NOVEMBER 2018

Mrs. Dietz’ Behavior Management Plan

Evidence-based prevention and intervention strategies for
optimal learning

Our Class Rules!

A central focus for my
classroom is allowing my
students to be invested in their
environment. The students
Clip ups
construct class rules, while
Students will clip up or
discussing what they look like, down during each day.
sound like, and feel like. This Clipping down to a
yellow provides the
gives the students a sense of student with a “U-turn”,
ownership toward their and serves as a warning.
Once in red, the student
learning. may not clip up the rest
of the day, and will lose
recess. Clipping up to a
purple will give the
student a stamp in their
passport.

1. Follow Directions the FIRST time Stamps &

Tickets
2. Be on task and motivated to do your best Students will potentially
gain a stamp in their
passport. 4 stamps = a
3. KYHFOOTY (Keep your hands, feet, and other
ticket in the jar. Tickets
objects to yourself)

4. Treat others the way you want to be treated

1 2 3
are drawn 2x a week for
ANTECEDENT BEHAVIOR CONSEQUENCES student designed
What is the function of the Each behavior is addressed Consequences include two rewards. including free
student’s behavior? Morning in the moment privately. verbal warnings followed by time, art, treats, and the
check-ins with students help Validation and redirection implementing the Hierarchy of mystery box.
Offenses as outlined by Magna
identify student moods. guide one-on-one
Elementary.
interventions.

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 NOVEMBER 11, 2018

The Big 8
Granite School District has adopted classroom
management strategies as outlined in Class Acts:
Every Teacher’s Guide to Activate Learning by
Lavender Hill Press.

1. Expectations- clearly modeled procedures that are re-taught

as needed.

2. Time Limits- chunking tasks at an appropriate pace

3. Cueing- Giving positive reminders to inspire all students to

participate in their learning

4. Attention Prompts- Focusing attention. The teachers will not

move on without full attention from students. They are
invested by making prompts themselves.

5. Proximity- teacher uses body language, movement around the room, and eye contact to steer
student learning

6. Signals- non-verbal signals to show whether students are finished, need help, or understand the
content. See above image for examples.

7. Voice- voice modulation builds engagement

8. Tasking- ask and direct students

OTHER FLEXIBLE STRATEGIES

Students need active and changing engagement strategies that support
our concrete rules and expectations.

Class and table points: 10 points = a reward

Line-up: Spell out “DONUT” and get the treat (each letter is 10 points; lining
up appropriately each recess = 1 point)

Individual behavior contracts: a tally system reported to SPED

Class Dojo & Dog Pounds: 20 Dojo points = 2 Dog Pounds (school-wide
management currency)

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“You can accomplish anything with students if
you set high expectations for behavior and
performance by which you yourself abide.”

- Harry K. Wong, The First Days of School

Rewards:

• Chrome book games

• Free art

• Experiment day

• Extra recess

• Ticket in the jar

• Dog Pounds for the school store

• Mystery box

• Positive phone call home

Consequences:

• Two verbal warnings

• reteach/redirection

• Making amends (apologies, letters, etc.)

• Taking a breather with a timer

• Think Sheet

• Loss of Recess/ Privileges (scheduled block times)

• Parent letter home

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 Attached is the complete list of classroom procedures that are modeled,
taught, and revisited frequently throughout the year.

Classroom Routines and Procedures

How to teach procedures: M-A-P-S

1. Explain the purpose of the procedure: why the
students benefit
2. Model examples and non-examples: explicitly teach
each part of a complex procedure
3. Role-play with the students
4. Revisit the procedures in context: with verbal
support of a job well done, self- reflection checklists
or exit tickets
What aspect of ____do I do well?
What can I do to keep on track with__?
What aspect of __do I need to improve?

Purpose of routines and procedures:

Every procedure is linked to the classroom rules.
When followed correctly, they allow for a safe
environment that gives its students the best avenue for
learning. The procedures should be taught with examples
of what it “looks like” and what it “sounds like”(T-
charts). The goal is that long-term expectations become
habitual for students.

AND… “What’s the procedure, please?”

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M- materials
Uses of Math, English, and Science Notebooks:
Students will have 3 notebooks in their desks labeled Science, Math, and English. Each notebook will
have an envelope in the back to hold loose materials. There will be a ribbon bookmark attached to each folder
as well. The notebooks are to be used as specified by the teacher. A table of contents will be added to as the
year progresses.

