Angela Miller April 7, 2020

Routines and Procedures

Procedure and Investigation

This procedure will consist of the use of the website “Bouncy Balls,” a noise
management tool. This tool is easily accessible by searching the website and choosing
your settings. The visuals vary between bouncing balls, emojis, bubbles, and eyeballs,
and the choices of the warnings are a beep, a shush, or no sound (only a visual
warning). The sensitivity to sounds can also be adjusted based on what works best for
the classroom. I would use this website in my second-grade classroom to help regulate
noise control within certain periods of the day, such as small groups, reading, or quiet
time. The procedures I would establish in my classroom through this tool would strive to
create an independence in the students in knowing their noise level.
Analyzation
I would need to recognize the demographics and culture of my students when
implementing any new strategy or tool. This website would be controlled by me, not my
students; they would not have access to it. I can’t think of any specific reason why this
tool would offend or go against any of my students and their beliefs, but it’s still
something I would want to keep an eye on. I would also want to be aware that some
parents may not like the use of a laptop with a microphone near their students. I would
need to make sure I have the permission of the school to back me up, if an issue would
arise. I would have to be aware of any students who have sensitive hearing, however;
the beeping or shushing on the website may bother them. To combat this, I would use
the “no sound” warning that appears on the screen. I anticipate that the students will at
first have a difficult time adjusting to this new tool – there may be some days when they
are still too noisy and forget about the tool. I’m planning on introducing this concept
slowly, a little bit each day with no consequences. Slowly, I will increase the use of the
tool and add parameters for my students. Once they are used to this tool, I can then
use it as a routine for them – they will be expecting it during the specific times.
Introduction
I will begin by introducing this tool to my students at the beginning of one of the lessons
I will later be using it in. For example, I may introduce it during reading and talk about it
for just a few minutes. I will pull the Bouncy Balls website up on my laptop and the
screen for the students to see, and show them how the balls (or emojis, etc.) move up
and down based on the noise in the room. I will show the students how I can adjust the
sensitivity for the sound and can choose the type of warning they receive. Then I will do
a test run. On the count of three, the students will loudly say a phrase together and will

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watch the reaction of the screen. Once the students have been shown an example of
how this tool works, I will explain to them that we will eventually be using this to help our
classroom stay at a good noise level. They will get the rest of the week to practice
using this tool using reading and other quiet times. At the beginning of next week, I will
begin using this to monitor the noise – and keep track of how many warnings we
receive. These warnings will be added up and three warnings in a day will equal the
loss of an incentive. Going a week without the loss of an incentive will result in an
additional incentive or reward. I will allow the students to share any thoughts or
questions they have about this tool. I will also remind them that they should still try their
best to stay quiet and respect each other, but that this week of using the tool is simply a
practice run for next week. I will then use Bloomz to explain to the parents this new tool
that their children will be using. I will include the website and a brief synopsis of what it
is and how we will be using it in our classroom.
Practicing
The students will be using the rest of this week as a practice round for Bouncy Balls. I
will record the number of warnings for each day on the whiteboard so they can be
independent in keeping track of their behavior. I will continue this into the next week
when I will be using incentives. These incentives can be ones that are already
implemented or ones that I come up with; I will discuss this with the students every
couple of days. This will keep them accountable to their actions and provide a support
to them as they work towards their goal of one week without the loss of incentives. I will
also provide various reflection times throughout the week to review how the students
are doing, as well as where they are at in their incentive goal.
Maintaining and Revising
It’s important that I maintain and revise this routine as needed. I think that one of the
most important things when using this tool is keeping consistency with my students. If
I’m not consistent, my students will be confused and unsure of their expectations and
actions. Another important aspect to this is communication. I need to communicate my
expectations and the goals set in place for the students. As we’re keeping track of the
warnings, I will need to keep an eye on the incentives and modify as needed. After a
few days, I should self-reflect and review what has happened so far with the routine. I
believe this plan will be successful because it includes incentives for the students and
has an air of consistency and support for them. I’m questioning if I would need to share
with the students the incentives to be lost or gained – while some students do well with
surprises, as second-graders they may need to know more specifics and have shorter
time frames.

