Classroom Management Plan Guidance, Instruction & Assessment Amy Lynn Wells 29 November 2004

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Classroom Management Plan Guidance, Instruction & Assessment Amy Lynn Wells 29 November 2004"

Transcription

1 Classroom Management Plan Guidance, Instruction & Assessment Amy Lynn Wells 29 November 2004 My classroom management plan is strongly influenced by the philosophy of Reggio Emilia schools. Below is a poem found in The Hundred Languages of Children; The Reggio Emilia Approach Advanced Reflections. (Page 293; Carolyn Edwards, Lella Gandini, George Forman, Editors; 1998.) This poem, entitled If seems to embody the inspiration that moves as a teacher. If By Pamela Houk If I can Ask my own questions, Try out my ideas, Experience what s around me, Share what I find; If I have Plenty of time for My special place, A nourishing space, Things to transform; If you ll be My patient friend, Trusted guide, Fellow investigator, Partner in learning; Then I will Explore the world, Discover my voice, And tell you what I know In a hundred languages. While the Reggio Emilia approach is generally associated with preschool-age children, I believe that the basic principles of education are also relevant throughout all levels of elementary education. For this assignment, I would like to apply the Reggio approach to a group of second graders specifically, with the 8 year-old children from my Fennimore placement in mind. My classroom management plan takes into consideration the following aspects: Physical environment Psychological environment/promoting a positive place for learning Classroom procedures Communication Code of Conduct

2 Physical Environment The classroom environment must be aesthetically and intellectually stimulating. It must convey a respect for interests, rights, needs, and capacities of those who use that space. The classroom should have a comfortable, safe, and home-like atmosphere with the presence of soft lighting; cloth materials draping windows, shelves, and corners; living plants, an aquarium, possibly an aviary, natural light from windows, comfortable furniture for quiet moments such as reading, or times when children (perhaps special needs children) can center themselves and de-stress. A nice compliment to the classroom is a rocking chair, or large wingback chair for the teacher to read or tell stories as the children gather around. Real works of art, as well as the children s art should be amply displayed, as opposed to commercial types of posters and bulletin boards. A piano and other musical instruments are important, as well as an area for dance and movement. The classroom must also be a print-rich environment with the presence of poems (by classic poets as well as the children themselves), documentation panels, student-created charts and graphs, and of course, a multitude of bookshelves, magazine racks, and the like. The classroom environment and daily schedule will be organized in a way to enhance development and learning, as according to NAEYC guidelines as stated in Developmentally Appropriate Practice in Early Childhood Programs (Sue Bredekamp and Carol Copple, Editors; Revised Edition, 2000, page ): Teachers plan the time schedule, and environment so that children can learn through active involvement in various learning experiences with each other, with adults, and with a variety of materials. Teachers provide a safe environment and age-appropriate supervision that allow for children s increasing responsibility. Teachers provide a variety of materials and activities that are concrete, real, and relevant to children s lives. Teachers organize the daily schedule to allow for alternating periods of physical activity and quiet time. They allocate ample time for children to get deeply engaged in investigations of problems or creation of products (writing, constructing models). Psychological Environment Promoting a Positive Place for Learning The classroom itself is a community of learners, including the adults that serve as the teachers. The environment will always be a place where children feel safe, and valued. Everyone is treated with respect and equality. Healthy relationships are encouraged and nurtured as individual and cultural differences are embraced and celebrated. The teaching style is flexible to individual learning styles. Autonomy is 2

3 upheld. The following guidelines are met as described in Developmentally Appropriate Practice in Early Childhood Programs, page ( ): Teachers ensure that primary-grade classrooms function as caring communities of learners in which all children and adults feel accepted and respected. Teachers have high (challenging but achievable) expectations and standards for every child s learning and development. Teachers know each child well. Teachers use a variety of strategies to help build a sense of the group as a democratic community. Teachers bring each child s home culture and language into the shared culture of the school so that children feel accepted and gain a sense of belonging. Teachers use a variety of ways of flexibly grouping children to promote learning and socio-emotional development. Children with disabilities or special learning needs are included as members of the class socially and intellectually as well as physically. Classroom Procedures Classroom procedures will be clearly defined. The class as a whole will take bathroom breaks together, and get drinks of water at various routine times during the day. If a child needs to use the restroom during regular class time, they may either ask, or simply take the bathroom pass hanging by the door (to avoid any embarrassment if the situation is an emergency.) Children learn to move about the building independently, but teachers know where they are and what they are doing. (Developmentally Appropriate Practice in Early Childhood Programs, page 164.) Before morning (and all) snacks, the children will wash their hands in small groups, one at a time. Each child will have specific individual duties each week such as passing out napkins, getting milk, passing out the snack, feeding the fish and birds, and so forth. Children learn personal responsibility, and respect as well as important skills and knowledge to enable them to function in society. (Developmentally Appropriate Practice in Early Childhood Programs, page 161.) Consistent routines will be followed for arrival and departure. In the morning, the children will go to their lockers to put away their coats and backpacks, and then come into the classroom. A variety of activity centers will be provided for children to engage themselves in before the school day begins. They will also have an opportunity to socialize with peers and teachers. At the end of the day, adequate time will be provided for the children to prepare themselves for dismissal. Teachers promote initiative, prosocial behavior, perseverance, task orientation, and self-regulation by providing many engaging activities, encouraging individual choices, and ensuring numerous opportunities for one-to-one time with the teacher or with close friends. (Developmentally Appropriate Practice in Early Childhood Programs, page 168.) 3

