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Learning Environment Project Revised Final

This document provides background information on a hypothetical second grade classroom that is the focus of a learning environment project. It describes the student demographics, including some students with IEPs or who are English Learners. It then lists beliefs of the teachers conducting the project. Their shared philosophy is that an engaging environment that fosters strong relationships is needed for optimal student growth. The document goes on to outline expectations and consequences, noting they are appropriate for diverse learners. It concludes with a specific crisis intervention plan and links this work back to educational philosophers.

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0% found this document useful (0 votes)
110 views42 pages

Learning Environment Project Revised Final

This document provides background information on a hypothetical second grade classroom that is the focus of a learning environment project. It describes the student demographics, including some students with IEPs or who are English Learners. It then lists beliefs of the teachers conducting the project. Their shared philosophy is that an engaging environment that fosters strong relationships is needed for optimal student growth. The document goes on to outline expectations and consequences, noting they are appropriate for diverse learners. It concludes with a specific crisis intervention plan and links this work back to educational philosophers.

Uploaded by

api-446884620
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LEARNING ENVIRONMENT PROJECT 1

Harding, Irvine, Stillman


ETE 345-01

Learning Environment Project Part I

Background:

The classroom we have decided on doing our learning environment project on is a

second-grade classroom in Peoria Heights Grade School. This classroom is a general education

classroom with 22 students in the class. At Peoria Heights Grade School there are 578 students,

and the school is Pre-K through eighth grade. Peoria Heights Grade School is 67% white, 13%

black, 5% Hispanic and 1% Asian. 16% of the students at Peoria Heights have IEPs, and 1% are

Limited English speakers. A majority of the students come from low-income households, with it

being 98% of the school population. Within our second-grade classroom, there are three students

with ELN -- one student on the autism spectrum, and two students with learning disabilities.

There are also two English Language Learners -- both with a native language of Spanish and a

level 4-6 ELP. Along with the teacher, there is one paraprofessional aide in the classroom. There

is also one interventionist who serves the entire school. The school does not have its own ESL

teacher, but an ESL coordinator visits the school twice a month to coach and mentor the

classroom teachers. The school has moderate to high parental involvement. In our second-grade

classroom, parents and family members are always welcome, and they are specifically invited on

occasion.

**Information provided about this classroom is mostly hypothetical due to the project

requirements of Dr. Johnson’s ETE 345 class.

Personal Belief Statements:

1. I believe children need care to learn.


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2. I believe it is my job to help all children want to learn.

3. I believe children are most successful in an environment that is engaging.

4. I believe that everyone learns best in different ways and have different strengths.

5. I believe students benefit by having a good relationship with their teacher.

6. I believe teachers need to make activities/lessons engaging for students.

7. I believe all students can learn.

8. I believe it is my job to empower my students to have goals, and provide them resources

to achieve those goals.

9. I believe all students should feel welcome and cherished in my classroom.

Common Philosophy:

We believe students need an engaging and positive environment that fosters strong interpersonal

relationships in order for optimal growth to occur. According to Piaget and other constructivists,

learning occurs through active engagement with concepts and skills. But many other theorists

including Vygotsky, Maslow, and Dreikurs explain that this cannot occur until students’ need for

social acceptance, support, and sense of belonging is fulfilled.


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Learning Environment Project Part II

Expectations and Consequences:

Expectation 1: We are focused on our work.

Consequence: If a student is not focused on their work, student will take a brain break by

taking a short walk to another place in the classroom where they are able to focus better.

A student may decide to engage in this consequence on their own if they notice they are

not focused, or the teacher may suggest the student engage in this consequence if it is the

teacher that notices the student is not focused.

Expectation 2: We encourage each other.

Consequence: If a student is discouraging another student in some way, the student who

is not meeting the expectation will meet individually with the teacher to discuss how they

are feeling and/or why they were struggling to encourage others. Student and teacher will

work together to decide on several things the student could do to encourage his/her peer.

Student will be expected to carry out these positive alternatives.

Expectation 3: We are always kind.

Consequence: Every time the teacher catches a student working hard to be kind, the

teacher will write a note, recognizing what the student has done, and allow the student to

hang it on the “Kindness Wall.” On the other hand, if the teacher notices a student lacking

kind behavior, the teacher will read a social story about kindness with the individual

student, a group of students, or the whole class.

Expectation 4: We share our feelings politely.

Consequence: If the teacher notices a student showing their feelings in an inappropriate

way (i.e. yelling, hitting, being mean, etc.), the teacher will provide an alternative
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suggestion for articulating their feelings appropriately. For example, the teacher may

model a verbal sentence frame, allow the student to speak with the teacher privately, or

encourage the student to draw how they are feeling.

Appropriateness for ELN, ELL, & RTI:

The expectations are appropriate for students with diverse needs, because they are all

broad enough that they can easily be differentiated and adapted to different students’ needs, yet

still consistently upheld. For example, “We are focused on our work.” Appropriate “focusing”

behavior may look different for different types of learners. For example, a student may have an

ELN such as ADD that makes sitting still and concentrating on one task difficult. However, since

the expectation does not specify a specific level or type of behavior that constitutes good

“focused” behavior, the teacher can modify expectations slightly based on the needs of

individual students. Because of diverse needs, “good focusing behavior” for one student may not

be exactly the same as “good focusing behavior” for another student. However, the teacher can

still expect every student to consistently meet the expectation in the way that is best for them.

Likewise, some of the other expectations may need to be adapted for ELL or students receiving

higher tiers of RTI. However, the expectations are all flexible enough that this is quite possible.

The consequences are also appropriate for students with diverse needs, because they all

focus on positive supports to improve behavior and work toward the expectations, rather than on

punishment for inability to follow expectations. Therefore, if a student struggles to follow an

expectation because of a diverse language or learning need, they will never be punished for this.

