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Classroom Management Blueprint
“Education is the most powerful weapon which you can use to change the world,” Nelson Mandela
2015
Alexandra Sargent
Philosophy Statement
I believe that every child is a unique individual and I believe that every child has the ability to learn. I
believe that in order for every child to mature and grow intellectually and socially that they need to be
in a safe, inspiring and compassionate environment. It is my desire as a teacher and educator to help
my students reach their highest potential by providing them with a classroom where they are
encouraged to take risk, feel secure and supports the sharing of ideas. The following are the elements
that I believe have to be involved in the classroom in order to make this kind of environment possible:
guided learning, differentiation and allowing the children to teach me as the teacher.
As the teacher it is my job to guide and support my students. I am not in the classroom to do the work
for my students, but I am there to help guide them on how to do the work and to support their self-
discovery on how they can figure out the correct information which then sparks the students interests
while at the same time allowing for their natural curiosity to take over which in turn is what is going to
keep them interested in the topic at hand. Guiding my students and support self-discovery makes my
students active learners and makes the students responsible for themselves as well as their own
learning.
All students learn at a different pace and learn in different ways and I believe that students need to be
given the opportunities to learn in an environment that allows for learning to take place at the pacing
they may need and the way that they are going to be able to get the most out of it. I believe in some
subjects the students need to have a pretest and be grouped by their prior knowledge so that I can take
my time working with students who may not have as much as a base on the subject as another group.
That being said I can give my students who are already familiar with the subject a quick review and then
provide enrichment for these students. This allows for a classroom where the students are aware that it
is okay to have to take longer on a subject and it is okay to know something about a subject or unit
before we get to it in class. It makes the environment safe for my students—they know they will not get
left behind and they will not be bored to tears if they already know some of the information.
Lastly, one very important thing must happen in order to allow for my ideal classroom environment.
The teacher must allow the students to teach them. I must allow myself to learn from my students. And
my students must be given the opportunity, environment and the role model that allows them to learn
from each other. I believe the classroom needs to constantly be a place where everyone is learning, I
can learn new philosophies or strategies just as my students can and should. This means that I need to
be as open to listening to what my students say just like they need to be open to listening to what their
peers say. If I am not willing to learn how could I expect my students to be willing to learn?
Classroom Arrangements
This is one of a couple different classroom arrangements that I would use throughout a school year.
When the students are placed in groups then they are able to very easily do group work together, or do
things like think, pair, share; things that are fairly quick but important to my classroom environment.
Putting the students in groups also encourages them to work as a team and to be accountable for their
own selves as well as possibly keeping or getting their group back on track if they become off task.
During testing these students would need to get “offices” for tests, quizzes or anything similar to assure
that each student is accountable for their own work.
My desk is in the back in an area where if I am at it I am able to survey and watch over the students and
make sure that they are staying on task and out of trouble.
Student
Desks
Circle
Rug
Board Door
Student
Cubbies
Storage
Teacher Desk
Book Shelves
This is another example of one of my classroom arrangements that I will use in my classroom
throughout the school year. This is a good arrangement, especially during testing or for independent
work and for encouraging the students to be responsible for their own selves. All students are facing
the board so they should all be able to see with no problem.
My desk is still in the back of the classroom where I am able to watch my students and make sure they
are staying on task and out of trouble.
Board
Student’s
Desk
Circle
Rug
Bookshelves Teacher
Desk
Storage
Student’s
Cubbies
Door
This is another example of another way that I will set my classroom up throughout the year. This way
each student is facing forward and easily in pairs for quick things like think, pair, share or simple partner
work. In this kind of setting the students are held accountable for themselves and are able to
encourage their seat buddy to stay on task as well.
During testing these students would need to get “offices” for tests, quizzes or anything similar to assure
that each student is accountable for their own work.
My desk is once again still located in the back where I am able to keep the best eye on all my students to
make sure that they are on task and out of trouble.
Board Door
Student
Desks
Circle
Rug
Bookshelves
Teacher
Desk
Storage
Student
Cubbies
Classroom Procedures
Entering the classroom: Students will need to enter the classroom calmly and collectively. They
need to unpack/gather their belongings for class quietly first and if it is first thing in the morning
they will need to being on their warm-up or if it is during the day like after lunch then they need
to be ready and sitting at their desks quietly waiting for me to give them directions if they do
not already know what they are supposed to be doing.
Beginning work: Students need to begin work as soon as it is assigned to them.
