classroom procedures

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Home : 2005 : May : 31

classroom procedures
By M.

1. As far as classroom procedures, attendance, dismissal, line up, etc. I explain them to the students at open house before the year starts and again on the first day. I also right the instructions on the board for the first
few days to make sure they remember. I made posters that I have hanging around the room that explain the procedures as well.
2. I usually vary the time of day that we do each subject and how long. It pretty much depends on what we are doing. Sometimes a subject make take longer than I expect, so I make sure that we don't have a special right after the subject so If I need to use more

time, we aren't late for the special class (gym, music, etc.). So I would say that it basically depends on what we do. Also, if my students have appointments and they tell me the time they leave in advance, I try to make sure that we do a subject where they won't miss a lot. I also try to make sure that they are in class during a class that they struggle with so it's not overwhelming for them when they get back from the appointment.

3. I send most work home with the students for the most. I do save the stories/essays that they write for writing though. Also, I tell students that they have something that they are very proud about, they can give it me and then I can show it their parents at confrences.

4. My students have notebooks for most subjects. Not all, but most. It just depends on if you really think that you are going to use them or not. I feel that notebooks are a helpful study aid, so that's why we use them.

5. I'm not a fan of three ring binders. I thought about it at one point last year, but decided against it. First off, in some classrooms, space is limited. Secondly, by the end of the year, I bet lugging around a binder would be a pain in the butt! In some of my classes as a high school students, binders were required. I have to say that they did not help me AT ALL! In fact, I think I was more disorganized with a binder than I would have been if I didn't use one. They just don't work for me. I know some people swear by them, but for keeping things for classes in them as a student, they were not helpful. I tell my students that I don't want them to use a binder; however, if they feel they really need one and that it will help them, they can talk to me. Then I try to work something out for them...find some space, help them come up with sections, let them use a three-whole punch, etc. I normally don't get kids who take me up on this though.

6. I don't really have a set way for transitions. I let the students know the schedule though (it's on the board) so they know what time we are switching. They also know from the very beginning that we need to be as quiet as possible during transitions because if their is too much talking, it can take time away from the subject. They know that their are punishments for students with excessive talking as well.

7. I don't really have a set time. For fifth graders though, it should be about 50-60 minutes. I don't like giving a set time though because it varies for each person based on how much time they used in class, their skill-level, how well they work, etc. As far as grading, I give out completion points some of the time. This means that they get points for getting done on time. Sometimes I have the students grade the papers, but they grade their own. I don't feel that's right to have a student see someone else's score.

8. My principal doesn't care what format they are in, as long as they are done and let him know what's going on in the classroom. Basically, I type mine up using my own form. I write the date on the top. Then I write a block of time and what we do for that block of time. For example I may right 9:00-9:45: Writing-We will discuss how to ____________. Then students will get into groups and do ___________ in them. Homework: _______. They are more detailed than what I posted, I just wanted to show you the basic format that I use.

9. Yes. I'm sure every teacher doesn't use manipulatives everyday! The key is to make the lesson fun and educational at the same time. Anyway you can teach them where they can be excited about it is the best!

10. I don't have them read a whole lesson aloud as a class; however, I do have them read certain key points on occasion out loud as a class. Sometimes I will have them read from their books silently, but I don't really do this very often. I find that many kids don't do the reading, or they do but forget very easily what they read. If I were to give them a worksheet or questions on what they were suppose to read, many would just skim the chapter to find the answers and that's it. If they are assigned to read though, I have them take notes on their own. I may give a quiz on it the next day, and if I do, they are allowed to use their notes. That way it's easier for them because sometimes they will forget stuff and that's not fair to the ones who actually read but forgot!

11. This year I didn't have any special system for management (points, marbles, etc.); however, I did use candy and extra credit on occassion. It actually worked pretty good, but I did have a "special" class this year-one that showed great bevahior and maturity for the most part. It worked with them, though I'm sure it wouldn't work with everyone! My students do know that if they are bad, I'm quick to take away recess, give an after school detention, or even send them to the office if they are being disruptive.