Welcome to Mrs. Lopez's 3rd Grade Class!

"If Your Dreams Don't Scare

You, They Are Not Big
Enough"

Emili Lopez

Classroom Management

Table of Contents
Classroom Organization

Physical Layout.....................................................................................................Pg. 4
Record Keeping....................................................................................................Pg. 5
Welcoming New Students...................................................................................Pg. 6
Seating Arrangements..........................................................................................Pg. 6
Desk Cleanliness...................................................................................................Pg. 7
Displaying Work...................................................................................................Pg. 7

Disciplinary Policies and Professional Ethics

Classroom Rules...................................................................................................Pg. 7
Behavior Expectations.........................................................................................Pg. 8
Consequences.......................................................................................................Pg. 8
Parent Involvement..............................................................................................Pg. 9
Principal Involvement..........................................................................................Pg. 9
Cheating................................................................................................................Pg. 9
Bullying................................................................................................................Pg. 10
Professional Ethics .............................................................................................Pg. 10

Classroom Routines and Procedures

Morning Daily Routine .....................................................................................Pg. 11
Classroom Helpers (Scarers on Duty!)...............................................................Pg. 11
Student Sharing...................................................................................................Pg. 11
Brain Breaks........................................................................................................Pg. 12
Questions Board..................................................................................................Pg. 12
Use of Free Time.................................................................................................Pg. 13
Field Trips............................................................................................................Pg. 13
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Homework...........................................................................................................Pg. 13
Handing in Papers..............................................................................................Pg. 14
Passing out Papers..............................................................................................Pg. 15
Sharpening Pencils..............................................................................................Pg. 15
Dismissal Procedures..........................................................................................Pg. 15
Bathroom & Getting a Drink Procedures.........................................................Pg. 16

Dierentiation Policy
Needing Extra Help...........................................................................................Pg. 16
Gifted Students..................................................................................................Pg. 16

Parental Communication...............................................................................Pg. 16
Resources .................................................................................................................Pg. 18

Classroom Organization
Physical Layout

My classroom has a Monster's Inc theme. I think this will invite students to have
fun while learning and relate learning and classroom activities to characters they may be
familiar with. Aside from the theme, I strategically designed the classroom for
collaborative learning, flow, and accessibility for students and the teacher. When entering
the classroom, students check in at the check-in table, and look at the student jobs and

bulletin board to stay updated for the week. Next to the door is the overhead projector
and TV/DVD player tucked in the corner out of the way.
When you walk about six feet into the classroom you come to the white board with
a large area rug for the morning routine. This is equipped with a rocking chair for the
teacher. This will give students the ability to see over each other during story time. I
made sure to have my white board and rug in the front of the classroom for easy access in
the mornings. In the middle of the room, I have student tables, four of them with five
chairs at each table. I have them facing each other, so that we have a learning

environment that allows for group work. The design of the tables creates easy pathways
for me to get to each table.
In the front corner of the room, I placed the Reading Corner. This is equipped
with bookshelves, a mini-couch, and two bean bags. This area is out of the way and
tucked in the corner so students can dive into a book without interruptions. Next to the
Reading Corner, I have the Computer and Technology Center equipped with two
desktop computers and iPads. On top of the center I have teacher storage so that it is out
of the way of the students.
Next to the Technology Center is the teacher's desk, in the back of the classroom.
This is so I can see everything going on and monitor the Technology Center. My desk
has a phone, computer, the intercom, and pencil sharpener to monitor students, filing
cabinets, and classroom textbooks next door. In front of my desk is the Dramatic Play
area, the Art Center, and o in the corner is the Guided Reading and Writing Center.
This area has a chair for the teacher and chairs for up to six students at a time.
In the back of the classroom, I have the map of the U.S. and the world. This spans
the whole wall and is life size so students can feel like they are stepping back and looking
from space at the continents. The restrooms, wastebasket, sink, and drinking fountain are
in the back. Along the side wall, I have the student coat closet, and then the bulletin
board that leads back to the door at the front of the room.
Overall, my room is functional and has all the components I dream of having in my
classroom. I definitely feel that a collaborative classroom works best for students and the
way a classroom is set up can help students succeed. The components that make up my
classroom are there for a reason and that is to foster successful minds.

