Time Allotment for Elementary Day Schedules:
ELAR – 2 to 3 hours
Math – 1 to 1.5 hours
Science – 30-45 min
Social Studies – 30-45 min
Lunch – 30 min
PE – 45 min
Class Schedules
(Sample 1) 7:35 – 2:45
(7 hours and 10 min)
7:35 – 8:00 – Welcome, Lunch count, Attendance, Warm Up
Activity (DOL)
8:00 - 10:30 – English Language Arts/Reading, Guided Reading
10:30 – 11:15 – PE/Music/Tech (Conference Time)
11:15 - Bathroom Break, Travel Time
11:20 – 12:00 – Social Studies
12:00- 12:30 – Lunch
12:30-12:45 – Recess
12:45 – 2:00 – Math
2:00 – 2:30 – Science
2:30 – 2:45 – Close Up Procedures (Mail, Clean Up desks,
cubbies, stack chairs, student helper duties)
(Sample 2) 8:00 – 3:30 (7 hours and 30 min)
8:00 – 9:15 – PE/Music/Tech (Conference Time)
9:15 – 9:30 – Bathroom Break/ Travel
9:30 – 11:30 - English Language Arts/Reading, Guided Reading
11:30 – 12:15 – Lunch/Recess
12:20- 1:45 – Math
1:45 – 2:30 – Science
2:30- 3:15 – Social Studies
3:15- 3:30 – Close Up Procedures (Mail, Clean Up desks,
cubbies, stack chairs, student helper duties)
Classroom Management/Discipline
You are the leader of the classroom. You provide a safe learning environment where everyone feels secure to learn. You set the Rules and Consistently enforce them. Your classroom is a No Bully Zone...where everyone knows that bullying is Unacceptable. Your classroom is a home from 8:00am to 3:00pm where students feel free to ask questions, discover, and grow as a person. You, teacher, spent a lot of time and funds to earn a degree to lead this classroom as a well-oiled environment providing the opportunity for success and achievement. Make your time and money well spent...design, create, and build an insanely dynamic space. Then, as you grow this environment into an inspiring education space...it will become Ours...your students and yours.
Class Rules ~
Keep them simple. Do not have a lot of classroom rules with long descriptors
and details. The kids “get it”…don’t let them fool you! Try limiting the list
to 3- Most Important Rules. It is a Good Practice to engage students in
creating a list of Rules for “their” classroom…Keeps them accountable for the
Rules they are expected to follow. If you happen to be a Middle School Teacher
reading this book…Funny Story…
My sister who had taught 7th and 8th
grade for many years took a different approach to Classroom Rules Bulletin
boards. Her’s read…Let Me Break It Down For You-Followed by 3 brief rules!
Elementary and Middle School teachers are two different beasts!
Procedures ~
Procedures are simply “the steps” someone takes to get something done.
Classroom procedures are not rules. Procedures should be well explained or
modeled and then practiced until they become a habit to students. Procedures
provide clarity and security to a student’s school day and environment.
Classroom Procedures answer questions and tell students what to do.
Examples:
What to do when you come into the classroom.
1.
Enter quietly.
2.
Put your backpack/belongings into your cubby/desk.
3.
Make your lunch choice.
4.
Turn in homework.
5.
Ready your laptop/electronic device.
6.
Address any morning work (board or tables).
What to do when you need to use the restroom.
1.
Raise your hand. (Give a hand signal if appropriate).
2.
Wait for teacher’s response.
3.
Leave the classroom quietly…do not disturb others.
What to do if you finish your work early.
1.
Check the board to see if you have finished all other
work for today.
2.
Study for any quizzes or tests coming up.
3.
Work on ongoing projects due in the future.
4.
Work in a station (Writing, Technology, Math,
Listening, etc.)
5.
Read a book.
(Discipline & Work Habits) ~
I used a Discipline Binder to record student discipline and work habit incidents. The binder traveled with my students everywhere they went (other teachers, gym, music, art, etc.). Each student had their own form to record any discipline or work habit incidents through out the day. This practice was helpful for the students, teacher, principal, and parents to be aware of what was happening with the students. At the end of each semester, any student who had a "clear" form (meaning they had zero discipline/work habit issues) was put into a drawing for a special prize!
I defined Discipline as (talking, interrupting, bothering others, fighting, etc.)
I defined Work Habits as (forgetting homework, not having materials, messy desks, etc)
*This binder was one of the most useful management tools I ever used.
Great Curriculum and Instruction influences Classroom Behavior & Discipline.
