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Classroom Management

Completed Tasks Before Class. Welcome to Class!. When students enter their classroom they will be greeted by Mrs. Santala. Students will have the option to greet their teacher with a handshake, hug, high five or smile.. Opening Activities. Mrs. Santala will take lunch count, attendance, and collect homework from students. Home work is recorded on a large chart..

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Classroom Management

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    1. Classroom Management A Parents Guide to Mrs. Santala’s Approach to Classroom Management at Groton Elementary 5th grade Title Page for Slide ShowTitle Page for Slide Show

    2. Completed Tasks Before Class Student punctuality is important and by establishing a list of activities students need to complete before class begins allows them a visual organizer. They will write this in their planners the first day of class so they can refer to it throughout the year.Student punctuality is important and by establishing a list of activities students need to complete before class begins allows them a visual organizer. They will write this in their planners the first day of class so they can refer to it throughout the year.

    3. Welcome to Class! When students enter their classroom they will be greeted by Mrs. Santala. Students will have the option to greet their teacher with a handshake, hug, high five or smile. “A brief greeting communicates to students that you are aware of and interested in them, not just as students, but as individuals.” (Champs, 1998, p. 64). Greeting students at the door before they enter the room for the day gives me a better understanding of each students mood for the morning. It allows me the opportunity to connect with students and show them that they are important. Staying connected and feeling close to people at school helps to keep students from misbehaving (Schaps, 2000).“A brief greeting communicates to students that you are aware of and interested in them, not just as students, but as individuals.” (Champs, 1998, p. 64). Greeting students at the door before they enter the room for the day gives me a better understanding of each students mood for the morning. It allows me the opportunity to connect with students and show them that they are important. Staying connected and feeling close to people at school helps to keep students from misbehaving (Schaps, 2000).

    4. Opening Activities Mrs. Santala will take lunch count, attendance, and collect homework from students. Home work is recorded on a large chart. Students will begin the day by sitting at their desk and completing the 10 question review from the previous days lessons. Opening activities should accomplish the goals of easing students into the school day as well as emphasizing the importance of punctuality (Champs, 1998, p. 69-70). I enjoy creating large homework charts on display boards. The visual aid is perfect during parent teacher conferences so the parents can see immediately how many (if any) assignments their child has missed as well as how many the child has accomplished. The ten review questions I will put on an overhead transparency that I save for the week. We go over the answers after morning announcements. The opening activities provides students with a structured way to begin the day and encourage a positive relationship with me and their peers.Opening activities should accomplish the goals of easing students into the school day as well as emphasizing the importance of punctuality (Champs, 1998, p. 69-70). I enjoy creating large homework charts on display boards. The visual aid is perfect during parent teacher conferences so the parents can see immediately how many (if any) assignments their child has missed as well as how many the child has accomplished. The ten review questions I will put on an overhead transparency that I save for the week. We go over the answers after morning announcements. The opening activities provides students with a structured way to begin the day and encourage a positive relationship with me and their peers.

    5. Class Meetings Every Monday and Thursday Morning students will meet with Mrs. Santala for a class meeting, held at the reading center in the classroom. The class meeting is held immediately following opening activities. Class meetings are a great way to resolve underlying arguments or issues in the classroom. At the beginning of the year I will work to teach students how to solve problems in the group setting through class meetings. “Involvement in resolving group concerns enhances students’ sense of competence and empowerment and provides important modeling of a lifelong skill” (Jones, 2007, p. 374). I know that creating an environment where students feel competent, connected and contributing helps students to avoid situations where they may make poor choices, thus resulting in positive behavior. Class meetings is part of the 40 developmental assets that Search Institute has identified. Meetings provide students with a caring, encouraging environment (Search, 2006).Class meetings are a great way to resolve underlying arguments or issues in the classroom. At the beginning of the year I will work to teach students how to solve problems in the group setting through class meetings. “Involvement in resolving group concerns enhances students’ sense of competence and empowerment and provides important modeling of a lifelong skill” (Jones, 2007, p. 374). I know that creating an environment where students feel competent, connected and contributing helps students to avoid situations where they may make poor choices, thus resulting in positive behavior. Class meetings is part of the 40 developmental assets that Search Institute has identified. Meetings provide students with a caring, encouraging environment (Search, 2006).