Roll call/lunch count: Students will need to sign in for lunch upon entering the classroom first
thing in the morning. If I have a smart board in my class the lunch choices will be listed and the
students will be able to drag their name into which choice that they would like or into the
packing column. If I do not have a smart board then I will have a printout of the lunch choices
for the day and the students will write their name under their choice or in the packing column.
My helpers will then take the count up to the cafeteria. This is a great way for me to see who is
present and who is absent for the day.
Announcements: Announcements will be made either first thing in the morning at the morning
meeting or right before the students go home in the afternoon so that the students are not
distracted by the topic of the announcements and put off task during class time.
Tardies: Students who are tardy need to get straight to work. They should not be getting on
task students off task. They should show me their tardy slip and ask if they do not already know
what they need to be doing so that they can get right into it. Tardies are no excuse to not get
work done and no excuse to not have work that is needed to be complete for the day.
Absences: If students are absent and their parents request the students work for the day to be
sent home or picked up I will have a sheet to fill out and gather their work and either send it
home with the student of the parent’s choice or send it up to the office so the parent can pick it
up. If missed work is requested I do expect the students to do the work and bring it in the next
day that they are back at school. Students will be required to make up work if they are absent—
whether it goes home the day that the student is absent or if they get it the day they come back
they are still responsible for the work that they missed.
Make-up procedures: Students who had work sent home to them while they were out should
bring it back upon their return. Students need to turn this work in to a “while you were out”
folder where I can either grade it or check it later on without taking time away from my lessons.
If a student misses a test or a quiz when they are absent, then they will need to stay with me
during their activity time (P.E., Art, Music, Library, etc) to take the quiz or test and then they will
be allowed to go to their activity.
If a student and is absent and did not get their work sent home to them then they can pick up
the work they missed from the “here’s what you missed” folder first thing in the morning the
day that they return to school. These students should stay with me during their activity time to
complete their work, or as much as they can so that they are caught up during class time. Once
the students are finished with their work they can turn it in to the “while you were out” folder
so I can get it later on to check.
Teacher’s attention signal: One of my attention signals will be to clap a pattern and have the
students clap the same pattern back to me that way I know they are listening and that I have
brought their attention back to me. Another attention signal I will also use in my classroom is to
say “Hands on top” and the students will put their hands on their head while saying “that means
stop.” This will be effective because it gets the students to drop whatever it is that they are
doing and put their hands on top of their head and it will be very easy to see the ones that are
not paying attention. This will be effective in transition from stations or if it is time to switch
gears—whatever it may be this will also be an effective way of getting their attention and giving
them their next set of directions.
Getting out of seat: Students should not be getting out of their seats while I am teaching unless
it is completely necessary. Urgent nurse visit or needing to grab a sharpened pencil out of the
“sharp” bucket. While students are doing independent or group work
Assignments: Once students are assigned an assignment they should begin working on it
immediately. Assignments should be done to the best of each student’s ability and completed
in a timely fashion.
Getting supplies: Students should come prepared to class each day. If they need things such as
scissors, glue, markers and they don’t have any more or don’t keep them at their desk then they
will be allotted time to get those things quickly and quietly.
Sharpening pencils: I will have a bucket of sharpened pencils and a bucket of dull pencils so if
the students need to either borrow a pencil at anytime I have some available for them or if
there pencil is no longer sharp but I am in the middle of teaching or giving notes for them to
copy they can just go to the bucket and grab out a sharpened pencil that way they are not
getting up while I am teaching an distracting the class by sharpening their pencil.
Using/checking out equipment: If students are borrowing scissors, glue, markers, pencils or
things like that then they may borrow them for the time that they need them and are then
expected to return them after they use them. For the books that are in my library students
need to check their books out when they want to take it home or throughout the day to read it.
When they return it they most check the book back in, this way if a book is not returned I know
who should have it or if the book is damaged I know who to go to.
Getting into groups: Some days I will assign groups randomly and some days I will allow the
students to pick. Students need to work with whoever they are assigned to work with in a nice,
encouraging manner.
Working in groups: When in group’s students should all work together as a team to get the task
at hand completed to the best of their ability. Students should whisper or use their quiet voices
while working in groups.
Independent work: Independent work is to be done quietly and in the student’s seats unless
otherwise told.
Working at centers: When students are working at centers they should be using their quiet
voices and they should be working together to accomplish the task at hand. Centers should be
no more than three students to a center at a time.
Lining up: Students are to line up quickly, quietly and straight. If I am teaching second graders
or below I will have a designated line leader and caboose for the week.
