Age: 4-6th grade (this age range is capable of understanding the language used in this statement of purpose, wording will be adjusted according to ability)
Statement of Purpose
“Our classroom will welcome learning with a fun, supportive, and safe learning environment, which encourages kindness, cooperation, and hard work to help each of us become our very best. All students will be involved in their own learning success by actively participating, cooperating, and asking questions in an effort to reach their highest learning potential.”
Do it, Be it, Show it-Mrs. Smith’s Rules for Success:
1. On time, every time.
2. Ready position.
3. Quality and complete work.
4. Offer respect to others and their belongings
5. Be prepared.
Teaching strategies:
I will post the rules on a small-decorated sheet at the door as the students enter the room. There will be a section of the room where I will post the rules in a decorative way that will also have a place below or beside each rule that will be for student descriptions and contribution.
The first day of class there will be a classroom discussion that allows students to become familiar with the rules and expectations. I will ask the students to get together in (5) groups. They will then create their own definition and ideas connected to a rule (one rule per group). I will have descriptive words/phrases for each rule created, so that the students can match the description or phrase to the rule (these will be used to prompt direction and ideas, as needed, during group work). Additionally, students will match these words/phrases and tape them beside or below the display of rules at the end of the lesson. Students will be asked to come back together as a group and share their ideas. Each student will be expected to read or recite one idea or description each (the larger the group the more ideas connected to the rule). There will be 3 categories, and the ideas will be listed under either do it, be it, or show it (This will be done by me as well as the students).
As a class the students will identify the similarities and differences of each rule, and describe the purpose of the rule as I write on the board.
Re-teaching/Booster Sessions:
One of the key strategies to re-teaching will be positive recognition of student example. Because there are three categories; do it, be it, and show it, the students will be given written recognition for meeting/exceeding expectation in each category—for each rule. This means that I will already have prepared small certificates with a specific category at the top, or as a part of the certificate title, leaving a space for specific praise to be filled in.
I also believe that the beginning of each week there should be a review of rules and expectations at the beginning of class in order to remind, and reiterate the importance of the rules for classroom success.
Individually as needed, students will be given direct instruction to invite better choices in any area or particular rule that they may be struggling with. This will involve asking them to describe their interpretation of the rule and its purpose so as to offer clarification as needed.
Method to Inform Parents:
Classroom policies and rules:
I will make contact with parents that have an email address on file before school begins. I will have a paper form of rules and expectations and disclosure statements available at back to school night, orientation etc. I will also ask that the children who’s parents were unable to attend or respond previously, to bring back their signed form the first week of school as an assignment. I will offer an incentive/treat or very small prize to all students who have already had there parents sign one i.e. back to school night or get one signed the first week of school. I will contact any parents that have not done so within the first two weeks. (I feel that this is important enough that I should follow through to be sure that there is parent understanding and support of the classroom management).
My students will have a personal progress binder that allows them to make and track personal and academic goals. In this binder the students will have the rules and disclosure statement at the front so as they make goals they can have this to help with ideas and development.
Build/Maintain Relationships with students/parents:
Earliest introductions, sometimes a decorative letter in the mail as soon as I have a class list that introduces myself to the parents and students and welcomes them to my class.
• Personalizes the introduction experience, especially when it is mailed and not in a boring document envelope.
• Allows them to get to know some things about me, build interest for future interactions.
The first month of school I want to schedule and plan a "get to know you night," with just my class and their families. I think that the back to school night is nice for the initial stuff, but I feel that it is also filled with paperwork and rules etc. The get to know you would be more about games, fun and overall positive interactions with parents and students. Building trust and confidence in my students and their parents by offering a down to earth and fun experience.
• Students will get to help plan this night by offering ideas and insights on things that they would like to do. This will offer the students some ownership of events that evening, as well as buy into the event itself.
• The students can think of games/activities for younger siblings, allowing them to get family involved
• Building relationships with my students as they find satisfaction in leadership roles as they help this night to become a success.
Back to school nights, orientation nights, parent teacher conferences.
• Allow the student to lead conferences with things they are proud of, goals they have made and met, and goals they want to achieve. This is easily done as the student can be given an advanced organizer that they get ready before conferences, and I can fill in the gaps as needed during the conference.
• Helping the students to take ownership by being prepared before conferences with knowledge and understanding of their grades etc.
Praise calls to home. Each student should get at least one call home-
• Positive interaction with parents.
• Shows appreciation to students individually.
• Offers parents a way to connect to students in a positive interaction when they talk about the call at home.
Be available.
• Have a class blog, where students can talk about the positive experiences they have had in class or school etc.
• Have an easily accessible web page for the class so that students and parents can interact with the teacher professionally when they have questions or concerns. Allows them to access assignments, upcoming events, volunteer needs, links to learning sources and grade portals that help parents stay in touch with student’s grades.
• Offer prompt responses and referrals when parents’ questions arise that cannot be answered by me.
