Mr. Cafaro's Classroom Behavior Policy

EXPECTATIONS FOR BUCS IN THE CLASSROOM

Building Unity Character and Success

All students are expected to follow The 3 Pillars of Success in the Classroom.

Pillars (Building)Pillars (Classroom)

  

MR. CAFARO'S CLASSROOM POLICIES

Rules & Consequences

A. Be respectful.

B. Be responsible.

C. Show integrity.

When setting academic and behavior expectations for students in my middle-school reading intervention class, I take into consideration the individual needs and abilities of students who are struggling readers. My expectations are fair, realistic, and supportive of students' learning progress.

Here are my fair academic and behavior expectations for struggling readers in my middle-school reading intervention class:


For Reading Skills:

1. Learn Step by Step: Every student learns at his or her own pace. It's okay to take small steps in learning to read. When you make progress, even a little bit, it's a good thing!

2. Special Help: Your teacher will teach you in a way that's just right for you. Some kids need more help than others, and that's perfectly fine.

3. Check Your Reading: Sometimes, your teacher will check how well you're reading to see how you're doing. This helps your teacher know how to help you better.

4. Sounding Out Words: You'll practice making sounds for letters and words. It's like a puzzle, and it will help you read better.

5. Reading Tricks: Your teacher will show you cool tricks to get better at reading, like recognizing words you see a lot and understanding what you're reading.

6. Join In: Try to take part in reading activities, even if they seem a bit tricky. Ask questions and don't be afraid to ask for help when you need it.

7. Reading Time: Your teacher will ask you to read for a little while every day or week. It will get easier the more you practice, so don't give up!


For Behavior:

1. Be Kind: Treat everyone, including your teacher and classmates, with kindness and respect. We want everyone to feel good in our class.

2. Stay Patient: Learning to read can be hard, but it's okay. Be patient with yourself and your friends. Keep trying, and you'll get better!

3. Listen Carefully: When your teacher is talking or when your friends are sharing, listen carefully. It helps everyone learn.

4. Join In: Join activities and talk with your classmates. Even if you're not sure about reading, participating is a great way to learn.

5. Try Your Best: Always give your best effort, and keep a positive attitude. Don't worry if you make mistakes; that's how we learn!

6. Ask for Help: If you're having trouble, don't be shy to ask your teacher or a friend for help. We're all here to help each other.

7. Use Tools: Sometimes, you might use tools or technology to help you read better. It's okay to use these to make reading easier for you.

8. Keep Things the Same: Your teacher will try to keep things in our class the same way every day. This helps us know what to expect and makes it easier to learn.

Remember, your teacher wants you to do your best and feel good about learning to read. It's okay to take your time, ask questions, and be a good friend to your classmates. Reading can be a bit tricky, but with practice and patience, you'll get better and better!


Below is a sample Behavior Chart that I use for individual students who regularly become distracted from our class goal: to become better readers. Occasionally, I use this chart to compare each of my classes progress and create a bit of competition, working toward a reward for meeting our class goal.


Weekly Behavior Chart for Classroom Management
In my classroom, I implement a weekly Behavior Chart to effectively manage student behavior. When a student is assigned an individualized Behavior Chart, it allows me to track their engagement and focus throughout the school week. To assess a student's behavior, I use checkmarks (✔️) to indicate when a child is on task, attentive, and actively engaged in their work. However, if a student becomes off-task or distracted, a strike (❌) is recorded on their chart. It's important to note that before assigning a strike, the teacher provides friendly prompts and verbal and nonverbal warnings to redirect the student's behavior.

If a student receives a strike during class, they will not receive full credit for the day's participation and behavior grade, and a note will be written in the comments section of the student's ProgressBook. When a student accumulates three strikes (❌) during the week, they are required to attend Lunch Detention as a consequence. If the misbehavior persists and results in another three strikes (❌) during the week, the student will be assigned after-school Administrative Detention. In cases where a student's behavior issues persist and they accumulate three more strikes (❌) during the week, they will be subject to a Discipline Referral and face disciplinary consequences from the school's Principal.

When a class earns more checkmarks (✔️) than strikes (❌), they will receive a reward or privilege. If the class has an equal number of strikes and checkmarks or more strikes than checkmarks, they will not receive a reward but will have an opportunity to work toward improvement for the next time.

This structured approach to classroom management helps maintain a productive learning environment while providing students opportunities to improve their behavior.

In addition to my classroom rules, all school policies are enforced.
 