Classrooms that are filled with interesting, engaging and exciting lessons and materials have less discipline issues and interruptions. Many times classroom instruction time can be lessened due to student behavior incidents and issues. If you want to have minimum discipline and behavior problems plan engaging, hands-on, and brain blowing instruction. Also remember, Pacing, if your pacing is to slow or too fast, students can become bored or lost. Don't let there be too much down time, don't go to fast either. Pacing will be learned over time from teaching experience. One tip to help, always have more planned than you need, if you run out of materials/ideas, your pacing may be too slow.
Classroom Organization
Classroom Environment
A clean and safe learning environment is a top priority for you as a teacher.
The arrangement of the furniture in your classroom matters, as does, what you have displayed on your walls and windows.
Everything in your classroom should provide an opportunity for learning:
1. The arrangements of desks/tables for student collaboration
2. Technology/computer hubs
3. Walls (Word Walls on walls and windows
4. Posters and Anchor Charts
5. Library/reading centers
6. Teacher's work area
7. Learning centers
8. Calendar/info.mail center
9. Bulletin Boards
Bulletin Boards:
1. Should be age-appropriate.
2. Well designed and constructed (neat/organized/easy to
read/aesthetically pleasing). Students should be drawn to it.
3. Connect to TEKS being taught (if its being used for
instruction). Some BBs become a learning center sometimes.
4. The directions should be clear and easily understood.
5. Make sure that any manipulative components are sturdy
and can withstand use by students.
6. Boards should be self-correcting so that students can
check their work. (Answer sheets or answers on the back of manipulatives).
7. Students should be taught to put the BB back into its
original state for the next student to use.
* Bulletin boards are great tools to display information, but more importantly they are fantastic tools for teaching. They should be interactive, engaging and support what you are currently teaching. For example, if you are teaching grammar in ELA, then put up a Bulletin board that supports and extends information on grammar. A board that allows students to practice what you have taught in class, essentially another “layer of learning” is an essential practice! If you are teaching geography, have an interactive map bulletin board with questions about locations, landforms, etc on the map that students have to locate. If you are teaching letters, display a bulletin board that helps students practice the letters that you have taught. Lets hear it for bulletin boards…Woowoo!
Campus/Classroom Instructional Programs:
~The Fundamental 5 - Best Practices for Teaching
{Frame the Lesson, Teach in the Power Zone, Praise and Encouragement, Critical Writing, &
Small Group Purposeful Talk}
~ The Daily 5 is a Time Management Framework for ELAR Components:
{Read to Self, Read to Others, Listen to Reading, Word Work, & Writing}
~ Guided/Small Group Instruction - Teaching to students' individual needs in groups of 4-5
Habitually referred to as "Guided Reading".
~ Accelerated Reader - (Assessment/Software) for Accountability/Comprehension check for books read.
~ 100 Book Challenge - Leveled 'Bins of Books' System for classroom Read to Self Time. (Differentiated Reading Levels).
~ Student Writing Folders - (Classroom or a Campus System) -Best practice would be to start at PreK and continue folders to future grade levels each year.
~ A Daily Oral Language System - Editing/Revising/Spelling/Conventions/Grammar Work
I used a specific system as a teacher, most importantly..I used it 5 days a week.
The program was called ifixedit. A best practice (if possible) is to begin the program when students
are in Kindergarten then continue the program through at least 4th grade.
This system (iFixedit) is on TeachersPayTeachers for viewing opportunities.
Student Materials Organization:
~ The Student Binder -
The student binder was one of the most valuable tools I created as a teacher. It was helpful to my students, myself, and students parents.
What goes in the
Student Binder?
1. The Daily Assignment Planner- most schools purchase a
planner for every student.
2. Wow Chart
3. Class Schedule
4. Pal Page
5. Rules, Procedures, Grading Policy Info
6. Subject Areas: TABS-Math, Science, S.S., Reading,
Writing, Spelling ,etc.
20 sheets of paper per
subject, so not to make it to thick/heavy.
7. Spiral Notebook-Behind Subject Areas Section in back of
binder for:
Writing Journal or Vocabulary Journal –
Miscellaneous
8. Homework/Mail Pocket Folder- Have students title the
outside of the Folder “Mail/Homework”. Open
the Folder to the inside, label the Left side (at the top) “Mail”, the Right
side “Homework”. I liked using a yellow folder.
Educational Organization
Be Early- Lesson plans done early and in a thoughtful manner. Be early each morning to prepare for your day. Procrastination causes anxiety for all. Grades/Report Cards- try to stay ahead and not wait until the due dates.
Be Prepared - Activities, plans, and materials- have them prepared and made early. When planning your lessons...Always have more activities prepared than you need. Also have a few extra copies of materials, forms, etc., you will probably need them! Things get lost, wet and eaten! Ha!
