~My Classroom Management Plan~

Lillian Yamase
November 11, 2013


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1. My Philosophy of Classroom Management
2. First Days of School
3. Prevention Plan
a. Classroom Policy
b. Classroom Procedures
i. Class-Running Procedures
ii. Lesson-Running Procedures
iii. Interaction Procedures
4. Effective Teacher Praise/Discourse
5. Ideas for Relieving Energy
6. Intervention Plan
a. General Guidelines for Responding to Misbehavior
b. Appropriate Responses to:
i. Minor Misbehavior
ii. More Serious Misbehaviors
iii. Chronic Misbehaviors
c. General Consequences of Misbehavior
d. Behavioral Contract
7. Family-School Relationship
8. Letter to Parents/Guardians

My Philosophy of Classroom Management
Teamwork is the fuel that allows common people to attain uncommon
results (Anonymous). Rowing is a sport that involves multiple team members
rowing simultaneously to reach their destination as quickly as possible.
Although each member has a different role, each role is essential to an effective
team dynamics. This sport fittingly illustrates my vision for effective classroom
management, although the goal is not necessarily speed, but rather teamwork
and collaboration.
The teacher is like the leader rowing in the front: he or she models and
sets the standards for students so that they can reach their maximum potential.
While the person in the front sets the pace of the rowing, the rest do their best to
follow the leader and help each other reach that potential. Students, on the other
hand, are rowers working together as a team on their journey to college or their
dream career. These team members trust and rely on the leader to provide the
education and safe environment in order to get to their destination. Thus, to have
effective classroom management, teamwork is required, as portrayed in rowing.
It requires all participants to work together to help each other, and to respect
everyone in the boat in order to safely arrive at their destination. While I am
extremely grateful for this opportunity to be that guide in students lives, I also
realize my responsibility to effectively teach and manage a classroom.




Classroom management is absolutely essential to maximize students
learning. Effective classroom management first creates a safe environment that
allows students to take risks and grow. Secondly, it provides guidelines and
clear expectations for what appropriate behaviors are in the classroom. Students
need structure and routine to know what is expected of them. When expectations
are clearly defined and enforced, they are able to reach high standards, which
will help them achieve academically and gain the keys to success. Students also
need reminders of the standards, policies, and rules, which are set in place as
guidelines for appropriate behaviors that help promote learning and a safe
classroom environment.
To have effective classroom management, I need to have plans made in
advance. The following documents are ideas, strategies, and plans I have
prepared in order to effectively manage a classroom and promote teamwork
among students. I have compiled a series of ideas for the first days of school, a
prevention plan (classroom policy and procedures), intervention strategies
(responses to misbehaviors), and strategies to communicate with parents and
guardians. By having these plans prepared in advance, my hope is be able to
effectively manage my classroom and encouraging students to work together,
like a rowing team, in order to reach their highest potential.

First Day of School!

Plato stated, You know that the beginning is the
most important part of any work. Teaching the first day of
school is a critical time in setting the tone for the new year.
Expectations are laid out and the students get a feel for the
kind of teacher they will have. The first day is perhaps one of
the most important days to establish a positive learning
environment. While students are nervous for the new teacher,
the new classroom, and new classmates, teachers are nervous too! In order to have a successful
beginning for both the students and the teacher, I have composed a series of ideas I would like to
implement on the first day of school!