Rather, they will receive positive support to help them meet the expectation in time. For

example, a student who is an ELL may not yet have the language to “share their feelings
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politely”. This may cause the student to resort to inappropriate behavior - like yelling or hitting -

to express their feelings. Rather than punishing the student for this behavior that stems from a

unique language need, the consequence is to provide the student with alternative, appropriate

methods for sharing their feelings. Having a sentence frame or using pictures to help them

express their feeling will help the student meet their need so that the problem behavior is no

longer necessary. Likewise, ELLs, students with ELNs, or students receiving higher tiers of RTI

may have diverse challenges to meeting the other expectations. However, this will not be held

against them; instead students will receive appropriate supports such as “brain breaks”,

scaffolding, social stories, and positive reinforcements to help them successfully meet

expectations.

Specific Plan for Crisis Intervention:

Step 1. Calmly but firmly tell all the students to follow the line leader to the classroom next door.

Step 2. As the rest of the students leave, calmly attempt to redirect the attention of those involved

in the crisis situation. (Get down on the student’s level, speak directly to the student, and use

gentle touch only if appropriate for that particular child.)

Step 3. Calmly and briefly acknowledge the students’ feelings.

Step 4. Try to guide the student through methods for calming themselves (ex: take three deep

breaths, think of something that makes you happy, tense and relax your muscles, etc.)

Step 5. Call the front office or designated personnel for assistance.

Step 6. Ask the child to spend some time outside the classroom, in another appropriate space, to

calm down and talk with the designated personnel.


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Step 7. The student will come back to the class once the situation is resolved and the student has

calmed down.

Step 8. Fill the student in on what the class is working on and what he or she should be working

on. Be clear and remain emotionally-neutral rather than showing disdain.

Step 9. Contact the parents of the disruptive student to calmly explain the situation that occurred.

Make it clear to the parents that you are not upset with the child; however, you are interested in

working together to figure out how you can better help the student so that this situation can be

prevented in the future.

Link to Philosophy:

These expectations and consequences foster an environment that is engaging, and an

environment that nurtures positive social relationships and feelings of acceptance, support, and

belonging. (Piaget, Vygotsky, Maslow, & Dreikurs).

Materials:

1. Handout for parents about classroom expectations and consequences (page 5).

2. Classroom posting for students about expectations and consequences (page 6).

3. Handout for administrators and other school personnel explaining the classroom

expectations and consequences and crisis intervention policy (pages 7-8).


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Learning Environment Project Part III

Introduction to Procedures:

The procedures in this classroom will be organized and implemented in such a way that

they allow for optimal growth of the students learning in the class. In order to create a positive

environment, there need to be procedures taught and implemented right away on the first day of

school. These procedures will be re-taught until the students in the classroom understand and are

ready to learn. They also may be re-taught if new issues arise.

Link to Philosophy:

Having procedures in place will allow for students to be actively engaged because they

can focus on learning, rather than the disorganization of the classroom. Procedures create a

positive environment, because behavior is managed proactively rather than reactively.

Relationships in the classroom between students as well as teacher-student relationships will be

easier to cultivate when the atmosphere of the classroom is under control, calm, and organized.

(Piaget, Vygotsky, Maslow, & Dreikurs).

Operating Procedures:

Why is it important to have Steps to accomplish this


this procedure? procedure:

Room Areas

Student desks, tables, The way the desks, tables, and *Students must sit in their assigned
storage areas storage are set up give the seats.
classroom structure and order *Students must store supplies in the
and make it easier for the correct areas of the classroom.
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students and teachers to be *Checkout sheet for common


prepared and ready to learn. shared materials

Learning centers, Station time can sometimes be *Go to your assigned station.
stations a little bit chaotic, so it is *Raise your hand if you have a
important for this time to have question.
procedures so it can stay *Stay on task and finish each
structured and well organized station.
and students stay focused and *Only talk with the other students
on task. at your station.
*Clean up your station when the
music begins to play.

Shared materials There must be procedures for *Students ask permission before
this area of the classroom so taking things.
that it stays organized and *Treat things with respect
structured and students know *Checkout list for shared materials
what materials they can use
and I can find them

Teacher’s desk, It is important for a teacher’s *Students may not take things off
storage desk to stay organized so that of the teacher’s desk without asking
they can be prepared for the first.
day and have all the materials *Teachers and students must all
they need and don’t waste collectively be responsible for
down time organizing or trying staying organized.
to find things.

Fountain, sink, These are all areas that *Ask the teacher for permission for
bathroom, pencil students need permission to go going to any of these areas.
sharpener to so they are not wandering *Take the bathroom pass to and
around disrupting the other from the bathroom
students in the class. *Students may not sharpen pencils
while the teacher or someone else is
talkng

School Areas

Bathroom, fountain, These areas of the school *Students need to ask permission
office, library students need permission to go before going to these areas of the
to before leaving the classroom school.
in order to keep track of every *Students follow hallway
student procedures and stay quiet and walk
in the hallways.
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*Students take the pass to the


bathroom, drinking fountain, office,
or library.

Lining up Lining up can cause students to *Students quietly line up.


run and potentially hurt *Walk to get into the line.
themselves so there needs to be *Line up in line-order with the
a safe and organized way for exception of the line-leader in the
students to get in line. front.

Playground This area is full of movement, *Keep your hands to yourself.


so it is important students *Play nicely.
know the rules so that they can *Be safe.
be safe while still having fun. *Don’t walk up the slide.
*The only time things are thrown at
other students is when you’re
playing catch.
*Wood chips should not be thrown.
*Real and pretend fighting and
rough play are not allowed
*Stay off trees, planters, railings,
drain pipes, and poles.
*Follow game rules (tetherball, 4-
square, basketball, etc.).
*Bring equipment to the ball box at
the end of your recess. Don’t forget
to pick up coats etc. when you
come in.
*Stop what you are doing
immediately when the whistle
blows and go to your line.

