100 or more words with reference

Schools everywhere are filled to the brims with students. Each student is different from one another, with no two students being exactly alike. Some students are similar, but they are all very difference from one another. These students all come from all over, with many having family members spread all over the world. In addition to the cultural differences that exist amongst the students, the students each have very unique learning academic needs that need to be met. Even with the rich diversity and these great differences amongst the students that exist in in classrooms everywhere, each student is still equally deserving of the right to receive a quality education. With this melting pot of cultures and personalities, conflicts are bound to happen. Having a solid behavior management plan in place is necessary in order to ensure that instruction in the classroom runs as smoothly as possible.

As a new teacher, I know that a solid behavior management plan is an essential part in having an effective classroom. The student population at my school is incredibly diverse. I teach at an elementary school in one of the poorest counties in North Carolina. The main communities surrounding my school are farming communities, along with a large military population from a nearby military installation. Talk about a mix of cultures! The students that attend my school are from all over the world and come from all walks of life. Many of my students come from very rough backgrounds and broken homes, with many facing very real problems that would make the strongest adults quiver. I taught fourth grade last year, and was lucky enough to be able to loop up to fifth grade with many of my students from last year. This year I am teaching ELA and social studies for two fifth grade classes. There is just one of me, and many of them. Altogether, I have a total of fifty-three students. With me only being a hair shorter than five feet tall, more than 90% of my fifth-three students stand several inches taller than me. With their numbers and my size playing against me, it is important for me to stand my ground. Upon arrival at school, our students grab their things and we switch homerooms. After a certain period of time, we switch homerooms back for the remainder of the day. I have expectations posted in my classroom for what my homeroom is to do as they initially enter the room in the morning, as well as for when students arrive for ELA and social studies class. We also have classroom expectations that my students and I worked together to compose, including consequences for when expectations are not followed. These expectations are for everyone to follow, myself and my students alike. We work together to come up with the expectations and consequences on an anchor chart, then hang it on display once we have all signed it. I also type up a word document with our expectations to send home with each student. Students return this form once they have signed it with their parents, then I sign it and keep it on file in the classroom. This is how we are held accountable for our actions in the classroom, keeping things running as smoothly as possible.

Homeroom Expectations

1. Enter the room quietly.
2. Unpack belongings into cubby (all personal belongings stay in cubby, NOT in desk).
3. Sign up for lunch count.
4. Use the restroom.
5. Gather supplies for Mrs. Cameron’s Class
   1. Folders
   2. Pencils/pens
   3. Book
   4. Chromebook
6. Head to Mrs. Cameron’s room…enter quietly.

ELA / Social Studies Expectations

1. Enter the room quietly.
2. Turn in homework to your file folder.
3. Sharpen 3 pencils.
4. Complete morning work independently.
5. Read a book silently when finished.