Snacks/water: We will have a designated snack time in the morning. Students may bring their
own snacks if they would like during this time. If the students forget or don’t have a snack I will
have something to give them. Students can only eat in the classroom during snack time (unless
it is a special occasion). Snack time is also a good time to bring birthday treats for the class.
Students may drink water with their snack if they bring a water bottle or they may go get water
from the fountain after they are done. Throughout the day the students may go to the water
fountain as they need if there is one in my classroom. If there is not one in my classroom then
students really should be getting water when they use the restroom or when they finish work
early.
Restroom: Each student will be assigned a number in accordance with where their name falls
alphabetically on the class list. I will have all the students’ numbers on a magnet on the board
and a grid that looks like this next to where the student’s numbers are kept.
Helpers Library
Nurse/Office
Restroom
While students are doing independent work or are finished with a test or quiz or anything that is
not while that I am teaching they can place their number magnet in the restroom square use the
restroom and then return back to class.
If students need to use the restroom while I am teaching then they will be required to cross
their fingers in the “R” or “restroom” symbol, that way they are not distracting everyone by
raising their hand and asking if they can go quickly and quietly. No more than 2 people—1 boy
and 1 girl out at a time—out of the room at a time though—at any point.
Going to the office/nurse: I will have all the students’ numbers on a magnet on the board and a
grid that looks like this next to where the student’s numbers are kept.
Helpers Library
Nurse/Office
Restroom
If the student needs to go to the nurse they will be required to ask me first to make sure that
they have a good reason and then they will need to fill out a nurses pass and put their number
in the nurse’s box and then they will be able to go and then return to class. If they are going to
the office to take a note or lunch money for their account or anything that they need to check
with me first that it is an appropriate time to go and then they will need they put their number
in the correct spot and go quickly and then come back. If students need to go to the nurse or
the office there will be no more than 1 student to the nurse and 1 student to the office at a
time, unless it is an emergency.
Heading papers: Students will need to put their name on their paper, their number and the date
at the top of every paper they turn in.
Ex: Name: Alex Sargent #:17 Date: 3/28/15
At the beginning of the year students will be required to highlight their name on their paper
before turning their work in so that they know that they put their name on it. This will only be
done for about the first month or so.
Passing in homework: Homework will not be graded. In the mornings during warm-up time
students will be required to show me their completed homework so that I can make sure that
students are doing the work and getting the practice they need (if students stop doing
homework then it will become a grade). During the subject time (whichever had the homework)
I will go over the homework to make sure everyone understands how to do the problems
correctly.
Passing in papers: I will have trays in the class labeled with each subject and anything that is to
be turned in should be turned in to the correct tray when they are finished or told to turn the
work in.
Graded papers/papers that need to go home: for this student’s will have what is called a
“Thursday Folder.” I will keep the folders in my class until Thursday. Each students graded
papers or notes or forms that need to go home to parents will be filed in a hanging file that they
have access to on Thursday morning. I will put each student’s papers for the week in their file
on Wednesday afternoon, and when the students come into class on Thursday morning they can
get their Thursday Folder and take the papers out of their file and put them in their folder.
There will be a sheet for the parents to sign in the folder saying that they did look through and
see what was in the folder. At the bottom of the sheet with the signature spaces will be a list of
important dates for the parents and students know for that 9 (or 6) weeks. Students will take
their Thursday Folders home Thursday afternoon and then they will need to bring them back
signed and empty Friday morning so that I can keep them for them until the next week.
Exchanging papers: If students are instructed to exchange their papers with other students for
peer review then students should exchange papers with a neighbor close by. When students
are reviewing they should not be telling students if answers are wrong but rather encouraging
them to take a better look at a question that may be wrong or saying things like I don’t know if
that sentence makes sense maybe you want to look at that a little bit more and figure
something better out.
Asking questions: If students have questions then they should raise their hand and wait to be
called on or they should wait for me to come to them if it is during independent work, group
work, testing, etc.
Getting help: Ask 3 before me. During independent work students will be able to ask 3 students
that are seated next to them or near them and if the other students are not able to help then
the students may raise their hand and I will help them
If they need help during a test or quiz they will need to raise their hand and wait for me to come
help them.
Finishing work early: If students finish their work early they will be able to pick from a list of
activities depending on the subject that the work is in. If students finish early they will always
be allowed to read silently at their desk until the rest of the students are finished. If it is during
math time each student will have a “secret math folder” that has several different math
enrichment activities in it—students can hide their folder anywhere in the classroom (but they
have to remember where they put it)—if they finish early they can find their folder and work on
whichever activities that are in the folder that they want too. If they finish during reading or
word study then they can either read or study/sort their word study words.