Organize the classroom that encourages students to take ownership of the classroom!
Organize the wall space into subjects that we will be learning as well as a space to post
students goals for learning. Encourage taking ownership of THEIR classroom and let
them know they are part of filling up the wall space!
Put manipulative and resources in big containers. Label and color-coordinate the boxes.
Place them in an organized manner so that the students will remember.
Arrange the desks into groups and write the name of the student on their desks, notebooks
and other supplies given to the student from the school.
Create a welcoming atmosphere where each student feels valued
Shake hands with each student as they enter the room. Smile with enthusiasm for the
potential you see in the student and all the learning he/she will do in the upcoming year.
Memorize their names as fast as possible. Have them say their names whenever they raise
their hand or have a question.
Play a welcoming game or an activity. For example, students can make a name stand and
draw and present four facts about themselves such as their favorite food, sports, subject
and number.
Communicate the importance of respect to create a safe environment
Make rules together as a class on how to behave in class and sign it.
Explain and discuss explicitly what it means to respect each others space, bodies, time,
etc. as a responsible member of the class.
Help them listen respectfully using the five fingers rule (This helps them know what to
do with their 1. Eyes 2. Ears 3. Mouth 4. Hands 5. Body.)
Encourage students that learning will be fun!
Give them hints and plans of some of the learning they will do, which will stir up some
curiosity and excitement.
Encourage students that math will be fun. Show them the fun and colorful math
manipulative (blocks, rulers, coins, etc.).
Make and display individual learning goals that are realistic, unique and motivating.
Get the students on board on the adventure of learning! Use words and phrases such as
adventure, fun, challenge and exciting when explaining about course subjects.
Clearly communicate classroom policies.
Sing a song about how to line up and walk in the hallways to teach how to conduct
themselves when lining up for recess and lunch.
Use sign language to show when students want to go to the bathroom, get water or need
to sharpen their pencils.
Make an acronym for the class rules so students can remember them.
Discuss classroom policies as a class and individually sign a contract that they will follow
the rules.
Practice the daily, essential procedures
Lay out daily and weekly routines. Make a chart on what days they will silent read and
what days they are to solve math problems in the morning.
Practice turning in their homework. Teach them where the homework basket is.
Motivate students by entrusting students with roles and responsibilities
Assign jobs for every student in the class for materials elf, clean up crew, breakfast
manager, sheriff, greeters etc. Explain that these jobs will rotate each week.
Expect students are capable of following the classroom rules. Have students hold each
other accountable.
Explain their responsibilities and let them know I believe they are capable of having more
responsibilities than the previous years.
Creatively engage students
Call out Hocus Pocus and have them respond, We are focused to get their attention.
Survey their interests, questions and aspirations for this year. Gain knowledge on
students interests to know how to better engage them in the upcoming year.
Have interesting five-minute brain breaks such as stretching, a small game, a song, a
tongue twister challenge, a math activity etc.
Use a small xylophone to get the attention of the students.
Play music from different parts of the world to introduce a new subject.



Prevention Plan
In order to effectively manage a classroom, teachers must help
students clearly understand the expectations on how to behave, how to
put away supplies, and how to communicate appropriately. Clear
instructions in the beginning of the year will decrease unnecessary,
unproductive, and unwanted behavior from the students. By providing
procedures in classrooms, lessons, and on interactions, we will not only
prevent unwanted behavior, students will enjoy a well-organized and
safe classroom environment that maximizes learning that is fun,
respectful, and intrinsicly motivating. Nonetheless, the most important
prevention is a well-planned lesson.
Lillian Yamase















Learner Policy
By having a classroom policy, students are given direction and guidance on how to
behave in class. This will also serve as a guideline that I, as a teacher, will be able to go back to
when there is trouble with students. I will be able to refer back to our policy whenever there is
difficulty working together or learning because of behavior. I will introduce the policy during the
first days of school and will continue to reinforce policy throughout the year. This policy will
give students guidance on how to conduct their behavior, what is expected of them as students,
and what to expect from their peers.


















The following poster is to show characteristics of an exemplary student in our classroom.
Students will be able to see what they are expected to say and do. They will see an example of
how to think in order to prepare themselves for their future and college.
Classroom Procedures
Class-Running Procedures:
Non-academic procedures will enable me to have the classroom run smoothly. With clear
instructions in the first days of school, students will know and be held responsible on their roles
as a classroom member, how to transition smoothly, how to communicate personal needs without
interrupting, and how to organize classroom and personal materials.


JOBS: Every student will have a job or a role to play in my classroom.
Students will have jobs such as Cleaners, Material Managers (distribute
school supplies), Teachers assistants, Storage managers, Scribe,
Business managers, Attendance takers, Homework Checkers,
Whiteboard Cleaners, Farmers (water the plants), Zoo keepers (take care
of the pets in the classroom), etc. I will entrust the students with roles
that will help them become responsible. Also I want to promote that we
are a family. We are all different but we are all responsible students who
responsibly play our roles for the sake of the family. We help each other
out. I want my students to learn how to cooperate and work together.





MAILBOXES: Lunches will be recorded on the wall. I will have a
pocket chart that will indicate who needs a lunch. Students will put
in a blue popsicle stick if they need a lunch. This pocket chart will
help me show how they are doing with their behavior as well. Some
days I would like to surprise them with a little treat in the pockets
The pocket chart will serve as a non-verbal communication, like a
mailbox, between students and I.






SONGS: Singing will be an important role in class-running
procedures. We will sing fun songs or rhythmic sayings that will
instruct students on how to behave in transitions. It will talk about
how to walk, line up, or about the day. I will use songs when we
begin classes, leave for recess, go to lunch, and end the day.