Be Efficient - Ask for assistance from parents and volunteers, allow students to help you as well. Schedule volunteers for major projects. Assign students weekly jobs.
Be Organized - Your classroom (and personal desk area) should be clean, organized and user friendly. It should reflect a welcoming and comfortable learning and working environment for all.
Be Creative - Your Classroom...Bulletin boards, Centers, Library, Info Area, Technology hub, etc. should be designed to teach at all times and should draw students' interest to participate.
Lesson Planning
You will be asked to prepare and turn in lesson plans to your campus administrators.
Districts and administrators may have differing opinions and practices on how they would like for you to handle your lesson plans. Some may ask you to turn in hard copies, e-copies, others may want you to create them in a data system. However they choose, the most important thing about lesson plans is that you are thorough and thoughtful in the creation of lesson plans.
Below are steps and components to utilize in building quality lesson plans (info from DBU-COE).
GOAL AND OBJECTIVE
Goal: This should include specific TEKS information. The TEKS will provide you with the state standard that you will be teaching. Include grade level, content area, TEKS number and text.
Goal: This should include specific TEKS information. The TEKS will provide you with the state standard that you will be teaching. Include grade level, content area, TEKS number and text.
Value and Importance: Please articulate the importance for studying this objective by
demonstrating its real life application to the student in this classroom.
MATERIALS AND RESOURCES
Materials needed:
In order to complete this portion of the lesson plan, think through all the resources you and the students will need to complete all the learning strategies and activities.
Instructional Motivational Strategies:
MATERIALS AND RESOURCES
Materials needed:
In order to complete this portion of the lesson plan, think through all the resources you and the students will need to complete all the learning strategies and activities.
Instructional Motivational Strategies:
What have you done to insure that the learner is actively engaged in the
Examples: Student group work, games, relevance, movement, teacher enthusiasm, etc
learning?
INSTRUCTIONAL STRATEGIES
Prior Knowledge Needed:
The teacher should consider what knowledge and skills the student will need to have in order to be successful at this task.
Anticipatory Set: How will you get the attention of the students directed to the learning? This should hook the students’ attention. It generally uses a relatively small part of the total lesson time. It should focus the learners’ attention on the instruction that is about to begin.
Examples: This could be a teacher demonstration, video, story, puzzle or a handout that relates directly to the lesson you are going to teach, but done just prior to the actual lesson. This is also known as a "grabber" and it's a way to get your students' attention and interest in what you are about to teach.
Check for understanding: How will you know students are learning both as you teach and when the lesson is completed?
As you teach, you will want to make sure that your students are following the flow of the lesson. Often informal checks are all that are needed for this to occur. Also, make sure that your check for understanding aligns with your objective
Examples: Hand signals, paired discussion, quizzes, projects, etc.
Direct Teach:
You are responsible for directly teaching the new information students will need in order to be successful in mastering the objective/goal. This is the time in which you share the knowledge and skills you expect your students to use in any activities associated with this lesson. The direct teach should provide the students a learning opportunity. Remember, students cannot practice (guided or independent) what they have not learned.
Prior Knowledge Needed:
The teacher should consider what knowledge and skills the student will need to have in order to be successful at this task.
Anticipatory Set: How will you get the attention of the students directed to the learning? This should hook the students’ attention. It generally uses a relatively small part of the total lesson time. It should focus the learners’ attention on the instruction that is about to begin.
Examples: This could be a teacher demonstration, video, story, puzzle or a handout that relates directly to the lesson you are going to teach, but done just prior to the actual lesson. This is also known as a "grabber" and it's a way to get your students' attention and interest in what you are about to teach.
Check for understanding: How will you know students are learning both as you teach and when the lesson is completed?
As you teach, you will want to make sure that your students are following the flow of the lesson. Often informal checks are all that are needed for this to occur. Also, make sure that your check for understanding aligns with your objective
Examples: Hand signals, paired discussion, quizzes, projects, etc.
Direct Teach:
You are responsible for directly teaching the new information students will need in order to be successful in mastering the objective/goal. This is the time in which you share the knowledge and skills you expect your students to use in any activities associated with this lesson. The direct teach should provide the students a learning opportunity. Remember, students cannot practice (guided or independent) what they have not learned.
Examples: Lecture, Great American Lecture, PowerPoint, classroom discussion, media,
large group activities and small group activities, etc.
Modeling:
All portions of Instructional Strategies can include modeling. You may need to model the format in which you want information given to you.
Examples: If you are teaching about movement, you may actually demonstrate the movement. Any part of the lesson that requires a specific sequence or style should be modeled for the student.