4 All transitions during the school day will be understood as they are cued with music, rhymes and chants, and things such as lighting to change the mood. Teachers give children advance notice of transitions and, when possible, allow them to complete what they are working on. (Developmentally Appropriate Practice in Early Childhood Programs, page 165.) Communication Teachers have time for periodic conferences with each child s parents Parents visits to school are welcomed at all times, and home visits by teachers are encouraged and supported. Opportunities for parent participations are arranged to accommodate parents schedules. Goals and celebrations of learning are shared with all who are involved. Educators and parents share decisions about children s education. Teachers listen to parents and seek to understand their goals for their children. Teachers work with parents to resolve problems or differences as they arise, and are respectful of cultural and family differences. (Developmentally Appropriate Practice in Early Childhood Programs, page ) Communication needs to be a priority in the classroom, and in all aspects of teacher interactions. A teacher must communicate clearly with her students, parents, administration, other staff and faculty colleagues, and the community. I will get to know each child personally, and encourage children to communicate in appropriate, assertive ways with each other. I will help them to learn to resolve differences amongst themselves by discussing feelings. Class meetings will be a routine part of the class management, in which each person s voice in the classroom is valued. Documentation panels will be provided for parents to be informed of the happenings in the classroom, as well as weekly newsletters. Children will bring home readings and family assignments, accompanied by a slip for parents to sign and return to school with their child. Through music and theatre programs, parents and the outside community will have an opportunity to be involved in classroom work. Art displays may appear in public places throughout the community, as well. Code of Conduct Students will respect others. Students will respect property. Students will be safe. Students will be prepared. Students will be responsible. Teachers promote children s development of respect for others, conscience, and self control through positive guidance techniques: involving children in establishing clear and reasonable rules for social living and conflict resolution; enforcing clear, 4

5 consistent consequences for unacceptable, harmful behavior; redirecting children to an acceptable activity; and meeting with an individual child having problems or with the child and the parents together. Teachers keep misbehavior in perspective, recognizing that every infraction does not warrant attention and identifying those that can be used as learning opportunities. The Success Cycle The harder you work The more you like it The better you produce The better you feel Working with a Partner Be polite Praise your partner Help each other Take Turns Share Talk about your problems Listen to you partner Speak quietly Behavior Issues Behavior issues will be handled in a One, Two, Three Strikes -manner. Each time a student is spoken to due to inappropriate conduct; the student will experience a series of three consequences (that have been clearly explained to the entire class.) Strike one: Warning. Strike Two: A privilege is removed. Strike Three: Parents are called, and a conference may be in order. 5

The Learning Environment

The Learning Environment 2 The Learning Environment The second component of the Creative Curriculum framework is the learning environment the use and organization of the space in your classroom, the daily schedule and routines,

More information

Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed.

Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed. Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed.) I. Room Preparation A. Bulletin Boards and Walls There will be

More information

Learning Center System. Preschool Resource Guide. Muriel Wong

Learning Center System. Preschool Resource Guide. Muriel Wong Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers

More information

Professional Development Needs Assessment for Teachers

Professional Development Needs Assessment for Teachers Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development

More information

Making Your Environment The Third Teacher

Making Your Environment The Third Teacher MARGIE CARTER Making Your Environment The Third Teacher by Margie Carter In order to act as an educator for the child, the environment has to be flexible: it must undergo frequent modification by the children

More information

Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems

Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems for Developed by: Date: This behavior intervention plan has been created to support the goals and objectives

More information

EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice

EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice EARLY CHILDHOOD ENVIRONMENT RATING SCALE REVISED (ECERS-R) Statements of Developmentally Appropriate Practice SPACE AND FURNISHINGS 1. Indoor space Children need sufficient space that is well lit and has

More information

Classroom Management Plan

Classroom Management Plan Classroom Management Plan Jeanna Collins EDUC 360 C: Classroom Behavioral Management November 26, 2007 Collins 1 Descriptive Statement: The purpose of this document is to outline my current beliefs about

