management plan .pdf

5th Grade

Miss Lutes

Management Plan

Table of contents Part I Classroom Set Up......................................3 Teacher Record Keeping......................................4 New Students......................................4 Turning in Homework......................................5 Passing Back Homework/Paperwork......................................5 Displaying student work......................................5 Part II Expectations......................................6 Consequences......................................6 Student disrespect to you or to other teachers ......................................6 Student conflict on the playground......................................7 Inattentiveness, Lack of Motivation, and Not Getting Work Done......................................7 Tardiness......................................8 Technology......................................8 Bullying......................................8 Cheating......................................9 Parent involvement......................................9 Principal involvement......................................9 Behavior as a school professional......................................9 Lounge gossip......................................9 Disagreement with colleague......................................9 Disagreement with leadership ......................................10 Part III Gaining attention......................................10 Student sharing......................................10 Room helpers......................................10 PAT......................................11 Field Trips......................................11 Doing homework......................................12 Activities for students to do after their work is done......................................12 Leaving room or seat......................................12 Going to specials......................................13 Differentiation policy......................................13 Regular communication with parents......................................13 Parent conferences......................................13 Purpose: Effective Classroom Management is essential in order to ensure positive student behaviors that are conducive to learning and social interactions. Your classroom organization, disciplinary procedures, and classroom routines are critical indicators of your management skill. As a new teacher you will need to think ahead about how to manage your environment as well as your students. Task: Congratulations! You have just been hired as a new 5th grade teacher. Your principal has asked you to submit a copy of your management plan for the office if parents and substitutes have questions.

Part I: Classroom Organization A. Physical

The classroom environment plan is intentioned to encourage learning growth in my 5th grade students.

The grouping of five clusters of four students is to support collaborative learning. All five clusters are easily accessible, and students can see the Smart Board. The desks are facing the front wall, so that it will limit distraction from looking out the door window and the windows to outside. It is also placed in the middle to be close to different works stations in the classroom. It allows for space for me to roam and interact with individuals and groups. My desk is stationed in view of the door, check -in table, and the desks (not that that will be my primary location throughout the day). Storage of filing cabinet, guided reading storage, and extra storage is located closely. This is also to create a clear boundary for students as to which area of the room, they are to respect as the teachers. Guided reading and group work table is located near my desk for organizational purposes. While I work with a small group, they have the same view of the classroom. The students will also be faced away from the classroom, so they are not sidetracked by what their peers are doing. As students enter for the day, they are to place their coats in the closet on the right hand side. Then they will proceed to the check-in table, where they are to put in their lunch order and possibly pick up an activity or assignment. This will help with routine purposes. As students exit for the day, they can take their papers/folders from their mailbox and proceed easily to grab their coats out of the closet. In addition, there is space for the class to line up before they go to specials. There are four sectioned off areasthe library/meeting area, science exploration area, the social studies area, and the technology center. These are to create specific atmospheres of the various subjects. If students have particular tasks in those areas, physically moving to another location will help switch mindsets. The library area especially is intentioned to foster a reading environment with many books, a few

