Procedures and Policies
Room 25 - Classroom Tour.mp4Classroom Tour
Morning Routine:
Our routine in the morning sets a positive tone for the rest of the day. When students are completing these tasks, I stand by the door and greet my students. This adds to the sense of classroom community and helps build our relationship. The students have 5 minutes to complete the routine and begin their work. In the beginning of the year, it takes longer, but after a few months, they are all set and ready to go. This is the timer and directions I project in the morning.
3 Minute Rule:
This is a procedure that I developed for transition times in between one subject and another, or between one one activity to another within the same subject. For example, when students come in from recess, we usually start with the day's math lesson. On the board, I write down what students need to pull out from their desks for the lesson. Then I set a timer for three minutes. By the time the timer rings, students must be ready for the lesson. If they have time left over, they are able to do other activities, like read or get a drink. In the beginning of the year, 3 minutes is not enough, so we start with 5 minutes and work our way down. This transition happens many times during the day and students usually get used to knowing when they can rely on time to use the restroom or get a drink. This way, they do not ask to use the restroom in the middle of a lesson as much.
Voice Levels:
This policy is something I teach in the beginning of the year so that students understand appropriate volume levels in the classroom. Because I have 34 students and we do a lot of group and partner work, this is a very important policy. This poster is placed in the front of the classroom so students always have a visual to remind them. An arrow is placed next to the level that is appropriate for the activity we are completing. If students have difficulty staying at the right level, I will give them 3 warnings or reminders. This usually occurs with partner work, when students are asked to whisper. After 3 warnings, they move down to level 0 and our classroom has to work in silence. Most students love working with their partner, so they usually learn to whisper.
Hand Signals to Communicate:
We use hand signals to communicate basic needs and information. Sometimes it is disruptive to verbalize a request or question, so students use these hand signals to communicate with me. This way they do not interrupt a lesson I'm teaching or when I am working with another students or group. I teach these signals on within the first few days of school. It takes a while, but soon they become second nature. I do not require students to ask for permission to get a drink, supplies, or get a tissue. They can do those things without my permission as long as I'm not teaching a directed lesson. If I am, then they use the signals and I nod my head to signal a yes or no response. If students need to leave the classroom to use the restroom or need a minute outside, they show me a signal and I say yes or no. These signals also keep communication a little more private. 4th graders do not need the whole class to know they are going to the restroom. I put these signals in the front of the room as well.
Give Me 5 and
Whole Body Listening:
This is a method I use for getting the students attention when they are working in groups or with their partners. I say "Give Me 5!" out loud while also ringing a mediation chime 5 times. This way, if it is loud, students can hear the chime over my voice. In the 5 or so seconds, the students are expected to have their eyes on me, hands and feet still, stop talking, and be ready to listen. Sometimes we have to do it twice to get everyone ready.
Graded Work Envelope:
This is the cover of the graded work envelope that gets attached to the front of manila envelope. It is filled with classroom assignments, tests, quizzes, and other work that's graded or has feedback. Students have 1 week to review the work with their parents before it needs to be returned. Parents must sign the cover to indicate they have seen the work. Once the students bring it back, we empty the envelope and file the papers in the student's portfolios. They use the paper to document their progress and growth over the year.
graded work envelope.pdf
Turn In Box:
Everything gets turned in to the TURN IN BOX in the classroom. This includes tests, assignments, letters from home, money, etc. Students know never to hand me items. This helps me stay organized!
Absent Bin:
All papers, tests, quizzes, etc. that I pass out go into this Absence Bin. They are filed under the day I pass them out. Students who are absent, simply go to the bin and pull out everything they need from the days they were absent. This puts the responsibility in their hands and keeps me organized as well.
