classroom management plan

Classroom Management Plan Trappen 1

Let’s Travel the World!

Classroom Management Plan

Lindsay Trappen


Table of Contents

Physical Classroom Organization……………………………………….3 Student Organization……………………………………………………….3 Basic Classroom Operations……………………………………………………….3 Classroom Functionality…………………………………………………………….4

Classroom Operations………………………………………………………5 Student Records……………………………………..……………………………….5

Student Materials………………………………………..…………………………..6 Student Responsibility……………………………………...……………………….7

Preparation…………………………………………………………………….7 First Day of School………………………………………………………………..….7 New Students………………………………………………………………………....9 Substitute Teachers………………………………..………………………………10

Daily Routines……………………………………………………………….10 Transitions…………………………………………………………………………. 10 Leaving the Classroom……………………………………………………………..11 Bathroom Breaks……………………………………………………………………11

Assignments and Work Time……………………………………………………..11

Discipline and Expectations…………………………………………….12 Traveler‟s Treasures………………………………………………………………..12 Preferred Activity Time……………………………………………………………..13

Cheating……………………………………………………………………………….14 Extreme Infractions…………………………………………………………………14

Parent Involvement………………………………………………………..14 Back to School Night……………………………………………………………….16 Consistent Communication……………………………………………………….16 In the Classroom…………………………………………………………………….16

Tardiness……………………………………………………………………………...17

Teacher Expectations & Responsibilities……………………………17 Professionalism & Ethics………………………………………………………….17 Displaying Student Work………………………………………………………….17

Conferences…………………………………………………………………………..18

Resources……………………………………………………………………..19 Information……………………………………………………………………………19

Pictures………………………………………………………………………………..19


Physical Classroom Organization

Student Organization

Basic Classroom Operations

I created my classroom with functionality in mind. I believe that a

functional work environment promotes a quality work and learning

environment. I wanted my classroom to be organized, roomy, and to promote

interaction between my students. I did this by creating distinct sections of the

room that have specific purposes. By organizing my classroom in this way, my

students will be able to organize their thoughts.

As the student enters the classroom, they will enter the coat closet and

Student Resource Center. I wanted the learning areas to be separate from the

students‟ belongings, so that the students won‟t be distraction throughout the


day. The Student Resource Center will serve

multiple purposes. First, it will be a check-in

area, where students will be responsible for

taking their own attendance for the day and

stating whether they will be having hot or cold

lunch. It will say “What will your lunch be like

today?” on a poster by the cups. Each student

will have a Popsicle stick that has their name on

it that they will place in cups that say “HOT like

the Desert” and “COLD like the Arctic”. Any

leftover Popsicle sticks will be students that are

counted as absent for the day. Second, it is

where students can pick up worksheets that

they will either need for the day or finished

assignments/homework that they will take home

that night. All of these papers will be placed in a

Daily Itinerary folder that will have their name

on it. Both of these things will eliminate time

spent on housekeeping throughout the day. In addition to this, it will be where

they hand in assignments, sharpen pencils, or do research on the computer.

The Student Bulletin Board will have information specifically for the students,

like a monthly calendar and a student task chart. The teacher‟s desk is by the

Student Resource Center so that I can greet the students as they enter the

classroom, as well as for my own personal access to the Student Research

Center.

Classroom Functionality

I have the students‟ desks in the center of the room. I have placed the

desks at a slant so that it is easier for everyone to see the board. This is

something I find especially important, because from personal experience, I

know how easy it is to zone out when your desk doesn‟t face the front. The

desks are placed in groups of four to encourage collaboration and make group

work easier. Each group of desks will be labeled as a continent- Africa, Asia,

North America, South America, Europe (my desk will be labeled Antarctica;

depending on the number of desk groups, any remaining continent may be

assigned to the community center).

I have made sure to make my reading center feels secluded from the rest

of the classroom. There will be a rug and pillows, as well as a sharing chair to

encourage a comfortable environment during read-aloud. There is a whiteboard

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next to the sharing chair because I have learned

that using drawings to teach new vocab words

can be effective. This will be great not only during

read aloud, but for when students are helping

each other with new vocab words as well. The

reading center will have a large book case full of

books of all genres and reading levels. These

books will be labeled and in bins. There will also

be a bulletin board that is reading themed, with

things like class reading goals, our favorite books,

or new vocabulary that we have learned.