SIGN LANGUAGE: I will teach sign language so that students
can silently communicate with me when they go to the restroom,
need a pencil, or have a question. This will save time and will
allow me to teach without students verbally communicating to
me about their personal needs. As for going to the nurse, I will
have students come and talk to me because I think this is
important for me to know why. I will also be able to show care
through verbal communication.




PICTURES: Storage areas will be clean and organized in my
classroom. I will put a picture of what it the storage area should look
like. Personal belongings such as bags and coats, as well as, inside of
the desks, will be organized by having exemplary pictures of what it
should look like. Occasionally I would like to give awards to
students who were good stewards of their belongings, as well as the
class materials. The pictures will serve as standards for how
materials are to be placed. I believe students should learn how to be
responsible stewards of what they are given and to treat things with
respect, just as we treat people with respect.



Lesson Running Procedures:

I will have procedures that directly support instruction by specifying the behaviors that are
necessary for teaching and learning to take place. I will specify the procedure on missing
homework, putting away supplies, the expectations and order of lessons, how to transition, and
on what to do when finishing early.



HOMEWORK: When students miss homework, they will
receive a slip from the homework managers, who records
homework that was turned in. This slip will ask the student to
explain why they did not do their homework and will be given to
me before going to recess or during recess. I want to do this to
hold students accountable for their responsibilities and I
genuinely want to know why they did not do their homework. If
something is hindering to do the work, I want to talk about it.







LABEL: I will label clearly where supplies, materials,
textbooks, and personal items are to be stored. When putting
away supplies, I would like to sing a song as they put them
away. By the end of the song, I will have students be sitting
in their chairs.






AGENDA: The lessons will begin with a clear objective of what we will do
and what we will accomplish so that students will know what to expect.
Writing a letter to the students, I think, is a personal way of helping students
know what the agenda is. This will help their reading skills as well. I will
always have the schedule of the day and order of the lesson because I know
this will help my students as well as myself.





SILENCE: I would really like to emphasize transitions to be done in
silence. Thus, I may start the transitions with a soft sounding chime to
encourage calm and quiet movements. The faster the transitions, the
more we can have time to learn. When moving between centers, I will
perhaps have them do a silence game and see where they place on the
noise scale. I would also like to have them take tiny steps, giant steps, or
do a choreographed movement to spice it up too!




EARLY FINISHERS: I would like to make a commitment to always have a may do list as
my cooperating teacher has in her classroom. Students can be more productive if they are held
responsible to do concrete tasks.





Interaction Procedures:
I, as a teacher, can help students by providing procedures that specify know when talk is
permitted and how it is to occur. I will maintain students voice level by using a noise scale
indicating what the appropriate volume should be. I will also have signals to get the students
attention. Additionally, I will have a corner where students can get one-on-one attention,
communication, and help from the teacher.

During independent work, I would like students to be silent
and when they have a question they will ask their learning
partner, who they will have the whole year. I will have a
noise meter that I will make and specify, which noise level
they are to work under. We will practice this especially in
the beginning of the year. Independent work will be under
the lowest noise level.

During whole-class lessons, I will expect the students to
listen to the teacher and their peers, who are only allowed to
talk if they raise their hands. Though I have the tendency to
listen to students who speak out without raising their hands, I
will do my best to enforce this so that we can maximize
everyones time.


During small groups, the level on the noise scale will go up a notch. I will
color code the noise level so it enforces the different levels. I would like
students to talk with their partners, however not to the point where other
students cannot focus. I will explain that noise level for the person one-
arm length is enough volume.

Signals: I would like to use signals as an opportunity to learn different
languages. I may do a call and response. Perhaps I will teach how to say
thank you in one language and have the students respond saying youre
welcome in the same language that I have said thank you. Rhythm, I believe, is quite
effective as well. I will have a variety such as chime, clapping, singing, Simon says, and sayings
like Hocus, Pocus, Everybody focus or catch a bubble.


When students need teachers attention, besides
communications that can be done in sign language such
as bathroom, water, or pencil sharpener, I will have them
go to a designated corner. This corner will be for students
who may need alone time, focus time, or thinking time.
Also I want this to be a way students can quietly remove
themselves to notify the teacher for a question or a
concern. This way, I can go to the corner when I am
available and can talk with the student one-on-one.
Effective Teachers Praise/Discourse

Effective teacher praise is positive feedback that is informational
and sincere. Research shows that it is more effective to use praise
that is specific to a particular behavior. Also good praise promotes a
sense of mastery and never includes social comparisons. I will do
my best not to praise everyone, for every task, and for completing a
task quickly and easily. Ultimately, praise should increase intrinsic
motivation rather than extrinsic motivation, which will help develop
life-long learners who love learning.

