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My classroom is set up for  K-1st grade in collaboration style. The square rug is in front of the main white board and has a bulletin board on each side of it. I would like a long rectangle rug of four rows with one row of red, green, blue, and yellow for my carpet time/read aloud. The easel with a rocking chair beside the rug. The bulletin boards are decorated in a theme I chose and they will have class rules, procedures, daily schedule, calendar, birthday chart, Voice levels, signals with 1, 2, and 3 fingers representing bathroom, tissue or water, volume signals, essential questions/learning targets. I have placed the desks with even number of chairs for turn and talk, partners, or group activities. I prefer individual desks and place them in groups of four and they can place their books and supplies in their desks. If I have tables I will arrange them like I have in my floor plan with chair pockets and their names on their desk. Book boxes will be provided for my students to put their weekly books they chose from my classroom library. The Elmo/projector faces the whiteboard where the screen is located. My desk is in the back corner of the room where I can see all students and activity. My kidney shaped table with chairs is in the back of the room also for my guided reading and small groups. Behind the guided reading table are low shelves with windows all along that side that will hold different level reading books. There are usually two student computers. My reading section will have two nine cubby holes with baskets of a variety of books and comfy chairs of some sort for buddy reading or independent reading. I will also have a listening, literacy and math center with strategies posted. Each student will be assigned a colored clothes pin and the center they see their color is the center they will be at that day. I will have all the centers  on paper and laminated and hanging where the students can see them. The storage is along one wall with upper and lower storage and counter tops. The sink and bathroom are beside them. The door is next to the bathroom.

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This is very helpful when I have a sub and the student and I always know how they go home because there are days that it might be different and I can just move the clip.

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I would have a rocker by big rug for read aloud, morning routine, and other carpet activities.

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Big books are hard to store but a laundry basket is a great idea.

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Here I like how the white board can be used for my daily schedule, objectives, and the alphabet above.

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I will definitely have a class library with some sort of seating or buddy reading or independent reading.

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I love how the shapes have the names on them and the number charts have all the ways you can represent that number.

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I love the idea of having a strategy board for the students to refer back to.

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Each student will have their own book box for when they pick books out of the class library.

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This is a great bright and fun welcome sign but also a reminder of my class expectations.

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I will go over the voice levels the first day of school but have this up to refer back to.

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This word wall will hold sight words and any other words students need to know for reading.

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Days of the week and Months of the Year.

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Days of the week and Months of the Year.

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These charts are good to point to and have the students repeat after me during carpet time but are there for the students to refer back to.

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I love the idea of introducing graphing starting in Kindergarten and of course the calendar.

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I love this idea the have a place for daily assignments.

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I am in love with this rug. I love have their is a space for every student and the colored rows.

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I will have reading, literacy, math, listening, and small group centers and colored clothes pins assigned to the students and place them on the center they are to be at.

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On one of my bulletin boards the calendar, number signals and a pocket chart for centers to let students know which center they are in.

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On one of my bulletin boards the calendar, number signals and a pocket chart for centers to let students know which center they are in.

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Voice level signals.

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This alphabet chart will be place on my easel by my rocking chair for carpet time to review letter and sounds.

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I will definitely have some kind of set up like this with instructions materials, and strategies.

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I really like this idea for 1st and 2nd graders.

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Peek at my Week - Math Work Stations Update!

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I like these visuals for the daily 5 reading and writing centers.

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I like this idea for prompting comprehension and writing.

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roll and retell_ guided reading response chart

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I like this center because it is organized and ever student has there own space.

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Mrs. Fernandez's Classroom

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Before School Checklist Master Fall 2020

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Website

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A positive learning environment means that a student feels comfortable, has a sense of rapport with their teacher and peers, and believes they can be successful.

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Classroom management Padlet CR environment 

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As part of our RTI implementation, Eliot Arts Magnet uses the following proactive/preventative, research-based strategies:

Positive behavior supports, "Husky Bucks"

Social Emotional Learning Curriculum: Second Step

16 Proactive Classroom Management Techniques in all classes:

1. Strategic establishment of positive relationship with all students (know more than just the student's name!)

2. 5 to 1: 5 positive interactions for every one negative interaction in class. Can be a smile, pat on back, reward ticket, etc. Keep class environment positive.