More information

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds

Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds Frog Street Pre-K Correlation to Florida Early Learning and Development Standards: 3 Year Olds EXH1352 www.frogstreet.com Appendix E: (SR-CURR6 Submission Written Correlation) Office of Early Learning

More information

Assistant Director Flinders Early Learning Centre

Assistant Director Flinders Early Learning Centre The Flinders Early Learning Centre (FELC) opened in 2007, catering for children from 3-6 years old. As a 48 week licensed long day Child Care Centre, FELC offers Pre- Kindergarten and Kindergarten Program

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Mougins School Behaviour Policy

Mougins School Behaviour Policy Mougins School Behaviour Policy Philosophy A positive learning climate in a school for children is a composite of many things. It is an attitude that respects children. It is a place where children receive

More information

Classroom Management Plan

Classroom Management Plan Classroom Management Plan 1 Classroom Management Plan Miss. Jessica Stiffler Classroom Management Plan 2 Classroom Management Plan Jessica Stiffler Education 360 November 22, 2010 Classroom Management

More information

Department of Early Education and Care Technical Assistance. Child Guidance

Department of Early Education and Care Technical Assistance. Child Guidance Department of Early Education and Care Technical Assistance Child Guidance Ask anyone and they will tell you that helping children develop self-control is an enormous challenge and responsibility. Effective

More information

Managing Children s Behaviour Policy

Managing Children s Behaviour Policy Introduction Managing Children s Behaviour Policy The Behaviour Management Policy for Crèche Cois Laoi is based on The Needs of Children (1979) Mia Kellmer-Pringle and The White Paper on Early Childhood

More information

Esther Aloia. Brentwood High School Preschool Program 3601 Brownsville Road Pittsburgh, PA 15227 PROGRAM

Esther Aloia. Brentwood High School Preschool Program 3601 Brownsville Road Pittsburgh, PA 15227 PROGRAM Brentwood High School Preschool Program 3601 Brownsville Road Pittsburgh, PA 15227 PROGRAM It is the philosophy of the Brentwood High School Preschool focuses on early childhood as an important time in

More information

Autism Resource Kit For Libraries

Autism Resource Kit For Libraries Autism Resource Kit For Libraries A collection of resources to help children with autism participate in library activities. This guide was created by Nicole Caldwell, M.Ed. of PositivelyAutism.com. If

More information

Classroom Management Plan

Classroom Management Plan Miller 1 Classroom Management Plan Michelle Miller EDUC 360 Professor Shipman 3 December, 2009 Miller 2 PHILOSOPHY OF CLASSROOM MANAGEMENT I believe that every student can learn given the right environment,

More information

Transitions: Moving in, moving up and moving on

Transitions: Moving in, moving up and moving on NQS PLP e-newsletter No. 70 2013 Transitions: Moving in, moving up and moving on Introduction The vision in the Early Years Learning Framework (EYLF) (DEEWR, 2009) of children s lives as characterised

More information

Sand Dunes Early Learning Centre Under Three Daily Routine

Sand Dunes Early Learning Centre Under Three Daily Routine Sand Dunes Early Learning Centre Under Three Daily Routine TIME TASKS 7.00am 8.00am Children & families arrive & are welcomed breakfast/bottles available. 8.30am Inside/Outside play (daily weather permitted).

More information

Program Administrator Definition and Competencies

Program Administrator Definition and Competencies I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator

More information

Millfields Community School Learning Environment Policy

Millfields Community School Learning Environment Policy Millfields Community School Learning Environment Policy CONTENTS 1. Aims 2. The Classroom Environment in KS1 and KS2 2a. The Early Years classroom environment 3. Resources 4. Books and folders 5. Health

More information

The Four Frames Principal Entry Plan

The Four Frames Principal Entry Plan The Four Frames Principal Entry Plan Adapted from LIFT, LAUNCH, & CLASS 2005 DEVELOPING A PRINCIPAL ENTRY PLAN All successful leaders have plans. They modify and redirect their plans as needed in order

More information

3 Formulation of an instruction plan (Daily/ Weekly/Monthly /Yearly)

3 Formulation of an instruction plan (Daily/ Weekly/Monthly /Yearly) Early Childhood Education Handbook Research Center for Child and Adolescent Development and Education Ochanomizu University 3 Formulation of an instruction plan (Daily/ Weekly/Monthly /Yearly) The basics

More information

food intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet.

food intake. It can also increase the awareness of children to foods that may not be part of the family s usual diet. I. To Establish and Maintain a Safe, Healthy Learning Environment Functional Area 1 Safety of all children in the preschool environment is the preeminent responsibility of all caregivers. Safety must be

