2014-2015 Third Grade Classroom Engagement Plan



Classroom Engagement Plan








These rules will be developed based on student’s hopes and dreams.  The rules align within the 4 B’s of Laney.



Students will brainstorm their own hopes and dreams.  Then we will have students write down one hope and dream on post-it and place it under one of the 4 B’s.

Teachers will synthesize the rules that classes came up with to create a set of rules for every 3rd grade room.  The rules will be presented to the students to ask for their feedback and revised as needed.  Once consensus is reached, the rules will be posted in every classroom and in the hallway.  

Within the first weeks of school



·    Managing materials

·    Managing their bodies

·    How to solve conflict

·    How to sit on the carpet

·    How to sit at a table

·    How to ask for help

  • How to use a pass

  • How to use the bathroom

  • Expectations for morning meeting

  • Independent work time

  • How to walk in the hallway/transition

  • How to communicate respectfully

  • Content specific routines

·       Y-charts

·       Teacher modeling

·       Students practicing

·       Continually revisited

·       Tied to a rubric for self assessment

  • small group practicing if they are still not getting it

  • asking students to “try it again”

Within the first weeks of school and continually revisited throughout the school year

Relationship Development

Community Building

·       Morning meeting

·       Yoga Calm

·       Playworks

·       Friday Fun

·       Lunch Club

·       Field Trips



Each component enables students to participate in community building exercises/experiences.


Morning Meeting

Yoga Calm


Homework Lunch Club

Friday Fun



Field Trips

Social Emotional Learning

·      Morning meeting

·      Yoga Calm

·      Second Step




The 4 components of morning meeting support relationship building as well as gaining a sense of community

Morning meeting is every morning at 8:45


Yoga calm will be incorporated through the day and especially at transitions

Acknowledge/Reinforce Positive Engagement






Positive teacher language

Focus on positive behavior

Reframing statements to positive vs. negative

Using reinforcing statements based on our learning at RC training.

Whole grade-level rewards for following 4Bs/classroom expectations

Friday Fun based on whole-grade work rubric.


Respond/Redirect to Student Misbehavior


Using logical consequences

Tab-In and Tab-Out to redirect and refocus the student





Teaching students the three logical consequences from RC training: You Break it, You Fix it; Loss of Privilege; and Time- out (TAB).

Using Reminders and Redirections to support students.

Teacher modeling and repeated student practice of TAB in and TAB out

First six weeks to be taught, reinforced throughout the year.

Responding to Extreme Student Misbehavior

Classroom teacher or co-teaching will remove student from the classroom or remove from where the incident took place. Teacher will place student in a safe place to calm down. Teacher will not engage in conversation until student has calmed down.


If needed, teacher or co-teaching will call dean or admin for support






Document extreme behavior and contact the dean

As soon as possible to ensure safety of all students and staff

Restorative Practices

Restorative circles

Make it right with the students and teachers





As needed during morning meeting or throughout the day

As needed throughout the year

Communicating Plan








Once complete, all teachers will post the plan on school websites.

The plan will be communicated to families

Within the first few weeks of the school year.  


Resources Needed (resource books, student books, Second Step, PD, guest presenters):


Responsive Classroom resources, professional development to continue to learn about logical consequences  


Persons Responsible (Classroom teacher, AEs, Collaborating teachers, volunteers):


Classroom teachers, Collaborating Teachers, AEs, Principals