Chris Hatcher

Classroom Management Action Plan

Letter of introduction to students

Dear Student,

Congratulations on making it to high school, and welcome to Mr. Hatcher’s social

studies class. Your entire academic career as a social studies student has led to this

moment, and together we will take a journey back through time that will enrich

your understanding of the world we live in today, and how we arrived at this point

in history. I’m confident that with your academic abilities, and my passion for the

subject matter, this will be your best year of social studies yet.

As a student, social studies were always my passion, and after opening myself up

to a world of information, I am here to share that passion with you. However, like

you, I am still learning, and as much as I teach you this year, you will return the

favor in spades. As the saying goes, you can’t learn anything until you admit you

know nothing, and that applies directly to what we will be doing in this class. Cast

away your preconceptions about the world. Admit that what you think you know,

you may not know. Be willing to explore the world with an open eye and an open

mind, and do not be afraid to be wrong. The world we live in today was built by men

and women who didn’t have the answers to the problems they were trying to solve,

but didn’t give up. Follow their example by also refusing to give up. I don’t expect

you to be able to do anything in this class that you’re not capable of doing. Despite it

being a cliché, it’s actually a truism that you are the future of our world. To that end,

use this class as a launching point to build the world that you want to see, and

become the person that you want to be.

 Chris Hatcher

In this class, you will learn more than in any year previous of your social studies

education. Sometimes it will be difficult—sometimes you will feel lost—but I am

here for you as your resource, and we will have fun taking this journey together.

Commit to learning, and give your very best, and you will have made a historic

transformation in your education, and your life.

I look forward to having you in my class,

Mr. Hatcher

Letter of introduction to parents

Dear parent,

Let me be the first to congratulate you on your child’s accomplishments to date,

and for making it to this level of their academic career. I am excited to have your

child in my class, and expect that we will both learn a great deal about each other in

the coming months as we study the world, and how we arrived at where we are

today.

It is my belief that to fully understand the concepts that I will be teaching,

students must become immersed in the subject. This means I will be asking your

child to think critically, and make connections about the world that they have not

been asked to do before. I will bring in artifacts from different cultures of the world,

including photographs, items written in different languages, and even foods from

other countries, that help the student to fully understand the world that we live in,

and what it means to be a world citizen.

 Chris Hatcher

I hope that you share the vision I have for your child, and support them in their

quest to become knowledgeable about the history of our existence. I truly believe

that with our help, your child can accomplish anything they set their mind to, and

am looking forward to the amazing things your student will do this school year.

If you have any questions or concerns, please do not hesitate to contact me by

phone, at 276-356-1576, or by my school e-mail account. I appreciate the work you

have done to prepare you child so far and thank you in advance for the guidance and

help you will give them in this class this year.

Sincerely,

Chris Hatcher

About Me Bulletin Board

 Name: Christopher Aston Hatcher

 Age: 33

 Birthdate: 12/02/1987 (Year of the Rabbit, Chinese Zodiac Calendar)

 Birthplace: Abingdon, Virginia, United States

 Population of Abingdon: 8,191

 Favorite animals: Dog, Monkey

 Favorite place I’ve visited: Spain

 Favorite food: Escargot (Snails, French cuisine)

 Favorite musician: The Beatles (From Liverpool, England)

 Chris Hatcher

 Interests: Sports, music, international cultures/languages/foods, travel,

drums, flying planes, technology, movies and TV (Particularly

documentaries)

 Interesting fact: I used to be a sports play-by-play commentator and worked

for Sirius XM Radio in Washington, D.C., U.S.A.

Class Bulletin Board

The class bulletin board will serve as a reference to students throughout the year,

and will be updated with content relevant to our course of study at the time.

Sometimes it will include maps, and physical and cultural landmarks, and other

times it will include detailed information about a specific place, person, or event in

history. Each student will be asked to contribute to the bulletin board throughout

the school year when they ask a question or provide a piece of information that

deserves to be included. At that time, or once the question has been answered, I will

ask the student to get up and go to the bulletin board, and add the piece of

information. The student will also receive five bonus points on the next quiz/test for

this contribution to the class’ learning.