More information

Primary Montessori Classroom Management Plan and Parent Information

Primary Montessori Classroom Management Plan and Parent Information Primary Montessori Classroom Management Plan and Parent Information 2013 2014 Mrs. Herbert, Mrs. Marlow, Ms. Mackrey and Ms. Vaughan Welcome to the 2013-2014 School Year! We are excited to have your child

More information

University of Wisconsin-Whitewater Early Childhood Education College of Education Evaluation of Head Start Observation & Reflection

University of Wisconsin-Whitewater Early Childhood Education College of Education Evaluation of Head Start Observation & Reflection Dear cooperating teacher: Thank you for working with a student in the early childhood education program at UW-Whitewater. The attached evaluation form is used to document the student s experiences, knowledge,

More information

Being & Becoming: The Early Years Learning Framework for Australia

Being & Becoming: The Early Years Learning Framework for Australia Social and emotional learning and development: KidsMatter and Belonging, Being & Becoming: The Early Years Learning Framework for Australia This document is part of the reading for Module 2: Social and

More information

Classroom Management Plan Nicole Short EDUC 360

Classroom Management Plan Nicole Short EDUC 360 Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation

More information

síolta Research Digest Standard 7 Curriculum

síolta Research Digest Standard 7 Curriculum síolta The National Quality Framework for Early Childhood Education Research Digest Standard 7 Curriculum Encouraging each child s holistic development and learning requires the implementation of a verifiable,

More information

A Guide for. Families. Using NAEYC Standards to Find Quality Programs for Young Children. www.rightchoiceforkids.org

A Guide for. Families. Using NAEYC Standards to Find Quality Programs for Young Children. www.rightchoiceforkids.org A Guide for Families Using NAEYC Standards to Find Quality Programs for Young Children www.rightchoiceforkids.org The National Association for the Education of Young Children (NAEYC) has set 10 standards

More information

Expanded Teaching Staff Survey For use in Step 1: Enrollment/Self-Study Only Page 1 of 8

Expanded Teaching Staff Survey For use in Step 1: Enrollment/Self-Study Only Page 1 of 8 Page 1 of 8 We are collecting information to determine how well our program is meeting the needs of children and families in relation to nationally recognized standards and criteria developed by the National

More information

CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE

CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE CHILD, HEALTH, WELFARE & DEVELOPMENT ASSESSMENT GUIDE REGULATION 5 Reference: R5, Version: 1 [8 th March 2011] 1 This assessment guide is divided into four sections as follows: Section 1 Section 2: Section

More information

Montessori Evaluation and Accreditation Board

Montessori Evaluation and Accreditation Board Montessori Evaluation and Accreditation Board School Accreditation This report is prepared following two accreditation visits made on behalf of the Montessori Evaluation and Accreditation Board. It considers

More information

Getting School Ready in Iowa

Getting School Ready in Iowa Getting School Ready in Iowa I want to be ready for kindergarten. How can the kindergarten be ready for me? A guide for families and early care, health, and education providers caring for children who

More information

PRE-KINDERGARTEN CURRICULUM GUIDE

PRE-KINDERGARTEN CURRICULUM GUIDE ROOSEVELT SCHOOL DISTRICT PRE-KINDERGARTEN CURRICULUM GUIDE Virginia Weber Shari Payson Approved - September 24, 2009 MISSION STATEMENT The mission of the Roosevelt Public School district is to educate

More information

1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12

1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 2. Course Description: Prerequisites: Admission to student

More information

Conference April 10 & 11, 2015 Scottsdale, Arizona

Conference April 10 & 11, 2015 Scottsdale, Arizona Conference April 10 & 11, 2015 Scottsdale, Arizona Conference April 10 & 11, 2015 Scottsdale, Arizona The Inspire Early Childhood Leadership Series is designed for early childhood educators and organizations

More information

Program of Studies. Preschool 2015-16

Program of Studies. Preschool 2015-16 Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others

More information

Adult Basic Education Center

Adult Basic Education Center Mt. San Antonio College Adult Basic Education Center Mt. San Antonio College High School Referral Program Building 30, Room 115 1100 N. Grand Avenue Walnut, CA 91789 Tel. #: (909) 594 5611 x4937 Fax #:

More information

Documentation through a Holistic Approach. By Edina Kartal

Documentation through a Holistic Approach. By Edina Kartal Documentation through a Holistic Approach By Edina Kartal CONTENTS PURPOSE OF MEANINGFUL DOCUMENTATION... 2 WHAT IS THE PURPOSE OF DOCUMENTATION?... 3 WHAT IS THE HOLISTIC APPROACH TO DOCUMENTATION?...