    6. Again, the chart is a visual aid for students to monitor their daily homework but encourages them to become responsible for themselves. The rules are clear and concise for charting homework. The consequence of not completing homework is posted in the classroom as well. The homework policy establishes clear rules for students to succeed. It provides students with an opportunity to contribute and be in control of their environment. I believe it enables students to be on the pathway to being resilient children, thus giving them a personal sense of power (Winfield, NCREL). Homework provides students with opportunities to be responsible for themselves.Again, the chart is a visual aid for students to monitor their daily homework but encourages them to become responsible for themselves. The rules are clear and concise for charting homework. The consequence of not completing homework is posted in the classroom as well. The homework policy establishes clear rules for students to succeed. It provides students with an opportunity to contribute and be in control of their environment. I believe it enables students to be on the pathway to being resilient children, thus giving them a personal sense of power (Winfield, NCREL). Homework provides students with opportunities to be responsible for themselves.

    7. Closing Activities Students will leave the classroom only when they have been dismissed by their teacher – NOT the end of day school bell. Excusing the class allows for me to remain in control and allows students to realize that instruction is not over until I deem so. Additionally, it provides consistency and demonstrates that I am “pleased to see them and that I (you) care so much about class time that not a minute is wasted” (CHAMPS, 1998, p. 74).Excusing the class allows for me to remain in control and allows students to realize that instruction is not over until I deem so. Additionally, it provides consistency and demonstrates that I am “pleased to see them and that I (you) care so much about class time that not a minute is wasted” (CHAMPS, 1998, p. 74).

    8. Absentee Program Students that are absent must provide Mrs. Santala with a note explaining the absence in order to eliminate the possibility of truancy. Mrs. Santala keeps a folder for each student at the back of the room for papers handed out the absent day. Student can take home folder and return to teacher’s in basket the next day. For every day missed the student has two evenings to complete missed assignments. For extended absences Mrs. Santala will contact the parents to make special arrangements. Jean Baker wrote, “One of the missions of schooling is to support children's development, not just academic but social, emotional, civic, and moral.” (Baker, 2006, Unit One, Day One). By establishing an absentee program, students must be accountable for their whereabouts. Students learn that missing school is important and work that is not completed must be caught up so they remain on top of their studies.Jean Baker wrote, “One of the missions of schooling is to support children's development, not just academic but social, emotional, civic, and moral.” (Baker, 2006, Unit One, Day One). By establishing an absentee program, students must be accountable for their whereabouts. Students learn that missing school is important and work that is not completed must be caught up so they remain on top of their studies.

    9. Attention Signal When Mrs. Santala wants to have the students attention for an announcement she will clap a rhythm that the students will need to repeat. A signal saves valuable learning time by minimizing the time necessary to make an announcement or provide clear instructions (Champs, 1998, p. 61). I am able to make an announcement effectively and quickly without wasting learning time.A signal saves valuable learning time by minimizing the time necessary to make an announcement or provide clear instructions (Champs, 1998, p. 61). I am able to make an announcement effectively and quickly without wasting learning time.

    10. Classroom Rules Follow directions Keep hands and feet to yourself Work quietly If you don’t know, ask! By establishing rules students are aware that working together with a group of different individuals takes effort. The class will function more effectively when students agree to behave responsibly (Jones, 2007, p. 198). Additionally, an effective learner asks for help if needed (p. 251). As the teacher it is my responsibility to create effective learners.By establishing rules students are aware that working together with a group of different individuals takes effort. The class will function more effectively when students agree to behave responsibly (Jones, 2007, p. 198). Additionally, an effective learner asks for help if needed (p. 251). As the teacher it is my responsibility to create effective learners.

    11. Desk Organization Desk arrangements will NOT be static. Students will have the opportunity to arrange desks weekly and sometimes daily depending on the subject matter. I prefer to begin the school year with a high structured classroom just as the one pictured. I rarely sit at my desk so it is usually in a corner of the room. Spacing the desks keeps off-task conversation to a minimum (Champs, 1998, p. 55). Students face board and I use this arrangement when we are doing a lot of board work at the beginning of the year. Of course, I would have more than eight students – most likely would have about twenty five.I prefer to begin the school year with a high structured classroom just as the one pictured. I rarely sit at my desk so it is usually in a corner of the room. Spacing the desks keeps off-task conversation to a minimum (Champs, 1998, p. 55). Students face board and I use this arrangement when we are doing a lot of board work at the beginning of the year. Of course, I would have more than eight students – most likely would have about twenty five.

