Action Plan

 Beliefs: reinforcing acceptance and open communication throughout the classroom

One class room rule: Individual Growth( allowing every student to grow in their own manner without comparison to others)

Classroom Procedures:

  1. Beginning the day — Enter the classroom politely; put away your backpack, lunch, and coat; turn in your homework; sit at your desk and read with a partner (or alone) or do before-school work silently.
  2. Finding lost items — Ask the people around you if they found the item you lost; if not, check the Lost and Found box; if it is not there, ask me at a time when I’m not teaching the class; if you find it, thank the person who turned it in; next time, try to take care of your things. Consider going through the Lost and Found box at the end of each month with the whole class. If an item remains unclaimed, give it to the person who turned it in.
  3. Guests in the classroom — When guests enter the room, let the designated classroom “host” or “hostess” greet them; when the host or hostess rings the chimes, get ready to listen to and look at the visitor — a smile is great!; when the host or hostess introduces the visitor, say, “Welcome to our class, __________”; remember, most guests are here to watch you learn, so be ready to explain what you are working on; treat guests respectfully.
  4. Helping other students — In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able; if someone needs help with understanding the problem, tell him or her to ask me for help; never put down another student who asks for help.
  5. Participating in group lessons — Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
  6. Signals for attention — When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
  7. Turning in lost items — Ask the people around you if they lost the item you found; if not, write your name and the date on a slip of paper and tape the item to it; if it is money or something valuable, put the item and slip on my desk for safekeeping; if not, put it in the Lost and Found box; give yourself a “pat on the back” for being honest.
  8. Using the drinking fountain or sink — When I am not teaching the whole group, you may get a drink; take only a three-second drink; you may bring a water bottle to keep on your desk; if you need to wash your hands, use only a little soap; wipe up any water you spill.
  9. Using the school bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say “no,” wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).
  10. What to do during free time — If you finish an assignment, first work on any unfinished assignments that are in the front pocket of your work notebook; when you finish those, you may choose to do your classroom job, read a book, write a story, illustrate a book, make up math problems, work on a research project, peer-tutor someone who needs your help, or create a song about what the class is studying.

GRADE: 6th grade

Class: Ballet 1

TIME FRAME: 60 Minutes

0 – 5 minutes: Enter classroom in a respectful manner; put all belongings on the right side of the classroom; make sure all jewelry is off and proper attire is on.

6-10 minutes: Find your place at the bar; warm up individually; prepare for instructor

11-25 minutes: Instructor guides lower and upper body warm up/ stretch (bar warm up)

26-40 minutes: Instructor will instruct student to move to the center of the classroom to do center combination

41-55 minutes: Instructor will tell students to line up in 4 rows on the left side of the room to do across the floor work

56- 60 minutes: Instructor will dismiss students; students with bow out and they can gather their items.

 

Positive Consequences:

Strong and long term: A point system that rewards good behavior and effort throughout the semester; once a student reaches 7 points they will be allowed to lead the class, teach a dance or opt out of a class and sit and do work of their choice.

Intermittent: If the whole class is able to behave properly, I would treat them with a game of their choice. This would allow them to have more independence and creativity. It is an incentive to help pay attention to classmates and keep everyone on track.

Free and frequent: I will offer compliments to students when they are behaving well or complete a task. I will also encourage students to compliment their peers when they notice them doing something correct that I may have missed. This will improve the students’ confidence.

 

Correcting Behaviors: First, I will let students know they are misbehaving by giving them a look to indicate that they are not acting properly. This will give them time to correct the behavior themselves. If the behavior continues, I will gently ask them a question about what they think they should be doing to verbally acknowledge they are misbehaving and again to allow them the opportunity to change their behavior. If it still persists, I will ask if I can speak to the student’s parents after the class.

 

Behavior Crisis Plan:

  1. Notice what is going on in the class. Pinpoint who is behaving and what exactly they are doing is wrong.
  2. Then give them the look (mentioned above).
  3. If nothing changes, ask them to think about how they should behave.
  4. If nothing changes, have the student step outside the classroom or sit down so they can no longer participate in the activities.
  5. Again, if nothing changes, speak with them after class to help them recognize that what they were doing is unacceptable in the classroom.
  6. If the behavior occurs for more than 3 days within the week, schedule a call home to the parents to discuss what can be done about the situation.

Crisis:

Alert other teachers when there is an unsafe scenario and ask if someone may be able to take the student out of the classroom and sit with them outside while I am able to continue teaching. If their parents are sitting outside watching or waiting, I would ask their parent to supervise them. If not, I would ask another teacher or director at the studio.  I would address the situation with the student once I am able to finish the class for the other students who are behaving properly.


Develop: prepare plans

Share: with other teachers

Review: always remember and understand plan

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