chairs, and a couch. This is also a meeting area that will allow for morning greet and introduction, and shared reading. This area is sectioned off with a bookshelf and couch to create a reading atmosphere. In the science area, there will be a hermit crab to encourage applicable science knowledge and encourage responsibility in students. Plants also are meant to promote the value of nature, learning and responsibility. Science storage is also close to the area to create for simplicity sake. The sink is located closely to the science area, in case easy water access is needed for a science learning activity. The pencil sharpener and water fountain are placed in the same area in order to allow for availability but limit distraction if students need to use them during teaching time or work time. There are many bulletin boards throughout the classroom. The ones in the library, science, and social studies areas will be themed with the unit that the class is working on. Other bulletin boards will portray content and student work. The white boards are meant for teachers ease, for notes, for homework assignments, as well as student individual or group work at appropriate times. The trashcans are dispersed throughout the room to encourage neatness. In addition, there is a recycling bin to support care of our environment. My classroom environment is intentioned to promote simplicity, orderliness, a safe environment, and learning. B. Operational Teacher record-keeping procedures Each subject will have a binder that includes each units objectives, unit plans, individual lesson plans, resources, and worksheets that correlate with each unit. There will also be a binder with school contact information, student emergency contact information, school calendar, and room for teacher meeting/staff development notes. Student file information will also include their paperwork, IEPs, writing samples, running records, and other assessments, I will also have a sub folder that includes a daily schedule, the class roster with photos, emergency information, the classroom job list, the lesson plan, notes about students who may try to keep the substitute off task, and activities or copies of worksheets that the students can do if the schedule gets off or the substitute needs to fill time. I will also have a reflection sheet for the substitute for me to review when I get back. The categories include: absent students, parent notes/questions, students who were helpful, students who needed reminders, highlights, and challenges. I will keep a handwritten grade book to initially record student scores. Subject will organize this. All assignments will be dated. Once recorded in the physical grade book, all scores will be recorded in the online grade book (such as RenWeb or PowerSchool). If the students are doing presentations, I will have pre-made papers where each student has a box to write notes about presentation and/or product. This way, I will have specific evidence of student work and feedback. Student behavior will also be documented (documenting the offense, date, student reaction, and action steps). This will be very convenient to refer back to observe improvement in behavior and/or patterns. New Students At the beginning of the school year, I will be prepared that I will most likely have new students added to my fifth grade classroom. I will create a bag with papers and items that every other student has at the begging of the school year. Some of these items will include: a schedule, name tag, birthday candle for our display, labels for folders, desk plates, spelling folders, take-home folders, notebooks, beginning of

the year information notes, and a brochure about our classroom. This will be one way to make the transition easier for me as a teacher. There will be a buddy system for new students. The new students desk will be put desk next to buddy, and the buddy intentionally chosen based on responsibility, friendliness, and communication skills. The new student will have various check in times with me to express questions, thoughts, concerns, etc. Depending on how the student is adjusting, the teacher may ask the student to share with the class information about themselves such as family, interests, and hobbies (I need to be sensitive to how the student would handle this).

Turning in Work For each subject area, students will turn in work in a different sliding bin. Each drawer will be labeled (math, science, spelling, etc.) This will encourage organization in the classroom, to ensure that student papers do not get lost on the teacher desk or in the wrong pile. If the produce/assignment is of larger size, the teacher will communicate the turn in area for that specific assignment. This will increase ease when I go to grade and analyze student learning on their assignments.

Returning work/paperwork Each student will have a mailbox with his or her student number. This will improve organization when passing back assignments, sending home pamphlets/paperwork, newsletters, announcements, etc. Mailbox duty will be one of the classroom jobs. This will be placed near the door, to allow for easy access when leaving the classroom. Students could also place books or other homework in their mailbox to remember to bring home at the end of the day.

Displaying student work Displaying student work will be a priority of mine in my classroom. I want to show off work that students took pride in, put effort into, showed creative thinking. Each student will have a clipboard hanging on the wall (as shown below). Students will choose the work that they are proud of to display. This work could be from any content area. This hopefully will cause pride in work and less comparison because the products are different. Using the paper towel holder, student work will also be displayed for all to see. This will most likely be the same assignment (for example, advertisements or biographies, etc.). Student work will also be posted in the hallways and on the classroom walls. This will promote the classroom environment that everyone has a voice and something valuable to share.

Part II: Disciplinary Policies and Professional Ethics Expectations There are four expectations for my classroom:

1. Work as a team. 2. Respect yourself and others. 3. Come prepared to learn. 4. Do your best, and celebrate others efforts.