    12. Pencil Sharpener Students may use the pencil sharpener no more than 2 at a time whenever necessary. Remember: pencils are to be sharpened before class – this will eliminate congregating at the sharpener during morning activities. Note: if pencil sharpening becomes social only with teacher permission will it be allowed. This was a very important slide for me to post because of problems I have had in the past. It became a social area and was a great excuse to not be completing seat work in a timely manner. Now I realize that students were using the pencil sharpener as a way to avoid work. But I feel this is an important point for students to understand – that getting out of their seat to walk around and socialize is not allowed.This was a very important slide for me to post because of problems I have had in the past. It became a social area and was a great excuse to not be completing seat work in a timely manner. Now I realize that students were using the pencil sharpener as a way to avoid work. But I feel this is an important point for students to understand – that getting out of their seat to walk around and socialize is not allowed.

    13. Pencil Policy Students have to use no. 2 pencils for mathematics. Students may use either pencils or pens for all other subject matter. Errors are going to be expected in mathematics, and not being able to erase incorrect work can be confusing as well as distracting. In 5th grade stylish pens are always popular and I feel it is important for students to be able to use them with pride. But I do not want messy work handed in to be graded. Students know that I expect neat work and they will need to redo assignments that are illegible.Errors are going to be expected in mathematics, and not being able to erase incorrect work can be confusing as well as distracting. In 5th grade stylish pens are always popular and I feel it is important for students to be able to use them with pride. But I do not want messy work handed in to be graded. Students know that I expect neat work and they will need to redo assignments that are illegible.

    14. Computer Policy There is only one computer in the classroom – this is reserved for Accelerated Reading tests. Students can complete these any time except during instruction time or tests. Being consistent and keeping in mind classroom procedures ensures a well managed classroom (Jones, 2007, p. 206). Since students have computer class once a week and there is only one computer online, I will keep the computer open for Accelerated Reading tests only. There have been many problems in the past with students playing on the computer during inappropriate times in my classroom. I realize now that I didn’t think to include the computer in my classroom procedure policy. Being consistent and keeping in mind classroom procedures ensures a well managed classroom (Jones, 2007, p. 206). Since students have computer class once a week and there is only one computer online, I will keep the computer open for Accelerated Reading tests only. There have been many problems in the past with students playing on the computer during inappropriate times in my classroom. I realize now that I didn’t think to include the computer in my classroom procedure policy.

    15. Parent Notification Parents will be called the first time their child is disruptive in class. Parents will be called when their child exhibits exceptionally positive behavior in or outside of class. I believe in keeping the parents informed. I call before the school year begins to introduce myself – it’s the least I can do since I will be with their children for an entire year. I also call every parent the first week of class to tell them something positive about their child. I have found this encourages parental support. As noted in the Jones text, children that have teachers who communicate with their parents are more likely to succeed in school (Jones, 2007, p. 161). Additionally, when parents are concerned about their child’s education, and participate in their child’s academic career are resilient (Winfield, NCREL). This is something I am striving for in my classroom. I want parental support and for parents to be actively involved with their child’s studies.I believe in keeping the parents informed. I call before the school year begins to introduce myself – it’s the least I can do since I will be with their children for an entire year. I also call every parent the first week of class to tell them something positive about their child. I have found this encourages parental support. As noted in the Jones text, children that have teachers who communicate with their parents are more likely to succeed in school (Jones, 2007, p. 161). Additionally, when parents are concerned about their child’s education, and participate in their child’s academic career are resilient (Winfield, NCREL). This is something I am striving for in my classroom. I want parental support and for parents to be actively involved with their child’s studies.