I have the Community Center in the back

corner of the classroom. I call it the Community

Center because it not only promotes community

in the classroom through group work, but it also serves as a social studies

center and promotes community throughout the world. The Community Center

will have a large world map with examples of different cultures, climates, and

current weather. There will also be a table with a globe, and social studies

centers/activities placed underneath.

On the back wall of my classroom I have three large centers. I have

centers for science, math, and art. Each center will have a storage unit with

supplies and activities specifically for that subject. The centers will be

organized and easily accessible for students, because the students will know

that they are encouraged to work on centers when they have free time. The

centers are each placed in front of a window to help distinguish them further.

The windows also provide great natural light for the classroom, which will be

nice if we need a break from the harsh fluorescent lights. The back wall also

has additional teacher storage, as well as a sink that will be helpful for keeping

students hydrated, cleaning up art projects, and other miscellaneous tasks.

Classroom Operations

Student Records

My classroom will be systematic and organized. This will be possible

because of my system of consolidating student records and procedures.

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I will have one binder appropriately labeled and sectioned for each

content area and assignment, and designated for recording test and

assignment scores. The Whaley Grade Book will be used for recording these

scores (Wong & Wong, 2009). I will record all assignment scores in this binder

with the Whaley Grade Book, as well as on the computer to have multiple

sources of documentation. In addition to this, each student will have a small 3-

ring binder that contains exceptional or poor work, written observations from I

or other staff members, standardized test scores, personal information, etc.

This will be important for not only my reference, but important for substitutes,

aid teachers, or parents during conferences. In addition to this, I will keep

notes of student behavior and learning. I will do this by having sheets of name

stickers. When I make a note of a student, I will easily be able to transfer the

sticker to the students‟ folders with their other information, as well as send a

copy home with students in their planner

at the end of the day. Additionally, I will

have a class chart documenting each

student‟s Traveler‟s Treasure at the end of

each day. This will be used to observe

behavior patterns and concerns.

Student Materials

I have a supply center located at the

center of the room with the student desks.

This supply center will include markers,

crayons, loose leaf paper, and other school

supplies for students who have either run

out of their own supplies, or don‟t have

the ability to buy their own. It will be

available to everyone so students do not feel embarrassed to use it. The supply

center will also have a straw dispenser for pencils. This will eliminate the

problem of students being picky when choosing a pencil. There will also be a

jar for pencils that need to be sharpened. Pencils will be sharpened and

restocked at the end of each day.

I have specific expectations for how my students will respectfully use the

supply center. These expectations will coincide with my expectations for all

other classroom procedures. The expectations are as follows: 1. Students must

return materials that they borrow from the supply center. 2. Students must

respect the materials that they borrow from the supply center. 3. Students

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must use the supply center at appropriate times (during transitions, after

asking permission, or when instructed to).

Student Responsibility

My students will be expected to be independent and responsible. I believe

that the best way to develop these skills is to give the students the opportunity

to mature and be independent. Students will be responsible for completing

beginning of the day tasks without being instructed, as well as classroom jobs

that will be rotated weekly. The classroom jobs that the students will be

responsible for are the following:

Line leader/door holder

Paper passer

Electrician

Pencil Sharpener

Supply Manager

Teacher Helper

Preparation

First Day of School

In my classroom, the first day of school will be structured and organized.

There will be specific activities for the students to complete that will prepare

them for the rest of the school year. These activities will be designed to build

classroom expectations and make the students feel at home in our classroom.

I will greet my students at the door on the first day of school to directly

give them their tasks to complete as they enter the room. I will give them a

short list of tasks to complete so that they are not overwhelmed and forgetting

the expectations that were asked of them.

I will ask them to do the following:

Enter the room and find their locker and drop off their things

Search the room to find a book of choice

Find the desk with their name on it, and sit to silently read the book they

have chosen

Once all of the students have entered the classroom and made it to their

seats, I will introduce myself to the class. From there, I will explain that before


we begin our day we will be learning how to respectfully and properly enter the

classroom every morning.