These are expectations and environment builders. We are a team that works together to create a classroom atmosphere that is positive. I believe that the fifth graders are independent and mature enough to make good decisions based upon these classroom expectations. I will not implement rules unless something arises that the fifth graders need more guidance and structure. They have my respect and trust from the beginning. We will have conversations about what each of these looks like practically. Misbehaviors such as interrupting, bullying, or being tardy violate these expectations. These expectations will hopefully impact my students actions and my own. Consequences If a student breaks a class expectation, I will give a verbal redirection, such as Are you being a good teammate? Is that being respectful to yourself? Are you celebrating the success of your classmate?. If the student continues to break the same expectation, they will use the template to the right. I will quietly slip them this sheet to help them think about their actions. Students may receive this slip if they are interrupting, not raising their hand, rocking their chair, disrespecting another student in class, and possibly other situations. I will do data collection of this second warning. If the behavior continues and continually becomes more severe, this will lead to the student action of a talk with the teacher. The student is then to write an apology letter stating the action, why it was wrong, and how they are going to change to the classmate, teacher, or staff they disrespected. They must deliver the letter and apologize in person, as well. The consequences will depend upon student needs and behavior. There may be a time that a students desk needs to move or needs a few minutes to cool down. The consequences will be logical consequences. If they keep rocking in their chair, they may possibly lose the privilege of their chair for a certain amount of time. Maybe, they are disrespecting the pet hermit crab, they may lose the privilege of being in the science center for the day. I want to know my students well so I can read what they need to change their behavior. If the same actions are occurring over again, individual student contracts may be created that need to be signed by the student, the parent, and myself. Classroom management is not perfect formula; it is the art of knowing and reading students to know triggers and prompting them to make good decisions. I want to prevent student actions that will lead to consequences; this is why I will focus on positive reinforcement as much possible. If a student waits to talk until they get called on only one out of ten times, I will thank them for waiting their turn that one turn. If there is a group of students who are talking when they

Name_________ Date_________

Why did I get this slip? What class expectation did I not follow? What are my steps to modify my behavior?

are not supposed to and a group who is behaving, I will give positive encouragement to the group is doing as they are supposed to. By encouraging the positive and actions, I can help cultivate the environment that positive behavior is expected and is appreciated. I want to put my attention and energy to reward positive efforts and models, instead of playing catch up by merely correcting inappropriate behavior. Student disrespect to you or to other teachers If students are disrespectful to me, other teachers, faculty or other students, they will write a letter identifying what they did that was inappropriate, why they should have not done it, an apology, and action steps for next time they may feel that same way and how they will behave differently. Other action steps may be necessary if the disrespect continues and heightens.

Student conflict on the playground If there are conflicts on the playground, I will give a verbal redirection to take a deep breath and remind the students that recess is over. Recess problems are not allowed to enter to the classroom. If the argument or dissension is still evident, the teacher will tell the students that they need to write down, what the issue was, why it was wrong on their part, and a behavior plan for next time a similar thing could happen. There will be a Done with it box. Once the issue was written down and reflected upon, the student puts it in the box. They cannot talk about it any more or be upset. It is a way to physically let go of the issue. If the problems continue with the same people, a teacher meeting may need to occur. Following actions will depend on the student and situation. There may be eventual steps to separate the student at recent, forbid a certain game, or keep a student inside.

Inattentiveness, Lack of Motivation, and Not Getting Work Done If students are struggling with inattentiveness, lack of motivation, or not getting work done, I may use the following two tools. Each of these will be laminated. The first is a check-in sheet. This is to help self monitor if the student is staying on task or if they have questions. It will remain taped to their desk. This is to help them refocus. If I see that a student is not on task, I may walk by and simply point to the chart. This may either redirect them back to their work or they may realize that they have to ask themselves these questions. Hopefully, students will scaffold off of this, but this is a tool to help them learn to ask questions to themselves and make goals.

My response Miss Lutes response How am I doing? Am I staying on task?

Do I have questions or concerns?

What is my goal?