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Procedure and Investigation

Collecting papers can be a tough task for the teacher alone. With a class full of young
students, papers can get thrown around and misplaced very easily. Therefore, it’s so
important to have a routine for collecting homework and papers. My routine for this is
simple – it consists of a few baskets and bins, or whatever works for the classroom. As
part of the morning routine when they come in, the students will put their homework in a
bin on my desk. All assignments that the teacher needs to check goes into this bin.
The class is then split into four groups, color-coded. Each group has a bin that goes
along with their color, and this is where their completed work goes. This can be placed
by the teacher or the students themselves, as long as it gets into the correctly colored
bin. Most importantly, the students will always put their name on their paper – this is the
first thing they do as soon as they receive a paper.
Analyzation
I will have an orange bin sitting on my desk. When the students are finished with an
assignment or have homework to turn in, they will put this in the orange bin as long as
their name is on it. I will then have a red, blue, green, and yellow bin – taller so that the
papers stand up and are easier to see. These bins will be located along the wall, easily
accessible to the students. These bins will hold any papers that have already been
graded or marked by me, new homework, or those assignments that have been finished
as a class and can go directly home. As students finish assignments or get work back
from me, all these papers will go into the bins. At the end of each day when they are
packing up, the students will go to their colored bin, choose their papers, and put them
into their folders.
Introduction
I will introduce this system from the very first day when the students walk into the room.
Each student will get a folder – one side will be “keep at home” and the other side will
be “back to school.” I will assign each student to a color and explain that all of their
work, when it is ready to go home, will be in their colored bin. The colored bins are for
specific students; each student will only have one bin that holds their papers. When
they come in each day and as they’re unpacking, I will have the students put any
papers, notes, or homework into the orange bin. I will remind the students that the
orange bin is universal – everyone puts things into this bin. I would ask the students as
a group if they checked their backpack for any other papers or notes, as a reminder to
them. I will check these papers throughout the day and as I finish, will put them into the
desired bins. I will have the groups laminated on my desk to help me keep track of who
is in which colored group. Throughout the day at the end of each class or assignment, I
will instruct the students to put their papers in either the orange bin (teacher bin) or the

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colored bins, depending on if they need to be checked or not. At the end of the day
when they are packing up, the students will check their colored bins for their papers and
will put them into their folder to take home. If there is homework in their bin, the
homework will go on the homework side of their folder – this makes it very easy for the
parents to see and keep track of their child’s homework. Once this system is
established, it will be easy to follow and requires hardly any materials – just folders and
five bins.
Practicing
I will write up an engaging, informative paper for the parents and the students explaining
this system. The students will go home the first day with their folders and this paper.
The paper is meant for the parents to keep and use as a resource for their child’s
learning, so I will practice the system with my students. I will put enough of these
papers in the colored bins for each student. Throughout the day, any work that is
completed will be put into the colored bins, and I will specifically tell the students to put
them in those bins. I will purposely do an assignment with them that I would like back,
so after this assignment I will instruct the students to place their papers in the orange
bin on my desk. When the students are at lunch or special, I will mark each of their
papers that they turned into me, with a star or sticker. This shows that I checked their
papers. I will put the papers into the colored bins. At the end of the day I will have the
students practice packing up and putting their papers in their folders. As a group, I will
tell the students that I checked the papers in the orange bin and put them into the
correct colored bins. I will then dismiss students by color to sort the papers and pack up
their folders. I will ask them how they know which papers go on which sides. The
students will begin to share with me that papers they can keep can go on the “keep at
home” side, and papers that need to come back to school go on the “back to school”
side. I will give them hints as they pack up; for example, I may say, “If a paper has a
star on it, that means I checked it can we don’t need it at school anymore, so which side
would you put it on?” The students will place these papers on the “keep at home” side.
I’ll also give the students an example of something that returns to school. “Anything that
needs a signature from your parents, or any homework has to go back to school, so
which side should this go on?” I will continue practicing with the students and
specifically checking folders as needed to be sure that the students are mastering this
routine.
Maintaining and Revising
I believe this system will work because it has three separate locations that all the papers
are sorted into, and the students keep themselves accountable for where things go. I
would mention a few points, however, that I may need to change, or revise based on the
class and experiences. I would probably tell the students specifically where their papers
go for a few days, so they do not get the bins mixed up. I would also tell them which
side of the folder their papers should go in. This is especially important for papers that
must come back to school or be seen by the parents; I may need to address the class

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for a few days as they put away specific announcements and such. I may also need to
add the names onto the colored bins as to which students are in which group. This
would help both the students and me remember who is in which group. Lastly, I’m
planning on dismissing the students together who are in their colored groups, so that
they can keep each other accountable when packing up their folders. I would remind
the students to make sure they only have their own work, not each other’s work.
Though it seems to have a lot of pieces to it when setting it up, this system should work
well because it maintains efficiency for both the students and I, and fosters
independence and organization in the students.