The students will be responsible for completing the following tasks each

morning:

Enter the classroom quietly

Place their belongings in their locker and remove any homework or

papers to be handed in to the teacher

Stop at the Student Resource Center to:

o Return homework/papers for teacher (papers for teacher will be

placed separately in a clearly labeled basket)

o Place popsicle stick indicating “HOT like the Desert”, or “COLD like

the Arctic” lunch

o Pick up their Daily Discoveries folder

Read quietly in their desk while waiting for the day to start

Once I have explained the procedure and modeled it for the students, they

will be given the opportunity to practice it as a class. Students will then

simulate the beginning of the day procedures repetitively until the class as a

whole can complete it correctly.

After the completion of the beginning of the day procedures simulation,

students will be given time to place all of their belongings in their desks. I will

lay out the behavioral expectations before the students are released to do the

task. Each student will place their backpack on the back of their chair and

wait for directions. During this time, I will have each student remove one folder

from their backpack to be labeled with a sticker: “Take Home Folder.” I will

explain to the students that this folder is to be brought home each day with all

of the contents from the “Take Home” side of

their Daily Discoveries folder that they pick up

each morning. They will also have a label

labeled “Discoveries in Progress” for worksheets

that will be completed later in the week during

Leisure Time. After the students have labeled

the folders, they will be left alone to put away

their items. I will play music in the background

to make it fun for the students.

Next, students will get to know their teacher,

and I will get to know them. I will have a

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scrapbook labeled “Miss Trappen‟s Passport” that I will show the students as a

read aloud. The passport will include pictures and explanations of my family,

pets, and favorite things. Students will also have the opportunity to ask me

questions about myself. Once the read aloud is complete, students will have

the opportunity to make passports of their own. Their passports will include

their picture, name, age, and facts about themselves. Students will share the

contents of their passports with their Continent groups. Once the passports are

complete, they will be displayed in the classroom or the hallway on a “Passport

to Learning” bulletin board.

Following the get-to-know-you activity, the class will comprise a list of

expectations that they would like to be implemented in the classroom. I will

refer to “rules” as expectations because I want the students to think of

themselves using positive behaviors. There will be 3-5 class expectations that

will be displayed in the classroom. Each student will

sign the expectations poster as a reminder

throughout the year that they have committed to

using positive behaviors.

The remainder of the day will be spent running

through the layout of the classroom, explaining

procedures, and helping students get acclimated to

the new school year. If time remains, students will

enjoy a read aloud, or participate in centers.

New Students

I want new students to feel welcome when they

enter my classroom for the first time. I will make sure

this happens by teaching my current students how to properly make someone

feel welcome. The class expectations that are established in the beginning of

the school year will create a warm and welcoming environment for all visitors

and new students. New students will immediately be incorporated into class

activities, and my students will be responsible for kindly giving the students

direction on classroom procedures and expectations throughout the day. They

will also be expected to include them in group work, conversations, and during

lunch and recess.

New students will also be incorporated into making the classroom home.

When new students arrive, they will create a passport just as the other

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students did at the beginning of the school year. Their passport will be

displayed along with the others on the “Passport to Learning” bulletin board.

On their first day, new students will go home with a “Guide to Miss

Trappen‟s Classroom” manual for the student and their guardian(s) to review. It

will include information about myself, the classroom, classroom expectations,

as well as the student/guardian information form for to the guardian to fill out.

This will be the same form that my other students had their guardians fill out

at the beginning of the school year (see Parent Involvement for details).

Substitute Teachers

In order to make the transition into my classroom easier, I will provide a

Sub Tub for my substitute teachers. The Sub

Tub will include class lists, seating charts,

behavioral expectations and management,

daily procedures and schedules, a „where to

find‟ section, emergency contacts and

procedures, and the lessons for the day. The

Sub Tub will also include a list of students

that the substitute can feel comfortable asking

questions to if needed. The students will be

aware of behavioral expectations and

procedures for when there is a substitute

teacher.