More information

GUIDELINES FOR DEALING WITH DISRUPTIVE BEHAVIOR IN THE CLASSROOM

GUIDELINES FOR DEALING WITH DISRUPTIVE BEHAVIOR IN THE CLASSROOM GUIDELINES FOR DEALING WITH DISRUPTIVE BEHAVIOR IN THE CLASSROOM Tallahassee Community College Division of Student Affairs Department of Campus Life Student Judicial Affairs Office Student Union, Room

More information

SCHOOL-WIDE POSITIVE BEHAVIOR PLAN

SCHOOL-WIDE POSITIVE BEHAVIOR PLAN Sequoia Pathfinder Academy at Eastmark SCHOOL-WIDE POSITIVE BEHAVIOR PLAN CARE FOR SELF CARE FOR OTHERS CARE FOR THE ENVIRONMENT 1 Responsive Classroom The guiding principles of Responsive Classroom: The

More information

DINÉ COLLEGE COURSE SYLLABUS

DINÉ COLLEGE COURSE SYLLABUS 1 DINÉ COLLEGE COURSE SYLLABUS COURSE NUMBER: ECE 245 COURSE TITLE & (CREDITS): Wellness and Special needs for young children (4.0) SEMESTER: Spring 2013 CLASS MEETING TIME(S): MEETING LOCATION: Rm. 508

More information

Welcome to Kindergarten Parent Orientation. Class of 2024

Welcome to Kindergarten Parent Orientation. Class of 2024 Welcome to Kindergarten Parent Orientation Class of 2024 Parents and teachers play an active role in a child's education Together, we help them reach their fullest potential. Welcome and Agenda Welcome-

More information

Preschool For All Program Evaluation TEACHER SELF EVALUATION

Preschool For All Program Evaluation TEACHER SELF EVALUATION Preschool For All Program Evaluation TEACHER SELF EVALUATION Name: Date: Self-evaluation has been proven to help set personal goals, and increase teacher performance. This form is for you and will not

More information

Early Childhood Educator (Certificate III)

Early Childhood Educator (Certificate III) SAMPLE JOB DESCRIPTION Early Childhood Educator (Certificate III) Position Title: Responsible to: Early Childhood Educator (Certificate III), [name of Preschool or Long Day Care] Room Leader, Director

More information

Yours, Mine, and Ours

Yours, Mine, and Ours Yours, Mine, and Ours Including All Children in the Early Childhood Classroom Dottie Zimmermann In 1975, Public Law 94-142 (PL 94-142), known as the Education for All Handicapped Children Act, ensured

More information

OSLO INTERNATIONAL SCHOOL The International Pre-School

OSLO INTERNATIONAL SCHOOL The International Pre-School OSLO INTERNATIONAL SCHOOL The International Pre-School PROSPECTUS 2016 2017 OIS Mission, Vision, Core Values, and Core Learner Outcomes Mission: The Oslo International School offers a challenging international

More information

Table of Contents. Introduction... 3-7. WV STARS Career Pathway Levels... 6

Table of Contents. Introduction... 3-7. WV STARS Career Pathway Levels... 6 Table of Contents Introduction... 3-7 WV STARS Career Pathway Levels... 6 1. 2. Child Growth and Development... 8-10 1.1 Characteristics and Needs of Young Children... 9 1.2 Multiple Influences on Development

More information

Integrated Social Sciences, Humanities, and Arts

Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts EEC3212 Integrated Social Sciences, Humanities, and Arts Course Description: The student will learn to plan, implement, and assess developmentally

More information

The Family School s aims and objectives

The Family School s aims and objectives The Family School s aims and objectives The Family School aims to foster the development of self-confidence, self-reliance and sound judgement, coupled with well developed social and citizenship skills

More information

Working with the Paraprofessional in Your Classroom

Working with the Paraprofessional in Your Classroom California State University Los Angeles Education Specialist Intern Program Working with the Paraprofessional in Your Classroom Helpful Hints Series #10 from Dr. Barry Ziff Never doubt that a small group

More information

GUIDELINES FOR DEALING WITH DISRUPTIVE BEHAVIOR IN THE CLASSROOM

GUIDELINES FOR DEALING WITH DISRUPTIVE BEHAVIOR IN THE CLASSROOM GUIDELINES FOR DEALING WITH DISRUPTIVE BEHAVIOR IN THE CLASSROOM Tallahassee Community College Division of Student Affairs Department of Campus Life Student The Office of Student Conduct and Community

More information

The Georgia Early Care and Education Professional Development Competencies

The Georgia Early Care and Education Professional Development Competencies Page 1 The Georgia Early Care and Education Professional Development Competencies Early Care and Education Professional School-Age Care Professional Program Administrator Trainer Technical Assistance Provider