I will also have a list of “I’m finished…now what?” activities that the students can work on if they
are finished. I will be able to change these out throughout the year as I see fit. These activities
will be laminated and velcroed to a board so that the students can grab them and go and they
will easy for me to change as they all get done or we move on to different lessons.
Visitors to the room: If visitors come into the room then students are to be on their absolute
best behavior. They need to be quiet and respectful of that person whether they are in the class
for 5 minutes or an hour.
Responding to fire drills and the like: Students should be quiet in the event of a drill (or the real
thing) and wait for directions. Students should follow the directions and be quiet throughout
the event.
Sudden illness: If a student suddenly becomes sick in my class then the rest of the class needs to
quietly either keep working or read until they can get further directions or if necessary they
need to quietly leave the room for the room to be cleaned.
Cleaning the room at the end of the day: At the end of the day students need make sure that
their chairs are pushed in all the way and that their desk area is cleaned and organized—free of
paper scraps, notebooks, pencils, etc. If desks have moved throughout the day and are no
longer in line or the groups have scooted up closer than they need to be then the students will
need to realign them to be ready for the morning. They need to take any loose papers out of
their cubby at the end of the day and either take them home or place them in the correct folder
or binder. On Fridays the students need make sure that anything that needs to go home is
taken home out of their cubby or desk and they need to do a thorough check to make sure no
food is in their cubby or desk.
Homework: Each student will have a “Homework Folder.” The Homework Folder will go home
with each student every night and it should have any worksheets that are homework for the
students in them, as well as things that they may need to take home that day to either study or
that need to go home to parents that night, so that everything is in one spot and they have to
bring it and everything that’s in it to school the next day.
I will check and make sure the students did the homework for my class in the morning and then
at the time that we are learning or working on the subject we will go over the homework
together to make sure that everyone knows and feels comfortable with it and can see where
they went wrong if they did. Homework will not be for a grade.
Changing classes: If students are changing classes then they need to take EVERYTHING that they
are going to need for the class that they are going to. If they do not bring everything with them
or forget something that they are going to need for class then they will get a “material mark.”
Students will be required to walk in a straight, quiet line to get to their next class.
Dismissal: Students pack up when I tell them it is time to pack up; they will need to gather all
the items that they will need for homework or studying that night. Once the students are
packed up and lined up quietly we will then walk calmly through the hallways to the buses.
In Our Class… …we celebrate each other’s successes
…we create
…we are a team
…we learn from our mistakes
…we respect others
…we try our best every day
Classroom rules
In my classroom these would be my rules for anyone coming into my classroom (they are not listed in
any particular order because each rule is equally important). I have chosen these instead of allowing my
students to help me write the rules on the first day because this way the students know exactly what it
is that I am going to expect from them. The rules are fairly broad, allowing me to go over them with my
students and for us as a class to expand upon them to help the students define which each rule
encompasses. This is important because I am allowing my students to state themselves the things and
the expectations that they have from their classmates with a little bit of guidance from me. It sets the
environment up for the students holding them accountable for themselves as well as their learning.
Going over the rules is something that will happen on the very first day of school. I will present the
students with the rules as I have them written and direct them to the place where they will be located in
the classroom. I will then prompt the students to give me some examples of what properly executing
each of the rules looks like and then an example of what not following the rules or one of the rules
would look like. The students will then be able to write some of their good examples (one per student)
on a small sheet of paper that I will then be able to hang around the original set of rules so if a student
has any question that they can refer to what their classmates expect from them.
Rule #1: In our class we celebrate each other’s successes. This is a very important rule to follow
and to have in my classroom because this small act or lack thereof has the ability to make or break a
classroom environment. If students are not supportive of each other and encouraging then the students
will not feel safe, comfortable or secure in their environment. If a student in a class is really struggling
with something and finally gets it and has that “aha moment” the students can encourage that student
to keep on going by telling him/her “I knew you could get it,” or “Way to go, you’re doing great!” The
students need to lift each other up with every success that happens—do the student score a goal during
their game at recess, did the student move up in their spelling group, or did the student pass their test,
it doesn’t matter what they did, if they are encouraged by it or still discouraged (especially if they have
been discouraged beforehand) the little things should be celebrated. Celebrating one little thing for one
student can have the power to encourage the whole class, as well as promoting team-work, higher self-
esteem and a safe classroom environment.