Notebooks are to be cared for by using quality writing, no drawing on the outside of the notebooks or
doodling in the margins. Pages must stay intact. If the student misuses the notebook(s), they will be kept by the
teacher.

Uses of homework, absent, and portfolio folders:

Homework folders are used for assignments not finished in class. These assignments are worked on
preferably during free time in class, or during recess as directed by the teacher. However, if a student needs
extra time on an assignment, they have until Friday to turn it in. The homework folder remains in the student’s
backpack where papers home are also included. The students must clean out homework folders each week.

Any absent folders will be supplied by the teacher, and must be turned in the Friday following the
student’s absence from class. The teacher is available to go over assignments during school hours. A note home
to the parents will be included.

Portfolio folders are labeled and kept in a hanging file crate near the teacher’s desk. Students may not
access these folders without teacher direction. Excellent work will be included in the folder for student/parent
conferences and assessment purposes.

Desk and personal supply expectations:

Students are expected to keep their personal desks free from clutter. Items from home are not allowed
and will be kept with the teacher until daily dismissal. The items in each student’s desk are as follows:
* (3) notebooks
* Daze binders
* Pencil tray with writing utensils
* Wonders book
* Go Math text
* any other textbooks
Between subject and instructional transitions, students must clear the tops of their desks. Garbage will be
cleaned up at that time as well. The teacher will use a timer for clean up time. There will be no writing on the
desks or misuse of materials by shoving them in the desk, tossing them, throwing them on the ground, etc.
When students leave their desks, chairs are to be pushed in.

Pencils and sharpener:

Pencils are to be sharpened by the person designated that week for the class job. Sharpening is to
happen during recess, or before and after school. If a student’s pencil breaks, they may sharpen it per the
teacher’s instruction, or borrow from the teacher. Students may also “buy” pencils if they have 4 travel stamps

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in their passports. Students are expected to check their pencils each morning before instruction. Pencils are
kept in the trays in their desk.

Crayons, markers, glue, etc…:

Supplies will be kept on a shelf below the turn-in baskets. Students will be directed by the teacher
when they can use the materials. Students may take only enough materials as they are needed and are
expected to share with their elbow partners. Each group table will have a materials tote. The students are
expected to keep all materials in their group totes and report to the teacher when something breaks or is
missing. Supplies are used appropriately and carefully or they will not be openly accessible to students. Caps
replaced after use, and put away orderly.

Movement of paper:
Papers will be passed by the student whose weekly job it is, or by the teacher. The student will count
how many papers are needed in each row. All papers will be passed across the rows without crumpling,
throwing, tossing or talking. Turning in, students will gather and pass the papers across the rows and then be
retrieved by the student with the class job.

Daily cleaning/respect for the classroom:

The classroom is our center of learning. Proper learning cannot happen if walkways are obstructed,
materials are everywhere, and there isn’t a sense of order and consistency in the class. Therefore, the students
will engage in daily cleaning of desks, floors, books, and other materials. Every area of the classroom is
accessible to students who participate respectfully with the environment and with each other.

Chromebook Etiquette:
A student will be assigned chrome book management weekly. This student will help pass out the
computers, as well as make sure they are properly numbered and plugged in at the end of the day, during
dismissal rug meeting. This student will also help their peers sign in, find the correct sights, and remind others
to put chrome books away when they are not being used. Students are to not touch the screens, write on the
computers, or place them on the floor. Misuse results in the student being given an alternate assignment.

Use of whiteboards:
A student will be assigned materials duty each week and are in charge of passing out and gathering
whiteboards. The students will be given a random dry erase marker without complaint, and a small eraser.
They are to cap the markers when not in use. Dry erase boards are for instructional support only. They are not
to be doodled on or used to tease others. Students may not write on them unless directed by the teacher.

A- areas
Flex time prep and expectations:
There will be flex time each day at the same time. Students will return from recess, gather their flex
time materials and wait quietly standing behind their desks. The students are not to talk, as the teacher will be
calling out names. Groups A, B, and C will change weekly, so the students do not know their heterogenous
levels of grouping. One group will go at a time to line up at the door and walk quietly to the other 4th grade
classrooms. Students are expected to leave and enter all 4th grade rooms quietly and respectfully, adhering to

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the rules of the other teachers. If a student misbehaves during flex time, they will miss 5 minutes of recess,
trading “their time” for the misuse of “teacher time”.