Record Keeping Procedures

Grades & Attendance

I will be keeping records of student attendance,

assessments, homework, and goals in my hardcopy grade book. I
will also have the same grade book online that I will let parents
have access to. I will have two means of keeping track in order to
communicate with parents and follow our district's online
database. I will enter in student homework on a weekly basis,
attendance daily, and assessments as completed. Goals will be
established and written with parents at conferences, or as needed.

S.C.A.R.E
Binder

Student Binders

Students will have their own S.C.A.R.E.

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Students Communicate And

Report Everything

(Students Communicate And Report Everything) Binders that they will be given on the
first day of class. These binders will be kept at each student's desk. At the end of the day,
students will put what needs to go home in their binders to their parents. Students will
need to bring their binders daily. Binders will contain important notes for parents, dates
to remember, assignments needed to be completed, homework that is graded, art work,
and a daily sheet for parents to sign stating they have checked the folder. This will keep
parents involved with our classroom and allow them to stay in communication with me
about their child.
Absent Binder

Located at the check-in table will be the Absent binder. At the end of each day, I
will put in the daily work students completed and extra copies of assignments for students
who were absent. If a student missed a day, they are able to independently grab their
make-up work.
Substitute Binder

In the teacher's absence there will be a Substitute Binder located at the check-in
table. This binder will hold all the student's names and details, parent contact
information, classroom rules, expectations, schedule, and procedures, emergency
procedures, lesson plans for each week with specific activities, and frequently asked
questions. It is my plan to prepare someone to walk into my classroom, pick up the
Substitute Binder and be able to pick up where I left o.
Lesson Plans

My lesson plans will be organized and clearly labeled behind my desk on my

bookcase according to content. Content will be organized by units and will contain
specific objectives and goals for students. Unit folders will include activities, technology
resources, materials needed, and assessments. I will add notes on what worked well
throughout the lesson and add changes to implement for next time.
Student Information Binder

This binder will be kept in my desk drawer and contain details about students in
the classroom. It will include any special accommodations needed, diagnoses,
medications, special education classes and times they attend, reading programs/
intervention groups and times they attend, and parent contact information.

Welcoming New Students

Each new student will be welcomed with their own S.C.A.R.E. Binder filled with
current happenings in our school and classroom. Students will be introduced ocially to
the class, and other students will go around the room introducing themselves and giving a
fun fact about themselves in order to create a sense of community. I would then meet with
the new student individually and let them know what we are working on for that week. I
also will select a classroom buddy for the new student who will help them get acclimated
to our school and help them build friendships.

Seating Arrangements
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Students will be seated at four circular tables in the middle of the classroom with
five seats at each table. They will be seated this way in order to promote a collaborative
learning environment. I feel that having students seated in a group will encourage group
communication, division of labor in group work, and group responsibility. Students will
be grouped so they can learn in the best environment. I will create table groups based on
students who work well together, flexible grouping, accommodations needed, and the
students who need more reinforcement will be seated closer to my desk. If arrangements
do not work out, students will be moved around.

Desk Cleanliness

Students at each table will be expected to keep their desks well kept, organized,
and free of trash. Students will keep their homework for the week in baskets on top of
their desks, along with folders, and their books. Whenever students leave the room, they
will be expected to leave their desk and table area neat and tidy. In the center of each table
will be the table pencils, markers, pens, and crayons. These will be shared by the table,
unless students want to utilize their own.

Displaying Work

Students will have their art work and assignments on display as I see fit. If it is
black history month, we will be displaying those meaningful projects in the hall, along
with other holiday assignments and artwork. Throughout the year, students will be
completing assignments that will be hung around the room to be order to see their
handwork on display. I want students to perform their best on work and if I tell them we
will be hanging up a particular assignment for parents, classmates and teachers to see, I
believe this will motivate them to work a little harder. I also want our classroom to reflect
the learning we have covered so far and displaying assignments and projects is a way to
look at everything the students have accomplished to date.