A. All Warner Middle School and Xenia Community Schools policies apply as stated in the “Student Planner & Code of Conduct.”

B. All cell phones should be turned off and should not be seen or used. Students can use their devices once they leave the school building at the end of the day.

C. Students who do not follow the school dress code will be sent to the office to call home for a change of clothes.

D. Students will have three (3) hall passes per grading period. Students are encouraged to use their lockers before and after classes and to visit the bathroom and get a drink during class changes and at lunch.
See Clinic Note Here

E. Students will be using school-owned computers, books, and other learning tools.  Students must respect this property and not misuse them in any way. District policy will be followed for a student’s misuse of any school-owned property.

F. Substitutes and Guest Teachers will be given the same respect as a regular classroom teacher. Students who do not cooperate with Substitutes or Guest Teachers will serve 2 Administrative Detentions along with a phone call home by the teacher.

 

Consequences for Unacceptable Classroom Behavior

All students are expected to follow classroom rules and procedures, as well as the school-wide expectations of the 3 Buccaneer Behaviors. Unacceptable behavior will follow the "Three Strikes“ rule, using Stop Dots to manage misbehavior this year.

Stop Dots

Students receive Stop Dots when they display misconduct in class.


1st Behavior Violation (“Strike One”) – Any time a student demonstrates misbehaviors, or behaviors that go against the school/classroom rules and expectations, he or she will receive strike (✖️) on his or her Behavior Chart. If a student receives three strikes (✖️✖️✖️) during the week, he or she will receive a red Stop Dot, indicating the student will be assigned lunch detention. Because many people have different learning styles and ways of remembering, the first Stop Dot serves as a visual, auditory, and tactile warning--allowing visual learners to see the consequence, auditory learners to hear the consequence, and tactile learners to touch the consequence.

2nd Behavior Violation (“Strike Two”) – If a student's misbehavior continues throughout the week after receiving three strikes, the student will continue to receives additional strikes. An additional three strikes (✖️✖️✖️), the student will be assigned an after-school detention.

3rd Behavior Violation (“Strike Three”) – If a student continues his or her misbehavior and receives three more strikes (✖️✖️✖️) within a week, the student will be written up with an Office Referral and will be required to speak with the school's principal.

IMPORTANT NOTE: If a student's misbehavior is severe and needs immediate attention from the principal, assistant principal, or counselor, or if the student's misbehavior is a continual disruption to instruction or students' learning over a period of time, I will skip the steps listed above during the particular incident. Additionally, a student will be referred to the assistant principal if his or her misbehavior continues beyond receiving three Stop Dots or while a Guest Teacher is supervising my classroom during my absence.

 

BEHAVIOR SCAFFOLDING THROUGHOUT THE SCHOOL YEAR

Because children need to develop independence as they mature throughout the school year, the classroom teacher will use the strategy of scaffolding each quarter to release control and give children more and more responsibility for their conduct.

LEVEL 1 CONSEQUENCES - Scaffolding per Week:
1st Misbehavior = ✖️
2nd Misbehavior = ✖️
3rd Misbehavior = ✖️ (Lunch Detention)

 

LEVEL 2 CONSEQUENCES - Scaffolding per Week:
1st Misbehavior = ✖️
2nd Misbehavior = ✖️
3rd Misbehavior = ✖️ (Administrative Detention)

LEVEL 3 CONSEQUENCES - Scaffolding per Week:
1st Misbehavior = ✖️
2nd Misbehavior = ✖️
3rd Misbehavior = ✖️ (Discipline Referral to the Office)

 

EXPECTATIONS FOR FIDGET USE:

Recently I noticed when my son and I were doing his reading homework, he held my fidget when he read. He also held my finger when he read, but I noticed his eyes weren't anywhere on the page. His eyes and attention were focused on the fidget. 

So he and I made a deal. Whenever he reads, he can use the fidget as long as his attention remain on the task of reading. And whenever, I started to read to him, he has to put the fidget down and pay attention to the reading. But as soon as he began reading, he could pick the fidget up again.
And that is my deal with you students. When you are engaged with me or the class during Warm-Up or instruction, you must put the fidget down. But whenever you are engaged in reading on your own (OYO), you may use a fidget.
If you use your fidget without giving your attention to the class or to me during Warm-Up (or at ANY OTHER TIME that requires your Attention), you may be redirected, given a friendly reminder, earn an X or even a Stop Dot—if the problem persists.