Classroom Management
Ms. Ikerd’s Classroom Rules
1. Treat your peers, teachers, and guests with respect at all times.
2. Come to class prepared to learn.
3. Be in your seat and working on your Bellwork when the bell rings.
4. Raise your hand to answer a question or to actively participate during class.
5. Speak with positive, encouraging language. Offensive language will not be tolerated.
6. Maintain an appropriate voice level that suits the task/activity.
Consequences
First time Student will receive a warning (verbal or non-verbal cue)
Second time: Name written on the board. Student-teacher conference and loss of privileges, determined by teacher discretion.
Third time: One checks beside your name on the board. Silent/SAFE lunch and classroom seating isolation if necessary to minimize disruptions.
Fourth time: Two checks beside your name on the board. “Behavior Reflection and Action Plan” and parents are called.
In-school or after-school detention (SAFE).
*Verbal or non-verbal cue: For instances of negative behavior and/or classroom disruptions, I would first take proactive measures to minimize instructional disruptions by using proximity or saying the student’s name to get their attention.
*My classroom discipline philosophy is: “Appropriate consequences for inappropriate behaviors.” The teacher may choose to modify this process as needed. The classroom rules may be adjusted to better coordinate with the team's discipline policy and the school's code of conduct.
Rewards a.k.a. “Ikerd’s Incentives”
Management Philosophy
My first priority in managing the classroom is to uphold high, positive expectations for all of my students. These expectations will be clearly identified and supported with modeling and examples. If a student chooses not to rise to these classroom expectations, my first strategy is to avoid disrupting instruction. I often use proximity, tapping on the student’s desk, and name-dropping to get their attention before implementing further consequences. When dealing with consequences, I like to offer structured choices to my students. As part of my teaching philosophy, I believe that students should be given choices, rather than demands, when possible and manageable. The main reason for this being that I want my students to learn responsibility, self-control, and self-discipline. However, I do believe in providing consistency in offering incentives and consequences for behavior. When handling discipline issues, I am firm and authoritative, while remaining empathetic and compassionate with my students and offering them choices.
I strongly support a learning environment in which students take responsibility for their own behavior and their own learning. I envision having a basic set of rules for my students and then asking them add details to those rules and discuss as a class what those scenarios should look like. If my students want to propose a revision to the rules, I would be open to hearing a proposal from them that can be justified. Nevertheless, the standard rules that I create are non-negotiable for omission. Furthermore, I would like to implement positive reinforcement and structured discipline choices for students, and to develop a close teacher-student relationship through mentoring, open communication, and negotiating. I would really like to implement Behavior Reflection and Action Plans where the students reflect on their behavior and explain how they would handle the situation next time with more appropriate behaviors. The student would also be required to reflect on how their behavior disrupted their own learning and the learning of their peers. Then, the student would develop goals and an action plan for their future behavior in the classroom. I particularly support this model because it teaches students responsibility, problem-solving, and self-discipline.
I also believe it is important to incorporate rewards into my classroom so my students have the opportunity to earn incentives when they demonstrate positive behavior. This sets the expectations bar high for them if they want to work hard for something they want. It is always important to encourage students who make good choices. It is also important to teach middle school students that poor behavior is a choice and that there are perks to making the right choices. Humans are naturally going to make mistakes but I want my students to know that bad choices can be handled much more effectively and easily with conflict resolution, self-discipline, and taking responsibilities for your actions. With my students in mind, I want to create a classroom that not only fosters learning but also prepares students for real life lessons and situations.
1. Treat your peers, teachers, and guests with respect at all times.
2. Come to class prepared to learn.
3. Be in your seat and working on your Bellwork when the bell rings.
4. Raise your hand to answer a question or to actively participate during class.
5. Speak with positive, encouraging language. Offensive language will not be tolerated.
6. Maintain an appropriate voice level that suits the task/activity.
Consequences
- If You Choose to Break a Rule…
First time Student will receive a warning (verbal or non-verbal cue)
Second time: Name written on the board. Student-teacher conference and loss of privileges, determined by teacher discretion.
Third time: One checks beside your name on the board. Silent/SAFE lunch and classroom seating isolation if necessary to minimize disruptions.
Fourth time: Two checks beside your name on the board. “Behavior Reflection and Action Plan” and parents are called.
In-school or after-school detention (SAFE).
*Verbal or non-verbal cue: For instances of negative behavior and/or classroom disruptions, I would first take proactive measures to minimize instructional disruptions by using proximity or saying the student’s name to get their attention.
*My classroom discipline philosophy is: “Appropriate consequences for inappropriate behaviors.” The teacher may choose to modify this process as needed. The classroom rules may be adjusted to better coordinate with the team's discipline policy and the school's code of conduct.
Rewards a.k.a. “Ikerd’s Incentives”
- Praise and encouragement (daily)
- “Drop in the Bucket” encouraging/motivational notes (random)
- Positive notes to parents (random)
- Brain-stimulating music during work time (weekly)
- Class reading time (bi-weekly)
- Homework Passes/Raise Your Grade opportunities (monthly)
- Class Celebration (quarterly)
- Variety of other incentives (throughout the school year
Management Philosophy
My first priority in managing the classroom is to uphold high, positive expectations for all of my students. These expectations will be clearly identified and supported with modeling and examples. If a student chooses not to rise to these classroom expectations, my first strategy is to avoid disrupting instruction. I often use proximity, tapping on the student’s desk, and name-dropping to get their attention before implementing further consequences. When dealing with consequences, I like to offer structured choices to my students. As part of my teaching philosophy, I believe that students should be given choices, rather than demands, when possible and manageable. The main reason for this being that I want my students to learn responsibility, self-control, and self-discipline. However, I do believe in providing consistency in offering incentives and consequences for behavior. When handling discipline issues, I am firm and authoritative, while remaining empathetic and compassionate with my students and offering them choices.
I strongly support a learning environment in which students take responsibility for their own behavior and their own learning. I envision having a basic set of rules for my students and then asking them add details to those rules and discuss as a class what those scenarios should look like. If my students want to propose a revision to the rules, I would be open to hearing a proposal from them that can be justified. Nevertheless, the standard rules that I create are non-negotiable for omission. Furthermore, I would like to implement positive reinforcement and structured discipline choices for students, and to develop a close teacher-student relationship through mentoring, open communication, and negotiating. I would really like to implement Behavior Reflection and Action Plans where the students reflect on their behavior and explain how they would handle the situation next time with more appropriate behaviors. The student would also be required to reflect on how their behavior disrupted their own learning and the learning of their peers. Then, the student would develop goals and an action plan for their future behavior in the classroom. I particularly support this model because it teaches students responsibility, problem-solving, and self-discipline.
I also believe it is important to incorporate rewards into my classroom so my students have the opportunity to earn incentives when they demonstrate positive behavior. This sets the expectations bar high for them if they want to work hard for something they want. It is always important to encourage students who make good choices. It is also important to teach middle school students that poor behavior is a choice and that there are perks to making the right choices. Humans are naturally going to make mistakes but I want my students to know that bad choices can be handled much more effectively and easily with conflict resolution, self-discipline, and taking responsibilities for your actions. With my students in mind, I want to create a classroom that not only fosters learning but also prepares students for real life lessons and situations.