In the library:
The library is meant for hushed voices. Upon arrival, the students are expected to keep silent. If they
cannot manage silence, they may sit next to the teacher until they can. They must follow directions as given by
the librarian. They may choose one book at a time, and treat materials with respect.

In the halls:
There will be no talking in the halls. Two weekly jobs for students are assigned. The line leader shows
the example of how to walk with hands to themselves, silent, no touching the walls or peaking into classrooms.
Each student will walk on the second tile. The class will stop each time a student talks or is out of line. The
student in the back holds doors and listens for students who are talking. They may report to the teacher upon
arrival to the classroom.

In the gym/computer lab/dance:

The students must follow all directions given by their gym/computer/dance teacher. They may not
enter the rooms pushing, running, or talking loudly. They are seated quietly and wait for directions. All
students must follow the teacher’s attention signals. If a student misbehaves, they clip down and write an
apology note.

In the cafeteria:
Home lunch students are asked to retrieve their lunches 2 minutes before lunchtime. They line up in
alphabetical order (number order). The other students follow. Lining up silently, the students may then raise
hands to request playground equipment. The students walk silently on the second tile in the hall, not touching
the walls. Students line up respectfully in the cafeteria. There will be no throwing food, leaving trash on the
floor, or touching others food or belongings during lunch. There will be no yelling or standing up. Once
dismissed, they may go out to recess only if their tray and garbage are cleaned up. Manners using “please”
and “thank-you” will be practiced.

Assemblies:
Mrs. Dietz’s fourth graders are entering the older grades, and thus are examples to the other students.
They will push in chairs and line up when dismissed by the teacher. Walking on the second tile in the hall, they
will not talk and may only whisper quietly while waiting for the assembly to begin. They will sit quickly and
quietly in order of class number or as directed by the teacher. Distractions (toys, papers, pencils) are
prohibited. If distracted, the teacher points to a student and they swiftly move to sit next to her. If the directive
is not obeyed immediately, the student may miss a recess and write an apology to whomever was performing.

Class library:
Mrs. Dietz spent a lot of time and money in the class library, therefore, it is a privilege to check-out a
book from her. The teacher will instruct students on the color code for selecting a book as well as which level
they may look to read. The students fill out the corresponding orange check-out slip found in each genre shelf.
They are given one week to read the book, but may return it at any time. They must replace it to the correct
shelf and complete the check-out slip. They may also fill out a book recommendation to put inside the book.
The teacher’s books are not to be taken home, but left in the student’s desk. If a book is misused, the student
loses the privilege. Books that need repair are placed in the “book hospital”. The classroom library books are
to be read after all work is completed. The students may only use the pillows, desk, and stool if they ask the
teacher. The teacher will show the proper way to handle books and to read at the correct level.

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Center expectations:
The teacher will set out an interactive center 2x a week as an incentive for students to complete their
work. The directions and lesson outline for the center will be outlined by the teacher on Monday morning
meetings. The students will follow posted directions. Because centers are a privilege, the students are expected
to treat all materials with respect. Center work may be collaborative, but must also be at whisper level so as not
to distract other students. They may share their products during rug time.

Drinking fountain/sink:
The students will raise the corresponding hand signal if they need to get a drink or use the sink. They
may not request this during whole class instruction unless there is an immediate need. The teacher will silently
point or touch the raised hand. The student will walk to the sink without talking to peers. They will drink for
10 seconds only and will turn the water off completely. All paper towels will be thrown away. They will return
quietly to their desk.

Playground behavior:
If a student asks a group to play, they must be involved. Students must respond to the whistle
immediately by running and lining up as soon as possible. It is the responsibility of ALL students to retrieve
playground equipment and remind friends to line up. Students may not misuse playground equipment, or play
out of sight of the teacher on site. Students may not bully, demean, tease, or exclude each other. Doing so will
result in severe repercussions and behavior management training.

Using the restroom:

Individual students are allowed to use the restroom at lunch and recess. If an emergency arises,
students must use the corresponding hand signal to silently alert the teacher. There may only be two students
away from the class at one time. The student retrieves the hall pass from the board and returns within 2
minutes. If they are unreasonably late, they owe that many minutes to the teacher at recess or lunch. Hands
washed are essential.