First day of school schedule

On the first day of class, I will stand at the door of the classroom, greeting each

student as they arrive, introducing myself, the name of the class, and pointing them

to their assigned seat. I will then ask that they complete the Bellringer Activity on

the board. I will also ask the students to fill out an index card about themselves,

asking their name as it will appear on the roll, preferred name, what year they are,

where they are from, and one interesting fact about themselves. I will also ask a
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question for them to answer, “What is one thing you know about the world. ” This is

an open-ended question and there are no wrong answers. It will be collected, but

not graded. Once each student has arrived, taken his/her seat, and completed the

tasks laid out for them, then class can begin. I will have already taken roll as a result

of greeting the student at the door, and will confirm that the students are being

called by the correct name that they wish to be called by when consulting the index

card.

I will then begin class by asking the students what they know about the world aloud,

echoing and reinforcing the question I asked them to write. I will also ask them to

tell the class the interesting fact about them for a Getting Acquainted Activity. I

will record the answers on the board so that the students can see, ask them to take

notes on the activity, and to keep this page at the very back of their binder for

safekeeping, as we will consult it on the last day of class. Once each student has

provided one answer, I will again introduce myself, and pass out the class syllabus.

This will serve as my Opening Day Script. In the syllabus will be a copy of my

written introduction to them, and to their parents, which must be signed and

returned by the next class. It will also include my grading rubric, how extra credit

will be handled, my expectations for the student, my policies on homework,

projects, and other assignments, absences, tardiness, discipline, and a list of the

class rules. I will read the syllabus aloud to the students, and ask them to show it to

their parents, have it signed, and return it by the next class. I will then assign the

first reading, and ask students pointed questions about the reading, telling them the

things they should consider while reading the text, the questions they should be
 Chris Hatcher

asking, and the types of connections they should be making. I will then dismiss the

students at the bell.

Procedures to teach procedures

Before I can expect students to learn, comprehend, and retain the information I am

asking them to read, I must first have read the text, and formulated my lesson plan

based on what things the state standards—and I as their teacher—deem important.

I must be able to answer any questions about the reading, and if I am unprepared to

answer a question, I must promise to find the answer for that student by the next

class period. I also must have prepared any supplemental information I want to use,

including, but not limited to, worksheets, handouts, additional reading, any

assessments, either bellringer activities, quizzes, or tests. I must know what

questions I want my students to be able to answer, what pieces of information I

want them to retain, and how I will shape my lesson plan to guide instruction with

those things in mind.

Visuals for procedures

Part of helping students to fully experience my class will be providing them with

ample visual supplements to the text they will be required to read. I will accomplish

this with PowerPoint presentations, often filled with photos and videos of relevant

information, by bringing in pictures from my own travels, as well as cultural

artifacts, as mentioned in the introduction, by using maps and globes to establish

meaningful concepts, and to use the classroom bulletin board, which will be filled

with visuals from the topic/subject the class is on at that time.

Daily Schedule
 Chris Hatcher

Each day will begin with a Bellringer activity (Assignment), which will be dated,

listed on the board, and collected periodically throughout the school year. The

bellringer will be a piece of information or a question that must be answered

relating to the information from the previous class, the homework assignment, or

the section the class is on. Then I will go over the homework assignment, whether

that be reading, or written work, checking for completion, and summarizing the

assignment. If a quiz is planned or necessary, I will then administer the quiz before

beginning the next lesson. Typically, the lesson will begin with a question that I

want the students to consider, or what I am looking for them to get out of the lesson.

I will then begin the lesson for the day, which may or may not be a continuation of

the previous lesson. In the case of a test, students will still participate in the

bellringer activity before immediately being issued the test.

Morning/class opening procedures

When the morning announcements are on, students will remain seated, and will not

talk. They may leave the classroom only with my permission. They will have already

visited their lockers, and if the bell has already rung for them to be in my classroom,

they may not go back without receiving a tardy. Morning class will open as every

other class does, beginning with a bellringer assignment, before recapping the

previous lesson, and proceeding with the current day’s lesson.

If students finish early

Students work at different paces, and as such, some students will finish before

others. Students who finish classwork early will be encouraged to check their work,

and then to begin the reading for the next lesson, or given the homework, or
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accompanying handout, for the next lesson. If these students are also delinquent on

previous assignments, they will be asked to make those assignments up (If

possible), during this time. If the students finish early on a day where the next

lesson is a different bulletin board, I will ask the student to go to the bulletin board,

and think about what things we might be learning in the next lesson or section. If a

group finishes early, I will ask them to proof their work, and then direct them to the

next assignment, as I would individual students. If no further group work is

required, I will do this by dismissing the group back to their desks.