More information

Code of Behaviour - 1 -

Code of Behaviour - 1 - Code of Behaviour St. Ciaran s National School has a central role in the children's social and moral development just as it does in their academic development. In seeking to define acceptable standards

More information

The Windmill Primary School Behaviour Policy

The Windmill Primary School Behaviour Policy The Windmill Primary School Behaviour Policy This policy sits alongside the school Values Policy. The values words give the children an ethical vocabulary to guide their behaviour and to understand the

More information

Getting School Ready In Minnesota

Getting School Ready In Minnesota Getting School Ready In Minnesota I want to be ready for kindergarten. How can kindergarten be ready for me? A guide for parents, family members, caregivers, and teachers of children who will be attending

More information

JOB DESCRIPTION. Non-certified Staff in Deans and Attendance Office

JOB DESCRIPTION. Non-certified Staff in Deans and Attendance Office JOB DESCRIPTION POSITION TITLE: DEAN OF STUDENTS REPORTS TO: Assistant Principal for Building Operations SUPERVISES: Non-certified Staff in Deans and Attendance Office POSITION OBJECTIVE: To enforce and

More information

St John s Church of England Primary School. Attendance Policy. Published September Review Date: September 2016

St John s Church of England Primary School. Attendance Policy. Published September Review Date: September 2016 St John s Church of England Primary School Attendance Policy Published September 2015 Review Date: September 2016 Page 1 School attendance is subject to various education laws and this school attendance

More information

Focus area: Assemblies and other special events (field trips, classroom speakers, etc)

Focus area: Assemblies and other special events (field trips, classroom speakers, etc) Focus area: Assemblies and other special events (field trips, classroom speakers, etc) :,, Objective: The students will be respectful to the presenter(s) and others by demonstrating safe and responsible

More information

Twinkle Stars Nursery School

Twinkle Stars Nursery School Twinkle Stars Nursery School Wembley Football Club, Vale Farm, Watford Road, WEMBLEY, Middlesex, HA0 3HG Inspection date Previous inspection date 07/05/2014 Not Applicable The quality and standards of

More information

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children

More information

Rating Needs Improvement Fully Competent Exceeds Expectations 1 3 5

Rating Needs Improvement Fully Competent Exceeds Expectations 1 3 5 Disclaimer: This document is prepared as to assist child care programs in developing a staff evaluation and professional development plan. The performance evaluation section is designed to demonstrate

More information

NUNAVUT. EDUCATION CAREERS Early Childhood Education PROGRAM REPORT. 171 Early Childhood Education DIPLOMA

NUNAVUT. EDUCATION CAREERS Early Childhood Education PROGRAM REPORT. 171 Early Childhood Education DIPLOMA NUNAVUT EDUCATION CAREERS Early Childhood Education PROGRAM REPORT 171 Early Childhood Education DIPLOMA Start Term: No Specified Start Date End Term: No Specified End Date Program Status: Approved Action

More information

BEING SENSITIVE TO THE NEEDS OF ALL STUDENTS

BEING SENSITIVE TO THE NEEDS OF ALL STUDENTS BEING SENSITIVE TO THE NEEDS OF ALL STUDENTS Being sensitive to differences is a means for educators and students to better understand each other. When we are sensitive we can avoid unnecessary conflict

More information

Early Childhood Education Program. Field Placement 1. Learning Outcomes Feedback Form

Early Childhood Education Program. Field Placement 1. Learning Outcomes Feedback Form Early Childhood Education Program Field Placement 1 Learning Outcomes Feedback Form Student s Name: Field Placement Site: Field Placement Mentor: Field Placement Specialist: Dates of Field Placement: Mid-Term

More information

Florid a Sta nd ards for Q u ality Afterschool Progra ms

Florid a Sta nd ards for Q u ality Afterschool Progra ms Florid a Sta nd ards for Q u ality Afterschool Progra ms Florid a Afterschool Network www.myfan.org qual i ty [kwä-l -te] noun The degree of excellence of a thing. e - RECO G NITIO N The FAN Board of Directors

More information

Sun Mon Tue Wed Thu Fri Sat

Sun Mon Tue Wed Thu Fri Sat Gloucester Township Public Schools Get ready for kindergarten! Parents & Guardians: Use this calendar as a guide to help prepare your child for kindergarten. May 2016 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

More information

Lower Elementary Montessori Classroom Management Plan and Parent Information

Lower Elementary Montessori Classroom Management Plan and Parent Information Lower Elementary Montessori Classroom Management Plan and Parent Information 2013-2014 Ms.Brown, Ms.Gary, and Ms.Holt Dear Parents, Welcome to the 2013-2014 school year. As you know, these next few weeks

More information

National Quality Standard Assessment and Rating Instrument

National Quality Standard Assessment and Rating Instrument National Quality Assessment and Rating Instrument April 2012 Copyright The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided)

More information

ACC Child Care & Development Department CDEC 1393 -Special Topics in Early Childhood Master Syllabus

ACC Child Care & Development Department CDEC 1393 -Special Topics in Early Childhood Master Syllabus ACC Child Care & Development Department CDEC 1393 -Special Topics in Early Childhood Master Syllabus Course Description: An in-depth study of the attitudes and behaviors pertinent to early childhood and

More information

Table of Contents. Welcome!... 3. Introduction... 3. Myths About Teacher Assistants... 3. Ethical Considerations for Teacher Assistants...

