Hallway
Classroom
Carpet
Classwork
Rules
100

What do we do before we enter the hallway? 

Line up nicely and quietly. 

100

What is the first thing you do when you enter the classroom in the morning?

Put up book bag and place folder in basket.
100

How do we go to the carpet? 

Walk quietly

100

Do we yell "I'M DONEEEEE"?

No. We raise our hand

100

What do we do when we need help? 

Raise our hand

200

How do we walk in the hallway? 

Quietly. 

200

What do we do after turning in folder?

Complete morning work

200

Where do you sit? 

On your spot

200

Where does finished classwork go? 

In the basket? 

200

What do we do with our pencils, crayons, and markers? 

Take care of them and keep the basket neat. 

300

What do we do with our hands in the hallway?

Quiet fingers and to ourselves.

300

Where do you put folders?

In the basket on Mrs. Benson's desk.

300

What do we do while at the carpet? 

Calendar and Heggerty

300

When the teacher is talking what do we do? 

Keep your eyes on Miss. Whitlow, hand still, mouths closed. 

300
How do we participate during brain breaks? 

No screaming, no yelling, and stay behind our seat. 

400

Who picks the line leader and caboose? 

Miss. Whitlow will by the spinner

400

Do we talk, yell, scream, run around during class? 

Absolutely not

400

What is expected of you while working at the carpet? 

Listening ears, participation and quiet. 

400

What is the bathroom policy? 

You can go at any time without raising hand, one at a time, wash hands.

400

How do we respond to a classmate who made a mistake? 

Encourage them, be nice and respectful. 

500

How do we line up? 

When the teacher calls on you. 

500
How do we get a teacher's attention? 

By raising your hand.

500

What do we look for during carpet? 

Heggerty Hero

500

What do you do when someone else is talking and playing during classwork? 

Mind your business and let the teacher handle it. 

500

What do we do at the end of the day to get ready to leave?  

Clean up, pack up, and stack chair. 

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