Getting the class’ attention/Quieting the class procedures

Because of my background in radio and television, I have the ability to project my

voice throughout a classroom. While I do not wish to raise my voice, sometimes I

will do so when I deem it necessary. I will, however, use other techniques to

establish order in the classroom or to get the class’ attention or to quiet them. I may

do any of the following procedures to accomplish this:

 Turning off the lights

 Raising my hand

 Standing next to a talkative or disruptive student

 Putting up a stop sign

 Standing in front of the classroom with a finger to my lips

 Moving to the center of the classroom to arouse curiosity

Getting the teacher’s attention

In my classroom, a student raising their hand is the preferred method of getting the

teacher’s attention. However, as my class will typically entail a lot of discussion, and
 Chris Hatcher

as I do not want to stifle any answers that result from an excited utterance, students

will typically be allowed to respond when they have an idea, as long as another

student is not talking. Additionally, when a student does speak out, it must be on the

subject and not something unrelated to the discussion. For those utterances, I ask

that they wait until after class.

Roll-Taking Procedure

The roll-taking procedure, as discussed on the first day, will entail me taking roll

before instruction begins, while the students are occupied with the bellringer

activity, so as to minimize the amount of class time that is lost to procedures that

can be taken care of before instruction begins.

Heading for all papers

Some teachers require a very complicated heading for all papers, and each has their

own persnickety preferences. The only pieces of information that I require are the

assignment name at the top left, and the student’s name and date at the top right. I

will make it clear if there is anything additional needed in special circumstances,

and students may feel free to include the class period, my name, or the name of the

class as well, but are not required to.

Collecting papers

In lieu of taking up class to time to collect papers, I will ask students to either pass

their papers to the end of row, and have one student pick up the papers at the end of

every row, and hand them to me, or set them on my desk. Additionally, on

assignments that do not require immediate collection, I will ask the students to hand

them to me as they leave the classroom at the end of the period.

 Chris Hatcher

Distributing papers

When distributing papers, I will make every effort to not impede class instruction,

meaning that I will often distribute papers while teaching, or when the students are

occupied with a task. In the rare occurrence where this is not the case, I will either

call on a student to pass out the papers, or do so as quickly and efficiently as I can to

make the best use of class time. I also may ask students to pick up a paper as they

come into or leave the classroom.

Tardy procedures

In my classroom, a student who enters past the bell, or who spends an unwarranted

amount of time outside of the class without my permission (Or the permission of the

school’s administration), may receive a tardy. My procedure will be in accordance

with the school’s rules on tardies, and the discipline for that will also coincide with

whatever is outlined as the punishment in the school handbook.

Absent student procedures

Students will be responsible for their missed classwork on days they are absent.

While I will not punish the student’s grade when he/she misses my class, the

assignments that are missed must be made up by the next class (Or the class that

coincides with the number of days they missed), otherwise the student will receive a

one-letter grade penalty to all applicable assignments. I will leave coursework with

the office should the student’s parents want to come pick up material for extended

absences. Additionally, I will keep an online resource which can be accessed

anywhere for students to consult the daily assignments. Students will not be

expected to turn in classwork, take tests or quizzes upon their return, unless the
 Chris Hatcher

student was aware of the assignment, and the absence did not contribute to the

student’s ability to complete the assignment (Ex. an assigned project).

Homework procedures

Students’ homework must be completed by the beginning of class, directly after the

bellringer activity, when homework is either collected or checked. This means that

every question must be answered, as students can ask a question about individual

problems by e-mail, or as they enter the classroom. Half-done or incomplete

homework will not be counted.

Teacher away from the room

When I am away from the room, I will ask another teacher or staff member to cover

for me, and watch my classroom. In the rare case in which I need to step away, the

students will observe the class rules as listed in the syllabus, and on the wall. If I am

told of a violation of class rules (By another teacher watching my class, or a student)

while I am away, I will pull that student aside at the appropriate time, and discuss a

disciplinary intervention, if appropriate. Also, in the rare event that I step away, it is

likely that students will be occupied with a task or a quiz or test. I expect them to

work on this assignment during this time, and will inquire about this when I return.