Procedure and Investigation

Morning routines are especially important for students because it’s the beginning of the
school day and sets them up for success. My goal in my morning routine – also known
as coming-in or beginning routine – is to foster independence within the students. As
the students come into the classroom, I will be greeting them at the door. They will then
be responsible for unpacking and hanging up their backpack and any coats and winter
apparel. From their backpacks they should be returning any homework and notes to the
teacher bin. The students will also choose their lunch preference (packing or not
packing) and get started on their morning work. Their morning work may consist of an
activity relating to the coming lessons, a review from previous lessons, reading a book,
iPad time, or something else. I will decide this prior to the students coming in and write
this on the board.
Analyzation
I will greet the students at the door, and they will choose their greeting for the day. The
students will then enter the room and begin getting ready for the day. Each student will
unpack their backpack and place things where they need to go. Within their backpack
they should have their folder, and this is when they will return any papers, notes, or
homework to the teacher bin, The students will also put their lunch boxes on the lunch
shelf, hang up their coats, gloves, and hats, and make sure their belongings are closed
and organized. They will then move their magnetic name on the board to either
“packing” or “tray” (in pictures). This helps me know exactly who is packing and how
many students I need to account for in the school lunch count. Once these steps have

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been finished, the students will look at the board and determine what their morning work
is. They will get the materials needed for this and will find their seat for the day, getting
started on their work.
Introduction
Within a home letter to the parents and on Bloomz, I will introduce the parents to the
morning routine and notify them through Bloomz of any changes. It’s important that
parents know that their children and their belongings are safe and are being respected,
so I will invite parents to share ideas and ask questions about this routine. I will also
encourage the parents through Bloomz and home letters to pack only the essentials for
their children; it makes it easier when they are unpacking, and I must keep track of so
many materials. When introducing this routine to the students, I will work in steps so as
not to overwhelm them. For the first few days I will introduce the greetings to the
students, show them where to hang their backpacks and coats, and have them practice
moving their name for lunch. I will also make the first few morning routines very simple
and easily accessible until the students get used to the process.
Practicing
To support the students and make everything run smoothly and efficiently, I will start by
having everything spaced out and labeled. It’s so important that the students know
exactly what is expected of them and where things should go, so I want to help them
with this by labeling. I will also have a chart on the wall with the steps the students
should complete before starting their morning work; this will help them remember each
detail such as putting papers in the bin and moving their name for lunch. This chart will
also be sent home with the students at the beginning of the year, so the parents know
the exact routine their children are working towards. As I mentioned, I will label things;
this includes the lunch shelf, backpacks and coats, teacher bin for papers and notes,
lunch chart on the board, morning routine work bin, and anything else I feel that would
help the students in their morning routine.
Maintaining and Revising
I feel that the students will catch onto this very quickly. Though some may forget some
of the steps of the morning routine, I believe that having the chart with the steps will
help combat this. I will also promote accountability in my classroom; for example, from
my spot in the doorway where I am addressing the class I will say, “Class, let’s remind
each other to look at the chart and make sure we have completed all the steps. Ask
your neighbor if they did each of the steps!” I will monitor that each student is doing their
morning work and later will address the class as a whole to be sure they have
completed each step. Having the students get started on unpacking and getting set up
on their own not only makes the routine easier and quicker for me as the teacher, but
also promotes independence and organization within the students. I believe this routine
will work because it covers each area of what the students will need to do when coming
into the classroom, promotes independence and accountability, and keeps the students

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on task and working efficiently. The classroom will be organized and clean and the
students will know exactly what is expected of them. When I think about this routine, I
do come up with a couple of questions for myself. I would probably need to come up
with some way to work with students who are especially disorganized and struggle to
remember the steps on the chart. I may also need to create pictures for the board when
explaining morning work; though writing the assignment may work, some students learn
better visually so I think having both written instructions and pictures may help.