Lunchroom Lunchrooms can often be *Throw away your own trash in the
messy and loud so having garbage or recycling.
procedures in place can help *Use inside voices.
minimize that and create a *Remain seated in your assigned
positive social environment. seat until you are finished with your
food.
*Line up in your class line and wait
to go outside.

Whole-Class
Activities/Seatwork
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Student participation Students need to know how to *Raise your hand before speaking if
appropriately and respectfully you would like to say something.
participate in class so that *Give classmates or the teacher
everyone has a voice your full attention when it is their
turn to talk.
*Listen while others are talking.

Signals for student This procedure is important so *Give me five.


attention that students know when it is ➢ Eyes on the teacher
time to be done talking and ➢ Put materials down
respectfully listen to what the ➢ Stop talking
teacher has to say, and what ➢ Hands in lap
the procedure is for doing so.

Talk among students Students need a procedure for *Use inside voices to talk to your
appropriate times to talk so that seat neighbors.
the class does not get ➢ Ask permission if you
distracting or too loud and would like to talk to a friend
students show respect for each across the room.
other. *Use a quiet voice to speak to each
other.

Passing out books, It is important for students to *Whoever is paper passer that day
supplies have a structured way to pass will assist the students in passing
out materials so it is not chaos out assignments and materials.
and an efficient use of time

Turning in work Students need to have structure *Put assignments in the turn- in bin
and a consistent place to turn in when you arrive at class.
their homework every day so *Make sure your name is on your
that they don’t forget and it is work and it is completed and
easy for everyone to keep track legible.
of.

Handing back This procedure helps show *If students have a question about a
assignments mutual respect for each other grade they can talk to the teacher in
as teachers and students and private.
helps the teacher stay *Keep your eyes on your own
accountable for returning papers and grades.
assignments to students. It also *Once you’re done looking it over,
helps students have rules to put it in your mailbox.
keep their own grades private.

Out-of-seat policies Making sure students know *You may only get out of your seat
appropriate times to get up out after asking permission from the
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of their seats helps keep the teacher.


structure of the classroom and *Go directly back to your seat
helps students stay focused and afterwards.
on task.

Activities after work is To limit down time and *Raise your hand and get your
finished chances of misbehavior, work checked by the teacher.
students need to know what *Quietly read a book in your seat,
they can do when they finish OR
their work early. *Quietly draw a picture at your
desk.

Small-Group
Activities

Student movement This is important so that *Students will move when they
into and out of group students are aware of have received all instructions.
transitions and what they need *Students will quietly transition
to be doing next and how they into groups.
should be behaving.

Bringing materials to This is important to have *Students should gather all of the
groups procedures so students come materials they will need, before
prepared and ready to learn. moving to their group.

Expected behavior of This is important for students *Students will use inside voices to
students in group so they know how to act talk to students in their group.
appropriately and *Students will stay with their small
collaboratively. group
*Students will stay on task at all
times.

Expected behavior of It is important so that students *Work individually.


students out of group know what is expected of *Work quietly. Occasional
them, because these whispers are appropriate, but this is
expectations may be different not the time for ongoing
that expectations for in group conversation.
behavior. *Raise your hands if there is a
question.

Other Procedures

Beginning of school Procedures at the beginning of *Go straight to the lockers and put
day the school day are crucial everything inside except your take-
because they set the tone and home folder.
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atmosphere for the entire rest *Take your take-home folder to


of the day. It is also an efficient your desk and set it on top of your
use of time to get students desk closed.
engaged. *Take a seat and take out your
pencil and journal from your desk.
*Write the date on the next page of
your journal.
*Look on board for the daily
journal prompt and begin writing
your response to the prompt in your
journal.

End of school day Procedures at the end of the *When the goodbye song starts to
school day are important play, immediately and quietly begin
because these final moments to clean up what you are doing.
give students a lasting *Go back to your desk, take out
impression of the day, so they your take-home folder, place it
are excited to return to school closed on your desk and wait to be
with productive behavior dismissed by the teacher.
tomorrow. *When dismissed, go to your
locker, put your take-home folder in
your bookbag, put on your coat, and
get all of your stuff together.
*Line up at the door.
*Wait for teacher to dismiss from
the room.
*Follow to the bus calmly.
*Find your buddy to walk home
with

Student conduct This is a very important *Stop what you are doing and turn
during delays, procedure that is often your full attention to the teacher.
interruptions forgotten, because it only *If the teacher asks students to
occurs when there is an continue what they are doing,
interruption to normal return to whatever you were doing
procedures. This kind of and focus on that.
unexpected change in the day *If the teacher begins giving other
can be very disorienting or directions, listen carefully, and
upsetting to some students, but respectfully follow all directions.
a clear procedure for how to *If you are confused or anxious
handle these situations can be about what you should be doing,
very helpful quietly raise your hand so the
teacher knows to help you.
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Fire drills This is an important procedure, *When the light and siren go off,
because it helps prepare immediately stop what you are
students for a potential real and doing.
dangerous situation. It is *Do not finish or clean up work.
crucial that students adhere to Just safely set down any materials
procedure during a real fire, *Line up
and doing so during drills gives *Quietly walk to the door that leads
them needed practice. outside. Do not touch the door.
*The designated “safety student”
should be at the front of the line.
*After the teacher checks for safety
and opens the door, the “safety
student” should lead the class to the
flagpole. The other students should
follow the “safety student”
*The teacher will be the last one out
the door.
*Students should remain right next
to the flagpole and wait for
attendance and further teacher
instruction.