    16. Jobs and Pay Students are paid weekly for classroom jobs – these jobs are rotated weekly. Students can also earn money for positive behavior. Students can use money to buy their way out of homework, or purchase a special privilege. Students may spend money at silent auction once a month. I have found that giving students a fake monetary pay for their work really brings the class closer together. Because of this, I feel giving students an incentive to work together and complete jobs in the classroom is a wonderful tool to assist in building peer relationships. Students that have strong peer relationships enjoy school more, see school in a positive light, and develop lifelong social skills as well as increase their self-esteem (Jones, 2007, p. 122). I also agree with the online article Positive Peer Solutions: One Answer For the Rejected Student when the authors write, “Work is integrated into the curriculum as a positive concept -- a strong force for building an identity, not something to avoid or to view as oppressive.” (Rosenberg, et.al.) Although this has to do with Positive Peer Groups, I feel it can be applied to my classroom job schedule. My classroom jobs include; assisting students with dictionaries, picking up completed assignments from students, leading the group activities, etc. So my students are working with their peers while they are completing their jobs.I have found that giving students a fake monetary pay for their work really brings the class closer together. Because of this, I feel giving students an incentive to work together and complete jobs in the classroom is a wonderful tool to assist in building peer relationships. Students that have strong peer relationships enjoy school more, see school in a positive light, and develop lifelong social skills as well as increase their self-esteem (Jones, 2007, p. 122). I also agree with the online article Positive Peer Solutions: One Answer For the Rejected Student when the authors write, “Work is integrated into the curriculum as a positive concept -- a strong force for building an identity, not something to avoid or to view as oppressive.” (Rosenberg, et.al.) Although this has to do with Positive Peer Groups, I feel it can be applied to my classroom job schedule. My classroom jobs include; assisting students with dictionaries, picking up completed assignments from students, leading the group activities, etc. So my students are working with their peers while they are completing their jobs.

    17. Daily Planner on Board Students copy into their personal planner from the board planner what they are doing that day. Parents sign planner nightly for first month. Weekly thereafter. Again, this is another method I will use that will continue to strengthen the communication between parent and teacher. This is even sited in the Jones text as saying “parents appreciate having weekly contact regarding students’ work” (p. 169). However, I believe in a daily planner since many of my students are at risk for failing or have severe behavior problems. I want my parents informed on a daily basis and this allows me to read notes parents may make to me about assignments. Again, this is another method I will use that will continue to strengthen the communication between parent and teacher. This is even sited in the Jones text as saying “parents appreciate having weekly contact regarding students’ work” (p. 169). However, I believe in a daily planner since many of my students are at risk for failing or have severe behavior problems. I want my parents informed on a daily basis and this allows me to read notes parents may make to me about assignments.

    18. Planner Policy Students keep their planners in their homework folder. It is the students responsibility to have the parent sign the planner. If planner is not signed 2 days in a row, the student looses 5 minutes of recess by standing next to the wall. I believe in empowering the student to take care of their own work. This falls along the lines of the student remaining competent. I want for my students to succeed and by placing the responsibility on their shoulders I am giving them opportunities to be competent in their working environment.I believe in empowering the student to take care of their own work. This falls along the lines of the student remaining competent. I want for my students to succeed and by placing the responsibility on their shoulders I am giving them opportunities to be competent in their working environment.

    19. Bathroom Policy We have scheduled bathroom breaks – one after recess in the morning and one after specials in the afternoon. Students may sign out one at a time to go during the rest of the day. Bathrooms are far from my room. Students have a tendency to dilly-dally in the hallways to and from the bathroom. When I have students sign-out I have a running record of when students leave class. If a notice a student is always leaving during reading time or math this may indicate the student actually has a problem with the subject matter and not a bladder control problem. In a loose sense I can use this sign-out sheet as a part of my data collection if I do notice a student has a problem in an academic area and is using the bathroom privilege as a means to escape.Bathrooms are far from my room. Students have a tendency to dilly-dally in the hallways to and from the bathroom. When I have students sign-out I have a running record of when students leave class. If a notice a student is always leaving during reading time or math this may indicate the student actually has a problem with the subject matter and not a bladder control problem. In a loose sense I can use this sign-out sheet as a part of my data collection if I do notice a student has a problem in an academic area and is using the bathroom privilege as a means to escape.

    20. Free Reading Students can read anywhere in the classroom. Students that don’t complete homework must read at their desk. If reading the same book as a friend, can read aloud. By allowing students to read anywhere in the classroom I am giving them permission to exert control over their environment and allow them to make choices.By allowing students to read anywhere in the classroom I am giving them permission to exert control over their environment and allow them to make choices.