Pencil sharpening procedures

Students may get up to use the pencil sharpener at any time as they need—within

reason. If a student continually interrupts class by doing this, or is excessively loud,

talkative, or disruptive to others while doing this, he/she will lose their pencil

sharpening privileges, and I will sharpen their pencil for them. In the event where

the pencil sharpener fails, or a student’s pencil breaks or can no longer be

 Chris Hatcher

sharpened, I will allow the student to borrow one of my pencils from my pencil

basket on my desk.

Classroom rules

I have several classroom rules that are very simple, and are enforced universally.

They will be listed in the syllabus, and on the classroom wall. They will be discussed

on the first day of school, and at any time when the rule is broken during class.

Parents and students will be responsible for signing their agreement to the rules in

the syllabus to be returned by the second class period. The rules are as follows:

 Rule #1: All school rules outlined in the student handbook apply in my

classroom.

o This rule’s explanation is easy. As my classroom is part of the school, I

will not subvert the school’s authority on any rule.

 Rule #2: No cheating

o Students will not intentionally copy others’ work, receive help from

other students when not authorized to do so as part of a group or

class project, and will not allow other students to copy their work.

o When students cheat they only cheat themselves. This is something

that I believe in strongly, and I expect students to follow it without

question or exception. I would much rather a student miss a question

than cheat.

 Rule #3: Be courteous to other students and the teacher

o Do not hurl insults at other students or teachers, bully, instigate

situations or physically harm or violate them.

 Chris Hatcher

o Never tell a student that they are stupid, dumb, or an idiot, or that

their question/answer was any of those words either.

o Students will not inappropriately make comments regarding another

student’s race, sexual orientation, or appearance.

o Students will not talk about other teachers or students who are not in

this class during this class period either.

 Rule #4: Respect the classroom

o Students may have gum, drinks or food in the classroom—provided it

follows school policy—unless it creates a distraction, make a mess or

fail to clean up a mess.

o Students may not abuse the classroom itself or the items in the

classroom such as the bulletin board, posters, computers, pencils, etc.

Classroom consequences

In the case where the rule that has been broken is a school rule, the consequence

will default to the punishment outlined by the school in the student handbook. In

the case where the rule that has been broken is a classroom rule, the consequences

vary based on the action, as outlined in this document. If a student cheats, he or she

automatically receives a score of zero on the assignment. If a student cheats, but

then also turns themselves in, I will use my discretion based on the contrition of the

student, the frequency of the offense, and the type of assignment, and outline an

acceptable set of steps to be taken to allow the student to receive at least some

credit for the assignment. I will also follow the school’s guidelines on cheating, and if

a disciplinary referral is mandated, that student will be referred to the school’s

 Chris Hatcher

administration for review. If a student is discourteous to another student or teacher

in a way that is not reflected in the school’s student handbook, I will immediately

intervene, and alert the student(s) making such comments that this is unacceptable

behavior, and refer him/her to the class rule in the syllabus, and on the wall. I will

verbally warn the student based on the severity of the infraction, or may ask the

student to apologize to the other student/teacher, and/or assign the student a

disciplinary referral. In the case where a student disrespects the classroom by

leaving a mess of food, drink or gum, that student will immediately lose privileges to

eat, drink, or chew gum in the classroom. If enough students lose this privilege, the

class will lose their privileges as a whole. The few ruin it for the many. If a student

intentionally disregards or damages classroom property, the student will be

responsible for replacing the item, per school policies. If that item is a classroom

instructional aide, the student will be forced to repair or create a new one in its

place by the next class period.

Classroom rewards

Good behavior in the classroom will be rewarded with more responsibility. Students

who also ask pertinent questions or provide answers in accordance with the

standards listed above for bulletin boards may receive five extra points on their next

quiz/test. They will be responsible for including that information on the bulletin

board.

Recognizing positive discipline

Any time a student exhibits an act of kindness for another student or teacher, I will

instantly and publicly congratulate him/her for it. I will also reward students with
 Chris Hatcher

praise for encouraging another student, or helping a student who is struggling.

Further, I will praise a student for thinking critically, making connections, and

providing well-thought out or detailed information, or answers as it relates to this

class.