Disciplinary Policies and Professional Ethics

Classroom Rules

Classroom Rules will be established the first day of class, together with the
students. I will have students comes up with 3-5 classroom rules that they think are
appropriate and I will add or change ones that do not meet my standards. My rules with
consist of being respectful, raising your hand, being responsible, and being kind. These
rules are broad, but encompass all little rules that will fall under each category. For
example, being respectful includes: keeping hands and feet to yourself, not talking when
someone else is talking, sitting quietly when someone is presenting, being polite, and not
having an attitude in class. These rules will be explained in detail and practiced with the
students during the first few weeks of school, until they understand and know them well.
Students will have a voice in creating rules because I feel that if they collaborate on
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creating the rules, they will remember

them. I will display the classroom rules on
a big poster where everyone can see them
everyday. Rules will not be lengthy, but
easy to read and understand.

Behavior Expectations

In order to have a well-managed

classroom, rules will be enforced regularly.
Students will know what is expected of
them daily, and the choice on their
behavior is strictly theirs to make. I will
have a behavior chart where students will
all start out at the 'Ready to Learn'
category each morning. This means
students are following directions and are
ready to learn. If a student is modeling
great behavior, I will move them up the chart to 'Outstanding Role Model'. The students
will move down the behavior chart if they need redirection, need improvement, or are
eliciting unacceptable behavior.

Consequences

My classroom will be a positive atmosphere where positive behavior will be

reinforced, but in the event of breaking rules there will be consequences. I have
consequences for dierent rule infractions, minor, mid -level, and severe. It is inevitable
that classroom rules will be broken. I will help students make acceptable choices
throughout the day, but in the event that rules are broken these are the procedures for
consequences.
Minor Infractions

For minor infractions, students will be given a verbal warning that their behavior is
unacceptable and needs to change. I will tell the student what rule they are breaking and
remind the student that it is not acceptable to break classroom rules. If the student
continues to misbehave, they will move their clip down the behavior chart to 'Think
About It' will be given a logical consequence for their infraction. A minor infraction
would be disrupting the class during group time, or talking to another student during
independent reading time. The student will be given a warning, but if they continue to
break the rule they will go back to their seat or move away from the student they are
distracting.
Mid-level Infractions

For mid-level infractions, students will be told that their behavior is unacceptable,
and they will be reminded of the classroom rule they are breaking. Students will be moved
down to 'Teacher Choice' on the behavior chart. Mid-level infractions may include calling
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students names or refusing to follow classroom directions. For mid-level infractions

students will have a conference with me to find out what is going on. The student will
also stay in from recess for 5 minutes and perform some Recess Academy to practice the
rule they have broken. This will allow the student to practice the proper classroom
procedures and change their behavior. (Wong & Wong, 2009)
Severe Infractions

In the event of a severe infraction, students will be told that their behavior is
unacceptable, and will be reminded of the classroom rule they are breaking. Students will
be moved down to the Principal & Parent Involvement on the behavior chart. Students
will immediately remove themselves from the classroom and will be sent to the principal's
oce. I will meet with the student and the principal to discuss the severe infraction and
come up with a logical consequence for their behavior. An example of a severe infraction
would be putting their hands on another student, calling the teacher names, or throwing
things in the classroom. If the student put their hands on another student, they would
write an apology letter to that student and think of a dierent way that situation should
have been handled. The student would conference with the principal and I, and their
parents would be notified of the infraction.

Parent Involvement

Parents will be involved when the student makes a severe infraction. This includes
putting their hands on another student, being disrespectful to the teacher, throwing
objects in the classroom, or cheating which will be explained on page 9. Parents will be
expected to come in for a conference when there are repeat severe infractions. I will work
with the parent and the principal to set up attainable goals for the student in order to
redirect their behavior. Parents will also be sent home letters in their student's
S.C.A.R.E. binders of any incidents or behavior that is repeated or unacceptable each
day. They will need to sign the informational sheet confirming they were made aware of
the infraction and will be asked to call me if they have any further questions.

