The document discusses creating balance in the classroom through establishing strong procedures to increase student participation and success, using attention signals like turning off the lights to transition between activities, and providing a sample daily schedule with beginning and ending routines to set clear expectations for students. The teacher aims to embrace students' strengths rather than battle them to promote love of learning and prevent misbehavior from negatively impacting attitudes.

2. Creating Balance in the Classroom
I try to plan for balance in the school day. I find that it is a big
indicator of student success. If the strengths of students’ cognitive
development are played to and embraced, rather than battled, students
will love learning and the day will go quickly. If there is an imbalance,
misbehavior is likely to occur. With misbehavior comes poor attitudes
towards school and towards learning; it is a dangerous snowball effect
that is largely preventable.
To obtain balance I have a few different approaches, one of which
is having strong procedures. With well-practiced procedures, student
participation and time-on-task increases. Students love having a job to
do where they feel successful. Procedures help students to experience
that success by having the feeling of balance throughout their day. A clear
framework of procedures takes away guesswork, which causes students to
feel disoriented and unsure of how to function within the classroom.

3. Taking Attendance
Attendance is done by looking at whose lunch card has
not been moved and marking it appropriately on the
class roster.

4. Attention Signal
An attention signal is a clear indication to students that information is
going to be relayed that is best relayed if full attention is on the speaker.
One attention signal I like to use is turning off the lights and then
turning them back on again. It is a very natural way to transition from one whole
task to another.
Another attention signal I use is saying, “Eyes on me. Pencils down. Eyes
on me in 3, 2, 1.” I find that this works very well because it gives all students
enough time to hear that an attention call has been given. With “Pencils down” it
explicitly sends the message that students are not to continue working while the
speaker is relaying information. I use this attention signal when new information
needs to be relayed for students to continue their work, or to move ahead in their
independent or group assignments.
With kindergarten, an attention signal they love is when teachers
whisper, “If you can hear me ….” I think they love to be “in on the secret.” It’s
great, too, because it is a very low intensity attention signal that quiets the class
naturally.

5. Beginning and Ending Routines
1) Students will arrive at school and be escorted to the play
area in front of the classroom by their caregiver. Back packs
will be placed against the wall outside of the classroom door.
Students will line up as the bell rings. Teacher will escort
students into the classroom and greet each of them to assess
their current mood and to make personal contact.
2) Morning procedures (bell work) include: hanging up
backpacks, checking homework folders for any notes from
home, moving student attendance cards to the lunch board,
and independent reading from a choice book from the
bookshelf. These procedures are important to establish
student responsibility by taking care of our morning
business.

6. Sample Daily Schedule
 8:22am Morning Bell Rings
 1. Students put their backpacks in line against the wall outside of our classroom.
 2. The teacher meets students in the designated area and walks them into the
classroom.
 8:25am to 8:50am Opening Procedures
 1. Hang up backpacks.
 2. Students check their folders for any notes from home.
 3. Students move their attendance card to the lunch board.
 4. Independent reading from book on the bookshelf.
 8:50am to 9:20 Morning Meeting:
 1. Sit at the carpet in a horseshoe shape facing the rocking chair.
 2. Do calendar days and events or announcements.
 3. Pass the class share bear to each child and have them share something that is going on
with them. Students may remain silent if they choose to do so.
 4. Address any problems.
 5. Use bathrooms, get drinks, and fill water bottles.

7.  9:20am to 9:55am Language Arts Lesson (or Social Studies)
 1. After lesson, read one or more picture books.
 9:55am to 10:20am Snack time and Recess
 10:20am to 11:00 Math Lesson (or Science)
 11:00am 11:40am Lunch
 1. As a class walk to the cafeteria. Bring the empty lunch barrel
and sack lunches.
 11:40am to 12:35pm Art (or Science)
 12:35pm to 12:55 Clean up
 1. Put all projects and materials away.
 2. Wipe down tables.
 3. Pack up backpacks with homework folders.
 1:00 pm Dismissal
 1. Wait for caregivers to pick up students.
 2. Walk remaining students to the front office if they are not
picked up in time.