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Tws 9 Revised

This document outlines the learning environment and classroom procedures that a teacher plans to implement. It discusses using Responsive Classroom practices like Morning Meeting to build community. Behavioral expectations and consequences will be established with student input. Routines for attendance, dismissal, distributing materials, bathroom breaks and emergencies will provide structure. Praise and privileges will be used to motivate students intrinsically and extrinsically. Procedures will be practiced to ensure smooth operation and student safety.

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58 views

Tws 9 Revised

This document outlines the learning environment and classroom procedures that a teacher plans to implement. It discusses using Responsive Classroom practices like Morning Meeting to build community. Behavioral expectations and consequences will be established with student input. Routines for attendance, dismissal, distributing materials, bathroom breaks and emergencies will provide structure. Praise and privileges will be used to motivate students intrinsically and extrinsically. Procedures will be practiced to ensure smooth operation and student safety.

Uploaded by

api-252715380
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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9.LearningEnvironment(LO2.8&2.

9)(APS8&9)
A. ClassroomClimate:
Tocreateapositiveclimatewherestudentsfeeltheyarevaluedmembersofa
learningcommunitysomeactivitiesIwoulduseareMorningMeetingandResponsive
Classroom.

1. ResponsiveClassroomisanewerapproachtoteaching.Itoffersme,astheteacher,
practicesthatIcanusethroughoutthedaytoexpandstudentlearningandpositiveschool
climateinandoutoftheclassroom.Responsiveclassroomhastoconsistofthefollowing
practices:adailyMorningMeeting,apositiveapproachtodiscipline,positiveteacher
language,andgivingstudentschoicesintheirlearning.Thepositiveapproachto
disciplinebeginsonthefirstdaywhereIwillgetstudentsinputandtogetherestablish
clearexpectations.Tocommunicatewithstudents,Iwillusepositivelanguage.Theuse
ofpositiveteacherlanguageletsstudentsknowwhattheyarenotdoingwellandwhat
theyaredoingwellinarespectfulmanner.Whenitcomestolearning,Iwillmake
learningactiveandinteractive,bygivingstudentschoicesintheirlearningallowingthem
toberesponsiblefortheirownlearning.Responsiveclassroomallowsstudentstogivea
lotofinputintheirlearningenvironment.

2. MorningMeetingisadailymeetingthatIfacilitate,whichnormallyisheldatthe
beginningoftheschoolday.EachMorningMeetingwillincludeatimeforstudentsto
greet;wherestudentsstatetheirfullnamesandshakehandsandatimeforstudentsto

sharenewsorinformationaboutthemselvesandrespondtoeachother.Nextcomesa
timeforagroupactivityandthewholeclassdoesanactivitywherethestudentswork
together.Andlastisatimetosharethemorningmessage/announcements.Whendone
correctly,classroomcommunityisbuiltallowingstudentstofeelphysicallyand
emotionallysafe.

Tohelpthelearningenvironmentbehavioralexpectationsandahierarchyof
consequencesmustbeinaffect.

Before creating my classroom list of behavioral expectations, I believe


it is necessary to allow students the opportunity to give input.
Allowing students input, will give them the awareness they need to
know if they have broken a behavioral expectation. Here is a list of
some behavioral expectations I expect students to assist me with.
1.
2.
3.
4.
5.

Respect people and property


Use kind words and actions
Listen and follow directions
Enjoy learning and try your best
Safely work and play

When/if student(s) do not meet the expected classroom rules; their


failure to do so will result in the consequences listed below. If
student(s) chooses to continue to not meet these expectations,
receiving multiple offences, they will move down the list of
consequences. Here are the consequences listed in a logical order.

1.Warning
2.Conference with Student
3.Walk at recess
4.Parent Contact
5.Referral to Administration
If a student(s) chooses to jeopardize the safety of other students or
themselves, they will immediately be asked to go to the principal
office.

When dealing with elementary students it is easy to use intrinsic


and extrinsic motivators to encourage students.

Driving students behavior can be somewhat a hard and complicated


task, but it is attainable. To do so, I must look at the ways I
extrinsically and intrinsically motivate my students. To extrinsically
motivate students, I will give students extra minutes on their recess for
behaving for a substitute. Allowing elementary students more time on
recess normally works because that is their only way to free socialize.
To intrinsically motivate my students, I will offer encouraging, focused
feedback and praise to encourage students. I will also express to my
students that I think highly of them and that will also intrinsically
motivate them. To recognize students that follow rules and routines I
will allow them special privileges like the chance to be the leader of the

line or the classroom helper for the day or week. For majority of tenyear-old fifth graders receiving verbal praise from their teachers is all
they want.
Not all of the time spent in school is instructional time. In fact,
majority of the time is spent on non-instructional routines and
procedures. It is also important that students practice routines and
procedures at the beginning of the year.

To ensure my classroom runs safely and smoothly, I will begin each day
the same. Before students enter the classroom, I will greet them at the
door. The way I greet them will depend on the mood I am in. One day
I will give students either a handshake or high five. While another day
students will have to answer a question from a lesson taught the day
before. I will use the time spent in Morning Meeting to take the
attendance. For lunch, I will expect students to line up quietly one
behind the other. To dismiss students for the day, I will stand by the
door and tell each student to have a great rest of the day. I will also
use this time to tell students about any reminders and
encouragements.
I will have a system for distributing and collecting students
work. At the beginning of the year, this procedure will be practiced.
The student that is the distributor and collector will change weekly,
which will give every student a chance to participate. The distributor

must pass papers and materials to each student and place them in
their correct place. The collector must take papers and materials from
each student and place them in their correct place as well. When
passing out papers and materials the distributor and collector must do
this task in the appropriate manner that does not include excessive
talking, disturbing others, or unnecessary meandering around the
classroom.
To utilize student helper(s) or assistant(s), I will use a list that
rotates each student. Rotating students will give each student an
opportunity to be the assistant or helper. The assistant or helper will
have certain responsibilities. Some of those responsibilities will be to
clean the white board, change the date, collect the lunch count, and
Clorox the desks.
Since I find the sound of the pencil sharpener very annoying, I
will have multiple pencils already sharpened in case students need
them. At the end of the day, it will also be a responsibility of a helper
to sharpen pencils for the next day. To manage bathroom breaks, I will
follow the rules administrators have sat. Moreover, I do know that the
urge to use the restroom can occur within an unscheduled bathroom
and students will have the opportunity to take an unscheduled
bathroom break. If a student has taken advantage of this privilege, it
will be taken away. When transitioning between classes, I expect
students to leave and enter my classroom quietly in a straight line. If

students do not meet this expectation, I will ask them to repeat the
process. While in the hall, I expect students to follow the rules made by
the administrators. If students are expected to be in the second block
away from the wall in a single file line, best believe my students will
follow those guidelines. Those are the ways I plan to create structure to
non-instructional routines and procedures. To assure my students
safety during emergency situations, I will follow the guidelines made
by the administrators. If the administrator told me that I am suppose
to take my students out the side door, I will do exactly what is asked of
me.

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