Youve made wise choices/decisions today
Id like to help students become wiser.

You have the power to make good decisions
No matter what background, trial, or mood they may be in, I want students to
know they have a choice they can make.

Did you hear what __________ just said?
Id like to emphasize good things that come from students and help them become
more competent.

If I write down my goals, it helps me know how to focus
I want to teach goal setting and always living with a goal in mind to promote
being intentional.

Im glad you pushed yourself to continue on your own even when it felt difficult
I want to help students persevere and build resilience because this is key to
success.

We are a family/team/community
I cannot emphasize enough how important this value is to me and in my
classroom. If anything else, this is the most important concept I would like to
teach and incorporate in my classroom.

You are a respected and valued member in our class
I want every student to feel important and loved because they are beloved
children of God. I hope I can see them the way God sees them.

Lets take time to appreciate one another
Everyday I want to end the days with affirmation time where students can say
something they saw or appreciated in one another. This will promote a positive
classroom atmosphere.



Relieving energy

As teachers, we must help students focus and have their blood flowing to their bright minds
so that they can study and achieve to their maximum potential. By providing fun stretch breaks
that release their energy, awakening their minds and bodies, students will be able to study
effectively and maximize their capacity for learning. Some effective strategies include short
breaks imagining, exercising, or quizzing.

Imaginary Tour: I would like to lead students on an
imaginary tour of a different country or state or time. This
will be a fun break that can be educational and will allow
students to refocus on the main subject that is being taught.

Stretch: Students will get their blood flowing through
simple stretches that a volunteer, a YouTube video, or I will
model. Stretches include their arms, legs, backs, neck, and
face.



Choreographed dancing, tapping, stomping, or clapping:
Students can move along with a certain rhythm or song. As they
move their bodies, they will be able to get a break from thinking
academically and think kinesthetically. They can sing along as they
move too.

Fact quizzes: The quizzes may include simple trivial questions on
math problems, history, memorizing states, etc. I would like the
procedure to be quick, fun, and challenging. I may use cold calling,
around the world, stand ups, sit downs, etc.



Cross-brain exercises: Students will exercise the brain to get thicker corpus callosum. They will
do exercises such as crossing their hands to the opposite knees, putting one hand to the opposite
ear while holding one hand on their nose, etc.

Work out in place: Students will do jumping jacks,
push-ups, some jogging and hopping. All of the
exercises will be done in place right in front of their
desks. Students will respect others space as they do
the exercises.





Prevention Plan
Teachers often are caught off guard when students misbehave. While assuming the
best in students is essential to being an excellent teacher, there must be a plan for
intervention as well for the students will misbehave sometimes. An intervention is
pertinent to maintain a safe environment that is controlled, structured and just for all
students. Because students come from various backgrounds with different moral value
system or no moral system at all, some students need guidance on how to behave and
need to know there are consequences for misbehavior. Without consequences,
students may continue the bad behavior, which result in an unsafe classroom
environment. Thus, teachers need to be ready to deal with misbehavior in a healthy
and calm manner. Intervention can also be an opportunity to teach respect and
challenge the students to move higher in their moral development. Nonetheless,
ultimately intervention is important and necessary to maintain a safe classroom
environment for everyone. The following will be how I, as a teacher, will implement
intervention in my classroom.
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Lillian Yamase

General Guidelines for Responding to Misbehavior:

Response to misbehavior must be consistent and purposeful. Without clear motives and
guidelines for how teachers respond to misbehavior, teachers may be inconsistent to their beliefs
and motives when responding to misbehavior. Thus, I will strive for general guidelines that are
consistent and grounded in my motives and moral values.

I will stay calm
o Students need to know that I am in control and that they are safe under my
guidance. Also, as a teacher, I cannot rashly behave or impulsively respond to
misbehavior. Therefore, I will maintain a calm demeanor including facial
expression, tone of voice, and word choices.

Assume the best in your students
o Teachers need to believe in the students. Without high expectation, belief in their
potential, students will achieve their highest potential. This goes with their
behavior as well. As a teacher, I will assume the best in my students, which will
be evident in how I re-teach, remind, and ask students to practice their behavior
when done incorrectly.