Daily Routines

Transitions

On the first day of school, I will demonstrate and explain the various

transition procedures to my students. My transitions are designed to prevent

talking and distraction during what would normally be a time for students to

become off task.

During rotational group work, transitions from one group to the next will

be announced by a wind chime. At this time, students will quietly move from

their station to the next. When it is time to transition from content area to

content area, students will be alerted of the transition by the lights turning off.

When the lights turn off, the students will know to return to their seats (if they

are out of them) and clear their desk of materials. I will promote having clear

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desks at the beginning of each content lesson so

that students are focused on the material that

they will be learning or reviewing.

Leaving the Classroom

Regardless of the student‟s reason to leave

the room, they will be encouraged to make it a

“round trip,” meaning that they go to their

destination and back quickly. I will have a limit

of having two students being out of the room at a

time. To monitor this, I will have two classroom

passes that will be used for every circumstance

(bathroom, office, water fountain, office, nurse).

The bathroom passes will be mini globes that can

be placed on their desk before they leave. The

globes will state “I‟ve gone on an adventure,” to signify that the student has left

the room.

I will also have students that leave the room for specials. I will keep track

of these students personally, so I can plan accordingly for lessons and group

work.

Bathroom Breaks

I will have scheduled bathroom breaks throughout the day to minimize

students leaving the room during instruction. These bathroom breaks will be

scheduled around specials, lunch, and recess.

Assignments and Work Time

All assignments will be handed out in the students‟ Daily Discoveries

folders that are restocked each morning. Any assignments that have not been

completed throughout the work time that day will be put in either the student‟s

Take Home folder or Discoveries in Progress folder at discretion of the teacher.

Assignments that have been placed in the Take Home folder will be due the

next morning as the student enters the classroom. Assignments placed in the

Discoveries in Progress folders will be saved to work on when the student has

free time, or continued to be worked on as part of its lesson.

As stated earlier, all homework assignments will be turned in at the

beginning of the school day when students stop by the Student Resource

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Center. It will be the responsibility of the student to turn in assignments on

time and finished. If it becomes a problem that the student is not completing

their assignments, I will contact their guardian(s) to alert them of the issue,

and discuss with the student to develop a plan to turn their assignments in on

time.

Students will be given ample work time to complete assignments in class.

If a student does not complete an assignment in the time given, it will be

placed in their Discoveries in Progress folder to work on later when they have

completed an assignment and have free work time. All remaining assignments

that are in the Discoveries in Progress folder on Thursdays will be placed in the

Take Home folder to be completed and returned on Friday mornings.

My students will be aware of the expectations I have for their actions

during work time. When an assignment is assigned, this will be the first task at

hand. If a student completes this assignment, they will be expected to complete

assignments that are in the Discoveries in Progress folder, beginning at the

back of the folder. When all of these assignments are completed, students will

be expected to read silently in their seats and wait for instruction. Students will

be aware of the expectation to work silently and on task during work time.

Discipline and Expectations

The best way to create a cooperative, respectful classroom environment is

to strongly enforce procedures and expectations. These procedures will be

demonstrated and practiced at the beginning of the school year to ensure that

the remainder of the school year will run more smoothly, and that students will

be aware of the consequences of poor decisions. Students will also create a list

of expectations at the beginning of the school year. Every student will be

expected to comply with the expectations that they set as a class.

I will be proactive and firm in my discipline. It will be my goal to nip any

behavioral issues in the bud at the beginning of the school year, so the main

focus in my classroom can be learning. This being said, it is important to me

that I am being adaptable to my students and discovering discipline procedures

that work with my class from year to year.

Traveler’s Treasures

Traveler‟s Treasures will be my version of a three-strike system. Each

student will begin each day with three items that are essential to every


successful traveler on their journeys. This will include a map, hiker‟s

backpack, and binoculars. When a student is not being a “successful traveler,”

or misbehaving, they will be asked to give me one of their Traveler‟s Treasures.

The Traveler‟s Treasures will be laminated pictures that will be placed on the

side of their desk via magnets.