Principal Involvement
The principal will be made away of any severe infractions in my classroom because
the student will be sent to the oce when these occur. The principal will have a copy of
my classroom management plan and discipline procedures, so they are familiar with my
policies for infractions. When a student is sent to the oce for a severe infraction, they
will meet with the principal and I to discuss what rule they are breaking and discuss ways
to help them change their behavior. Parents will also be notified of the conference and be
asked to add any input.

Cheating
It is expected that every student will exhibit academic honesty and complete their
own work at all times. Cheating will not be tolerated in my classroom under any
circumstance. If a student is caught cheating, they will immediately have to turn in their
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assignment or test and they will receive a zero in the grade book. The student, principal,
parent and I will have a conference discussing what occurred and how the student
received a zero in the grade book. The student will be expected to write an apology letter
to me about why cheating was not the answer, what they could have done dierently, and
what will be done in the future. If cheating continues to occur, the student will have to
complete assignments and tests away from other students, and another conference will be
set with the parents and I to establish the next steps to take to help the student make
better choices.

Bullying
Every child deserves a safe school environment that is free from bullying. I
understand that when parents leave their children in my care, they are expecting their
child will be well-cared for and treated with respect by teachers and students. Bullying

Bully-Free Zone

will not be tolerated under any circumstance whatsoever in my classroom or at school.

My classroom is a bully-free zone and students will have a reminder sign in the classroom.
Bullying includes any verbal, physical, emotional abuse or harm caused to another
student. Bullying will be immediately addressed with that student, the principal, and
their parent. It will not be pushed under the rug or ignored, but be given the greatest
attention and steps will be put into place to address the underlying issue. Continued
occurrences will result with a conference with the principal to address possible
suspensions or other consequences. My students will be expected to model respect,
kindness, and be responsible students of the classroom community.

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Professional Ethics
As a teacher, it will be my highest priority to model acceptable and professional
behavior at all times. I will strive to be a positive role model for my students and fellow
teachers on school grounds and elsewhere in the community. As a teacher, I am shaping
and molding young minds in a highly influential position, which I take very seriously. In
order to represent my profession respectfully, I will not partake in lounge gossip or
mistreatment of co-workers. I believe in treating everyone with respect and building
healthy relationships in a positive environment.
If there comes a time when I do not see eye-to-eye with a colleague, I will do my
best to communicate eectively for the best interest of the school and the students. I will
in no way let a disagreement interfere with my teaching ability, or compromise my
colleagues'. In the event that I do not agree with the leadership strategies or the views of
my principal, I will meet privately and discuss my concern making sure I back-up my
views with research to support my claims. I will in no way undermine authority, but I will
make sure my concerns are respectfully heard, if I do not agree with a leadership strategy
or the views of my principal.

Classroom Routines and Procedures

Morning Routine

"A well-managed classroom has a predictable environment." (Wong and Wong,

2009) Each day when students arrive we will complete our morning routine. "The
eective teacher spends time organizing and structuring his/her classroom so the
students know what to do to succeed." (Wong & Wong, 2009). According to Dr. Wong,
the most important thing to establish in the first week of school is consistency. With that
being said, when my students walk in, they are to walk quietly to their seats and start
working on their assigned bell work. Bell work will vary daily, but include either a
number of the day, question of the day, a few brain teasers to get their minds thinking, or
a reading or writing activity. Bell work will be written on the board so all students know
exactly what to be doing.
Once bell work is complete, as a class we will review the correct answers to the
questions. Students who finish quickly will need to be reading a book at their seat until
everyone is finished. Once bell work is checked, we will take a look at our schedule for the
day and make sure everyone knows what special will take place. After reviewing the
schedule, students will begin our first subject.