Preserve students dignity
o Students are human beings that deserve every respect. I will model respect to my
students by preserving their dignity by correcting student behavior privately or by
using lightening quick public correction.

Minimize disruption to time on task
o Time is precious especially when students have a lot to learn and grow! I will
minimize disruption to time on task. Some students may feel rewarded when
paying attention to misbehavior. Also paying attention and giving time to
disruption cannot be a habit because by doing so, it will waste time on the time to
learn. I will do this by nonverbally correcting or instructing students.

Respond appropriately and consistently
o Teachers must be consistent and appropriate in their response to misbehavior
because teachers must be the first to model good behavior. I will do my best to
consistently use positive framing even when I am upset, impatient, or caught off
guard.








Appropriate Responses:

Preparation on how to respond to misbehavior will allow teachers to have appropriate responses.
Thus, I will list tangible responses to minor misbehavior, chronic misbehavior, and more serious
misbehavior.

Minor Misbehavior
Some examples of minor misbehavior includes chewing gum, shouting out an answer,
sharpening pencil during instruction, day dreaming, passing notes, running in class,
tattling, tapping pencil on desk, coming to class late, talking while youre teaching,
fiddling with stuff in desk/backpack/purse, accidentally spilling a supply, goofing off,
socializing, eating during class, etc.
o Ignore
o Use proximity
o Give non-verbal responses: Use fingers to say Track the board or Track my eyes,
whisper sign, shake my head, etc.
o Give verbal cue
o Narrate positive behavior
o Give private correction
o Give lightening quick public correction
o Thank you Box: I would like to have a box where students can write what they are
thankful for. I find that when I begin to complain, I usually forget how blessed I am or
what I have to be thankful for. I would like to combat negativity with gratitude.
o Affirmation time: I would like to have affirmation time at the end of the day to honor
those who behaved well. I believe this will increase the motivation to good to others, to
encourage, to share, and to be respectful of students.

Chronic Misbehaviors
Some examples of chronic misbehavior includes consistently not turning in
homework, often coming late to class or school, shouting out answers every day, rarely
following directions, getting out of seat often, daily complaining about assignments,
never participating, often refusing to do class work, often pushing each other in line,
often arguing about who gets to go first, usually rude to librarian, always entering class
noisily, moaning when assignments are made, monopolizing discussion or group work,
constant teasing, etc.
o Establish a new routine
o Narrate positive behavior
o Use problem solving process
o Help students increase awareness and responsibility for misbehavior
o Try reframing
o Give private correction
o Lightening quick public correction
o Goal setting: I will have student with chronic behavior fill in a goal setting handout
where he/she writes what he can do to improve, how to improve, how to know he/she is
improving, and when he/she will achieve the goal.
o Tattle Monster: Have students write out their complaints or concerns in the box
o Sheriff of the Day: I will have a student who goes around and gives a yellow card and a
red card to students for their misbehavior. This will be one of the roles I will have in my
classroom.
More Serious Misbehaviors
Some examples of more serious misbehavior includes hitting or fighting, calling
another student a bad name, writing on desk, disrupting lessons with inappropriate
comments, using profanity, stabbing another student with scissors, cheating, stealing,
saying to teacher, I hate you youre stupid, refusing to do what teacher requests,
defacing school property, arguing with teacher or fellow students, name-calling, etc.
o Give private correction
o Give lightening quick public correction
o Plan consequences ahead of misbehavior
o Give appropriate/logical consequences
o Offer choices
o Reestablish positive relationship


General Consequences of Misbehavior

Consistent consequences for misbehavior must be set in place so that students will know that
they have to deal with their consequences. This is an important lesson for students in life. As a
teacher, I will make sure that students know they must behave appropriately in order to function
in the classroom and to respect others, self, and school property. In order to do that, general
consequences for misbehavior must be previously established.

I will have a pocket slide for each student where students receive a color on how they are
behaving. Yellow is exemplary student. Light blue is going well. Yellow is a warning. Red is
come talk to the teacher after school. Students will receive notes from the teacher in these pockets
as well.
I will send a behavior chart to the parents every week. The student will get a stamp or a sticker
everyday for their behavior. There will be a stamp or a sticker of a star for exemplary behavior,
smiley face for good behavior and a sad face for poor behavior. This will help parents, teachers,
and students to be in communication and the students will be held accountable for their behavior.
Three verbal or non-verbal warnings. If the behavior continues, the student will be asked to
Refocus, which is where the student silently removes himself or herself from the instruction
and go to a corner to write what they have done and what they will do to improve their behavior.
The student will sign their name and date. This will allow the teacher to continue teaching
without being interrupted. If the behavior persists, I will talk with him one-on-one after school.
When the misbehavior still persists, I will talk to the parents and the principal of the situation and
think about how to deal with the misbehavior.

