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Welcome to Ms. Tyler’s Classroom

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  1. Welcome to Ms. Tyler’s Classroom An Overview of Management, Routines, and Procedures

  2. About Your Teacher My name is Sarah Tyler. I completed a Bachelor of Science degree in Early Elementary Education in 2014. One of my many favorite books is: Anne of Green Gables by L. M. Montgomery. In my spare time, I enjoy reading, dancing, singing, being with my family, and blogging.

  3. Classroom Expectations In this classroom, we: • Listen, and follow directions. • Do our best! • Treat others the way we want to be treated. • Speak kindly and treat things nicely. • Walk at all times.

  4. Classroom Sign Language To include all students, primarily those learning English, I plan to use sign language, such as: • Students showing they have questions (“i”), answers (“a”), comments (“c”), and spelling questions (“s”); • Students asking to use the restroom or get a drink; • Telling a student I have noticed the comment but need a moment to finish what I am saying; • Choosing students who have volunteered for an activity or demonstration; • Telling a student to move his or her magnet up or down on the color chart.

  5. Additional Strategies to Include Every Student I use “fair” sticks to visually show equality in my classroom when asking for student responses. For students whose birthdays are outside the academic calendar, I will calculate their half-birthdays to be acknowledged in the classroom. My classroom will engage in celebrations of seasons, rather than holidays, to include students of different religious backgrounds.

  6. Magnets for Management Since students will be alphabetized by their last names, they will be numbered from one to n, with n being the total number of students in my classroom. These numbers will be written on magnets to track individual behavior for K – 3rd on a fluid color chart, displayed near my desk. With all grade levels, I will use additional sets of numbered magnets to track student progress in writing pieces, who has finished an in-class assignment or assessment, and who has returned field trip permission slips.

  7. Classroom Jobs • Line Leader • Caboose • Door Holder (depends on school layout) • Restroom Monitors – one girl; one boy • Pencil Sharpeners – one girl; one boy • Librarians – one girl; one boy • Lunchroom Helpers – one girl; one boy

  8. Sample Daily Schedules Second Grade Fourth Grade 9:00 – 9:40 Morning Meeting/Work 9:40 – 11:0 Math 11:00 – 11:45 Social Studies 11:50 – 12:15 Lunch 12:15 – 12:35 Recess 12:35 – 1:00 Writing Workshop 1:00 – 1:50 Reading Workshop 1:50 – 2:40 Special Area 2:40 – 3:20 Science 3:20 – 3:30 Read-Aloud 3:30 – 3:45 Journal/Dismissal 9:00 – 9:45 Morning Meeting/Work 9:45 – 10:45 Math 10:45 – 11:35 Special Area 11:35 – 12:29 Stations/Groups 12:29 – 12:39 Lunch 12:39 – 12:59 Quiet Reading Time 1:20 – 1:30 Stations/Conferences 1:30 – 2:00 Shared Reading 2:00 – 2:30 Recess 2:30 – 3:00 Science 3:00 – 3:30 Writing 3:30 – 3:45 Read-Aloud/Dismissal

  9. Morning Meeting(Calendar is included for K-2nd.) I conduct morning meetings at the beginning of each school day. There is always a greeting passed from student to student, often using “hello” or “good morning” from another language; the Pledge of Allegiance is said, and students engage in a conversational activity, such as “What’s the News?” and “Lightning Shares.” Some meetings include a game to practice current learning or to foster the community within the classroom. I alert students of the day’s schedule and learning topics to provide structure and assist with transitions.

  10. Communication with Parents and Caregivers To keep parents and caregivers informed of current learning in the classroom and important dates, I have created a blog at readlearngrow.edublogs.org. It will house homework, project instructions, and field trip permission forms. Additionally, it provides a platform for collaboration with colleagues, since I post lesson resources and thoughts on educational topics. I plan to provide parents and caregivers with my Google Voice number; it allows me to receive and initiate calls and text messages, with a continuous log of interaction.

  11. My Classroom Library “I like horse books; I like basketball books.” not “I read on level 8; I read from the blue bin.” All students have access to the books in my classroom library and can determine which are “just right” books, using the “Five Finger” method. Each student should have at least two “just right” books in their bins. My classroom library is categorized by subject, genre, and series, rather than coded reading level.

  12. Classroom ManagementK– 1st In these grade levels, I focus on individual behavior, so each student has a jar with his or her name on it to collect “fuzzies,” small pom-poms. At the end of each week, “fuzzies” can be traded for small prizes. Each student has a magnet on the color chart, which moves fluidly, starting each day on “Ready to Learn.”

  13. Classroom Management2nd – 3rd In these grade levels, I still focus on individual behavior with the magnetic color chart, while integrating social behavior. The physical “fuzzies” are changed to symbolic “gumballs” and now are awarded by table group. The table with the most “gumballs” each week gets an additional “Lunch Bunch,” apart from the whole-class monthly “Lunch Bunch.” Note: Preferred Activity Time (PAT) begins in third grade, instead of earning “gumballs” for additional “Lunch Bunches.”

  14. Preferred Activity Time (PAT) To earn whole-group rewards, students will be given time allotments for putting away supplies and completing in-class assignments. If they finish earlier than the allotted time, students will earn time for preferred activity sessions. Although I will have various choices designed for each grade level, students can vote on which activities for each session. The frequency and duration of PAT sessions will vary from third to fifth grade and depend on the personality of the class.

  15. Classroom Management4th – 5th In these grades I implement a “Classroom Economy.” Each student gets a checkbook for “credits” and “debits,” based on individual behavior, and is paid in classroom currency. “Credits” are earned by model behavior, returning signed assessments, and completing homework; they can be used to purchase items at the monthly class store, donated by the students. “Debits” are incurred through inappropriate behavior and expenses, which include unscheduled restroom breaks or drinks of water, sharpening pencils, and monthly desk rental.

  16. Thank you! I appreciate your time in viewing this presentation.