School-wide procedures

I will cooperate and act in accordance to any and every school procedure as listed in

the student handbook, and also local/regional and state standards, as well as my

contract with the school, and my job description. In the case of weather drills,

lockdowns, or other safety related concerns, I will again follow the school’s

procedures on the matter, and in the absence of a procedure, use my best judgment

in assessing, and reacting to the situation. If any injuries occur as a result of an

unforeseen, I will use my safety training/CPR knowledge, and contact the

appropriate school/medical personnel immediately (Or deputize a student to

contact them on my behalf).

Behavior interventions

I understand and accept that despite my best efforts, some students will not follow

the school or classroom rules that have been set, and that in some instances,

behavioral interventions will be necessary. In situations where a school rule has not

been broken, but the classroom rule broken is in a serious enough manner to

require an intervention, I will make the student aware of it at once, and attempt to

stop the behavior. If I am unable to, or the behavior continues, interrupts class time,

or manifests into another rule-breaking behavior, I will ask the student to stay after

class to discuss the issue. If this is unsuccessful, or the student will not cooperate, I
 Chris Hatcher

will make the office aware of the problem, and may dismiss the student from my

class, send them to the office with a disciplinary referral, and if necessary, contact

the student’s parents and/or make myself available to them to attempt to resolve

the situation. However, I have often found that the first—and best—measure to

resolving behavioral issues is simply to connect with the student on their terms, and

see what is going on that is causing the behavior. Often times, a student is acting in a

certain way as a response to another stimulus in their lives, and depending on that,

it may be inappropriate to send them to the office for discipline, but rather to refer

them to a school nurse, counselor, or psychiatrist.

Posting homework assignments

I will always announce to students when they have a homework assignment, and

when they are expected to complete it by. This will coincide with a message on the

board, in the same location each day, alerting them of any potential homework

assignment, which I will also verbally state. Additionally, I will provide an online

resource for the students, with the homework assignment that I will update daily.

First homework assignment

In the syllabus, I will explain my expectations for students’ homework assignments,

how they should be done, when they are due, and how/if I will grade them, as well

as the procedures I have in place for students to prevent them from forgetting the

assignment (The board and the online resource).

Organizing Me

As a teacher, I have to set an example for my students for them to follow. If I am

unorganized, or unprepared for class, why should they make an effort otherwise? I
 Chris Hatcher

will keep an organized classroom, grade book, and lesson to prevent this from

becoming the case, keeping documentation of any contact I may have with a student,

and of any assignment I may receive.

Materials for the classroom

I will have the electronics all in working order (Or at least left in that condition at

the end of the previous lesson), the black/whiteboard clean enough for legibility, the

necessary writing implements (Chalk/markers), a pen to grade with, pencils for

students as discussed previously, the classroom bulletin board up to date, the

textbook, any and all materials which I will need for the daily lesson plan

(Depending on that lesson), my grade book, a syllabus handy, and the classroom

rules sheet posted on the wall.

Preparing for a substitute

In the event that I am unable to attend class, I will make preparations for a

substitute by doing the following things:

 Contacting the school within the designated and acceptable time frame given

 Providing a lesson plan, and access to any and all materials needed for the

class period

 Alternate or additional assignments should students finish early, or the

substitute teacher be unable to fulfill the lesson plan

 Any and all information to pass along to the students if necessary (i.e. a quiz,

test, homework assignment for the next class)

Organizing content of student storage

 Chris Hatcher

Student storage in the classroom will only entail their backpacks, or means by which

they carry their materials to class, and their lockers within the classroom (If

applicable). They must keep their backpacks below their desks, or beside the desks,

in a manner that does not impede safe traffic flow. Students must keep their lockers

shut, and not overflowing to the point where a protruding locker could present

danger, or an impediment, for another student or themselves.

Organizing content of desks

The students will not store their content in the desks between class periods. They

may use the inside or the underneath storage areas of the desk (Depending on the

type of desk) while in the classroom.

Floor plan for my classroom

The floor plan for my classroom will consist of rows of desks, lined up for best

viewing of the teaching areas (Depending on the classroom). This could be a vertical

arrangement of desks, a horizontal arrangement of desks, or a split arrangement of

desks (Depending on the classroom). The desk arrangement will allow for students

to easily and comfortably pass through the aisles between the desks, and around the

exterior of the desks. My desk will be either behind or in front of the students, but

not in the way of the instruction area.

Beginning seating arrangement/seating assignment method

I will assign each student a seat, either alphabetically, or randomly, as I deem

necessary. On the first class day, I will point the student towards his/her assigned

seat so they know where to sit.