The following chart is literally to make mini checklists for students. This is will be implemented after a conversation with the student and myself. This conversation will be about their learning style and needs. This also will be laminated and taped to the desk. This is a tool to help the student see the big, overarching goal and then break down a task into smaller goals. Students then can check off a step after they

accomplished it to stay organized on what they need to focus on next and see what they have accomplished. Again, hopefully students can scaffold off of this tool and start creating checklists in their notebooks or in their head.

Step Task Done? 1

2

3

4

Choice will be prevalent in my classroom to enhance a sense of motivation and independence for the students. This choice may manifest itself in options for literature, process, and/or product. I want students to be able to have choices based on interests and hobbies.

Tardiness Tardiness policy will depend on school policy. Tardiness to school will not result in punishment for the student. This is because it most likely is not their fault that they are late to school. If it continues to be a problem, parents will be contacted to discuss the tardiness issue. However, there is a classroom expectation to come ready to learn. This means that students will strive to be on time, they will prepare their minds for learning, and they will be ready with the materials that they need. If lack of preparation continues to be an issue, conversations will occur to set goals for themselves to improve their preparationwhether the preparation needs to improve in mindset or ready materials. Technology Misuse Students are to respect the classroom technology that we have been blessed with. Technology is a privilege, and I want to make sure that the students are using it respectfully and appropriately. If students are using the technology for what they are not supposed to, students will lose their privilege on the technology for an appropriate amount of time according to their behavior. As fifth graders, technological ethics will also be apart of conversation and priority. Citations and references will be taught in order to teach the concept of giving credit to where credit is due. Cheating and plagiarism will not be tolerated after students have been informed about and practice technological ethics. Bullying Bullying will not be tolerated in Miss Lutes classroom. Miss Lutes class will strive to be a team, and being a team means being kind and respectful of one another. If students do decide to bully, serious conversations will occur between the one who is bullying and myself. The student who is bullying will write an apology letter and an action plan to those classmates they bullied. If situations progress severely to need more intervention, there is a possibility of principal, counselor, and parent involvement. Cheating

Cheating is not acceptable in Miss Lutes classroom. It is expected that students will be genuine and fair in their pursuit of academic success and learning. Students must follow teacher directions and provide credit to where credit is doing when researching. During tasks such as tests, if students are found cheating, they will have automatic zeros on the test. A conversation will occur between the student and myself. The student must communicate with their parents that they cheated, and follow-up communication will happen between the teacher and the parent. . A write-up of the incident will be kept on file. If this continues, suspension may be a consequence. Parent Involvement I want parents to be actively involved in the classroom. I want them to feel apart of the learning community. The first interacts with the parents of my students are intentioned to be positive, so that if an issue does arise, it is not the first or most vivid memory the parent has with me. If there is an issue that concerns me with a student that may be reoccurring, and I think it would be beneficial to bring the issue up with the parents, I would then contact them in a professional but sensitive manner. For example, if the student had to write two letters for the same issue (for example making rude and disrespectful comments to another teacher), I would first have the student tell their parent about the issue. Then I would follow up with the parents to discuss the situation further. I would want the student to be the one to tell their parents because they are to become more independent at this age, taking responsibility for their actions. If for some reason, it would be counter productive to bring the parents into at the issue, I would refrain from contacting the home of the student. Principal Involvement Principal involvement will be one of the last resorts for student behavior. Student behavior should be taken care of within the classroom and with teachers. If the principal does get involved, it is after other measures have been taken. My principal will never be blindsided by a problem, but I want to keep the communication transparent and open if a student is struggling, and there needs to be principal intervention. It would be after many offenses, and the next step needs to be taken. Behavior as a School Professional I will be professional in the workplace to emulate who I am and what the school stands for. I will be early and prepared for my day. I will set expectations for students academically and socially, but I also want to empower them with the freedom to use their voice. I will communicate with and listen to colleagues, supervisors, students, and parents in appropriate and positive ways. I will be dressed appropriately and professionally in business casual clothing. . I will act with integrity, keeping confidential what is confidential. Most of all, I will be a good example for my classroom, my school, and my community, understanding that I am a role model Lounge Gossip I will not partake in lounge gossip because the students are the priority ad their well-being. I want to be only bringing a positive force. It will not help to add to the culture of gossip by adding inappropriate comments. I will strive to change the subject if gossip gets brought up or I will walk away. I want to associate my self with teachers that see the best in students and work to get the best out of students. I want to establish professional relationships with colleagues to collaborate and keep an intuitive view of education. Disagreement with a Colleague If I do not get along with a colleague, I will not partake in any unnecessary interactions with them. If the negative relations with the colleague would ever affect students or the school environment, this would be a time that we need intervention to work through problems. We do not need to be best friends, but we need to keep in mind our end goalto provide a leaning and quality experience for our students.