Table of Contents. Welcome!... 3. Introduction... 3. Myths About Teacher Assistants... 3. Ethical Considerations for Teacher Assistants... Table of Contents Welcome!... 3 Introduction... 3 Myths About Teacher Assistants... 3 Ethical Considerations for Teacher Assistants... 4 A Code of Ethics... 5 Do s and Don ts for Teacher Assistants...

More information

School-wide Positive Behavior Interventions and Support (SW-PBIS): Information for Parents

School-wide Positive Behavior Interventions and Support (SW-PBIS): Information for Parents School-wide Positive Behavior Interventions and Support (SW-PBIS): Information for Parents What is SW-PBIS? School-wide positive behavior interventions and support is a system that is developed by a school

More information

Arkansas State PIRC/ Center for Effective Parenting

Arkansas State PIRC/ Center for Effective Parenting Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities

More information

~ TRAINING SOLUTIONS ~

~ TRAINING SOLUTIONS ~ ~ TRAINING SOLUTIONS ~ An e- newsletter supporting effective adult learning practices December 2008 MONTANA EARLY CHILDHOOD PROJECT Issue #21 ETHICAL RESPONSIBILITIES TO ADULT LEARNERS Written by Sandra

More information

Polaris Career Center Course Syllabus

Polaris Career Center Course Syllabus Polaris Career Center Course Syllabus Early Childhood/CDA Adult Course Information Instructor(s): Phyllis O'Connell Phone: 440-891-7682 Fax: 440-891-7642 Email: poconnel@polaris.edu Room: 306 Meeting Time:

More information

1) Elementary School Teacher Job Description

1) Elementary School Teacher Job Description 1) Elementary School Teacher Job Description An elementary school teacher at APA Reports To: Principal Length of Assignment: 10 months Primary purpose: To create a flexible elementary grade program and

More information

LEARNING SKILLS EVALUATION OF LEARNING SKILLS

LEARNING SKILLS EVALUATION OF LEARNING SKILLS LEARNING SKILLS Strong learning skills are required for success in every aspect of school. They are indicators of HOW students learn rather than WHAT they learn. The achievement of learning skills should

More information

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives

Module 1: Orientation. facilitator guide. Competency-Based Learning Objectives facilitator guide Module 1: Your early learning guide for infants, toddlers and three-year-olds Orientation Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies

More information

Understanding Least Restrictive Environment for Young Children Illinois Birth-5 Transition Guidance Committee, 8/2014

Understanding Least Restrictive Environment for Young Children Illinois Birth-5 Transition Guidance Committee, 8/2014 Transition for Families of 3 Year Olds: Understanding Least Restrictive Environment for Young Children Welcome to Understanding Least Restrictive Environment for Young Children. In this brief presentation,

More information

Care service inspection report

Care service inspection report Care service inspection report Full inspection Skelmorlie After School Club Day Care of Children Skelmorlie Primary School Innes Park Road Skelmorlie Inspection completed on 06 May 2016 Service provided

More information

Early School Readiness Series Preparing Children for Kindergarten: Learning Centers

Early School Readiness Series Preparing Children for Kindergarten: Learning Centers Early School Readiness Series Preparing Children for Kindergarten: Learning Centers Rimm-Kaufman, Pianta, and Cox reported in 2000 that 40% of young children were simply unprepared for the demands of kindergarten

More information

Running head: CLASSROOM MANAGEMENT PLAN 1

Running head: CLASSROOM MANAGEMENT PLAN 1 Running head: CLASSROOM MANAGEMENT PLAN 1 Classroom Management Plan: Signature Assessment Sarah E. Fullerton Arizona State University CLASSROOM MANAGEMENT PLAN 2 Philosophy of Education Above all, I'm

More information

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning

School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning School Readiness Goals for Preschool Children in Head Start Programs: Examples from the National Center on Quality Teaching and Learning The Improving Head Start for School Readiness Act of 2007 makes

More information

References to Play in NAEYC Position Statements

References to Play in NAEYC Position Statements References to Play in NAEYC Position Statements Developmentally Appropriate Practice Guidelines http://www.naeyc.org/positionstatements/dap From: Principles of Child Development and Learning that Inform