Additional classroom seating arrangements

 Chris Hatcher

I will consider altering the classroom seating arrangement for the following reasons:

 A student with special needs requires a different seat

 A student requests to be moved for the betterment of his/her academic

performance, or a comfort related to an issue with one or more members of

the class seated around them

 A seating arrangement is ineffective in curtailing disruptions, or harms the

classroom dynamic

Class Seating Chart

I will make a class seating chart for each individual class, as I have previously found

them to be the best way to learn about, and keep track of all the students in a class.

This way, it will make it easier to check the roll, and all assignments as well.

Class contact list

Given today’s issues with privacy standards, and crimes such as stalking, I will not

make a class contact list for the students to have access to (Unless mandated to do

so by the school). If a student wishes to contact another student, they may do so at

school, through me, or using the school’s e-mail system, which each student will

have access to.

Working together in groups

Depending on the assignment, I may assign groups, or allow the type of assignment

to dictate how groups are formed. In a case where students are required to form or

defend an opinion, that will decide how the groups are split. Otherwise, I will group

the students by desks, numbering off or another acceptable method. I will also keep

in mind which students should not be grouped with other students, and if students
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are too often grouped with another student or students, and make the necessary

changes.

Student entering the classroom

Students entering the classroom will do so in an orderly fashion, not running, or

causing a distraction or safety risk to other students who may already be in the

classroom, or are in their proximity. If another class is leaving, students entering the

classroom will allow students to leave before attempting to enter (Elevator rules).

They will also follow all of the school rules while in the hall, and both the school and

classroom rules once they have entered the classroom, and for the duration of their

time in my classroom.

Students leaving the classroom

Students leaving the classroom will also follow the rules of students entering the

classroom, but will be able to leave the classroom prior to students entering the

classroom (Elevator rules). They will also follow all classroom and school rules

while they are still in the classroom.

Moving about the room procedures

Students will not unnecessarily move about the classroom, and will only do so in the

case where they have been given permission by me, or in case of an emergency.

Acceptable movement about the room includes:

 Getting up to sharpen a pencil

 Getting up to come to the teacher’s desk to ask a question

 Getting up when called upon to answer a question/write something on the

board/bulletin board
 Chris Hatcher

 Getting up to throw something away (Within reason)

 Getting up to pass out papers, or perform another task with the teacher’s

permission

 Getting up to move into groups

 Getting up in case of an emergency

Walking in the hall procedure

While students in my class are in the hall, they will be expected to follow all school

rules, and the rules set forth in the classroom, as even in the hall with permission to

have left the class, it is still an extension of my classroom.

Bathroom use procedures

Bathroom use will be permitted upon request in accordance with school guidelines.

In cases where excessive absence from a single or multiple classes takes place, I will

take the student aside and ask why they are missing so much class, and spending it

in the bathroom. I will then either refer the student to the nurse, counselor, or

principal if necessary.

Disaster drill procedures

Disaster drill procedures will be practiced regularly in accordance with local and

state law, and my students will know where to go from our discussion on the first

day of class, and because I will list the procedures in my syllabus. I will also direct

the students in disaster drills. Per the School-wide procedures section, if any

injuries occur as a result of an unforeseen, I will use my safety training/CPR

knowledge, and contact the appropriate school/medical personnel immediately (Or

deputize a student to contact them on my behalf).

 Chris Hatcher

Student sudden illness

In the instance of student sudden illness, I will respond appropriately based on

school, local and state guidelines, and by using my best judgment and medical

training/experience. Depending on the severity, I may deputize a student to locate a

staff member, or other teacher, so I may stay with the student. I may also walk the

student to the office or the appropriate location, if the student can be moved, if the

injury is so serious that it demands immediate medical attention beyond what I can

provide. If required to give medical treatment in the case of a life-threatening

emergency, I will do so to the best of my ability, while telling the other students to

remain calm, and alerting them to contact the proper authority.

End of day dismissal procedures

Much like the beginning of the day, students will be expected to be seated and

attentive during the afternoon announcements, not talking with one another. In the

event of a homeroom class, students will be required to tidy the room, clean up any

messes they made, including their lockers and desks. Students will remain seated,

and within the classroom, unless otherwise stated, until they are dismissed by the

bell. Students may only stay in the classroom with my permission, and with myself

or another teacher or staff member present.