Housekeeping and This is important, because it *During morning meeting, the


student helpers helps students feel ownership teacher will review students’ roles
of their classroom. It also for the week by referring to the
makes them feel important and chart
helps them take responsibility *Students will listen for their role.
for the well-being of their *Each role has a designated time of
environment. day when it must be completed.
➢ Line leader: lines up at front
of door whenever class is
ready to leave room
➢ Paper passer: passes out
papers during seat work
➢ Plant tender: waters plants
during center time
➢ Lunch counter: marks “hot”
or “cold” for each child on
the lunch chart
➢ Lights leader: turns off
lights whenever class leaves
the room
➢ Board cleaner: erases board
after putting on coat to leave
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for the day


➢ Calendar helper: assists
teacher with calendar during
morning meeting
➢ Snack helper: passes out
snack during snack time
➢ Problem solver: cheers up
students who are sad or
angry and helps peers solve
disagreements when needed

Accountability Procedures:

Why is it important to have Steps to accomplish the


this procedure? procedure?

Work Requirements

Heading papers This is important because it *Before you start an assignment,


ensures that the teacher will write your first and last name neatly
know what work is done by on the top of the page.
which student. Then each *Right before you turn in an
student can get credit for their assignment, double check to make
work, and the teacher can see sure you remembered to write your
each student’s progress. name.

Use of pen or pencil This procedure is uniquely *Students may always choose
important because it often whether they use pen or pencil on
differs between classes, so their assignments.
students will need this *Work must be neat enough that the
clarified. In our class, students teacher can understand it.
are given the choice to use *If work done in pen becomes
whichever they prefer, because unreadable, students understand
this is more authentic and we that they will need to re-do it on a
value student choice. However, new sheet.
students must know that if they
choose to work in pen: if it
becomes too messy to read,
they may have to re-write it on
a new sheet.

Writing on back of This procedure is important *Students are allowed to write on


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paper because it makes the the back of any paper.


expectations clear for students. *When writing on lined paper,
It also shows students that free students are encouraged to use the
writing is encouraged, and it backs to conserve paper.
teaches students to think about
the effect they have on the
environment.

Neatness, legibility This procedure is important *Handwriting should be neat


because it ensures that enough that another student or
students’ work is readable so teacher can read it.
they can receive proper credit *Work should be organized enough
from the teacher, and the that the teacher can understand the
teacher can see their thoughts order in which it should be read.
and opinions.

Incomplete Papers This is an important procedure, *If work is not completed when it is
because work can be turned in time to turn it in, the student should
incomplete for a variety of politely notify the teacher that
different reasons. It is he/she is not finished.
important to have a clear *The teacher will ask the student
procedure that focuses on when he/she plans to finish the
completing the work so work.
expected learning can continue, *The student and teacher must
rather than a procedure that agree on an appropriate time for the
focuses on punishing. student to complete the work.

Late work This procedure is important *Students should turn in late work
because it must be to the regular “turn-in” basket.
developmentally appropriate *Late work will be accepted
for the age of the students, and without penalty.
it must reflect the philosophy *If late work becomes a recurring
of the teacher. Both of these problem (i.e. more than once a
are why occasional late work is week), the teacher and student will
not given penalty in our schedule a meeting together to
classroom. However, discuss an individualized plan for
consistently late work will solving this problem.
need to be dealt with. This is
best on a case-by-case basis.

Missed work/make up This is important because some *At the beginning of center time,
work work must be made up for the teacher will meet with student to
student to be able to continue discuss missed work that must be
on with future activities. It is made up.
important to have a procedure *The student and teacher must
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for this so that students do not agree on an appropriate time for the
get forgotten or upset when student to complete the work.
they realize they have missed
something crucial.

Due dates This procedure is important *The due date will be written at the
because it clarifies how top of every assignment.
students will know when to *Students will also be reminded of
turn in their assignments. It due dates one day ahead of time (at
also helps them begin the minimum).
practice of time-management *On the due date, students should
and turning things in on time. turn their work into the “turn-in”
bin.

Communicating
Assignments

Posting Assignments If students do not know what *Students and parents will be told
their assignment is, they cannot at the beginning of the year where
complete it. assignments will be posted and
about how often they will be
posted.
*Make sure students are aware of
how to get to where they are posted
and if they will be reminded in class
or expected to remember.

Requirements/grading In order to succeed, students *Students will receive rubrics ahead


criteria for need to know what is expected of time for assignments and
assignments of them on assignments. projects.
*If a rubric is not appropriate, there
will be a checklist or something to
hold the teacher accountable to how
they will grade and what they
expect from each individual
student.

Instructional groups Instructional groups will help *Students will be assigned a group
students to learn and be in the beginning of the semester.
successful in the classroom. These groups will be used at
various times throughout
instruction. These groups will
change at various times throughout
the year.
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Provisions for Students are absent for a *If a student is going to be absent,
absentees plethora of reasons. In second the family should let the teacher
grade, it is usually not the know in advance or as soon as
students who are controlling possible.
their absence, because they *When a day is missed, there will
cannot drive yet. It is important be a drawer on the teacher’s desk
to keep track of your students labeled “missed work” and the
and how they are doing in and student can go to that drawer, find
outside of your class. In order their folder or paperwork with their
to do this well, it is important name on it and take it home to
to keep track of what they complete or ask the teacher about it
missed and need to complete if confused.
when they come back from
being absent so that students
don’t get behind

Long-term Long-term assignments in class *When long-term assignments are


assignments demonstrate knowledge and given, the teacher will handout a
understanding as well as timeline for students on when
responsibility. They provide things should be getting done.
opportunities for students to *In second grade, all of the work
work heartily at something will be completed in class.
over a longer stretch of time.
This ensures that their work is
quality as well as thorough.

Monitoring Student
Work

In-Class oral Students need to participate in *Students will be held accountable


participation class because it does multiple to participate during class by
things: when students completing an oral “exit slip” once
participate, they are more a week and answering an open-
focused on the content being ended question.
taught. Also, when students
participate that tells the teacher
that the student is
understanding what is being
taught.