More information

French Policy. Rationale:

French Policy. Rationale: Rationale: As the UK is becoming an increasingly multicultural society, we have a duty to provide our children with an understanding of other cultures and languages. From September 2014 all KS2 children

More information

CLASSROOM QUALTIY CHECKLIST. (Highlights of ECERS-R, PCMI, SELA)

CLASSROOM QUALTIY CHECKLIST. (Highlights of ECERS-R, PCMI, SELA) CLASSROOM QUALTIY CHECKLIST (Highlights of ECERS-R, PCMI, SELA) SPACE AND FURNISHINGS: Room arranged (1) to allow for several children to move and play freely in main centers (i.e. dramatic play and block

More information

Kindergarten Supporting Catholic Teaching in the Our World Program

Kindergarten Supporting Catholic Teaching in the Our World Program Supporting Catholic Teaching in the Our World Program Kathy Dombroski Marise Johnston ACTIVITY Charts Section 1: Working and Playing Together of of Lesson 1: Why is it important to participate? Page: 8

More information

Parent-Caregiver Communication in Child Care Settings* Kim Kofron, M.Ed.

Parent-Caregiver Communication in Child Care Settings* Kim Kofron, M.Ed. Parent-Caregiver Communication in Child Care Settings* Kim Kofron, M.Ed. Introduction Hi, my name is Eva. This training will focus on how you can develop positive relationships with child care providers

More information

Classroom Arrangement. Objectives (Milestones of Child Development)

Classroom Arrangement. Objectives (Milestones of Child Development) Early Childhood Instructional Expectations *Portions adapted from the Classroom Assessment Scoring System (CLASS) and the Early Childhood Environment Rating Scale (ECERS) This document is a compilation

More information

Wolman Elementary Kindergarten Curriculum

Wolman Elementary Kindergarten Curriculum Wolman Elementary Kindergarten Curriculum School Hours Students may be dropped off no earlier than 8:00 a.m. They will go to their classroom. Tardy bell rings at 8:20 a.m. Please make sure that your child

More information

Early Childhood Programs for Language Minority Students April 1993 Helen Nissani, Northwest Regional Educational Laboratory

Early Childhood Programs for Language Minority Students April 1993 Helen Nissani, Northwest Regional Educational Laboratory : Digests Early Childhood Programs for Language Minority Students April 1993 Helen Nissani, Northwest Regional Educational Laboratory Parents are the primary teachers of young children. Bowman (1989) points

More information

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs)

HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) HighScope s Child Observation Record COR Advantage Aligned With HighScope s Key Developmental Indicators (KDIs) The following chart shows how items from HighScope s Child Observation Record COR Advantage

More information

The ABC s of Kindergarten/ First Grade

The ABC s of Kindergarten/ First Grade The ABC s of Kindergarten/ First Grade Attention Signal Teacher will say Class! and the class responds, Yes! (Whole Brain Teaching Technique.) Or we may sound the chimes to get attention or to show there

More information

Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together

Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together The Second Step program and DECA Preschool Program are both

More information

Inspection report for early years provision. Unique Reference Number Inspection date 22 March 2006

Inspection report for early years provision. Unique Reference Number Inspection date 22 March 2006 Inspection report for early years provision Unique Reference Number 300067 Inspection date 22 March 2006 Inspector Lynn Rodgers Type of inspection Type of care Childcare Childminding ABOUT THIS INSPECTION

More information

Music and Movement in the Primary Classroom. By Regina Leeberg and Nicole Nelson

Music and Movement in the Primary Classroom. By Regina Leeberg and Nicole Nelson Music and Movement in the Primary Classroom By Regina Leeberg and Nicole Nelson Outline Benefits/purpose of incorporating music and movement in classroom Use of background music Songs/chants to start the

More information

South Plains College improves each student s life.

South Plains College improves each student s life. Reese Campus Course Syllabus Course: CDEC 1292.151 ~ Special Topics in Child Development Semester: Spring 2015 Instructor: Stephanie Deering Office: Reese Campus, Building 5, Room 512A Office Hours: Monday

More information

POLICY BOARD OF EDUCATION OF MONTGOMERY COUNTY. Early Childhood Education

POLICY BOARD OF EDUCATION OF MONTGOMERY COUNTY. Early Childhood Education POLICY Related Entries: BOARD OF EDUCATION OF MONTGOMERY COUNTY ABC, IEA, IFB, IFB-RA, JEB, JEB-RA, JEB-RB, IKA, IKA-RA, IKB, IKB- RA, KGC, KGC-RA Early Childhood Education A. PURPOSE To establish early

More information