Rug expectations and transitions:

The students will meet with the teacher at the rug at least 3x a day. Morning meeting, instruction/
reading time, and dismissal are examples. Students will be placed in order on the rug if they cannot manage
attentiveness and respect. The teacher will dismiss from seats and the rug in sections. Students will push in
their chairs quietly when coming to the rug. They will wait quietly at their desks for other students to return.
Students will not talk to their neighbors unless directed by the teacher. They must follow directions and show
respect. Otherwise, they are invited to return to their seats and try again. Reviews of “What does engagement
look like, sound like, and feel like?” Is reviewed regularly. Students are watching whomever is talking with their
eyes on them and mouths shut. Students will use the silent classroom signals for participating in the rug time.
Students who can will sit criss-cross applesauce.

P-processes
Start of day:
The teacher will meet the students at the door each morning. She will greet them and remind them of
the morning routine:
1. hang up backpack and coat on corresponding hook
2. have a drink and sharpen pencils
3. find your seat and begin bell work (question prompt in journal- teacher directs how the journal
headings should look)

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 4. When finished with bell work: read, work on spelling, or other as directed by the teacher.
As the students are completing the morning routine, the teacher will ask students to line up by the back table
after the assigned student brings in breakfast. The teacher will take roll as all students select every item for
breakfast. They may not eat until all students have breakfast. Before eating, the teacher invites the students to
return whatever food they do not want back to the table. As students quietly work, the teacher invites each
group to return and get seconds of food. Students are invited to eat a snack upon request from the teacher.

Bellwork:
Each day a question will be posted on the board for the students to complete in their writing or math
notebooks. They will work on it quietly and quickly, while eating breakfast. They have 15 minutes to complete
this task. They will place a green card on their notebooks when they are finished. This prompts the teacher to
briefly check their writing. If the assignment is incomplete, they must rewrite the assignment. The teacher may
place a check mark next to bell work that is finished, and an “x” next to the names that need to rewrite it.
Complete sentences are required. A topic sentence restating the question. 3 sentences- one reason each, and a
concluding sentence.

Morning meetings:
After bell work is complete and the pledge has been said, the students will come to the rug for the day’s
announcements, mindful moment, #bragtag/kindness counts, and a number talk. See above decorum for the
rug.

Lining up:
Students will line up according to their assigned number and as dismissed by the teacher. They must
push in their chairs, clear off their desks, and line up without talking or touching others. They will face
forward prepared to leave the classroom.

Coming in from recess:

Students will walk in, put playground equipment away, have a drink (5 seconds), sharpen pencils and sit
down within a minute. They will wait for instructions.

Transitions:
There are multiple transitions that take place during a school day. From one assignment to the next, in
and out of the classroom, mental transitions, and so on. Students will be cued by the teacher with brief and
clear verbal and visual instructions about how to transition. The students are expected to pause what they are
doing, listen, and show that they understand with a student signal. Movement between transitions should be
swift and quiet. The teacher will have materials and expectations prepared ahead of time to reduce
commotion and confusion. The teacher will also manage time by verbally explaining how much time until a
transition is to be expected. Transition expectations will be listed 1-2-3 on the board. Students help their peers
by gently remaining those who are behind what is expected. Transitions within the classroom may also include
music, a timer, or games and hooks. When a student reaches the goal for transition (at the rug, cleared desk,
getting in line) they are required to stand quietly with arms folded or at their sides, not playing with materials
or engaging with classmates. When directions are given, the students eyes are on the teacher. The teacher will
engage students and prepare them by stating, “I know you are ready when…” or “You have ___ seconds to
clean up…” all the while verbally praising good behaviors. As well as, “students, you have 10 seconds to find
your material and put your names on the top, and 20 minutes to complete the assignment.”

Dismissal:
The bell does not dismiss the students, the teacher does. Students must remain behind their desks, or in
line until the teacher directs them to leave. There is no running in the halls, yelling, or pushing.

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How to get help with assignments:
Each student will be given red, yellow, and green cards at their desk. During individual work time,
placing a card on their desk alerts the teacher to whether they need help.
Red- I need help
Yellow- I need time
Green- I am ready for my work to be checked/to move on
Additionally, the students may raise their hands with the appropriate hand signals. Coming up to the teacher
isn’t necessary. The teacher will come to the student. There is no calling out to the teacher.

When the teacher leaves the classroom:

Students remain on task while the teacher is out of the room. Classroom rules and procedures are
followed as they continue their work. The classroom aide or teacher next door is available if the class needs
help. The student of the week will alert the teacher next door for help, they will also monitor the students-
writing a check on the board for every misbehavior.