Award/Certificates
• Three categories and regular recognition in written form. Students will be encouraged to keep their awards in their personal progress binder.
• Verbal praise and guidance
• Specific praise
• Class goals to help keep a positive environment
Consequences:
Positive Consequences-
Free and Frequent:
• Regular praise for group/tables etc.
• Specific praise for individuals/small groups
• Positive body language and smiles
• Positive feedback on assignments and homework
Intermittent:
• Awards/certificates for three categories
• Notes and phone calls home
• Specific Praise notes for improvement, hard work toward goals etc.
• Point system for tables who cooperate, work together, listen and follow through with instruction.
• Individual point systems that are in the token form to be redeemed at a later date when saved up for class store.
Strong and Long Term:
• In school class party
• Extra-Out of school class/family party
• Class store token redemption
Negative Consequences-
Each offense has its own weight depending on the rule that is being broken. Generally speaking there may need to be more strict consequences when the offense is affecting others in unsafe or with serious disrespectful/bullying intent.
• In this case the offenses will be treated in accordance with the school and administrative policy.
Otherwise:
1st offense-Class/group clarification/review of rule that applies
2nd offense-personal communication with student to be sure they understand and are willing to make a verbal/written commitment to improve
3rd Offense: Charge/return of 3 tokens previously earned, meant for store (3 because it is the third offense)
4th offense: Communication home/possible Conference
5th offense: Parent conference/Office referral
Data Collection:
• The award certificates for the three categories that I give out will have a place that I can record the name, date and reason in a book/binder I keep them in. This will allow me to track the students receiving them even if they do not end up in their progress monitoring books.
• Regular class monitoring with point systems on the board for tables/groups that are tallied each day for students to monitor themselves/group.
• On the board I will write the names of those who have answered questions in-group instruction so that I can offer fair interaction and allow everyone to participate.
Method for student to monitor consequences: Back up rein-forcers:
Students will have a check-book and they will be allowed to mark them when they receive checks for their assignments and fulfillment of job/class responsibilities, homework completion etc. These checks will be for larger token worth/value. They will receive these on a bi-weekly basis.
The students will also receive tokens that will be for participation, cooperation, and rule compliance throughout the week. The tokens will be added to their checkbook log as a deposit.
If they lose these tokens for inappropriate behavior choices then they will do a withdrawal. The tokens received will serve as their receipt, and will need to be kept. Every week the students will be given an opportunity to spend or save their earned tokens at a store. There will be various values to store items, such as one night free of homework (will cost more in tokens) than a small treat.
The amount of token worth will be assigned for certain jobs/class assignments etc and paid in the form of a check bi-weekly. When tokens are handed out randomly throughout the day and week for positive behavior, they are treated as a bonus, and frequency may vary based on the class and their needs.
Procedures:
Describe: Implemented:
Students will be expected to do certain tasks on a daily basis. If they have completed their homework and in class assignments as expected, the students will receive a paycheck/token check bi-weekly. If they have not completed all but most of their work,they will receive a partial payment, and if they have limited completion they will receive the minimum payment. If the student has not completed any work then they will not receive a check.
Students will be given the opportunity to be responsible as line leaders etc. these jobs will be paid on the bi-weekly check as well with assigned value at the beginning of the year.
The purpose of regular bi-weekly checks is to be sure all students are given an opportunity to earn.
Additional bonus tokens given throughout the day will allow students the opportunity to model appropriate behavior and receive bonus tokens for this.
It is important that the students come in and begin to work on any curriculum assignments before and as the bell rings that have not previously been completed from the previous day. (Or assigned items depending on the class structure).
Students will be expected to have their bags hung, and be at their desks in ready position to learn.
Students will have a designated time and verbal cue to turn in assignments so that there is a verbal reminder for those students who need one, to turn it in. Additionally this will help it to be done in an orderly manner.
There are many opportunities for learning that may include centers, direct group instruction, small group and large group instruction, independent work etc. Students are to maintain the ready positions, and will be given opportunities to stretch and reposition regularly.
The work is to be completed and turned in on time unless communication has been made with me. My email address is ambssmith@gmail.com (edu address to be added at later date).
The students will need to log out on a class checkout sheet/form when they intend to use the bathroom or leave the classroom, and they will be asked to do this when we are not in "group instruction" (unless absolutely necessary, or prior arrangements are made that make this necessary). Recess and Lunch will also be an additional opportunities to take a bathroom break.
All district safety preparations and regulations will be followed for emergency standard procedures.
Taught:
The students will learn the designated attention signal so that they will know when I need/expect their attention.
Rules and expectations will be discussed the first week and reiterated each week at the beginning of the week.
Students will learn and practice routines and transition rules so that they can become familiar and comfortable with what is expected.
Booster/Re-teaching sessions will occur as needed separate from the weekly review of rules and expectations.
All district safety preparations and regulations will be followed for emergency standard procedures. These drills are practiced regularly.
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