The key to classroom success is classroom management! This is a 28-page editable and/or ready-to-print document containing 14 different ideas, activities, and forms to assist you and your students with classroom management. Feel free to edit as you need, because we are all different! Inside, you will find the following:
CLASSROOM RULES AND PROCEDURES
• This is the letter I send home to parents on the first day of every year. It also outlines all of the procedures, rules, consequences, and rewards in my classroom. It is very structured and self-explanatory, and includes a spot for the parents and for the students to sign agreeing with everything outlined.
TIME OUT REFLECTION
• This is the form the students complete when they are sent to a “buddy teacher.” This is my documentation of what they did, and it makes them take ownership of their actions and think of alternative behaviors they should have displayed instead of the behavior that got them into trouble.
FREE HOMEWORK PASS
• This is an incentive given to students when they maintain an A in conduct all week. They still have to complete their reading log and math homework sheet, but do not have to do any other homework that night. Once you pick it up when checking homework, file it in their behavior folder as documentation of part of your in-class PBIS (positive behavior intervention and support) system.
STUDENT INTEREST INVENTORY
• This is the Interest Inventory I give to my students on their first day at school, whether it is Day 1 for the entire school or if it is the child’s first day at our school. It is fun, informative, and it allows you to gauge what incentives will work with what students.
HOW DO I GET HOME SLIPS
• I print and cut these slips to place on the students’ desks on Day 1 so they can let me know how they get home from school. I then place the information in my Afternoon Dismissal PowerPoint and on the Afternoon Dismissal Form. Sometimes things change, and on Day 1 we do not always know ahead of time how our students get home. This is a good way for us to know and organize dismissal so everyone gets home safely.
• These are some behaviors students may display throughout the year (you can edit them to meet descriptions of the behaviors you see at your school). The students are to get in groups, read the scenarios, answer the question, and complete a time-out reflection based on the behavior. Once they are finished, they present their situation and their reflections to the class. This can be done as a Day 1 activity or as an activity if you need to revisit behavior management with your students.
• This is a quiz students can take on generic behavior words, such as respectful, responsible, safe, character, and trustworthy. This is a quiz that students will use to demonstrate understanding of syllables, respond to a real-life situation, and write complete sentences.
BULLYING SKIT AND BROCHURE
• When talking about behavior and bullying with your students, this is a rubric for you to use to grade their bullying skits and brochures they can create.
• This is a great way to meet the needs of different learners. With Independent Learning, the students are still working and on task, but they have a checklist of work to complete for each subject. Not all students work as quickly or on the same level as others, so this is a good way for them to still work, but work on activities that you choose that are on their level. The student must be better self-disciplined, but this will motivate them to still work. Once they complete an activity, they may set the timer for a 5-minute break to draw, visit a Web site, or another “mental decompression” activity of their choice. This doesn’t mean they are independent all day—they will sit in on some of your lessons, but outline which ones. There are boxes for them to check off as they complete their work, and it is a good way to monitor their work and communicate with the parents as to what their child is doing. We all have leveled learners, and this helps to keep them focused. This can work the other way, too, with your gifted or higher-level learners.
• We all do what it takes to get our children to succeed. For those children who display more behavior challenges than others, an individualized behavior chart is a great intervention to use before having to put them on a behavior plan. Choose 2 targeted goals, and chart the progress through the day. Agree on a goal that is outlined on the chart, and if the student meets the goal, reward him/her with a reward that motivates them. If the behaviors on the chart are corrected, target others that need correcting or wean the child off of a behavior chart altogether. If the behaviors worsen, a behavior plan may be needed. At least you’ll have your documentation that you did provide an intervention. There is a line for student and parent signatures daily.
SIGNED PAPERS LOG
• When sending home signed papers every week, attach this log to the outside of their folder or envelope for parents to sign each week. They can sign only this or this log in addition to the papers.
• We all know students go to the restroom or other places on campus without supervision. Emergencies happen, and we cannot always have an adult escort them. It is a good idea to maintain a log of when students leave and when they return in case an issue may arise. Then, you will know who was out of your room at that time and who was not.
AFTERNOON DISMISSAL FORM
• This should be completed and either posted in your room or placed in a substitute folder so everyone will know who is dismissed from your room and when. This is a good way to ensure that students leave when they are supposed to and helps to keep them safe and accounted for.
WEEKLY CONDUCT SHEET
• This is a great form to have! You sign it with their conduct grade at the end of each day (it does not take as much time as you think). You check off positive and negative behaviors the student displayed during the day, the parents initial it, and the student returns it the next day. Each Monday when it is returned, file it in the student’s behavior folder as documentation of their behavior and the parent’s awareness of the conduct grades and behaviors their child displays.