expectations are laid out for the students. .s they progress through the school year students are reminded of these expectations. #hese four expectations are school wide and the guidance teacher does various lessons with them every other week. Consequences

Each student in the classroom has their own clip in the back of the room. Students/ clips are located on a chart that is on the outside of the bathroom door. 0hen students misbehave they must move their clip onto the various paper plates. &efore students move their clip they are given a free warning unless it is for incomplete homework. #he first plate is just a warning. Students do not receive a ticket when they receive this. #ickets are drawn every Friday for pri1es items such as pencils or erasers. 0hen a student moves their clip twice they receive silent lunch. 2n the back of the cafeteria is a silent lunch table for the students to sit at. 2f students move their clip a total of three times they have to sit at silent lunch and miss half 3ten minutes4 of their recess. 5nce the student moves their clip four times they will have to sit at silent lunch miss recess and are sent to the principal/s office. Students/ behavior is recorded every day in their agendas. Parents do not have to sign these each night but most of the parents do. Reinforcements Positive Intrinsic %. Praise 6 if students are following directions and the rules the teacher acknowledges the students behavior.

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Negative Intrinsic 1. ,riticism 6 students will be told when they are doing something wrong. 7ou can see the students/ reaction on their faces. Positive Extrinsic %. #ickets are given to students have behaved throughout the day. #hese tickets are placed in a jar to be drawn every Friday for pri1es. (. Praise Negative Extrinsic %. Note home to the parents (. ,riticism 6 for not following the rules or directions Non-instructional Routine .s soon as students arrive to school they are to go to the cafeteria for breakfast. Students are not allowed to go down the halls to their classrooms until the 89%: bell has rung. 5nce this bell has rung students are to go to morning room. Each grade level has a morning room which changes from week to week. #he students/ teacher will pick the students up from morning room. .t 89); ..!. the cafeteria will stop serving breakfast. Each morning students come into the classroom and unpack their book bags. #heir homework is separated into different piles on the back counter. .fter placing their homework on the counter they are to return to their seat and copy homework for the current day in their agenda. 5nce homework is copied the students are to start their !orning !unch. !orning !unch is five to six problems related to the lessons the students have been taught. Early finishers are allowed to read .ccelerated 'eader books. .t <9;; ..!. the classroom starts their guided reading rotations. #his is a set of four rotations that students follow each day. 5ne group starts out at book club then moves to .ccelerated 'eader readers response and Foxy which is their guided reading group. Each group has their own routines. #wenty minutes is allotted for each one of these rotations. .t =9(; my cooperating teacher wraps up the guided reading rotation to prepare the students for their math lesson. !ath lessons are taught from =9(; ..!. to %;9); ..!. Each day students review their fast facts. !ondays 0ednesdays and Fridays students complete a timed fast fact sheet while on #uesday and #hursday they play around the world. 5nce

Smith fast facts are completed the math lesson is introduced and taught. .fter each lesson the students have to complete >a ticket? to get out the door. #he >tickets? are related to the ,ommon ,ore Standards. .t %;9); ..!. students transition from math back to English language arts with shared reading and writing. Each week shared reading focuses on a story in the students/ red reading book or a focus area. @uring writing lessons students are writing stories or informational text. Science or social studies is the next subject to be taught during the school day. #his begins at %%9(; ..!. . unit of science was completed before the second grade started their unit on social studies. #his allows for more time to focus on a unit instead of trying to teach both subjects. .fter the lesson is complete the students go to lunch for a short amount of time. Aunch starts at %%9:; for the students and last until %(9%;. .fter lunch the whole grade level goes to recess together until %(9);. 5n the way back in from recess students are allowed to get water before heading back to the classroom.

5nce back in the classroom students go to the carpet for the read aloud lesson. #hese are not just books my teacher reads aloud for entertainment. Each read aloud has an important message behind it such as finding the just right book. .fter finishing the read aloud students are to walk "uietly back to their seats to get out their !orning !unch notebooks and their blue pens. #he class spends the last five minutes before related arts correcting their !orning !unch. .t %9;; students are walked to their related art area whether it be music art physical education or computer. .t %9-; the students are back in the classroom for their 0ord &lock of the day before it is time to go home. .s students come in from related arts the class goes ahead and packs up for the day. #he whole class goes through every item the students will need to complete their homework for that night. 5nce students are packed they begin their 0ord &lock lessons. #his is the time of day that the students review different types of chunks and word forms such as contractions. .t (9(; each day the principal comes over the intercom to dismiss bus riders. 5nce the bus riders are out of the room and at the bus area they will call for car riders care .7, and any other special activity going on for that day. Conclusion @uring the course of this semester 2 have seen several different things my cooperative teacher does that 2 plan on using in my classroom. She makes the classroom feel like home for her students. 2 want to make sure my students feel the same way when they walk into my classroom. Students need to feel comfortable and safe in their environment and for some the classroom is the only

Smith place they feel this way. 2 have learned a lot from my cooperative teacher this year and 2 am very thankful for being placed in her classroomB