My goal is that with Traveler‟s Treasures, students will not feel personally

attacked as they would with a chart advertising everyone‟s behavior at the front

of the room. By having a three items policy rather than a strike policy, students

will feel less like the “bad kid,” and focus on bettering their behavior to be a

“successful traveler” the next day. This simple adjustment will take the

negative connotation out of discipline, and encourage positive behaviors.

When a student loses all of their Traveler‟s Treasures, the student will

have a discussion with the teacher to develop a plan to improve their behavior

and steps to becoming a successful traveler. Guardians will be notified of the

students behavior, as well as the plan to improve their behavior.

I will keep track of each student‟s number of Traveler‟s Treasures at the

end of each day. Doing this, I will be looking for patterns in student behaviors,

as well as keeping documentation to present to guardians at conferences.

Preferred Activity Time

One of the ways that I will promote cooperation from my students is by

implementing Preferred Activity Time, or PAT (Mackenzie & Stanzione, 2010). It

is very important to me that I am not wasting my students‟ time, and that they

are not wasting my time. By implementing a time incentive system, students

will be made aware of the importance of moving quickly and not wasting time,

working cooperatively, and being respectful. I will be consistent with my timing

so students can trust that I am being fair with the procedure. All PAT times will

be displayed on the front board so that students are aware of the advantage or

disadvantage they are facing. Students will be awarded 5 minutes of PAT at the

beginning of each week, and will have their PAT time every Friday. I am


confident that this award system will encourage my students to stay on track,

be cooperative, and respectful.

Preferred Activity Time will be essential to creating attentive learners. For

students who struggle with lack of motivation and attention, PAT will act as an

incentive to complete assignments and stay attentive in class. For students

that do not respond well to PAT, I will search for other options to help keep

them motivated. I will also, however, continuing to include them in PAT to keep

them accountable. If lack of motivation continues to be an issue with the

student, their guardian(s) will be notified.

Cheating

I will have no tolerance for cheating in my classroom. Any student that is

caught cheating will be given one warning. If the cheating continues, the

assessment will be taken from the student, and the student will have to

complete a different assessment during recess to prove that they know the

material. The student and I will have a discussion about how it is important to

measure our own knowledge during assessments, and how it is not fair to

ourselves or those around us to steal other‟s ideas. Guardians will be notified

of the student‟s infraction.

Extreme Infractions

In cases of extreme disobedience or violence, the student will be removed

from the classroom and sent to the principal. If there is an instance where my

class needs to be removed from the classroom to prevent them from getting

hurt or disoriented for the rest of the day, I will use the code words “take a

vacation,” that will signal the class to leave the classroom in an orderly fashion

and walk to the library or neighboring classroom. My coworkers will be aware

of this procedure. While the remainder of the class is out of the room, the

disobedient student will be calmed down by behavioral experts or myself and

removed from the room. There will be principal involvement when an extreme

infraction occurs. Parents will be immediate notified of the issue.

Parent Involvement

More than anything, I want the parent/guardian(s) of my students to be

aware of their successes and struggles in the classroom. As a teacher, I will be

present for a critical time period of growth and educational milestones for my

students- I want their guardians to feel like they have been a part of it. There


are several ways that I will ensure that the guardians of my students are

involved.

Back to School Night

At the beginning of the school year I will encourage the guardians of my

students to attend Back to School Night. Here, I will introduce myself to the

guardians, give them a brief overview of the fun activities that we will be doing

throughout the year, as well as tell them my expectations in terms of classroom

environment. Hopefully, by telling them the expectations that I have for their

child upfront, they will not be defensive if they are contacted with news that

their student is not performing adequately.

At Back to School Night, guardians will also receive information about

the basic function of our Take Home folder. I will make sure that guardians are

aware that worksheets that are sent

home in the Take Home folder will be

due the next day, and that remaining

unfinished work for the week will be

sent home on Thursday nights. If this

is a problem for some families, I will

make sure to make accommodations.

Parents will also receive a form

to fill out and return on the first day

of school. This form will provide me

with information on their child that

will help me to teach them to the best of my abilities. It will also give guardians

the option to write their expectations for me for the school year ahead. The

form will include questions regarding the following information:

Guardian name(s)

Phone number(s)

Email(s)

Preferred method of

communication

Do you have internet and

a computer at home?

