Stay quiet while I am talking
Raise your hand to speak
Do not bother your classmates
I will remind students of my expectations before each lesson begins, and throughout.
For classroom management, I use a system of checkmarks to document when a student does not follow expectations. If a student receives FIVE OR MORE checkmarks throughout the WEEK, then that student will not have the opportunity to choose from our Treasure Box on Friday. Students do have to chance to get a checkmark erased if I see them going above and beyond to help a classmate. I try to 'catch' this happening, as I am a huge proponent of positive reinforcement and celebrating acceptable classroom behavior. I also plan to implement the use of ClassDojo and students will be able to 'buy' rewards with their points.
I will not use the words, "good," and "bad," as they relate to a student's behavior. "He/she was really good today, etc." are not phrases I use because I feel that the child may associate those words with their worth. Bad day=bad kid. Good day=good kid. I truly believe that ALL children are inherently 'good,' and using language such as; "Were you good today?" can lower the child's self-esteem when 'bad' is the alternative. I will however use phrases like, "He/she had some trouble following my expectations today."
More extreme disruptions to learning will be documented with "My Reflection" sheets. These worksheets are filled out by the child. The paper will be sent to the guardian's email and to administration upon completion. I will send the sheet home on the day of the incident and I expect for it to be discussed at home with your child. Please place the signed reflection sheet in your scholar's folder. I will engage in restorative practices with the child; either when they complete the sheet, or the next day when it is returned.
I will keep these for documentation purposes.
***The philosophy of PTAA educators is that the needs of our students are best served when a cooperative partnership exists among teachers, students and parents. It is our belief that problems or concerns are best resolved at the point nearest to the situation. Below is a three step process for addressing concerns: 1. Teacher and student confer. Most problems can and should be resolved between teacher and student. 2. Teacher and parent confer, with the child included if appropriate. 3. Teacher and parent confer, with Dean of Students and/or Principal included as appropriate. Classroom teachers will communicate with parents to help students develop responsible self-managing behaviors. If you have concerns or questions about possible classroom behaviors, parents should first contact the teacher by email or REMIND for teacher input, insight or clarification. (PTAA Handbook, pg.33)