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Line up outside the classroom door before class begins. Students should arrive on time for class.

Students will respectfully enter the classroom, sit at their seats, and write the day's homework in their planner.

During class periods, students will actively participate in all activities to the best of their ability.

Students will treat the classroom community with respect and are encouraged to communicate their own needs to the teacher.

Students will provide constructive thoughts in discussions.

Students will give their best effort on classroom activities and assignments.

Before class ends, students will pack up their belongings, pick up trash around them and sit in their seats until they are excused by the teacher.

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Consequences for Not Upholding Classroom Expectations

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Consequences for Not Upholding Classroom Expectations

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1. First Incident: Nonverbal reminder to the student

2. Second Incident: Verbal reminder to the student

3. Third Incident: Verbal reminder to the student or a verbal reminder and communication to parent/guardian

4. Fourth Incident: Student-parent-teacher check-in

5. Fifth Incident: Student referral to a school administrator

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1. First Incident: Nonverbal affirmation to the student (ie. a nod, smile, etc.)

2. Second Incident: Verbal affirmation to the student

3. Third Incident: Verbal affirmation to the student

4. Fourth Incident: Verbal affirmation and communication to parent/guardian

5. Fifth Incident: Verbal affirmation and communication to parent/guardian and/or administrator

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Students will be encouraged to think about the consequences of their actions when they are choosing to, or not choosing to, uphold the classroom expectations (Kellough & Kellough, 2010, p. 114). Actions in the classroom will not be labeled as "good" and "bad" but rather as "upholding" and "not upholding" classroom expectations. This prevents stigmas and biases from being placed upon students and their actions. My approach to classroom management will revolve around student-teacher relationships and maintaining clear communication about the classroom expectations.

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Every kid needs a champion | Rita Pierson

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In order to effectively communicate classroom expectations, "teachers must model the behavior they expect from students" (Kellough & Kellough, 2010, p. 107). From the first day of school, I will communicate my beliefs, values and expectations via the syllabus and my own actions. I will remind students of the classroom expectations as necessary throughout the year. I encourage open, honest verbal communication between myself and students in hope that we can build a relationship of trust.

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I believe that education should be safe, equitable, and encouraging of personal growth. Students should feel a sense of belonging, love, control, freedom and fun while in the classroom (Kellough & Kellough, 2010, p. 107). As I work with secondary students, I will utilize an attitude of compassion to guide my teaching and continuously check in with students about their needs.

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I value respectful interactions within the classroom community. To the best of my ability, I will treat all students with respect, kindness and fairness.  Students should feel respected, valued and supported by me. I expect students to reciprocate respect in order to maintain a positive and effective classroom environment. As an educator, I acknowledge my imperfections, and I value students and teachers growing together.