Free-time/solo work time: finish early

The teacher will post in order of importance on the board acceptable work to complete after finishing
a task or assignment. A student should never be idle in the class. They may work in Spelling City, or other
online programs, read a library book, work on an unfinished project. Finally, if all other work is completed, the
student may participate in the center(s). They may also earn a clip-up by cleaning the classroom, organizing,
or teaching their peers.

Turning in homework:
Students will turn in homework into the homework tray every Friday morning upon arrival to class
before bell work. All late work is accepted.

How to turn in papers:

Students will turn in papers as a form of self-assessment. They will place the papers into one of the
four baskets labeled, “1. Novice: I’m learning but I don’t have it yet”, “2. Apprentice: I can do this if I see an
example or get help”, “3. Practitioner: I can do this without any help”, and “4.Expert: I can do this on my
own and teach it to a peer”. As the teacher re-teaches the content, level 4 students are paired with level 1
students. Level 3 is given practice, and the teacher takes level 2 into small group practice.

Teacher turn-in basket:

No name papers, notes from home, or anything directly regarding the teacher will be turned into this
basket at any time during the day.

I was absent basket:

Students who have been absent must come to the teacher to collect work from this basket. The teacher
will organize this by day and possible labeled names and will distribute to the students who were absent.

Tardiness:
When a student is tardy, they are required to come to class, put away their backpack and start morning
work at the back table. The teacher will log them into her tardy sheet. Once they are written in, the student
may return to their seat. Three tardies will result in a call/email home to the parents. The teacher will also
follow the school rules for tardiness.

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Quality of work:
Quality of work is essential in a 4th grade class. Students are expected to
• follow directions correctly
• write and work neatly (showing all work)- in the lines
• check for spelling and basic grammar
• no dark smudges on the paper
• journals labeled correctly
• The writing makes sense
If the work is rushed or incorrect to the high standard of the student’s best work, they will receive a “speeding
ticket” which will result in work that must be redone by the end of the day or there will be a loss of a privilege.

Exit tickets/ notes to the teacher:

At the end of each day, before the dismissal rug meeting, the teacher may post an exit ticket question
on the board. These questions will be written on index cards or scraps of paper. The students must complete
them with their names on them before leaving for the day or joining the class at the rug. The envelope to turn
them in is next to the classroom calendar. This envelope is also available for any suggestions/concerns/notes
for the teacher.

How to build the word wall:

The word wall is for the use of the students and the class as a whole. The teacher may add vocabulary
words as a review. Otherwise, students may request to add to the wall with words they find in reading or
research. Before adding to the wall, they will find a new word, write it in their journal with a definition and a
sentence example. During rug time, they will teach the word to their peers. They will then write the word on
the sentence strip to be added to the wall.

How to build the math wall:

The math wall will be added to throughout the year. Great math work will be posted by the teacher as
well as math found in the world. Environmental print, examples from shopping, receipts, measuring, etc… will
also be added. Number talk examples, and great phrases will be written in comment bubbles by the students
and placed on the wall as well. If students wish to submit environmental math or a comment, they will review
with the teacher, teach their peers at the rug what they had found and observed, then put it on the wall.

Correcting/rewriting your work:


Student work may be corrected and rewritten by the student at any time. They must submit their
original work. If the work was rushed or incorrect, they may receive a speeding ticket. If the students wish to
start over for any reason, they must request it from the teacher. They may correct the work within 24 hours of
beginning it for initial grading. Extensions on due dates are subject to the teacher. Students will learn the
importance of revision in schoolwork this year and will be expected to do their best. They will be rewarded
with stamps in their passports for doing quality work.

When a school-wide announcement is made:

When an announcement comes on over the intercom, students must drop all materials and place their
hands on their heads. When the announcement has been made, students are to continue working without
commentary.

S-social
Hand raising/getting attention:

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 Students will follow the hand raising signals that are posted at the front of the room associated with
questions, comments, water, and restroom. They will also follow directions for hand signals specific to number
talks. If the student does not know which signal to use, they may raise their hand without talking or waving
their arms and wait for the teacher to respond. If there is an emergency situation, one student may approach
the teacher. There will be no yelling across the room.

Call and response:

The teacher will institute call and response signals in the classroom. They may be, but are not limited
to, “Class Class…Yes Yes”, “1-2-3 Eyes on me…1-2 Eyes on you”, “Red light! Step on the brakes”, and
“Hands on top…Everybody Stop!” Give me five (5 finger silent countdown), and Stop, Look, and Listen.
Students respond and are expected to stop all action, look at the speaker and silently listen to directions.