Procedure and Investigation

The seating arrangement can make or break the learning that occurs in the classroom.
This is why it’s so crucial that there are options for students that meet all the needs of
everyone in the classroom. When making a seating arrangement, I need to be aware of
how students may respond and how it fits into our schedule and organization. I believe
that flexible seating works very well with students when used efficiently and
appropriately. When setting this up, I need to be aware of the safety and comfort for the
students, as well as the way it will allow for learning and movement in the classroom.
Analyzation
The seating in my classroom will be based off the needs of my students, their age
(second grade) behaviors, school policies, and my personal budget. If possible and the
school allows, I would be setting up a more flexible seating arrangement for my
students. I would include regular seating such as desks, tables, and regular chairs.
When we need to be seated at a desk or table or there are behaviors, then we will have
options. I would also have a stand-up option, such as a tall table or built-in wall table.
With that comes taller chairs and stools. If possible, I’d love to have a horseshoe table
for small group work and would like some small stools that wiggle and spin. I’d also try
to include low tables and mats and carpets for sitting or kneeling, as well as exercise
balls and bean bag chairs. I would also have a large group rug. These are just a few
ideas of seating arrangements that could make up my class. I would also have a
“seating chart” of sorts; this would be a chart that shows where each student can sit
each day. If they choose not to sit in their given spot, they can choose one of the
opened spots or desks.
Introduction

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I will have the seating chart hung on the wall or board where it is easily seen, with
pictures of all the different seats in the room. I will then have cards with each students’
name, and these cards will rotate each day so that every student has a turn in a
different seat. There will always be open desks for students that want them or have a
behavior and need a break. I will send pictures of the classroom and the seating chart
(without the names of the students placed yet) to the parents using Bloomz. They can
discuss with me the arrangement and share any concerns or questions they may have.
When introducing it to the students, I will remind them that they may only sit in the seats
where their names are at in the seating chart. When using the seats, the students must
be respectful and use them appropriately. If a student loses their privilege for a seat, I
will have a note card (unseen to the students) to keep track of these notes. I will tell the
students that I keep track of how their using the seating and can take away or add to it
at any point.
Practicing
The students will use the seating chart to determine their spot for each day. As they
come in and unpack, the students will set up for the day, get their morning work, and
settle into their spot. For the first day or two, I will allow the students to sit wherever
they like until I establish the seating chart and help them understand what is expected of
them. The seating chart will always be up and updated, so the students will always
have that support for them. The routine is very simple, and the students should learn it
easily. They should also be able to keep up with it and follow the directions
appropriately.
Maintaining and Revising
Looking at my routine, I realize that there may be some students who do better having
the same seat every day, so I will have to keep this in mind. This is why it’s important to
be aware of the students’ needs and preferences. The students may do very well with
switching seats each day, and I could choose to change the seating chart over lunch
time to allow them to have more flexibility during the day. I could also use the seating
as an incentive, such as having a special seat they can earn for the day or having the
ability to trade seats with a classmate. These are a few ideas of which I would consider
and keep in the back of my mind based on my students and the classroom environment.
Flexible seating can also be difficult with students who have disabilities, so this is
another concern that I will have to address. I would also need to be aware of which
students are sitting next to each other. I may have to move large group lessons to the
desks and tables and leave the more flexible seating for small groups and other work
time. These are just some ideas that I have for my classroom or that I could
add/change if need be. Overall, I believe the overall idea of flexible seating is very
beneficial for the students and though it does take work on my part, can be successful
when used properly.

