This will also take place on the first day of school. Once we have gone over how to enter the classroom we will then practice how we will exit the classroom. I will explain to the students that it is very important that we are quiet and in a single file line so that we do not disturb other classrooms and so other people can go up and down the hallway. Since I had the students participate in entering the classroom while I walked them through it I will have them do that once again with leaving the classroom. The same reason being this will allow them to ask any questions as we go and they can get a sense of what the rest of the year will look like when it comes to leaving the classroom. This is where student responsibility comes into play. This is a big part of my philosophy and this will allow my students to hold themselves and their classmates accountable for their behavior as we walk through the hallways to our destinations.

For classroom jobs I will have a chart with numerous jobs that I need help with around the room. They will all be placed on a bulletin board with a little Velcro strip next to a picture of the job. I will also have a jar of popsicles sticks with my students names on them. At the beginning of each week the students will come to the carpet and I will pick a random popsicle stick and whatever student I choose they will get to go up to the board and place their popsicle stick on the Velcro strip next to the job they would like to do. To teach this concept to my students I will model to them what this will look like. I will have them all come up to the carpet and I will pull a name out of the mug. Once I pull the name I will go to the board and place it next to the job I would like. This way students are able to see how the choosing of jobs will be done. This procedure ties into my philosophy of student responsibility. The goal of classroom jobs is to help them understand the importance of taking care of the classroom and holding them accountable for different tasks that need to be completed.

I will have a voice chart that goes from 0-4. Zero being no talking, one being a whisper, two being table talk, three being a strong speaker, and four being outside voices. I will have a clothespin hanging on the side and whatever it lands on is what the voice level should be at. In order to communicate my expectations to my students I will first explain what each voice level sounds like. From there I will show them that when the clothespin lands on a certain number that is the voice level they should be at. After I have finished explaining we will practice as a class until most students are able to grasp the concept. I will continue to go over the expectations each day until I no longer need to. This will help with student responsibility as well because they will need to hold their group accountable if they are getting too loud but they will also need to check in with themselves to make sure they are at the correct voice level and if they are not they can fix what they are doing quickly.