Behavior Contract
In order to help students overcome their misbehavior, I will have a contract where
students personally make three goals to behavior appropriately in the future. The student,
parent/guardian, and the teacher will sign this contract. The contract is to help the student know
how to correct misbehavior and to overcome misbehavior. The purpose is to help the student
make productive actions to reach a goal. My hope is to increase the students confidence and
competence that he can overcome a trial or a mistake. I, as a teacher, will set him up to success
by checking in on how he is doing on his goal and to talk about how he was able to achieve his
goal. The contract will serve as a way to practice taking the higher road and achieving goals.
Behavior Contract

I, ___________________________________________, on this day ______________________ will choose to
do the following with all of my heart and mind:

Goal #1
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Goal #2
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Goal #3
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________


I will know that I have completed these goals when:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________


I will do the following if I do not meet these goals:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________


Finally, when I complete these goals I will be rewarded by:
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________


Thus, I will do my best to complete these goals.

My contract will be reviewed on _________________________________.



________________________________________________________________ __________________________
Student Signature Date


__________________________________________ ________________________________________________
Parent Signature Teacher Signature
Family-School Relationship
Intentional communication with families of the students is important to students success
in school. Virtually all combative or antagonistic situations that arise between parents and the
teachers are directly or indirectly related to some failure in communication. When teachers have
strong partnership with parents/guardians, teachers are able to better educate and help the child
reach his/her greatest potential. Thus, as a teacher, I will initiate constructive and consistent
communication with parents to foster ongoing parental involvement. Below are some strategies I
will have for positive two-way communication to build healthy, open communication between
schools and families.

Monthly Newsletter
Newsletters in my class will have students and parents contributions in order to make it
personalized. Ideas to make it personal:
1) Pick a student as artist of the month, who will draw a picture or boarder.
2) Include an academic star and a class citizen and write their recent effort.
3) Include parent contribution on a regular basis.

Parent Feedback Form
These forms will assist parents in knowing how to praise their children, get children to school on
time, help with homework, volunteer in the classroom etc. I will do this to provide parents with
additional ways they can get involved in their childs learning.

Weekly Work Folder
Weekly folders will be given to students every Friday to inform parents on what the child is
learning in school. These weekly folders will have completed homework assignments, in-class
work, tests or quizzes, and a behavioral chart. In this folder, I will also write a home note
where I will suggest ideas for home learning activities, a quick personal message to parents, and
space for parents to respond.

Behavioral Achievement
I will have behavioral achievement certificates occasionally as well as a behavior chart that I will
send home to the parents every week. The student will get a stamp or a sticker everyday for their
behavior. There will be a stamp or a sticker of a star for exemplary behavior, smiley face for
good behavior and a sad face for poor behavior. This will help parents, teachers, and students to
be in communication and the students will be held accountable for their behavior.


Greet Parents Personally
I will do my very best to greet the parents personally as they drop off or
pick up their child at school. Communication with parents in this informal
manner will help increase trust and comfort level of two-way
communication.


PREVENTION PLAN
What a pleasure it is to have your child as my student
this year! In fourth grade, we will be learning how to be
responsible citizens, wise decision makers, and motivated
scholars. My goal, as well as the schools goal, is to provide
rigorous education to prepare the next generation, that is
your child, for college and career. Your child will be
embarking on a journey that will require hard work. Thus, I
cannot stress how pertinent your support is as we embrace
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Note on Ms. Yamase
I was born and raised in Tokyo,
Japan. I grew up as an ESL
student and have a deep affinity
for cultures and languages.
Some of my favorite times have
been in Latin America studying
Spanish.
I attended a Liberal Arts college
in California, where I acquired
an elementary teaching
credential. As an educator, my
desire is to serve you and your
child by providing opportunities
for growth academically and
morally. It is my greatest
pleasure to invest in your childs
potential for a bright and
successful future.
We Need Your Help!
Research shows that a key predictor of
a students success in school is parent
involvement
Four Ways to Help Your Child:
1. Read 20-30 minutes everyday with or + your child.
2. Ask your child what he/she is learning every day.
3. Get involved in school events.
4. Sign up to volunteer in the classroom.

*Feel free to ask me questions on the regularly updated class
website!*
[email protected]
Looking forward to the exciting year ahead,