Classroom Management Checklist PDF

**Checklist Item** **Actionable Steps** - Establish clear procedures for entering/exiting the classroom. - Teach and practice routines with students regularly and consistently. - Use posters or signs to remind students of procedures. - Develop consistent routines for starting and en...

**Checklist Item** **Actionable Steps** - Establish clear procedures for entering/exiting the classroom. - Teach and practice routines with students regularly and consistently. - Use posters or signs to remind students of procedures. - Develop consistent routines for starting and ending lessons. - Use a specific signal (e.g., bell, hand signal) to start and end lessons. - Implement procedures for transitions between activities. - Use a timer and a distinct auditory signal for transitions. - Model and practice transitions to ensure they are smooth and quick. - Set us visual cues, such as arrows or numbers on the floor - Create routines for handling classroom materials and supplies. - Designate specific areas for materials. - Teach students how to properly use and return materials. - Use visual, auditory and verbal signals to indicate transitions and expectations. - Develop and display visual cues (e.g., color coded cards). - Consistently use verbal reminders and instructions. - Define clear, simple, and positive classroom rules. - Involve students in the creation of classroom rules. Display rules prominently in the classroom. - Include visual cues - Communicate rules and consequences to students and parents in both languages. - Send home a written copy of rules and consequences. - Discuss rules during parent teacher meetings. - Apply consequences consistently and fairly. - Document incidents and follow a predetermined set of consequences. - Ensure all students understand the consequences. - Use positive reinforcement to encourage good behavior. - Implement a reward system (e.g., stickers, points). Recognize and praise positive behaviors regularly. - Develop a system for tracking behavior and providing feedback. - Use charts or digital tools to track behavior. - Provide regular feedback to students and parents. +-----------------------+-----------------------+-----------------------+ | | **Checklist Item** | **Actionable Steps** | +=======================+=======================+=======================+ | **Student | - Use interactive | - Plan activities | | Engagement** | and collaborative | so to maximize | | | learning | simultaneous | | | strategies. | active | | | | participation, | | | | including peer to | | | | peer learning | | | | opportunities. | | | | | | | | - Encourage | | | | discussions and | | | | cooperative | | | | learning | | | | opportunities. | +-----------------------+-----------------------+-----------------------+ | | - Incorporate | - Use educational | | | technology and | apps, videos, and | | | multimedia | interactive | | | resources to | whiteboards. | | | enhance learning. | Integrate | | | | technology into | | | | lesson plans. | +-----------------------+-----------------------+-----------------------+ | | - Provide | - Use second | | | opportunities for | language | | | students to | acquisition | | | practice language | strategies. | | | skills in | | | | meaningful | - Create real world | | | contexts. | scenarios for | | | | language | | | | practice. | +-----------------------+-----------------------+-----------------------+ | | - Differentiate | - Assess students\' | | | instruction to | language levels | | | meet diverse | and adjust | | | learning needs | activities | | | and language | accordingly. | | | proficiencies. | | | | | - Provide varied | | | | instructional | | | | materials and | | | | supports. | +-----------------------+-----------------------+-----------------------+ | **Classroom Space** | - Arrange desks to | - Use group seating | | | promote | arrangements. | | | interaction and | | | | collaboration. | - Change seating | | | | periodically to | | | | encourage | | | | different student | | | | interactions. | +-----------------------+-----------------------+-----------------------+ | | - Ensure clear | - Arrange seating | | | visibility for | to avoid | | | all students to | obstructions. | | | instructional | | | | areas. | | +-----------------------+-----------------------+-----------------------+ | | - Create designated | - Clearly label | | | areas for | areas. Use rugs, | | | differentiated | dividers, or | | | activities (e.g., | furniture to | | | reading corner, | define spaces. | | | writing and word | | | | study). | | +-----------------------+-----------------------+-----------------------+ | | - Ensure the | - Regularly clean | | | classroom is | and organize the | | | safe, clean, and | classroom. | | | clutter free. | | | | | - Conduct safety | | | | checks and remove | | | | hazards. | +-----------------------+-----------------------+-----------------------+ | | - Display SEL and | - Create visually | | | culturally | pleasing Cultural | | | relevant | Corner. | | | materials | | | | | - Sprinkle cultural | | | | and SEL relevant | | | | materials around | | | | the classroom. | | | | | | | | - Update regularly | +-----------------------+-----------------------+-----------------------+ | | - Display I can | - Update and refer | | | statements, | to these tools | | | sentence frames, | during lessons. | | | anchor charts, | Encourage | | | and interactive | students to use | | | word walls. | them as | | | | references. | | | | | | | | - Rotate displays | | | | to align with | | | | current lessons. | +-----------------------+-----------------------+-----------------------+ | **Time Management** | - Utilize timers to | - Set clear time | | | manage activity | limits for | | | durations and | activities. | | | transitions. | | | | | - Use visual timers | | | | to help students | | | | manage their | | | | time. | +-----------------------+-----------------------+-----------------------+ | | - Maintain a clear | - Post the schedule | | | and consistent | in a visible | | | daily schedule. | location. | | | | | | | | - Review the | | | | schedule with | | | | students daily. | +-----------------------+-----------------------+-----------------------+ | | - Allocate specific | - Plan lessons to | | | times for | include time for | | | instruction, | each stage. | | | practice, and | | | | review. | - Stick to the | | | | planned times as | | | | much as possible. | +-----------------------+-----------------------+-----------------------+ | | - Allocate times | - When | | | for brain breaks. | transitioning | | | | from one subject | | | | to another allow | | | | a minute for | | | | students to | | | | decompress by | | | | stretching and | | | | singing. | +-----------------------+-----------------------+-----------------------+ | | **Checklist Item** | **Actionable Steps** | +-----------------------+-----------------------+-----------------------+ | **Materials | - Ensure materials | - Regularly review | | Management** | are appropriately | and update | | | challenging and | materials. | | | culturally | | | | relevant | - Include a variety | | | | of resources that | | | | reflect diverse | | | | cultures. | +-----------------------+-----------------------+-----------------------+ | | - Organize | - Label storage | | | materials so they | areas. | | | are easily | | | | accessible to | - Model for | | | students. | students how to | | | | find and return | | | | materials. | +-----------------------+-----------------------+-----------------------+ | | - Rotate materials | - Introduce new | | | regularly to keep | materials | | | students engaged. | periodically. | | | | | | | | - Retire or | | | | repurpose | | | | outdated or | | | | underused | | | | materials. | +-----------------------+-----------------------+-----------------------+ | | - Prepare materials | - Plan and prepare | | | in advance to | materials before | | | maximize | lessons. | | | instructional | | | | time. | - Keep a | | | | well-stocked | | | | supply of | | | | essential items. | +-----------------------+-----------------------+-----------------------+ | **Parental | - Communicate | - Send weekly or | | Involvement** | regularly with | monthly | | | parents about | newsletters. Use | | | classroom | email, apps, or | | | activities and | meetings for | | | expectations in | communication. | | | both languages. | | +-----------------------+-----------------------+-----------------------+ | | - Encourage parents | - Create a | | | to volunteer and | volunteer | | | participate in | schedule. Offer a | | | classroom events. | variety of ways | | | | for parents to | | | | get involved. | +-----------------------+-----------------------+-----------------------+ | | - Provide resources | - Share educational | | | and strategies | websites, apps, | | | for parents to | and activities. | | | support learning | Offer workshops | | | at home. | or informational | | | | sessions for | | | | parents. | +-----------------------+-----------------------+-----------------------+