Guided Practice:
Before you ask students to work independently, you need to be sure that they know how to do the work. You should provide a learning strategy that allows you to closely monitor what each student is doing. By working together as a class or in smaller groups, the students have the opportunity to refine their skills, get better understanding, or become more proficient at the task. At the same time, you are able to identify which students may need more assistance in order to complete an assignment using the skills and knowledge you have taught. You are working to know that your students can work at an 85% correct rate when working independently.
Modeling:
All portions of Instructional Strategies can include modeling. You may need to model the format in which you want information given to you.
Examples: If you are teaching about movement, you may actually demonstrate the movement. Any part of the lesson that requires a specific sequence or style should be modeled for the student.
Guided Practice:
Before you ask students to work independently, you need to be sure that they know how to do the work. You should provide a learning strategy that allows you to closely monitor what each student is doing. By working together as a class or in smaller groups, the students have the opportunity to refine their skills, get better understanding, or become more proficient at the task. At the same time, you are able to identify which students may need more assistance in order to complete an assignment using the skills and knowledge you have taught. You are working to know that your students can work at an 85% correct rate when working independently.
Example: If students are learning to count money, you might divide the class into
partners. Give each pair some coins and bills. The teacher will give them six to eight
sums of money (i.e. $5.30) and ask the students to create that amount for their partner.
Independent Practice:
Independent practice means that your students can work without your constant supervision to complete the assignment. This does not always mean that it is only individual work. Independent practice can be completed in a small group also.
Example: Culminating project for a unit, summative test, homework assignment, etc.
Modifications/Accommodations for Special Populations:
If there are special education, gifted and talented, or ELL students in the class, what strategies will the teacher use to make sure the needs of these students are met? The teacher should pay close attention to the IEP of any special education student to insure that those specifications are also met. In addition, a classroom teacher may need to address a cultural diversity in the classroom. All of these types of modifications/accommodations should be considered when planning the lesson.
Example: No specific example is given. The needs of your students will determine the kind of modifications you will make.
Closure: How will you bring your lesson together at the end? How will you know your students have mastered the objective?
This is your opportunity to bring your lesson full circle. The closing should be done in such a manner that the students recall new information that is important to understanding the skill or knowledge you are teaching. The closing should also help them cement the information by making strong connections to information they already have. The closure can also give the teacher the opportunity to create relevance by reminding students of the importance of the skills and knowledge being taught.
Independent Practice:
Independent practice means that your students can work without your constant supervision to complete the assignment. This does not always mean that it is only individual work. Independent practice can be completed in a small group also.
Example: Culminating project for a unit, summative test, homework assignment, etc.
Modifications/Accommodations for Special Populations:
If there are special education, gifted and talented, or ELL students in the class, what strategies will the teacher use to make sure the needs of these students are met? The teacher should pay close attention to the IEP of any special education student to insure that those specifications are also met. In addition, a classroom teacher may need to address a cultural diversity in the classroom. All of these types of modifications/accommodations should be considered when planning the lesson.
Example: No specific example is given. The needs of your students will determine the kind of modifications you will make.
Closure: How will you bring your lesson together at the end? How will you know your students have mastered the objective?
This is your opportunity to bring your lesson full circle. The closing should be done in such a manner that the students recall new information that is important to understanding the skill or knowledge you are teaching. The closing should also help them cement the information by making strong connections to information they already have. The closure can also give the teacher the opportunity to create relevance by reminding students of the importance of the skills and knowledge being taught.
Examples: Exit tickets, journal reflections, etc.
Reflections: You, as the teacher, should ask yourself questions about the lesson so that you can determine what worked, what did not work, what you could do to improve the lesson, and what you might avoid. How do you know that students understood what you taught?
After every lesson, the teacher should engage in looking back over the lesson. The teacher should honestly and realistically seek to understand if the students learned the information. If they did not, the teacher should try to identify the reason for not understanding. This is an opportunity to also identify strategies that were successful. During this process, the teacher should also look for ways to improve the lesson. Have all learning styles and modalities have been considered? Finally, by reviewing the different checks for understanding, the teacher can determine if a re-teach is necessary or if greater depth is in order.
Reflections: You, as the teacher, should ask yourself questions about the lesson so that you can determine what worked, what did not work, what you could do to improve the lesson, and what you might avoid. How do you know that students understood what you taught?
After every lesson, the teacher should engage in looking back over the lesson. The teacher should honestly and realistically seek to understand if the students learned the information. If they did not, the teacher should try to identify the reason for not understanding. This is an opportunity to also identify strategies that were successful. During this process, the teacher should also look for ways to improve the lesson. Have all learning styles and modalities have been considered? Finally, by reviewing the different checks for understanding, the teacher can determine if a re-teach is necessary or if greater depth is in order.