Disagreement with Leadership If I would not agree with the leadership strategies or view of my principal, I would respectfully approach them with an alternate view on various issues. I would also collaborate e with colleagues those if they feel the same way. I understand that the leadership and principals have reasons for doing things a certain way, so I would encourage an open forum to communicate concerns and reasoning on both sides of the page. However, I understand that leadership and principals do have the final say. I would not deliberately disobey but would never want my frustration to affect my interaction with my class and hinder their learning. Part III: Classroom Routines & Procedures Gaining attention In order to gain the attention of my class, I will count down from 5-4-3-2-1-0. Once I get down to zero, all eyes should be on me, ears should be listening, and tasks should be put down. The expectation will be in the first days of school that this is a time for students to stop what they are doing, listen and wait for my message. Distractions should be put aside because there is an important announcement, and they need to be respectful. 5-4-3-2-1 is going to be my first strategy. However, if there is much action and noise in the classroom, and that is failing to work, I will turn off the lights. The expectation is: If lights go off, all voices are off. I will never flicker the lights. This is merely to focus attention at the task, transition, or directions ahead. Student sharing The first day of school, it will be encouraged that all student share their thoughts. I want to encourage the point that everyones voice and everyones experiences and opinions matter. If there is an issue of students not sharing in class, for a specific activity, I will give each student two or three Popsicle sticks. For each comment or point or question they say, they can hand in a stick. This is to encourage the idea that everyone is an active member of this learning community. Students should be proactive to share their what is going on in their mind. A large part of my classroom atmosphere is group work as well to encourage collaboration. Students are encouraged to be good team members to contribute to their group. If there is a problem with participation, roles will begin to be assigned roles, so that they have tangible goals for themselves. Room helpers Students will be split into teams to encourage teamwork and cooperation. At the beginning of the school, the class will discuss ways to work as a team and share work evenly or figure out a schedule.

Paper Team o This team will work to hand back homework based on teacher instruction. The papers may be

handed back straight to desks, or it may be dispersed to mailboxes (depending on current need). In addition, this paper team will organize the papers submitted into the drawers for each subject area. The student will organize the papers by student number and place them in the same direction.

Messenger Team o The team will run errands to the office (ex. Paperwork). o At the end of each week, the messenger team will rotate jobs for the team.

Green Team o The team ensures lights are being turned off when class leaves class and monitors that what

needs to be recycled is being recycled. Library Team

o The library team will keep the library area tidy. o If there is a book that needs to be put in the book hospital, the students will place it in the

book hospital and notify me. The library team may also put new books on display in our classrooms library depending on the unit that we are in.

Lunch Team o The lunch team will be in charge of counting how many school lunch option #1, #2, cold

lunch, and absent students there are. Clean Team

o The clean team ensures that all the chairs are pushed in at the end of the day and large scraps should be thrown away.

o Each week, each desk should be sanitized, the floor should be swept, and any other odd job I have for the week.

Supplies Team o The supply team distributes needed supplies for activities specified by me. o If there are any broken supplies, the teams responsibility is to notify me.