Rule #2: In our class we create. Whether they are creating a project, a new way for them to study or
just creating their short story for their classroom assignment, every student needs to be creating.
Creating helps students learn and understand material. This rule gives each student in my classroom a
creative license—because there are so many things for them to create—some as necessary as create
good work and study habits, and some as big as possibly creating the phone that is going knock the
iPhone right off the map. As a teacher I should allow each of my student’s opportunities to create and
be creative with their work and projects, but I should also expect them to be creative and be able to
create when they are asked too.
Rule #3: In our class we are a team. This rule really speaks for itself I believe, however, the
classroom environment that I believe that students need that is going to provide them with the ability to
learn and grow to their highest potential is one that is safe and caring. If our class is a team and
everyone is a team player then the students can feel safe because they know that they are all in this
together. And if we all work together to learn we will get more out our lessons…the students can learn
from each other and myself, and I can learn from my students.
Rule #4: In our class we learn from our mistakes. This rule is important because every single one of
my students (and even me) is going to make mistakes throughout the school year. The students have to
learn and understand that mistakes are not to get them in trouble and not to embarrass them, mistakes
are for learning and mistakes are for growing. It is impossible to grow or even learn without making a
mistake. By learning from mistakes the students also then learn that it is okay to make mistakes and
that no one expects them to be perfect. This encourages a safe and secure environment, one that
encourages risk-taking and learning.
Rule #5: In our classroom we respect others. This rule is oh so very important in my classroom.
Each and every one of my students needs to have respect for each of their peers, myself, and anyone
else that comes into the classroom. Students need to be respectful to everyone in my classroom in
order to create a community in the classroom. If there is no respect then there is not an environment
conducive to learning and growing.
Rule #6: In our class we try our best every day. I expect my students to try their very best every
day that they are in my classroom. If they don’t do their best then how am I supposed to know if they
are learning? This rule seems pretty simple, but without it I believe that my class would be unable to
obtain the environment that I believe that they need in order to best learn. If I don’t see every student’s
best work or best attempt then I am not going to be able to know if my students are gaining the
appropriate knowledge that they need to learn.
Noise Level Scale:
o 0—No talking/No Sound
o 1—Whisper
o 2—Only the person you’re working with can hear you
o 3—Entire class can hear you
o 4—Outside voice
Discipline Plan
I will use a behavior chart for every student in my classroom, the students will either be able to earn or
lose extra recess time—“Fun Friday.” The marks that each student can receive are put in their agendas,
which the parents will have to initial each night.
Students can get marks for the following reasons:
H—No Homework
B—Behavior not satisfactory
T—Talking after a warning
N—No name on papers
A—No agenda or agenda not signed
M—Missing materials needed for class
If students have received 4 marks throughout the week by Friday, they have to sit out during Fun Friday.
The other students get to enjoy their earned time.
Inappropriate behaviors in my classroom fall into 3 categories or levels of offenses. Each level is addressed either by me, the classroom teacher and is then taken to the school administration if necessary.
Examples of Level 1 Offenses
Handled by the teacher – documentation of behavior is made
Level 1 Offenses
Not following directions Running in hallways
Excessive talking Inappropriate laughing/sneering
Derogatory notes/pictures Teasing/put downs
Inappropriate language
Eye rolling Interrupting
Consistent tardiness Name calling
Misuse of materials Wandering
Mocking
BEHAVIORAL REMINDER. A behavioral reminder is a brief, neutral prompt to help the student to remember and follow classroom behavioral expectations (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008).
o When to Use: This strategy is used when the student appears to be distracted or otherwise requires a simple reminder of expected behaviors.
o Examples: Here are examples of behavioral reminders:
The teacher makes eye contact with the student who is misbehaving and points to a classroom rules chart.
The teacher approaches the off-task student to remind him/her of the specific academic task the student should be doing.
The teacher proactively provides behavioral reminders just when the student needs to use them. (http://www.interventioncentral.org/blog/behavior/how-handle-common-classroom-problem-behaviors-using-behavior-management-menu Behavioral0. Reminders)
Level 1 offense will result in a behavior mark for the day after one warning. If students receive 4 or more marks throughout the week then they will be unable to have extra recess on Friday.
If level 1 offenses repeatedly occur throughout a week then the students will need to fill out a behavior contract and a note home that is signed by the parent, student and me, the teacher.
Examples of Level 2 Offenses
Handled by the teacher with documentation of behavior and action. Parent contacted with either a note, email or a phone call home. Student contracts or students writing letters home done if necessary or appropriate.