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Procedure and Investigation

When the students have something to share, it’s not always a good idea to have
everyone share at one time. It’s helpful to have a system in place to prevent all the
students from talking at one time or from getting upset when not getting to share. I
believe it’s important to have a system in place that allows the children to share their
thoughts whether verbally or non-verbally.
Analyzation
It’s beneficial to learn sign language in general, and I believe that it’s even more
important to learn it as a child. For this reason, I plan on using sign language in my
classroom. I will introduce specific signs to the students based on some common
needs they will have in the classroom. I will also have signs for them to use to show
that they agree with their classmates when we are discussing as a large group.
Introduction
Since this is something that I would like the students to learn very well and remember,
it’s important that I introduce them properly. I will create a chart with the signs that we
will be using and will have it displayed in color for the students to see. On this chart will
be pictures as well as written descriptions. I will also have copies of the charts sent
home to all the parents, showing them the signs and sign language their children will be
using. I will update these charts as new ones are learned. I will also encourage the
parents to review these signs with their children to help them remember and grasp the
concept.
Practicing
I will introduce the signs a couple at a time so as not to overwhelm the students. I will
also make sure that I’m using the signs as I talk and respond to the students to show
consistency. Some of the main signs the students will learn will be the signs for
“bathroom,” “drink,” “backpack” and others such as these. When the students need a
drink or need to get something from their backpack, using the signs will cut down on the
amount of distractions in the bathroom. I will also respond using signs, such as “yes,”
“no,” or “wait.” The students will also use signs to show that they agree with their
classmates. When I ask a question and call on a student and that student shares the
correct answer, I will ask the rest of the class to show me that they agreed or had the
same answer by “clapping” two fingers together. This cuts down on the noise in the
classroom while allowing each student to still respond.

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Maintaining and Revising

I believe these signs will work and be beneficial for the students because it cuts down
on distractions and noise but still allows the students to share their thoughts and
opinions. I realize that I would probably have to come up with some way to handle
constant questions and sharing; while this is so important for students, sometimes it’s
not the best during large group lessons. I would need to specifically teach these signs
to the students, adding on as need be and as the students are ready. Consistency is
important; teaching the signs and then not using them or enforcing them will result in a
broken and irregular routine. I would also need to be aware of situations such as
students who must visit the nurse or leave school early; I would have to put something
in place for this. I would also need to think about how I would create the chart; I’m
thinking it would be beneficial to have the chart in pieces so that I can add a new sign
each time we learn one as a class or discuss one we decide to add as a learning tool.

Procedure and Investigation

It’s important to have plans and routines in place that allow the classroom to run
smoothly and efficiently. Part of this is having behavior ideas in place to help with not
only the behavior of the students, but also the attention, motivation, and participation of
them. Because of this, I would use the Secret Leaders strategy to motivate and reward
my students for their work and participation in class.
Analyzation
The Secret Leaders are students who are revealed at the end of the day or a lesson. I
start by putting each of my student’s names into a bucket. I then choose an incentive
that will benefit the group. At the beginning of each day and/or certain lessons, I draw
one or more names of my students and place the names into an envelope. At the end
of the day/lesson, if those students obeyed, participated, and set an overall good
example for the class, I can read those names and the people revealed add a marble to
a jar I have at the front of the class. Once the jar is filled, the entire class gets a reward.
If the name in the envelope did not meet the requirements for the day or lesson, I
cannot read the name and it goes back into the bucket; the class tries again tomorrow.
Introduction

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I would use Bloomz to introduce this new routine to the parents. I would explain the
Secret Leaders in writing and may also choose to share hints of the reward their
children may receive. I’d also include the requirements the students need to meet to be
revealed as the secret leader. I’d encourage parents to talk to their children about these
aspects and motivate them to meet the requirements to be a secret leader. Though the
names are drawn at random, the names are always revealed if the requirements are
met. I will introduce this to the students in the same way, but instead of using Bloomz I
will physically show them the bucket, marbles, jar, and requirements. I will also give
them an example of how it works and share a hint about the coming reward.
Practicing
When putting this into practice, it’s important that I keep consistency for my students.
When setting up the schedule for this, I will be sure to stick to it, revealing secret
leaders every day. I will also be sure to tell the students if I choose to reveal secret
leaders for a particular lesson, as well. As soon as I introduce this procedure to the
students, I will draw names from the bucket and begin the system. There is a lot of
room for error in this system; I can adjust things as needed or choose students
randomly, if needed. I will remind the students throughout the day to look at the
requirements and hold each other accountable for their actions; they never know who
the secret leader is!
Maintaining and Revising
Consistency is so important with this routine. If I don’t follow through with what I say or
the incentives I put into place, it will be hard for the students to respect what I tell them.
As for the reward, I will have to make sure it is something suitable for the entire class
and appropriate for the school and permissible by the parents. I will also need to be
aware of the students who continuously act up and/or cause other students to be
distracted and inattentive. I may have to put a plan in place for this. However, overall, I
believe this routine will work very well because it helps the class collaborate and work
together, supporting each other for a main goal. It is also flexible and adjustable on my
end, so I can make it work based on my students’ needs and the classroom.

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