    21. Behavior Expectations and Consequences The next section provides clear expectations for your child and the consequences associated with misbehavior. I put in the next section because of the very important idea that students will act/perform as their teachers expect them to do so. By setting high standards I am encouraging my students to meet these expectations. (Jones, 2007, p. 22).I put in the next section because of the very important idea that students will act/perform as their teachers expect them to do so. By setting high standards I am encouraging my students to meet these expectations. (Jones, 2007, p. 22).

    22. Behavior Students that exhibit socially appropriate behavior will earn one class “dollar”. Students that misbehave will have to pay two class “dollars”. I teach in a school with many behavior problems, gang influence and broken parent relations. Many of my students are abandoned or raised without morals and consistency. Because of these outside influences I run my classroom at a highly structured level. I enjoy having a mini-economy in my classroom and because I run the bank there is no need for students to contend with stealing from one another’s desks. I agree with CHAMPS in that it reduces frequent, but minor misbehavior, “such as off-task behavior, talking in class, put downs and so on” (p. 360). I also pay students weekly for jobs they are to complete. If they haven’t completed their job then they do not get paid. The real incentive for collecting this “money” is to spend it on a monthly silent auction in which I purchase some really delicious sweets or small toys. Since my students go without at home (and I’m talking about electricity too) they strive to earn these “dollars”. I learned this system from my Lead Teacher during my Internship year and have found that other teachers want to learn more about it when they see how well my students behave in the hallway or during school assemblies. I carry a handful of these around with me at all times and silently reward students. It is amazing how quickly other students catch on!I teach in a school with many behavior problems, gang influence and broken parent relations. Many of my students are abandoned or raised without morals and consistency. Because of these outside influences I run my classroom at a highly structured level. I enjoy having a mini-economy in my classroom and because I run the bank there is no need for students to contend with stealing from one another’s desks. I agree with CHAMPS in that it reduces frequent, but minor misbehavior, “such as off-task behavior, talking in class, put downs and so on” (p. 360). I also pay students weekly for jobs they are to complete. If they haven’t completed their job then they do not get paid. The real incentive for collecting this “money” is to spend it on a monthly silent auction in which I purchase some really delicious sweets or small toys. Since my students go without at home (and I’m talking about electricity too) they strive to earn these “dollars”. I learned this system from my Lead Teacher during my Internship year and have found that other teachers want to learn more about it when they see how well my students behave in the hallway or during school assemblies. I carry a handful of these around with me at all times and silently reward students. It is amazing how quickly other students catch on!

    23. Examples of Socially Appropriate Behavior to Earn Class $$$ Here I wanted to communicate to parents exactly what I am looking for and how their child can be rewarded with class “dollars”. “Effective communication takes time, is honest, and is open” (Schamber, 1996). One year I had a parent who wanted to know why her daughter wasn’t getting any “dollars” and I had to explain that she was never one to initiate a positive behavior – she would only follow what others were doing. After much discussion, a meeting where I now realize I failed to maintain good eye contact and clear body language, her daughter became much more proactive and really began to develop as a leader. I now realize the importance of laying everything out there for the parents – especially now that I am a parent.Here I wanted to communicate to parents exactly what I am looking for and how their child can be rewarded with class “dollars”. “Effective communication takes time, is honest, and is open” (Schamber, 1996). One year I had a parent who wanted to know why her daughter wasn’t getting any “dollars” and I had to explain that she was never one to initiate a positive behavior – she would only follow what others were doing. After much discussion, a meeting where I now realize I failed to maintain good eye contact and clear body language, her daughter became much more proactive and really began to develop as a leader. I now realize the importance of laying everything out there for the parents – especially now that I am a parent.