Technology Team o The technology team encourages appropriate use of the technology in the classroom such as

iPads and the computers. o The team may be asked to assist in use of the Elmo or other classroom technology. o Each night the computers should be turned off.

Science Center Team o The team is responsible to take care of any jobs that need to be done in the science center. o The team is responsible to water the plants. o The team is responsible to feed the hermit crab.

PAT Preferred Activity Time, or PAT, is not a punishment but rather the lesson of teaching how valuable time is. Each week, the class will start with five minutes of Brain Bonanza. If the class is not being efficient transition, time will be taken away from PAT. I will track this time by literally using a stopwatch, so that it is objective as possible. If students are especially being efficient or respect, time will be awarded to Brain Bonanza. Brain Bonanza time is academic free time that is focused and fun. These activities could include board games, puzzles, Sudoku, reading time, Yahtzee, backgammon, Monopoly, 20 questions, charades, Buzz, and beyond. On Fridays, students will be able to take advantage of Brain Bonanza time. I will have a permanent place to keep track of PAT in the front of the room. When time is awarded or taken away, I will not create a scene about it, but rather simply add or subtract time based on student behavior. This will hopefully add to the environment for the class being a team, to encourage accountability and on-task focus. Going on field trips Field trips will be related to content that we are studying in class. Class discussions will occur about representing our school, our class, and ourselves in our community. Based on our destination, the class will collaborate to create three expectations for ourselves as we leave our classroom into a new learning environment. A field trip is a day away from school, but it is not a day away from learning. Students will be broken into flexible teams to make new discoveries together on these field trips. Permission slips should be signed and returned at least three school days before the field trip. Students will also be asked to reflect on the fieldtrip using informal assessment and class discussions. I want to make sure that all field trips are valuable for students to make connections. Doing homework

Students will always write their name on the back and the front with their student number. Homework and independence is a continual growth in fifth grade to encourage focus, hard work, and critical thinking. Time in class will be given to do homework for the subject areas, but the students will be expected to bring work home to finish at times. Most of the time, assignments will be due the next day. However, if it is a larger project, mini goals/checklists will be provided to keep the students on task and informed of what is happening. Homework must be turned in on the due date to receive full credit. Each day late, the assignment will lose an automatic 10%. However, students must turn in all homework. Students can always receive 30% for the assignment because students need to realize that there is a purpose with homework. I do not merely assign homework to assign it, but rather there is a learning goal involved with everything. Students are to understand that a 30% is much better than a 0% for their grade. Activities for Students After They have Finished their Work The first priority for students when they finish their work is to recheck their work to ensure that they did not rush through their work and make sure that they completed the entire thing with quality effort. After they have double-checked their work, students should always work on other homework that they have. That is their first priority. If students have finished all of their other work, then they can read a book, do literacy or math centers, work on their classroom chores, or play critical thinking game quietly with partners such as Blokus or Sudoku. They should not simply be talking with their neighbor, sleeping, or doing nothing. This is not the same as Brain Bonanza time; this time is expected to be quieter, and there are few options for activities. Leaving the Room or their Seat Students will use hand signals to nonverbally communicate what they want/need to do. One finger is asking to sharpen their pencil. Two fingers is asking to get a tissue. Three fingers is asking to go to the bathroom. Four fingers is asking to go to the nurse or office. Five fingers is answer or asking a question. Thumbs up is agreeing with an answer. Thumbs sideways means being unsure. Thumbs down means disagreement with an answer. Though not included in this chart, a fist is asking to get a drink of water. I am implementing this to create the smoothest classroom possible. Using this, I can acknowledge a student need and grant permission or not grant permission to do something without I interrupting and completely change the topic of our group discussion. This is the expectation during teacher instruction, class discussion or very focused times. During work time, students may sharpen pencil, get a drink of water, or get a tissue without asking. However, the expectation will be clear, you do one of these three actions efficiently and immediately get back to room. Whenever a student needs to leave a room, they are to ask for permission and check out. I want students to know that they have my trust with this as they are learning to be more independent. They are to always log the date, their name, their destination, the time they left the classroom and the time that they returned. Depending on how the students handle it, I may remove the scaffold of asking permission to leave. Date Name Destination