Does the student have

siblings in the school?

How does the student get

home?

Student name

Birthday

Allergies

Medications (or

disabilities)

Special interests or

involvement outside of school

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Continuous Communication

Like I stated earlier, I want my students‟ guardians to be aware of their

children‟s progress in the classroom. At the end of each week, students will go

home with a personal note from me written in their weekly planners. This note

could include topics like reminders, updates on behaviors, improvements in

specific content areas, or things to consider practicing at home. It will be the

responsibility of the guardians to keep up to date with their student‟s planner.

When behavioral issues arise, guardians will be contacted immediately or

by the end of the day. Behavioral issues are defined as: losing all three of their

Traveler‟s Treasures that day, had a major issue at specials/lunch/recess, or

needed to be removed from the classroom to have a private conversation.

Guardians will be notified of the situation that happened and the plan that was

established to prevent the behavior in the future.

I will send out a monthly newsletter titled

“Miss Trappen‟s Travel Journal.” This that will be

sent home electronically for those that would

prefer to receive it over email and in Take Home

folders for those that would prefer a paper copy. It

will include pictures and highlights of the month,

volunteer opportunities, as well as and things to

look forward to in the month ahead.

It is very important to me that the

guardians of my students trust my ability to

communicate. I will respond to all guardian

emails and phone calls before I go home each day.

In the Classroom

I will have scheduled opportunities for guardians to visit and volunteer in

my classroom. Volunteer opportunities will be listed in Miss Trappen‟s Travel

Journal each month. Guardians may be asked to come in to help with major

art or science projects, holiday parties, field trips, or culture days, in which we

learn about the different cultures of our classmates.

Volunteer opportunities will be very structured in my classroom.

Guardians will be given specific tasks and direction, so I can make sure that

order and obedience is maintained in the classroom. This being said, I will

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always be open to ideas and suggestions before the day of volunteering, so

guardians feel that they are involved and active in planning the time that they

are in their student‟s classroom.

Tardiness

It is at the responsibility of the guardian that their student arrives to

school on time. If excessive tardiness becomes an issue with a student, home

will be contacted. If the problem continues, the office will be contacted to

resolve the issue.

Teacher Expectations & Responsibilities

Professionalism & Ethics

As a teacher, it is essential that I hold myself to a high standard. This

includes looking and acting like a professional in my classroom. In addition to

this, I will maintain professional relationships between coworkers, guardians,

students, and I. Regardless of my personal opinions of anyone that I work with

as a teacher, it will always be my priority to provide a quality, unbiased

education for my students. All disagreements will be dealt with professionally,

and I will refrain from gossip. At the end of the day, the staff as a whole has the

same goal of creating successful learners- this will always be at the forefront of

my brain.

It is my responsibility to provide a safe and respectful environment for

my students- this is a duty I take very seriously. All students‟ personal and

educational information will be kept confidential and not a topic of discussion-

especially between I and other students‟ guardians. I will make sure that my

classroom is welcoming and a comfortable place to learn.

I will be timely and appropriate when communicating with coworkers and

guardians. This is essential in forming trust between my coworkers or student

guardians, and I. I want to be considered reliable among those that I work

with.

Displaying Student Work

I consider it my responsibility to foster creativity and pride in my

students. One of the best ways to do this is by displaying the work that they

are most proud of. As I stated earlier, I will be displaying each students

Passport that is created in the beginning of the year. These Passports will be


displayed continuously throughout the year on the Passport to Learning

bulletin board as a reminder that they have committed to learning. I will also

use the hallway and classroom walls to display other projects throughout the

year to remind students to put effort into creating their best work.

Conferences

I will make it my responsibility to ensure that there are no surprises at

conferences. I will do this by keeping consistent communication with my

students‟ guardians regarding their progress and behavior.

Each student will have a small 3-ring binder that will hold examples of

exceptional and poor work to be displayed at conferences. This binder will also

include standardized test scores, documentation of the student‟s behavior,

observations from staff members and myself, as

well as goals and plans for improvement.