Completion of in-class When students complete in- *Students will be given in class
assignments class assignments, they are assignments and plenty of time to
showing that they were fully complete them.
participating and attempting to *If students do not complete them,
understand the information they will be given the work they
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provided. didn’t complete for homework

Completion of By completing homework, *If students do not complete the


homework students will have the homework they are given on a
assignments opportunity to continue their regular basis, a note, phone call or
learning at home. Homework email will go home to the parents to
also allows for families to be discuss homework strategies.
more involved in their Teacher, student, and parent will
student’s learning. Homework work together to complete a plan
is also an opportunity to for their student getting homework
practice what students are completed.
learning in class

Completion of stages Completing stages of long- *When students are not completing
of long-term term assignments demonstrates different stages of their assignment
assignments the ability to stay on task and on time, they will be challenged to
keeps work from building up complete their section during center
and being too overwhelming. time, and get one on one help from
This helps to create success the teacher.
*When working on long term
assignments, students will keep up
with a checklist given to them to
see if they are on track for the due
date

Checking
Assignments in Class

Students’ exchanging Exchanging papers with peers *There will be moments in class
papers is beneficial because students when students are completing the
can learn from grading other writing process. During this
students’ work. They will learn process, there will be opportunities
by correcting grammar, for students to exchange papers
sentence structure, giving back and forth for editing
feedback etc.

Marking and Grading Marking and grading papers is *Teacher will get student’s papers
Papers vital for students and the back to them graded as soon as
teacher to understand student’s possible. Within the week if
progress. Students will be able possible.
to check their understanding
through marked and graded
papers.

Grading Procedures
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Determining Report Report cards are vital for *Report cards will have a typical
Card Grades keeping track of student’s grade-based section and a separate
progress in class. It is standards-based section.
important to communicate *While the standards section is
progress to parents more objective, the teacher will
round up on the grade section if
students show engagement in class
as well as participation.

Recording Grades Student’s work ethic is heavily *Teacher will periodically report
correlated to how they are grades, especially at each quarter.
doing in class. Students need to *If students have questions about
know how they are doing along their grade, there will be open
the way so that they know what communication between the teacher
to invest the most time and their students.

Grading Strategies of Students have a hard time *There will be checkpoints in class,
Long-Term pacing themselves on their where students must have certain
Assignments own. They need accountability aspects of the assignment
and support along the way to completed. At these checkpoints,
ensure that they are doing the the teacher will grade as they go, so
assignment correctly and in that their grading does not pile up
good time. and students get early feedback.

Extra Credit If students didn’t study well for *There will be a list of extra credit
a test and they get a bad grade, activities for the student to choose
they will want an opportunity from if they want to complete an
to show the teacher that they extra assignment.
have since then learned the *This list will consist of activities
material. that can be done at home and
written about or documented.
*All of them will have connection
to the classroom.

Academic Feedback

Rewards and Students need and desire to be *If a student does well, their work
incentives recognized when they do a may go on the walls of the
good job on an assignment. It classroom when appropriate.
motivates them to do well *The teacher will write a note home
again and helps build their self or call home if the student does
esteem. particularly well on an assignment
or something in class.

Posting student work Posting student work allows *When students meet personal
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students to be more involved in goals, it will be posted in the


their own learning. When classroom.
teachers post students’ work, *There will be full class projects
they can feel more proud of that are posted on the walls of the
their accomplishment. hallway and the classroom.

Communication with Communication with parents *There will be a weekly newsletter


parents will be constant and sent out.
informative. *The parents will also all have the
teacher’s email and phone so that if
there is a problem, the parent can
feel more comfortable reaching out
to the teacher.
*Class webpage to post homework
and achievements or photos from
the students

Students’ records of Students will all have records *Teacher will allow students to
their grades of their grades in previous look through their file about 2 days
years of schooling as well as before their parent/teacher
the current school year so that conferences for them to gauge their
they can track progress and see own progress.
growth. *The teacher will add to their
portfolio over time if a project or
paper is relevant to where they are
coming from and where they are
going.
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Learning Environment Project Part IV

Introduction:

The following includes the plans for our first day of school in our second grade

classroom. Throughout the day, we follow our typical daily schedule to introduce students to our

expectations right from day one. However, the focus of the first day is on introducing students to

necessary routines and giving them time to practice and adjust to their new classroom. Thus,

there will not be any “academic” content formally introduced on the first day, so as not to

overwhelm the students. For now, the goal is for them to begin adjusting to classroom

procedures so that the rest of the school year can be a happy and productive one.

First is the outlined schedule for the entire first day, with a focus on teaching and

practicing routines and procedures. Second is a differentiated, social-emotional-based lesson plan

to be taught on the first day.

First Day Plan:

8:00-8:30 Arrival

1. Students will come into the classroom and find the desk with their name on it.

2. The teacher will help students put their things away in their locker and desk.

3. Students will wash their hands.

4. Students will write in their journal, provided by the teacher: What did you do this

summer?

5. The teacher will teach students the clean-up routine.

6. The teacher will teach students the routine for transitioning to the rug.

7. The teacher will have students practice both routines.


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8:30-8:50 Morning Meeting

1. The teacher will show students a typical daily schedule and briefly summarize the format

of a typical day. The teacher will explain to students that today we will be following our

normal schedule for the most part because today we are focusing on getting to know each

other and getting to know the classroom expectations.

2. The teacher will introduce students to the job chart.

3. The teacher will teach the routine for each daily job (line leader, paper passer, plant

tender, lunch counter, lights leader, board cleaner, calendar helper, snack helper, and

problem solver).

4. The teacher will have students practice these routines.

8:50-9:30 Math

1. The teacher will teach students how to transition to math and have them practice.

2. For the remainder of math time, students will be provided with math manipulatives and

will explore and play with these various objects that they will be using during math this

year.