RR- restroom, N- nurse O- office, denote other destinations

Time Out Time in

This is will a full page and have multiple copies on a clipboard at the entrance of the classroom at the check in table. I will track if students are abusing this privilege. If action is needed, I have a conversation and possibly individually cut back a students flexibility and freedom to leave the room. Going to Specials Students will be dismissed by pod. When a pod is quiet and ready ad desks are clean for a special, they will be dismissed to line up (or grab their supplies such as gym shoes if needed. This encourages accountability among students to hold their peer to a high standard of keeping their desks tidy, and being quiet. Students may also be asked to give the teacher an exit slip, an informal assessment of a lesson, before they leave as well. Differentiation Policy: My job as a teacher and a mentor is to help all students succeed no matter their gifts or their challenges. I want to be a perceptive teacher that actively knows my students. I am committed to creating and teaching lessons that have many avenues to learning to help everyone in my classroom. I will strive to meet my student in their proximal zone of development to help them learn and prosper as a student and person. This may be providing more scaffolds, supports (such as visual aids or charts), or mini goals for my students if they need more support. If the student is accelerated, I will provide more opportunities for open-ended questions and problem solving. Extension will consist not consist of merely more work but different and deeper thinking. Processes and products within my classroom do not need to be identical for all students; in fact, I do not want them to be identical. This is because all students have gifts, and all students have great potential. Regular Communication with Parents Each day, the students will write down their assignments in their assignment notebook. All the assignments will be written on our assignment calendar board. Each night, the student is to have their parent or guardian read their assignment notebook, check for completed work, and sign the appropriate date. This is to serve as a communication tool for the parents. This scaffold may be removed depending on students growth of responsibility throughout the school year. I will have a blog for parents to read and access. On this blog, I will post nightly homework, upcoming school activities, lunch menus, and an overview of what is happening in the classroom. There may be special posts about exciting activities and units that we are doing. There will also be a section for student posts about reflections of units or engaging activities in the classroom to cultivate a classroom environment where everyone has a voice. I will also send out notes to parents and students separately before the school year showing my anticipation for the school year. In addition to the blog (and depending on parent feedback or involvement on the blog), I will send home class notes. If students are highly engaged or improving or being very respectful, complimentary notes will be sent home with the students for their parents to read.

Parent Conferences Each student will have a portfolio with at least three highlighted pieces of work that are chosen by the student. For each student, I will prepare for a sandwich for each studenta compliment, then a growth area, and then another compliment. If issues are more serious, I will be prepared to share these with the

parents. Students are also highly encouraged to come participate in conferences. This promotes advocacy for selfthe ability to communicate what they are doing well and goals that they may have. There is a scheduled time for parent concerns and questions, as well. Sources: http://www.pinterest.com/pin/69946600434096203/ http://twothingsincommon.blogspot.com/2011/01/teacher-tips-on-snow-day.html http://fifthgradeteacher-ld.blogspot.com/2012/07/the-student-sufficient-classroom.html http://www.misterlemus.com/p/classroom-policies-tardies-and-late.html http://www.bing.com/images/search?q=fifth+grade+&qs=n&form=QBIR&pq=fifth+grade+&sc=8-12&sp=-1&sk=#view=detail&id=100A4D83EB040ACAF5866A50DB62E4587FC8CA20&selectedIndex=111 Setting Limits in the Classroom by Robert J. Mackenzie, Ed.D. and Lisa Stanzione, M.A. The First Days of School: How to be an Effective Teacher by Harry K. Wong and Rosemary T. Wong

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