Classroom Helpers- Scarers On Duty

Students will know each week who is 'on duty' for our classroom, by looking at the
bulletin board as they walk into the class. 'Which Monster Is On Duty' will include the
student's picture and their duty for that week. Some duties will include: line leader, paper
distributor, technology helper, light switcher, door holder, caboose, messenger, sanitizer
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squirter, etc. Students will be chosen randomly and the order will continue, so every
student has a chance to hold each job. This will create a classroom community and help
students learn responsibility. I want students to look forward to holding their jobs and
carrying out them to the best of their abilities. I want to teach them how to be responsible
members of our classroom and feel like they are important. Building a community of
helpers is how I will foster responsible leaders.

Student Sharing

Students will be expected to share items while working collaboratively in groups.

Students will be respectful and responsible while borrowing materials and will need
permission from that student when not in a group atmosphere. Sharing is a part of my
classroom and all students will be expected to share community classroom items.
Personal items bought for the use of a student do not need to be shared. Students will be
made aware of shared and personal items on the first day of class.

Brain Breaks

Brain breaks are short breaks that the whole class will participate in to restart their
thinking and take a break from learning. These breaks allow students to de-stress and
take a few minutes to recoup and re-energize. It's my belief that students should not be
sitting and listening to a lecture for 45 minutes straight because their engagement will be
disrupted. They need to be moving every so often so that they can stay engaged in
learning. A few brain breaks that will be utilized are standing up and singing a song,
completing a riddle with partners or playing Simon Says.
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The Question Board

This may be my more important classroom management tool. Having "Questions"
on the board equipped with answers students will ask will help to eliminate time wasted
and questions asked that disrupt work time. I will post 'Questions' when it is time to
work on a group project, independent assignment, test, or any other task that I see fit.
Questions will include: What can I use? Where does this go? Where can I work? Can I
work with a partner? What level voice can I use?

Use of Free Time

Students will have free time when they finish an assignment or test early. Students
will have three options when they have free time: to read a book of their choice, write in
their journal, or work on homework for the week. It is not meant to talk, disrupt others,
or walk around the room. Any misuse of free time will result in a warning, and if it
continues it will result in a loss of free time for the next day. Students are still expected to
be on-task during free time.

Field Trips
As an educator, I believe in maximizing learning opportunities and varying my
teaching strategies. Field trips will be used to engage students in a variety of hands-on
activities that extend our learning targets in the classroom. Parents are welcome to come
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along any time they would like for any field trip. I will send home a letter informing
parents of the field trip at least a month in advance and a parent signature will be due the
following week. Any child that chooses not to attend a field trip for any reason will be
joining the other third grade classroom until we return. Our field trips will include visits
to Blank Park Zoo, Des Moines Community PlayHouse, and the Science Center of
Iowa.

Homework

Homework is a chance for students to

practice strategies and learning targets for that
week. Homework will not be graded in the
grade book, but graded so that that I can gauge
where students are at in relation to the
standards or learning targets. This will help me
know what I need to focus on for the next
lesson, what needs to be added, and what
needs to be changed to help students learn
eectively. Students will receive credit for
completing their homework, but it will be more
of a responsibility and completion grade.
A stapled packet of homework (math,
reading log, coloring art, spelling words, etc.)
will be given on Monday. This packet will
include all the topics we are working on for that
week. It will stay at school in order to avoid
being lost or left at home. Throughout the
week, students will need to complete their
homework and it will need to be turned in on
Friday. Homework can be worked on during
free time, when the teacher designates homework work time, or after bell-work is
completed.

Handing In Papers

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Students will be expected to hand in their work at

the check-in table when it is due or when they are finished.
The check-in table will have trays like the picture below
labeled with the appropriate subject and each student will
have a clothespin with a number. Students will place their
homework in the appropriate subject with their paper facing
forward and their name in the lefthand corner. They will
then take their clothespin and turn it 90 degrees to signal
they have completed and turned in their assignment. At the
end of the day, my classroom clerk will count all the clips
that are still standing up and read the corresponding
number to me, telling me who still needs to turn in their
work. This will help me figure out who still needs help, if we
need extra time to work on the assignment, or who did not turn in their work. Having
trays will eliminate papers strung across my desk and the clothespins will help easily
assess where my students are at in completing their work.