3. At the end, the teacher will have students practice the clean-up routine again.

4. The teacher will teach students the routine for lining up at the door and will have students

practice this routine.

9:30-10:00 PE

1. The teacher will lead the students to the gymnasium.

2. Students will have PE with the PE teacher.

3. After PE, the teacher will lead the students back to classroom.
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10:00-10:40 Language Arts

1. The teacher will teach students how to transition to language arts and have them practice.

2. The teacher will explain to students that this is the time of day when we have language

arts, and the teacher will tell them some of the things they can typically expect to do

during language arts time.

3. For the remainder of literacy time, the teacher will read a book aloud and do a mini

literacy lesson.

4. At the end, the teacher will have students practice the clean-up routine again.

10:40-11:00 Bathroom Break

1. The teacher will remind students of the school-wide routine expectations for bathroom

breaks.

2. The teacher will lead students to the bathrooms for a bathroom break and to wash hands.

3. The teacher will then lead students to the cafeteria.

11:00-11:30 Lunch

1. The teacher will remind students of school-wide lunch procedures and help them follow

the procedures throughout lunch.

2. Students will line up to go outside.

3. The teacher will remind students of school-wide expectations for recess.

11:30-12:10 Recess

1. Students will be lead outside.

2. The teacher will help students practice appropriate recess expectations.

3. The teacher will teach students how to come inside the classroom, put things away, and

transition to the rug.


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4. The teacher will have them practice this routine.

12:10-1:10 Thematic Unit

1. The teacher will tell students that this time is usually used for special projects and

activities related to the current topic they are studying in the classroom; however, at the

beginning of the year we are going to use this time to get to know each other and talk

about what a good classroom looks like that is both fun and good for learning.

2. Then, the teacher will conduct the first-day lesson shown below this schedule.

3. If extra time remains, the teacher will lead the students in playing get-to-know-you

games.

4. At the end, the teacher will have students practice the clean up routine again.

5. The teacher will also have students practice the routine for lining up at the door again.

6. The teacher will review school-wide hallway expectations.

1:10-2:00 Elective (art or music)

1. The teacher will lead students to the art or music room.

2. Students will follow the directions of the art or music teacher.

2:00-2:15 Bathroom Break

1. After elective, the teacher will lead the students from the art or music room to the

bathrooms.

2. The teacher will have students practice the routine for bathroom breaks.

3. The teacher will lead students back to the classroom.

2:20-2:30 Afternoon Meeting

1. The teacher will have students practice the routine to transition to the rug again.
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2. Students will have a whole class discussion to reflect on things that they are excited about

for this year and to give examples.

2:30-2:40 Dismissal

1. The teacher will teach students how to pack their bags and prepare to leave.

2. The teacher will have students practice this routine.

3. The teacher will share that she/he is excited to see the students again tomorrow and

excited for the rest of the school year!

Differentiated Lesson Plan

Rationale & Link to Philosophy:

The purpose of this lesson is to use students’ prior knowledge as a base for discussing

how we can make a positive learning environment. In this lesson students will work

together to create a class mural as a visual that reminds us all how we can create a good

classroom environment where we work and play well together. The lesson is important,

because it introduces classroom expectations in a way that helps students see the reasons

for having them. Following with our philosophy, having students explore classroom

expectations through the hands-on, student-led creation of a mural is an engaging way to

support them in the development of these practices. Our philosophy also emphasizes the

importance of building strong interpersonal relationships. Creating a mural

collaboratively as a class will promote unity in our classroom. A unified classroom has

stronger interpersonal relationships and encourages a welcoming learning environment.

Finally, this lesson leads to the creation of a visual representation of what makes a good
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classroom and learning environment, that can serve as a beautiful reminder of our

positive expectations throughout the rest of the year.

Standards:

● 2C.1a. Identify ways to work and play well with others.

● 2C.1b. Demonstrate appropriate social and classroom behavior.

Objectives:

● Students will be able to create a visual model (supported by verbal description as

necessary) showing at least one way that students can work and play well together in a

classroom.

● Students will calmly talk through all issues that arise throughout the lesson, without using

hurtful language or actions.

Materials:

● Butcher paper for mural

● Markers

● Paint

Procedure:

Introduction

1. Explain to students that at the beginning of the year, we are going to use our unit time to

get to know each other and talk about what a good classroom looks like.

2. Ask students what they want their classroom to be like. For example: Do they want their

classroom to be fun? Do they want a classroom that is calm or out of control? Do they

want a classroom where they are successful at challenges, or a classroom where it is hard

to concentrate?
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3. Allow students to answer your question, and record their responses on the board.

Body

4. Direct the students’ attention to the empty mural (long piece of butcher paper) on the

wall.

5. Explain to students that now we are going to make a mural showing what we want our

classroom to look like.

6. Explain to students what a mural is.

7. Tell students, “We described what we want our classroom to be like.” (fun, easy to learn

in, calm, etc.) “What kinds of situations might we see in that kind of classroom? What are

some examples of ways we can work and play well together?”

8. Facilitate a whole-class discussion by allowing students to raise their hands to respond to

your questions and to each other.

9. Instruct students to use paints or markers to draw (and add writing if they’d wish) on the

mural the different things that come to their mind when they think of a classroom where

students work and play well together. They may draw different situations where students

are doing this.

10. Allow students to work on the mural for about 20 minutes. Ask students about their

drawings as they work, make positive comments about students’ work, and work

alongside the students. Give students a 5-minute warning before they will be expected to

stop.

Closure

11. Ask students to return their markers to the marker bucket and their paints to the paint

bucket. Remind students where these belong.


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12. After students clean up, ask them to sit on the floor in front of the finished mural.

13. Tell students you love the mural, and ask students to share and explain what they drew

with the class.

14. Have a whole-class discussion about how we can make sure we make our own classroom

look like this.