Prior to conferences, students will fill out a

self-evaluation. Additionally, they will have a one-

on-one meeting with me to discuss how they are

performing both academically and behaviorally in

my classroom. I will assess the student‟s

performance to compare to their self-evaluation.

If given the option, I will include my

students in my conferences. Everything that

would be discussed with the students would be

discussed with the student before-hand. Not only

do I think it‟s important for the students to be

active in creating goals and the plans to achieve

them, I think that young students are incredible honest with their strengths

and weaknesses. Having guardians see that their students and I are on the

same page concerning the areas that need improvement and that both the

student and I have an active plan, guardians will be less likely to blame their

student‟s performance on the teacher. This being said, for more concerning

topics that need to be discussed further, I would have the student exit the

conference and speak one on one with the guardian(s).

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Resources

Information

Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, Inc.

Mackenzie, R., & Stanzione, L. (2010). PAT: A Motivational Gift that Keeps on Giving. In Setting limits in the classroom: A complete guide to effective

classroom management with a school-wide discipline plan (3rd ed., pp. 64-83). New York: Three Rivers Press.

Pictures

Title Page:

World Map: http://becuo.com/world-outline-simple

In-Text:

1. http://thepaperbagteachers.blogspot.com/search/label/Classroom

2. https://www.etsy.com/listing/154252862/the-world-awaits-travel-

theme-

nursery?ref=sr_gallery_30&ga_search_query=travel+theme+party&ga_sea

rch_type=all&ga_view_type=gallery

3. https://www.etsy.com/listing/94380891/old-straw-dispenser-turned-

into-a-pencil

4. http://www.schoolgirlstyle.com/2014/04/world-traveler-classroom-

theme/

5. http://www.schoolgirlstyle.com/2012/09/schoolgirl-style-challenge-

finalist-1/

6. http://oneextradegree.blogspot.com/2012/04/cultivating-strategic-

readers.html

7. http://www.coolhunting.com/design/bellerby-desk-globes.php

8. http://flickrhivemind.net/Tags/blackboard,school/Recent

9. http://craftyteacher-devyn.blogspot.com/2013/10/november-

newsletter-for-preschool-pre-k.html?m=1

10. http://freebie-licious.blogspot.com/2014/10/parent-teacher

conference-forms.html

http://becuo.com/world-outline-simple

http://thepaperbagteachers.blogspot.com/search/label/Classroom

https://www.etsy.com/listing/154252862/the-world-awaits-travel-theme-nursery?ref=sr_gallery_30&ga_search_query=travel+theme+party&ga_search_type=all&ga_view_type=gallery




https://www.etsy.com/listing/94380891/old-straw-dispenser-turned-into-a-pencil

https://www.etsy.com/listing/94380891/old-straw-dispenser-turned-into-a-pencil

http://www.schoolgirlstyle.com/2014/04/world-traveler-classroom-theme/

http://www.schoolgirlstyle.com/2014/04/world-traveler-classroom-theme/

http://www.schoolgirlstyle.com/2012/09/schoolgirl-style-challenge-finalist-1/

http://www.schoolgirlstyle.com/2012/09/schoolgirl-style-challenge-finalist-1/

http://oneextradegree.blogspot.com/2012/04/cultivating-strategic-readers.html

http://oneextradegree.blogspot.com/2012/04/cultivating-strategic-readers.html

http://www.coolhunting.com/design/bellerby-desk-globes.php

http://flickrhivemind.net/Tags/blackboard,school/Recent

http://craftyteacher-devyn.blogspot.com/2013/10/november-newsletter-for-preschool-pre-k.html?m=1

http://craftyteacher-devyn.blogspot.com/2013/10/november-newsletter-for-preschool-pre-k.html?m=1

http://freebie-licious.blogspot.com/2014/10/parent-teacher%20conference-forms.html

http://freebie-licious.blogspot.com/2014/10/parent-teacher%20conference-forms.html

classroom management plan

Documents

classroom functionality

student work

student materials

student responsibility

student resource center

student research center

students desks

new students