How to work in pairs/ groups:

There will be many instances of group and partner work in the classroom. The size and positioning of the
groups will depend on the activities. The teacher will:
1. specify the group name
2. specify the group size: each member of the group is given responsibilities (posted on the board)
3. state the purpose, materials, and steps of the activity
- Each student is responsible for their own job and the results of the group. If a question arises ask group
members before involving the teacher. You must be willing to help all group members and work at the same pace. Use of
sentence stems and conversational strategies will be taught by the teacher but the students are expected to be good
community members. You will evaluate your own work and the work of members in the group.
4. teaches the procedures
5. outline what and how the groups will be evaluated and in a specified time frame

The purpose of following directions immediately:

Directions indicate that the teacher has important announcements and ideas to add to the learning. If
directions are not followed immediately, then the whole classroom suffers and time is wasted. Immediate
following of directions begins after the teacher outlines expectations verbally and visually. The student(s) will
then complete the directive in a timely and orderly fashion. Clipping up on the chart is an incentive to follow
directions immediately.

How to listen to a speaker:

There will be many speakers in the classroom setting. Students are expected to keep their bodies still,
put down materials, listen with eyes on the speaker, and turn on their brains. Good listeners interact by asking
questions, giving comments, and following directions.

How to help a partner:

Students are invited to help their elbow partners at any time during the school day outside of testing. If
the elbow partner is unable to help the struggling student, the classroom pilot (student of the week), or level 4
students may help as directed by the teacher. Students may ask, “Where are you stuck?”, “Do you know how
to solve___?”, “Can you show me what you have done?”, “Try sounding out that word.” They may not fill in
by writing for the student or supplying answers. They must speak in a respectful tone and with friendliness.

Class voice levels:

Voice levels may be monitored by the traffic light at the front of the classroom. When the teacher does
not use this tool, she will indicate by writing on the board, “silence, whisper, low flow, or loud crowd.” If the
students cannot keep the voice level, they may move to “silence”.

When to retrieve materials/throw away:

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 Students will retrieve all materials themselves unless the student with the materials job can distribute
them. The materials are available only after directions are given by the teacher who will dismiss students by
rows or tables. Students may not use materials during work/free time unless directed by the teacher. Students
may throw away loose papers and garbage at any time outside of instruction and directions. They must walk
quietly and quickly, not disrupting other students.

Visitors in the classroom:

There will be many visitors in the classroom this year. As such, the students are expected to pay
attention only to the teacher and the schedule for the day. If a visitor comes to observe, the students may talk
to them only if they are first approached by the visitor. They may not leave their seats to go and talk to the
observer. Other visitors may present, help in the classroom, or bring something to the teacher. The students
are expected to stay on task and wait quietly for instruction to resume. Ms. Robinson is an aide and is available
to be interacted with as the students interact with the teacher. If a student does not follow these directives, they
may not participate. They may have to take a breather, or write a behavior sheet in another classroom.

Drills:
The teacher will instruct the students on what to do in case of emergency as outlined in the Magna
Elementary Drills binder.

Class Jobs and expectations:

There are 7 weekly designated classroom jobs. These jobs are seen as privileges. When done well, the
students may earn a stamp in their passports. If a student cannot complete each job well, the teacher may
select another student for the job. All other students are deemed “tourists” and are invited to support and help
those with class jobs.

School rules:
The school rules follow Granite Districts Magic 8 plan, and individual school rules overarch the
classroom rules and are followed and practiced at all times.

Music in the classroom:

Having music to support our learning is a great privilege. As such, students are to listen quietly and
may dance as directed by the teacher. Music will be played softly during work time, happy music to greet the
students at the beginning of the day, and music for mindfulness.

Tattling/versus reporting:
Tattling: the purpose is to get someone IN trouble, it’s unimportant, harmless, and an accident. The
teacher may have the tattler clip down and apologize to the other student.
Reporting: the purpose is to get someone OUT of trouble, important, harmful or dangerous, or
someone is being a bully. If a student needs to report an incident, they must pull the teacher aside and quietly
tell so as not to interrupt the class. Other “worries” may be written and placed in the exit ticket envelope. If
there is an incident that occurs outside of the classroom, the group of witnesses may designate a spokesperson
to speak privately with the teacher.

Substitute:
1. Do what you are told
2. Be respectful and honest
3. Be on task
4. Listen and respond to ALL directions quickly and quietly
5. Treat the substitute the same way (or better) than you treat the teacher.

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