15. Inform students that we are going to keep the mural up all year to remind us how we can

work and play well together to have a happy classroom that we all enjoy.

Differentiation (Highlighted Above):

● During the creation of the mural, students have the ability to choose whether they want to

write or draw on the mural. This is especially helpful for English language learners who

may not have the English needed to express their important contributions. Drawing

allows their ideas to be fully included. It may also be an important type of differentiation

for students who are at different points of the developmental continuum (including

gifted), or students with writing, language, or communication related needs.

● Students are able to choose from various materials to create the mural. Both paints and

markers are provided, to support the needs of children with differing sensory-needs or

different fine-motor abilities.

● Before students begin working on the mural, there is a whole class discussion that can be

very helpful as a priming activity for students with certain cognitive or social needs.

When students test out their own ideas and hear appropriate peer ideas before hand, they

will have a better idea of what is expected of them to draw on the mural so that they can

be more successful.
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● The teacher also provides differentiated scaffolding by working alongside the students as

they work on the mural. Not only will the teacher be modeling appropriate work, but the

teacher can also discuss students’ drawings with them in differentiated ways specific to

their individual needs to scaffold learning.

● The teacher also provides a warning when students have five minutes left to work. This

advanced warning is extremely beneficial for students with a variety of exceptionalities.

Adaptations:

● For a student on the autism spectrum…

○ During the read-aloud that occurred earlier in the day, read this individual or the

whole class a social story related to the topic of working and playing well

together.

○ Casually use verbal cues and suggestions as appropriate to guide the student to

more collaborative efforts if the student seems to accidentally become isolated

during the creation of the mural.

● For a student with a physical disability…

○ Ensure that the butcher paper (or at least a section of it) is placed in a location and

position easily accessed by the student.

○ Provide additional materials to be used in the creation of the mural for students

with fine-motor needs.

● For a student with a general or specific learning disability…

○ During the read-aloud that occurred earlier in the day, read this individual or the

whole class a social story related to the topic of working and playing well

together.
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○ Print out pictures to choose from that can be copied or pasted directly onto the

mural.

○ Intentionally and clearly repeat directions for the activity one-on-one with the

student.

● For a student with ADHD…

○ Intentionally and clearly repeat directions for the activity one-on-one with the

student.

○ Provide with an individualized, appropriate fidget or sensory tool during the

introduction and conclusion.

● For a student with a developmental disability…

○ Print out pictures to choose from that can be copied or pasted directly onto the

mural.

○ Appoint a classroom adult to work in close proximity to the child to intervene to

assist only as needed or appropriate.

Assessment:

● The teacher will use informal observation of the students’ comments, actions, and

artwork throughout the lesson to assess students’ performance.

● The teacher will evaluate individual students’ mastery of objectives based on the

following criteria:

Beginning Approaching Meeting

Students will be able to Student does not Student creates a picture Student creates a
create a visual model create any about and/or describes picture and/or
(supported by verbal pictures or make the topic of working and describes at least
description as necessary) any comments playing well together, one specific way
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showing at least one way related to the but does not provide a to work or play
that students can work topic of working specific example. (EX: well together.
and play well together in and playing well “this girl in my picture (EX: “share things
a classroom. together. is being nice”) with each other”)

Students will calmly talk Student uses Student uses hurtful Student uses no
through all issues that hurtful language language or actions at hurtful language
arise throughout the or actions more least once, but less than or actions.
lesson, without using than 25% of the 25% of the time.
hurtful language or time.
actions.
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Learning Environment Project Part V

Introduction & Link to Philosophy:

Our classroom philosophy is grounded in providing an inviting environment for our

students that cultivates their growth and success. In order to create this kind of environment, it is

vital that we are prepared to manage our classroom. Desiring to foster strong interpersonal

relationships, we have decided to plan how we are going to monitor surface behavior. Our plans

include strategies that will help us encourage respect amongst peer and teacher relationships.

When relationships are strong and inviting in our class, students will feel accepted, supported

and as if they belong in our class. We have chosen less-invasive strategies in order to give all

students an opportunity to feel accepted in our classroom. When our class gets distracted or

certain students become a hindrance to optimal learning, we will provide them with second

chances and non-threatening reminders of what we expect their behavior to be, thus creating an

engaging learning environment. All of the following strategies will be used to monitor surface

behaviors, anything above a surface behavior may be handled differently in the classroom.

Strategies for Monitoring Surface Behaviors:

1. The teacher should have a set routine so that students know what to expect and what is

expected of them. Having a routine will help students maintain appropriate behaviors.

2. Utilize a teacher-created seating chart so that students have a clear expectation that they

can comfortably adhere to.

3. Appealing to interests of the class will help students become engaged and interested in

the lessons.

4. Proactively have students practice appropriate expectations through role play.


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5. If students have difficulty staying engaged with the current activity, provide a break for

the whole class to talk, move around, or do a more hands-on activity.

6. When a student has exceptionally good behavior in class, based on their own personal

performance, the teacher will send a note home to inform the student’s family of their

success in class.

7. When a teacher notices a student becoming distracted, they should send the student on a

task-oriented mission such as getting a drink of water or helping the teacher by taking a

note to the administrator.

8. If a student does not understand certain content, the teacher will provide the student or

group of students with support during individual or group work time. When the student

understands the content, they will be less likely to disrupt the class.

9. The teacher should scan the classroom throughout the lesson to quickly see if students

are paying attention and engaged or distracted.

10. If the behavior is minute and being done to attract attention, teacher may ignore

behavior as a means to not reinforce the behavior.

11. When a student is off task or unengaged, use proximity control by walking nearer to

them as you teach.

12. Give a hand signal such as a quiet sign or pointing to the spot where attention should be

focused - either with a specific student or with the whole class as needed.