3. Smile! A LOT!

4. Positive greetings at door to all students as they enter can be used as a precorrect as long as it remains positive.

5. Competent communication all reprimands and corrections delivered in Nonthreatening manner.

6. Class behavioral expectations Posted and Taught explicitly and repeatedly.

7. Productively organized classroom. (Easy flow in and out of room, seating organized effectively, clear procedures, etc.).

8. Transitions taught and managed well. (Changing tasks, class movement, etc)

9. Limited independent seat work, limited to skill fluency practice.

10.Teaching, modeling, reinforcing prosocial classroom skills (following directions first time, active listening, patient waiting, etc.).

11.Teacher mobility (teach like the floor's on fire, never stand still!), proximity control (be closer to where problem behaviors are, or are likely.

12.Motivational system is in place. (Token economy #5, and GBG # 4)

13.Goal setting and performance feedback is routine.

14.Visual schedule of classroom activity is posted and used.

15.Cuing system used to release and regain student attention

16.Numerous opportunities to respond to teacher questions AND interact with classmates (choral response, random student call, thinkpairshare, etc.).
When individual students need more behavioral support, we rely on research-based interventions which best meet the student's individual needs. Interventions might include:
1. Behavior Contract

2. Mentor Based Check in/Check out

3. Self Monitoring

4. School Home Note

5. Class Pass (ZeroOut Room/Boring Room)

6. Peer Monitoring

Interventions are chosen with specific outcomes, rewards, and consequences and with a timeline and target behaviors for exiting the intervention. Students placed on an intervention are assigned to a specific staff member who monitors and reports on outcome/effectiveness of intervention.

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Student Behavior-Productive Strategies and Support / Student Behavior- Proactive Strategies and Supp

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As part of our RTI implementation, Eliot Arts Magnet uses the following proactive/preventative, research-based strategies: Positive behavior supports, "Husky Bucks" Social Emotional Learning Curriculum: Second Step 16 Proactive Classroom Management Techniques in all classes: 1. Strategic establishment of positive relationship with all students (know more than just the student's name!)

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Plan For Preventing Bullying In The Classroom

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Plan For Preventing Bullying In The Classroom

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https://www.stopbullying.gov/prevention/how-to-prevent-bullying

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Get Help Now

If you have done everything you can to resolve the situation and nothing has worked, or someone is in immediate danger, there are ways to get help.

The problemWhat you can do
There has been a crime or someone is at immediate risk of harm. | Call 911.
Someone is feeling hopeless, helpless, thinking of suicide. | Contact the National Suicide Prevention Lifeline online or at 1-800-273-TALK (8255).The toll-free call goes to the nearest crisis center in our national network. These centers provide 24-hour crisis counseling and mental health referrals.
Someone is acting differently than normal, such as always seeming sad or anxious, struggling to complete tasks, or not being able care for themselves. | Find a local counselor or other mental health servicesThe Mental Health and Addiction Insurance Help consumer portal prototype can help consumers get to the correct resource to solve their Mental Health and Substance Use Disorder insurance coverage issue.
A child is being bullied in school.  | Contact the:TeacherSchool counselorSchool principalSchool superintendentState Department of EducationSee more on working with the school.
The school is not adequately addressing harassment based on race, color, national origin, sex, disability, or religion. | Contact:School superintendentState Department of EducationU.S. Department of Education, Office for Civil RightsU.S. Department of Justice, Civil Rights Division

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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Trauma impacts children's ability to stay calm and focus. It disrupts normal developmental growth and makes learning hard. Parents and teachers can use these 10 trauma sensitive tools to have a calmer classroom (and home):

Model Emotional Self-Regulation by naming and responding to intense feelings.

Clear, Assertive, Comfortable Communication establishes trust and structure.

Use Suggestion Boxes and allow students to express needs and have a voice in their world.