    24. About Violence There is absolutely NO hitting, touching, smacking, etc. in Mrs. Santala’s class. Students that break this rule will be removed from class immediately and the assistant principal will call the parent. As the teacher I need to establish and maintain a safe environment for everyone in my classroom. All students need to feel safe and welcome in their classroom in order to learn. As Jones states, “The key to preventing school violence is ultimately not in guards and cameras but in students feeling cared for, competent, and valued” (p. 17). Also, teaching students skills “provide all students with a safe and supportive classroom learning environment” (p. 196). In other words, students need to feel safe in their learning environment.As the teacher I need to establish and maintain a safe environment for everyone in my classroom. All students need to feel safe and welcome in their classroom in order to learn. As Jones states, “The key to preventing school violence is ultimately not in guards and cameras but in students feeling cared for, competent, and valued” (p. 17). Also, teaching students skills “provide all students with a safe and supportive classroom learning environment” (p. 196). In other words, students need to feel safe in their learning environment.

    25. Consequences Mrs. Santala will remind students gently, by quietly addressing the inappropriate behavior with the student. It will also cost the student one class “dollar”. If misbehavior occurs a second time, student will write the appropriate behavior on sheet of notebook paper and pay an additional “dollar”. If misbehavior occurs a third time, student meets with teacher for a goal-setting session with school counselor. If misbehavior occurs a fourth time, phone call to the parent is made. Now that I understand more clearly behavior is a process such as antecedent, behavior and consequence I understand that not every behavior exhibited can have the same consequence. The question of using positive or negative reinforcement will vary with the behavior exhibited. I try to provide positive reinforcement whenever possible. For example, praising a student on completing a task well. I would say something such as, “Great Job Dazmine. I enjoy reading your papers when you take the time to check your spelling with a dictionary”. Unfortunately, consequences of misbehaving have to be stern and swift without any room for give. I think of this as operant conditioning in which I can decrease the probability the behavior will occur again. According to Huitt and the article An Introduction to Operant Conditioning, “Continuous reinforcement simply means that the behavior is followed by a consequence each time it occurs.” By being consistent and continuously reinforcing the positive behaviors, as well as punishing the misbehaviors, I will be conditioning my students to behave in the classroom in a specific manor that will encourage learning. Additionally, the Jones text states that teachers should establish consistency and “respond to almost every violation of a rule or procedure” (p. 210). Although the text suggests this in the beginning of the year, I maintain this high level of discipline throughout the year.Now that I understand more clearly behavior is a process such as antecedent, behavior and consequence I understand that not every behavior exhibited can have the same consequence. The question of using positive or negative reinforcement will vary with the behavior exhibited. I try to provide positive reinforcement whenever possible. For example, praising a student on completing a task well. I would say something such as, “Great Job Dazmine. I enjoy reading your papers when you take the time to check your spelling with a dictionary”. Unfortunately, consequences of misbehaving have to be stern and swift without any room for give. I think of this as operant conditioning in which I can decrease the probability the behavior will occur again. According to Huitt and the article An Introduction to Operant Conditioning, “Continuous reinforcement simply means that the behavior is followed by a consequence each time it occurs.” By being consistent and continuously reinforcing the positive behaviors, as well as punishing the misbehaviors, I will be conditioning my students to behave in the classroom in a specific manor that will encourage learning. Additionally, the Jones text states that teachers should establish consistency and “respond to almost every violation of a rule or procedure” (p. 210). Although the text suggests this in the beginning of the year, I maintain this high level of discipline throughout the year.

    26. Activities for Finishing Assignments Early Read quietly at desk Check out Zoobooks from teacher Write in journal or storybooks Complete an Accelerated Reading test When students know what they are allowed to do during free time or in between lessons they are less likely to misbehave. Therefore, I have a list of activities students can do that is posted in the classroom. So when they ask I can just point to the sign and make a silent face – I don’t want the other students that take longer to complete assignments distracted.When students know what they are allowed to do during free time or in between lessons they are less likely to misbehave. Therefore, I have a list of activities students can do that is posted in the classroom. So when they ask I can just point to the sign and make a silent face – I don’t want the other students that take longer to complete assignments distracted.

    27. Paper Policy Papers that do not have a name are thrown away to be recycled. Mrs. Santala will always write the students name on a test paper. Here I am trying to eliminate additional work for myself. At the beginning of the year I’ll make a big deal about throwing a paper away and students will get them from the trash and write their name on them and turn them in. I pretend not to see them do this. After a few days their name is always on the paper. I re-teach this rule often so that students know my expectations. The Jones text suggests re-teaching rules often as well (p. 201).Here I am trying to eliminate additional work for myself. At the beginning of the year I’ll make a big deal about throwing a paper away and students will get them from the trash and write their name on them and turn them in. I pretend not to see them do this. After a few days their name is always on the paper. I re-teach this rule often so that students know my expectations. The Jones text suggests re-teaching rules often as well (p. 201).

