Mary Lacen Kinkel

Miss Kinkel's Kindergarten Classroom Management Plan

     

 

 

 

 

 

 

2019- 2020

Step 1:  Elaborate on SOAR! It is important that you discuss/model with students the specific behaviors associated with SOAR. Allow students to provide you with examples and non-examples of the behaviors, this will allow them to take part ownership of your classroom. Be sure that your specific behaviors MOO (measurable, observable, and objective)

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Safety:

• “Stop, Look, Listen”

• Follow directions, classroom rules, and routines

  • Walk in the classroom

  • Walk in the hallway (3rd block)

  • Keep hands, feet, and objects to self

  • Sit properly at the table or on the carpet (criss-cross applesauce Metompkin style)

  • Keep hands in laps

  • Put away materials neatly

  • Use learning materials correctly

  • Use playground equipment correctly and follow equipment rules

  • Use helping hands

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Ownership:

• Follow directions, classroom rules, routines, and expectations

• Be prepared and ready to learn

• Work quietly

• Stay in your area

• Be part of keeping the classroom clean

• Use appropriate voice levels (0 no talking, 1 whisper, 2 table talk, 3 presentation, 4 outside voice)

• Speak clearly and loudly so others can hear you

• Ask for help

  • Accept responsibility

  • Take out folders in the morning

  • Put away materials neatly and correctly

  • Start work right away, stay on task, and complete your work

  • Do your best

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Acceptance:

• Everyone deserves a learning environment

• Everyone has a seat or spot

• Make space for others

• Share and listen to ideas of others

• Encourage others

• Share and listen to everyone’s ideas

  • Share Materials

  • Work together respectfully

  • Help others

  • Take turns and share

  • Use helping hands

  • Use kind words

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Respect:

• Body is quiet while the speaker is speaking

• Eyes on the speaker and ears are listening

  • Use listening ears

• Wait quietly for your turn to speak

• Wait quietly and patiently

• Use learning materials appropriately

• Participate

  • Work together with others

  • Mouth is quiet when working independently so that others can work too

  • Stay on task to complete the assignment

  • Move on to the next task without disrupting others

  • Take turns and share

  • Use helping hands

  • Use kind words

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Miss Kinkel’s Classroom Rules

1. Use kind words

2. Use listening ears

3. Take turns and share

4. Use helping hands

5. Do your best

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Step 2: Classroom procedures and routines. Routines and procedures are very important and if they are structured many inappropriate behaviors can be avoided. List your procedures for some of the most common activities. 

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Miss Kinkel’s CHAMPS Classroom

C- Conversations: What is my voice level during this activity?

H-Help: How do I ask for help?

A-Activity: How do I complete the activity?

M-Movement: How can I move around the room?

P-Participation: What am I doing to complete the activity?

S-Success: We will be successful!

 

Water and/or Bathroom

• Students signal to the teacher for water by putting one finger in the air.

• After Recess and P.E.: Students are called by tables to get water.  

• Students signal to the teacher to use the bathroom by putting their hand in the air, fingers together, and thumb folded in.

• Students are NOT allowed to use the bathroom during small group instruction while working with an adult, without asking.

• Students are free to go to the bathroom during stations without having to signal to the teacher.

• If someone is in the bathroom, one student may sit in the waiting chair.

Centers/Learning Stations

• Students are expected to stay in their learning station until signaled to rotate to a new station by the teacher, unless going to the bathroom.

Obtaining teacher attention during instruction

• Raise hand

Gaining student attention/focus signals 

• Call and response

  •  “Macaroni and cheese” “Everybody freeze!”

  • “All Set?” “You bet!”

  • “Hocus Pocus” “Everybody focus!”

  • “Hands on top” “That means stop!” (put hands on their heads)

  • “Circle and clap, hands in my lap!”

  • “Can you sit on your spot?” chant

Early Finisher Activities 

• Get a book and read

• STEM bins

Entering/Exiting the classroom

• Morning entering:  Unpack- Take out folders, library books or notes, pick lunch choice (or take out lunchbox), put book bag in cubby, and start morning work/morning bins/STEM bins.

• Entering (whole class): Wait at the door for the teacher, then go directly to seats and wait for the teacher to give directions for the next activity.

• Exiting the class (whole class): Line up at the “Line Up” feet on the floor. Line leader, door holder, followed by the rest of the class. Students are lined up by tables.

Feather Exchange

• Feathers are kept in individual feather pouches.

• Feathers will be counted and/or recorded by the teacher on Thursday afternoons in exchange for a classroom incentive/reward.

• On Friday afternoons, the teacher will dump all eagle feathers exchanged by students into the school wide tube.

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Miss Kinkel’s Classroom Rewards

• Eagle feathers

• Praise and Positive phone calls/notes

• Alfie the Alligator: Class pet (reading/writing activity)- Alfie goes home with a student selected by the teacher for displaying SOAR behavior. Alfie goes home on Thursdays, comes back to school on Fridays.

• 100 squares reward system: Class selected reward for filling in 10 squares horizontally, vertically, or diagonally. A number is selected from a bucket at random and filled in on a 100s number chart.  A number is drawn for positive whole class behaviors, good reports from specialists, and compliments in the hallway.

 

Step 3:  Consequences. For classroom managed behaviors it is important that students are aware of the consequences for classroom violations. These consequences should be fair, implemented consistently, and given after other strategies prove ineffective (ie proximity, redirection, nonverbal cues,etc). 

 

Miss Kinkel’s Classroom Consequences

1st time a student breaks a rule: Warning

2nd time: Sent to seat

3rd time: “I Just Need A Break” (in the room w/ 2 minute timer)

4th time: Buddy Break (in Mrs. Harrower’s Room w/ 5 minute timer)

5th time: Conference with teacher to fill out reflection paper with student and parent signature at the bottom

6th time: Parent phone call (Rainbow Form #1)

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Major discipline infractions: Automatic office referral

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1. Rainbow Form #1 – Parent Phone Call

2. Rainbow Form #2 – Parent Phone Call

3. Rainbow Form #3 – Parent Phone Call and PBIS Teacher Request

4. Rainbow Form #4 – Parent Phone Call with warning of impending Office Referral

 

*Individualized behavior plans are created, as need, based on student interest and rewards/goals are selected by the student!*

 

Step 4:  Acknowledgement Menu. Complete the feather reward menu and have it posted in a visible area in your classroom. Be fair with your ticket numbers.

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Feather Reward Menu

5 Recess Toy

5 Candy Box

5 Positive Note/Phone Call Home

10 Show and Tell

10 Pick a Read Aloud

10 SOAR Card

15 Wear a Hat for the Day

15 Write with a Marker

15 Teacher’s Assistant

20 Royalty for the Day

20 Buddy Lunch in Classroom

20 Teacher’s Chair for the Day

25 Pre-K Morning Helper

25 Bring a Stuffed Animal to School

25 Prize Box

30 Lunch with the Kindergarten Teachers

30 Extra iPad Time

30 Extra Computer Time