13. Changing the environment should occur when students are in need of a change in the

classroom. This can be rooted in boredom, distraction seating arrangement, proximity to

teacher, or they are in the front or back of the classroom and need to switch. These are
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just a few examples. This will help students so that they can pay attention without other

things distracting them and competing for attention.

14. When a student is having a difficult time paying attention to what is going on in class, the

teacher should remove the distracting object if it is tangible and able to be removed.

15. Make eye-contact with a student or give them a “serious look” to signal that you need

them to change their behavior.

16. When a student is off task or unengaged, use the student’s name in instruction or use

their name prior to asking them a non-threatening question in order to call back their

attention.

17. When there is a student presenting negative behavior in class, the teacher will use tension

decontamination through humor to regain attention of the student and the class. When

using humor, the teacher should ensure that all tension decontamination through humor is

directed towards him/herself rather than the student(s).

18. When a student needs a reminder about appropriate behaviors during small group and

individual instruction time, the teacher will post a sticky note reminder on their desk.

19. The teacher should provide their students with choices of consequences when they are

disrupting the class in order to give the student control.

Handling More Serious Behaviors:

*For information on how we will handle more serious defiant behaviors, see “Specific Plan for

Crisis Intervention” on page 5.


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Prevention:

Two potential or habitual problems that could upset our classroom organization or management:

1. Talking when students are not permitted to.

2. Being off task during independent work time.

Example: Talking when students are not permitted to.

Billy and Joe have a habit of talking to one another during times of the day when the

teacher is supposed to be the only one talking. Because of this, the teacher has taken note of what

Billy and Joe are interested in and intentionally planned lessons that should appeal to their

interests. During the lesson, Billy and Joe continue to talk to one another despite of the fact that

they are interested in what is being covered. The teacher then uses proximity control by moving

closer to Billy and Joe while he/she is teaching. Billy and Joe are wrapped up in conversation

and do not notice that the teacher is trying to tell them they need to be quiet. Next, when the

lesson has provided a quiet moment and students are supposed to be working quietly at their

desks, the teacher sticks a post-it note on both Billy and Joe’s desks reminding them that in this

class, we are focused on our work and they will get time to talk later, however right now they

must be quiet and focus on what they are learning. These post-it notes may be pre-made and

laminated for reuse. Billy and Joe respond to the reminder and are focused on their learning.

Meeting the Needs of All Students

Increasing student motivation and learning is a very important part of stopping behavior

challenges before they occur. According to Jones, Chapter 7, research suggests that creating a

safe learning environment is a prerequisite to helping students meet their academic potential.

One strategy we plan to use to help all students succeed is to change the learning environment.
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This is helpful to all learners because it can be modified in different ways depending on the

individual student’s need. For example, students who are gifted may get bored easily, so the

learning environment can be changed by adding more variety and complexity of materials.

Switching up the seating arrangement to move a student away from visual distractions such as

doorways or windows, or even other students who are most likely to be distracting, can also help

all students focus and stay on task. Changing the learning environment can also include

modifying the classroom climate by adjusting the airflow, lighting, temperature, and other things

that may be overstimulating to students - especially those with exceptional learning needs.

Another way to modify the learning environment is to make a clear distinction between group

activities and individual activities. This lets students know the expectations for when they are

working individually versus collaboratively with their peers. Another creative way to alter the

learning environment is music. According to Jones’ Chapter 7, research suggests students’

learning can be enhanced by the use of soft music. This can also be therapeutic for students with

exceptional learning needs. Having all of these strategies to choose from prepares teachers to be

ready to adjust and be flexible - important for teaching a variety of all learners.

Another strategy that is particularly beneficial for students with exceptional learning

needs is the use of routines. This is beneficial to all students because students gain practice with

the expectations so that they can better understand and apply them over time. Even students who

have a more difficult time learning expectations will be able to take pride in improvement over

time when the expectations in the classroom remain consistent and are practiced repeatedly. This

strategy also creates an environment that is predictable and nurtures anticipation.

One way that we will incorporate and meet the needs of English Language Learners is to

have students work in pairs or small groups. This will help students to learn from each other and
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build on each other’s knowledge of the language. Another way we will meet the needs of not

only all students, but especially ELLs, is to make sure they feel safe and comfortable. For

example, at the beginning of the year, each student will present a brief project of their own

background and culture. Not only will this create an environment of respect and community, but

it will also give ELL students the chance to celebrate their own background and culture. Finally,

many of our strategies rely on non-verbal cues to manage behavior, so that ELLs will still clearly

understand our expectations. We will also use portfolios as a primary type of assessment, as they

focus on the individual and highlight strengths. We will also be careful to understand cultural

differences in nonverbal behavior, to ensure that our signals are both clear and respectful to each

ELL in our class as well.


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References

Abraham Maslow. (2016). In The pursuit of happiness. Retrieved from http://www.pursuit-of-

happiness.org/history-of-happiness/abraham-maslow/

Illinois State Board of Education. (2004). Social emotional learning standards. Retrieved from

https://www.isbe.net/Pages/Social-Emotional-Learning-Standards.aspx

Jones, V. F. & Jones, L. S. (2016). Comprehensive classroom management: Creating

communities of support and solving problems (11th ed.). Boston: Pearson.

Ozer, O. (2004). Constructivism in Piaget and Vygotsky. The Fountain Magazine, 2004(48).

Retrieved from http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-

Piaget-and-Vygotsky

Rudolf Dreikurs. (2015). In New World Encyclopedia. Retrieved from

http://www.newworldencyclopedia.org/entry/Rudolf_Dreikurs

Templeton, R. A. (1993). Managing disruptive behavior: Help for regular and SED teachers. The

Oregon Conference Monograph, 5.

Wong, H. K. & Wong, R. T. (2009). The first days of school: How to be an effective teacher.

Mountain View, CA: Harry K. Wong Publications, Inc.

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