Passing Out Papers

During the day, I will be handing out papers to each student. This will eliminate
disruptions between students and them getting out of their seats. I also will have a
designated paper distributor who will pass back graded work to each student throughout
the day. The students will be responsible for putting their papers in their binder and
taking them home to their parents.

Sharpening Pencils

I will have two jars on my desk, one labeled 'Please Sharpen' and one labeled
'Sharp'. The sharp jar will be filled with sharpened pencils. The please sharpen jar will be
home to unsharpened pencils. When students need their pencil sharpened they will
quietly leave their seat, put their pencil in the please sharpen jar and retrieve a sharpened
pencil. At the end of the day, the pencil sharpener will sharpen the pencils. This
procedure will help the classroom stay orderly and eliminate distractions from the pencil
sharpener all day long.

Dismissal Procedures
In my classroom I will dismiss students, not the bell. I will be implementing the
three techniques for teaching procedures: teach, rehearse, and reinforce (Wong & Wong,
2009). Students will be introduced to the dismissal procedures during the first week of
school for specials and at the end of the day. Students will be given a two minute warning
before transitioning and will be called by name to line up quietly. Students who have their
desk cleaned and are sitting quietly will be called first. Students will also need to push in
their chairs when lining up.
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Bathroom & Getting a Drink Procedures

My students will be able to use the restroom during class time if they cannot wait.
I will have a bathroom pass that will be used and taken with them. Students will need to
raise their hand to ask to use the restroom. Only one student will be able to leave the
classroom at one time, to avoid misuse of time.
Students are welcome to bring a bottle of water with a lid to class. It will need to
be labeled and stay on top of their desk. If a student needs to get a drink from the water
fountain, they will need to wait until an appropriate time to ask. I would ask that students
not ask when I am teaching a lesson, but during work time. One student will be able to
go at a time. I also will have a drinking fountain pass for them to take.

Dierentiation Policy
Needing Extra Help
In order to help all students succeed in my class, I will provide dierentiated
instruction based on their needs. For students that do not understand tasks or need
assistance, I will be oering small intervention groups a few times a week. These groups
will occur while the rest of the class is working on a given task and a few students need
extra assistance. The intervention group will focus on the needs of the students; whether
this be re-reading the directions, slowing down, rephrasing the questions for better
understanding, or changing the content, process, or product of the lesson.

High-Ability Students

I will also be oering the same intervention groups for high-ability students. These
will alternate with the small intervention groups, as I will hold one in the morning and
one in the afternoon. Students in the high-ability groups will need challenges. I will create
more challenging content, processes, or products based on each student's strengths. I
will also be conferencing with resource teachers to come up with a plan to help the
higher-ability students and also the students who need extra help.

Parental Communication
It is very important to me to have open communication with all parents in my
classroom. I will have an open-door policy and I will welcome parents at any time. I want
all students to be successful in my class and show growth academically and socially. I
appreciate parental support in my class and would love to have parental involvement
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throughout the year. Parental communication will be daily as S.C.A.R.E. binders will be
sent home and a parent's signature is needed every night. I will be sending out emails as
needed to keep parents updated as the year goes on. I will also be sending home
important dates, reminders, and student work in their binders. Parents will have my email
and phone number if they need to contact me for any reason.
We will have Parent/Teacher Conferences twice a year so that we can discuss
students' strengths, weaknesses, and future goals. Parents will be expected to attend each
conference. If they cannot attend, I would like to hold a conference over the phone so that
we can discuss how their child is doing in class.

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Resources
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Mackenzie, R. J. & Stanzione, L. (2010). Setting Limits in the Classroom: A
Complete Guide to Eective Classroom Management with a School-wide
Discipline Plan. New York: Three Rivers Press.
Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to Be an
Eective Teacher. Mountain View, CA: Harry K. Wong Publications.

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