    28. Late Work Policy There is a late basket located by my desk. One grade is lowered for every day an assignment is late. Papers are stamped at the end of the day with the date to ensure accuracy. Establishing clear and concise behavior standards help students manage time and responsibility. I want my students to value school work and know that they need to meet deadlines. Setting timelines helps my students meet their academic needs of experiencing success and receiving appropriate rewards for performance gains (Jones, 2007, p. 249).Establishing clear and concise behavior standards help students manage time and responsibility. I want my students to value school work and know that they need to meet deadlines. Setting timelines helps my students meet their academic needs of experiencing success and receiving appropriate rewards for performance gains (Jones, 2007, p. 249).

    29. Student Rewards Class on Task All Week - Extra Recess Class Follows Cafeteria Instructions Daily - Talking Time (5 min.) at End of Day Student Completes All Homework Assignments for One Month – Movie With Teacher Students Cooperate in Small Groups All Week – Extra Recess Students Follow Classroom Rules – Earn Class Money Student Exhibits Exceptional Kindness toward Classmate - Award I post these rewards in the classroom and like the way the Jones text suggests viewing rewards as celebrations. “One way for rewards to be effectively integrated into your school or classroom is to view rewards as one aspect of celebration (Jones, 2007, p. 292).” This is a wonderful way to maintain intrinsic motivation – by viewing rewards as celebrations.I post these rewards in the classroom and like the way the Jones text suggests viewing rewards as celebrations. “One way for rewards to be effectively integrated into your school or classroom is to view rewards as one aspect of celebration (Jones, 2007, p. 292).” This is a wonderful way to maintain intrinsic motivation – by viewing rewards as celebrations.

    30. Additional Information There is a weekly newsletter that will come home Fridays with the following week’s events. Please sign student planner nightly. This is the fastest way to make contact with Mrs. Santala. A parent newsletter that goes home every week helps to keep all my parents informed of tests, events and important dates. The weekly newsletter is “an expedient way to keep large numbers of parents informed” (Jones, 2007, p. 171). I need parents to stay in touch with school events and classroom activities.A parent newsletter that goes home every week helps to keep all my parents informed of tests, events and important dates. The weekly newsletter is “an expedient way to keep large numbers of parents informed” (Jones, 2007, p. 171). I need parents to stay in touch with school events and classroom activities.

    31. Contact Information Feel free to call or write in student’s planner when you need to talk. E-mail: sarahsantala@yahoo.com Phone: n/a This slide provides parents a way to contact me to discuss their child’s progress, concerns, or questions they may have.This slide provides parents a way to contact me to discuss their child’s progress, concerns, or questions they may have.

    32. References Baker, Jean. https://angel.msu.edu/section/default.asp?id=MRG%2D060302%2D120142%2Djbaker% 5Fmsu%5Fedu Unit One. CEP 883. Huitt, W., & Hummel, J. (1997). An introduction to operant (instrumental) conditioning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://chiron.valdosta.edu/whuitt/col/behsys/operant.html. Jones, V. F., & Jones, L. S. (2006). Comprehensive classroom management, Creating communities of support and solving problems (8th edition). Boston: Allyn & Bacon (www.allynandbacon.com).  Rosenberg, S, McKeon, L & Dinero, T. Positive Peer Solutions: One Answer for the Rejected student. http://www.pdkintl.org/kappan/kros9910.htm Schamber, D. (1996). Effective Communication With Peers. A Holland Workshop – Parent Teacher Institute http://www.uwsa.edu/mic/effcomm.html Schaps, Eric. Community In School: A Key to Violence Prevention, Character Formation, and More Character Educator, Vol. 8, No. 2, Spring 2000 https://angel.msu.edu/section/default.asp?id=MRG%2D060302%2D120142%2Djbaker%5Fmsu%5Fedu Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West (www.sopriswest.com) Winfield, Linda. NCREL Monograph: Developing Resilience in Urban Youth http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0win.htm

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