Use "Two-By-Ten" to challenge students for 10 minutes two times a day to build connections.

Use Calming Corners filled with sensory items and thinking puzzles.

Consider Classroom Design to organize, label, and give clear directions.

School Discipline Policies can be communicated clearly and allow students to ask questions to increase ownership and empowerment.

Say "Ouch/Oops" to model social emotional learning skills and manage hurt feelings and conflicts in the classroom.

Take "Brain Breaks" throughout the day to stay grounded, prevent dissociation, and keep present focused.

Use Culturally Responsive and Faith-Based activities to allow the child to feel safe and comfortable and bridge trauma tools used in the home.

These are just a few of the trauma-informed tools and tips you can use when you take our free course at TraumaToolbox.com or contact Ron about holding a trauma-informed workshop at your school or agency. Email Ron at rehuxley@gmail.com or call 805-709-2023 today.

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The Calm Classroom: 10 Trauma Sensitive Tools

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Trauma impacts children's ability to stay calm and focus. It disrupts normal developmental growth and makes learning hard. Parents and teachers can use these 10 trauma sensitive tools to have a calmer classroom (and home): Click here to get the Calm Classroom PDF here! Model Emotional Self-Regulation by naming and responding to intense feelings.

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Helping Students Develop Productive Behaviors

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Helping Students Develop Productive Behaviors

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As part of our RTI implementation, Eliot Arts Magnet uses the following proactive/preventative, research-based strategies:

Positive behavior supports, "Husky Bucks"

Social Emotional Learning Curriculum: Second Step

16 Proactive Classroom Management Techniques in all classes:

1. Strategic establishment of positive relationship with all students (know more than just the student's name!)

2. 5 to 1: 5 positive interactions for every one negative interaction in class. Can be a smile, pat on back, reward ticket, etc. Keep class environment positive.

3. Smile! A LOT!

4. Positive greetings at door to all students as they enter can be used as a precorrect as long as it remains positive.

5. Competent communication all reprimands and corrections delivered in Nonthreatening manner.

6. Class behavioral expectations Posted and Taught explicitly and repeatedly.

7. Productively organized classroom. (Easy flow in and out of room, seating organized effectively, clear procedures, etc.).

8. Transitions taught and managed well. (Changing tasks, class movement, etc)

9. Limited independent seat work, limited to skill fluency practice.

10.Teaching, modeling, reinforcing prosocial classroom skills (following directions first time, active listening, patient waiting, etc.).

11.Teacher mobility (teach like the floor's on fire, never stand still!), proximity control (be closer to where problem behaviors are, or are likely.

12.Motivational system is in place. (Token economy #5, and GBG # 4)

13.Goal setting and performance feedback is routine.

14.Visual schedule of classroom activity is posted and used.

15.Cuing system used to release and regain student attention

16.Numerous opportunities to respond to teacher questions AND interact with classmates (choral response, random student call, thinkpairshare, etc.).
When individual students need more behavioral support, we rely on research-based interventions which best meet the student's individual needs. Interventions might include:
1. Behavior Contract

2. Mentor Based Check in/Check out

3. Self Monitoring

4. School Home Note

5. Class Pass (ZeroOut Room/Boring Room)

6. Peer Monitoring

Interventions are chosen with specific outcomes, rewards, and consequences and with a timeline and target behaviors for exiting the intervention. Students placed on an intervention are assigned to a specific staff member who monitors and reports on outcome/effectiveness of intervention.

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Student Behavior-Productive Strategies and Support / Student Behavior- Proactive Strategies and Supp

# data[].attributes.attachment_link.description
As part of our RTI implementation, Eliot Arts Magnet uses the following proactive/preventative, research-based strategies: Positive behavior supports, "Husky Bucks" Social Emotional Learning Curriculum: Second Step 16 Proactive Classroom Management Techniques in all classes: 1. Strategic establishment of positive relationship with all students (know more than just the student's name!)

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Ideas for Intervention with Functions of Behavior

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Ideas for Intervention with Functions of Behavior

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