2. Statement of Purpose
• Our classroom will foster positive
interactions with safe and open
communication between students and
teachers alike. All individuals shall be
respected and respectful of the differences
of others. Our classroom will become a
community of learners encouraging one
another's personal and academic success.
3. Rules
• Be considerate and respectful of others,
their differences, their property, and the
property of the school
• No food or drink allowed in the laboratory
area- for your safety
• (What do you feel as a class should be a
rule which will help foster learning or
increase safety or civility?)
4. Seating Charts
• Typically, our class will be oriented for
demonstrations and group discussion
Evertson, C., Poole, I., & the IRIS Center. (2002).
5. • Or group and/or center work
Evertson, C., Poole, I., & the IRIS Center. (2002).
6. Procedures
• As soon as the bell rings
– Submit all homework to the bin by the start of
class
– Copy down any memos or assigned
homework listed on the white board
• Ice-breakers and topics lead-ins
– The first five minutes of class are for puzzles,
videos, and activities to get us acquainted
with each other and ready to focus for the
class period.
– http://www.biologycorner.com/worksheets/firstday.html#.U3l5ECj
42wY
7. • During class
– If you need to use the restroom, please wait till all
instructions for an assignment is given. Quietly take
the hall pass by the door, only one may be gone at
a time, please return immediately when finished.
– Engage respectfully during class discussions as
well as in peer or group work
• During laboratory classes
– Arrive to class on time with laboratory book, journal,
and pen only
– Have pre-read the lab directions
– Promptly put on lab coat and protective glasses and
await teacher instruction
8. Center Work Periods
• During center and one-on-one classes
– Each group will be allowed to choose 3 centers to
work on for 15 minutes each
– Students will be entrusted to complete and
transition between center work quietly
– All students will meet with instructor to discuss any
topics, questions, or concerns
Urbano, L. (2013)
9. Surface Management Strategies
• The teacher and students accept joint
responsibility in behavior management
• During class, the teacher will attempt to
minimize minor disruptions by using
nonintrusive strategies, such as:
– Redirecting
– Signaling
– Proximity control
– Humor
The IRIS Center for Training Enhancements. (2012).
10. Negative
Consequences
Hierarchy
• Students will have
the opportunity to
discuss and
potentially modify
consequences as a
class when speaking
over the class rules
The IRIS Center for Training Enhancements (2012)
11. Consequences +
• Praising good behavior or a
good effort
• Having extra center time for total class
effort and behavior
• Interactive game review day before test
for those classes demonstrating good
behavioral and collaborative skills.
13. Class Competition
• Observed outstanding behavior
and collaboration will be
awarded class stamps on
display poster. Class with best
test averages will receive
additional stamps. The class
with the most stamps at end of
the year receives a pizza or ice
cream party.
14. Emergency & Crisis Plan
• Fire
– Line up single file, turn lights off, quietly walk to
designated exit, listen for roll call check
• Lock-down
– Same as school guidelines
• Behavioral crisis
– Call or send a student to office with crisis behavior
card
– The rest of class will report to library
– Teacher or administrators will contact student’s
guardians
15. Action Plan
• Prior to the school year, have others review the
classroom management plan and provide input
• On the first day, go over plan with students and get
their input
• During the second class, provide a handout of the
inclusive classroom management plan for students as
well as one for parents to sign and return. Also, the
class will complete posters of the rules and
corresponding consequences to hang in the classroom
• Throughout the year, reference the poster and
handout during times of disruptive or disrespectful
behavior
16. • Research is to see what everybody else
has seen, and to think what nobody else
has thought.
– Albert Szent-Györgi (1893-1986) U. S. biochemist
17. References
• The Biology Corner. (2012). First Day Activities. Biologycorner.com
2001. Retrieved from
http://www.biologycorner.com/worksheets/firstday.html#.U3l_Wij42w
Y
• Evertson, C., Poole, I., & the IRIS Center. (2002). Effective room
arrangement. Retrieved from
http://iris.peabody.vanderbilt.edu/case_studies/ICS-001.pdf
• The IRIS Center for Training Enhancements. (2012). Classroom
management (Part 1): Learning the components of a comprehensive
behavior management plan. Retrieved from
http://iris.peabody.vanderbilt.edu/module/beh1/
• The IRIS Center for Training Enhancements. (2012). Classroom
Management (Part 2): Developing your own comprehensive
behavior management plan. Retrieved on [month, day, year] from
http://iris.peabody.vanderbilt.edu/module/beh2/
• Urbano, L., 2013. Beading DNA, Retrieved June 10th, 2014, from
Montessori Muddle: http://MontessoriMuddle.org/ .