Level 2 Offenses
Back talking/arguing Inappropriate gestures/language
Taunting Refusing to work
Open defiance Cheating/lying
Throwing objects Hitting
Examples of Level 3 Offenses
Handled by the administration. Direct office referral with accompanying referral form. Parent contacted immediately with a phone call.
Level 3 Offenses
Fighting Ethnic slurs
Obscene gestures Inappropriate touching
Damaging property Direct and willful disobedience of school
rules and policies
Bullying Threatening/taunting
Threatening bodily harm Stealing
Use of profanity Pulling fire alarm Excessive truancy
Drugs Weapons/facsimile of a weapon/dangerous instrument
Leaving school without permission Assault with intent to fight with another student
DISCIPLINE PROCEDURES
Classroom
Level 1 and Level 2 behaviors handled by the teacher.
The teacher will follow individual classroom hierarchies of behavior management. At least 3 interventions/strategies (one must be a parent contact) must be implemented before
an office referral may be made. o Examples are:
Student contracts (Example included) Parent letters (Example Included) Students write letters to parents about what they did
Documentation and data collected for records
School Administration Level 3 behaviors handled by the administration
Results in a direct office referral. An administrator will contact student’s parent. An appropriate consequence will be given.
In an emergency situation, the student may be brought straight to the office. If the teacher is unable to bring the student, the office will be contacted and an administrator will come to the classroom and remove the student.
Prior to an Office Discipline Referral:
1. Parents and students must know teacher expectations and procedures. 2. Parents and students must know the classroom teacher’s discipline plans and procedures. 3. Teachers must document unacceptable behaviors and consequences imposed, trying several strategies/interventions to stop the inappropriate behavior. A parent contact must be made before an office referral is made. 4. All Level 3/Safe School Violations warrant an immediate office referral. A completed office referral form must accompany the student to the office.
http://www.davis.k12.ut.us/domain/1026 (Discipline Plan--not including agenda marks)
Your son, Bill, talks to the people sitting near him in his U.S. History class so much that it
interferes with his learning and with their learning.
I have talked with him about it, but the problem persists.
I have attached a copy of the class discipline plan to this letter for your convenience. As you can
see, the next step is for me to notify you.
If Bill continues to disrupt the class, the next step is suspension from this class for one period
and referral to the office.
From our earlier conversation, I know you have high hopes for Bill. I need your help now. Please
discuss this with Bill. I am sure that we can bring about a change if we work together. If you
have any questions, please call me at 000-0000 between 11:00 am and 12:00 noon, my
preparation period, or call me at home between 7:00 and 9:00 p.m. at 111-1111.
Please sign below and ask Bill to return this to me so that I will know that you received the
message.
Sincerely,
Eric Q. Teacher
cc: Bill Smith
Sample Behavior Contract:
Effective Dates: From 10/20/99 to 12/20/99
Mrs. Jones, the teacher, will give Ricky a sticker to put on his 'Classroom Hero' chart each time he does one of the following:
turns in completed homework assignment on time turns in morning seatwork assignments on time and completed works quietly through the morning seatwork period (from 9:30 to 10:00
a.m.) without needing to be approached or redirected by the teacher for being off-task or distracting others
When Ricky has collected 12 stickers from Mrs. Jones, he may choose one of the following rewards:
10 minutes of free time at the end of the day in the classroom 10 minutes of extra playground time (with Mr. Jenkins' class) choice of a prize from the 'Surprise Prize Box'
Bonus: If Ricky has a perfect week (5 days, Monday through Friday) by earning all 3 possible stickers each day, he will be able to draw one additional prize from the 'Surprise Prize Box'. Penalty: If Ricky has to be approached by the teacher more than 5 times during a morning period because he is showing distracting behavior, he will lose a chance to earn a 'Classroom Hero' sticker the following day.
The student, Ricky, helped to create this agreement. He understands and agrees to the terms of this behavior contract.
The teacher, Mrs. Jones, agrees to carry out her part of this agreement. Ricky will receive stickers when he fulfills his daily behavioral goals of completing homework and class work, and will also be allowed to collect his reward when he has earned enough stickers for it. The teacher will also be sure that Ricky gets his bonus prize if he earns it..
The parent(s) of Ricky agree to check over his homework assignments each evening
to make sure that he completes them. They will also ask Ricky daily about his work completion and behavior at school. The parent(s) will provide Ricky with daily encouragement to achieve his behavior contract goals. In addition, the parent(s) will sign Ricky's 'Classroom Hero' chart each time that he brings it home with 12 stickers on it.