Introducing
Your new presentation assistant.
Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.
Trending searches
Creating a Comprehensive Behavior Management Plan
2
Creating a Comprehensive Behavior Management Plan
By Leah Kotlarchyk
Lets put it into practice-
Assess
A practice behavior management plan
Statement of Purpose
Statement of purpose
Our classroom is a welcoming, respective environment in which every student has a voice. We will aim to be the best versions of ourselves we can be and support each other as we grow. We will be cooperative, creative, and hardworking. We will never give up without trying our best and will always raise each other up, not knock each other down. We are good leaders, good citizens, and good friends.
Rules
Rules
Rule 1:
Listen to the teacher.
Rule 2:
Come to class prepared.
Rule 3:
Respect others.
Rule 4:
Always try your best.
Rule 5:
Raise your hand.
procedures (one example)
Procedures
Procedure 1:
When I get to class I should...
Leave finished homework in the red bin.
Take graded homework from the green bin.
Check the board for bellwork assignment.
Did the board say read a book? Find your bin color on the book shelf and pick any book!
Did the board say to do folder work? Get the folder with your name on it from the folder shelf.
Sit quietly at your desk.
Work quietly until timer rings.
If you finish early, go get another book from the book bin.
Positive Consequences
Consequences
Free and Frequent
- Smiles, thumbs up, other gestures of affirmation
- verbal praise
- Passport to success (a sticker book with different positive behavior on each page. Students can add stickers or stamps to the page corresponding with the positive behavior).
Intermittent
- Special privilege coupons
- Positive note home to parents
- The Mystery Box (students must have 5 days in a row of awesome behavior. Each day, they get a question mark on the mystery box. When the box has 5 question marks, it opens to reveal a mystery prize. The prize can be tangible or a special privilege or activity).
Strong and long-term
- Field Trip Fever (A color-able thermometer that gets one degree colored for each super behavior day. Students get a special prize at each level of the thermometer, escalating to a field trip at the end of the year).
Negative Consequences
Consequences
Negative Consequences
Level 1:
General Reminder
Level 2:
Individual reminder or hand pre-determined hand signal
Level 3:
Seat Change
Level 4:
Think about it activity (a desk away from the other student where the student can do a reflective activity, such as a journal or survey that helps them self-reflect)
Level 5:
Teacher Conference/Community helper (like detention but instead of sitting in a room, the student must help the teacher or other teachers with a task)
Level 6:
phone call or note home
Level 7:
Office referral
Crisis Plan
Crisis Plan
1:
Send the student closest to the door to the office with a crisis behavior card.
2:
Send the rest of the students in the class to *Insert Teacher*'s room.
3:
If possible, help the student in crisis to reestablish self-control.
4:
Bring the rest of the students back to class once the crisis has been addressed.
5:
Notify parents of the incident or principal notifies parents of the incident or translator notifies parents of the incident.
6:
Document incident and actions taken.
Action plan
Action Plan
(example-bell work)
Develop
Develop
- Add bell work to class dojo.
- Prepare needed number of folders (plus a couple extra)-label folders with student names, complete/incomplete work labels on the appropriate sides, and a sticker chart that indicates students reading level for which book they should get when done with bell work. Use a color-coding system of the folder colors to indicate proficiency levels.
- Set up folder bin and label bin.
- Create bell work for the first couple weeks of school, including differentiated versions of the bell work.
Teach
Teach
- Explain to students that they will be expected to do work for 5 minutes at the beginning at every class.
- Explain procedures to students, walking over to the pre-set up bins and showing the folders while doing it.
- Show students where their uncompleted work is and where they should put their completed work.
- Pretend to be a student. Model correct behavior.
- Play a game with the students, in which students take turns modeling correct bell work procedures for their peers, but first they pull a behavior out of a hat. Students must call out what is incorrect about the modeling.
- Have students all get their folders and complete the first bell work inside the folder, which is a student interest inventory.
share
Share
- Type up procedures for bell work and put it into substitute lesson binder.
- Write a letter to inform the parents of classroom daily expectations, including a general schedule. This should include the expectation that bell work is part of the grade and a point for completion will be awarded on class dojo each day.
- Send a copy of letter to administrator.
- Send a copy of letter to any teacher aides or paraprofessionals.
- Request translations of the letter into all possible home languages.
- Send letter home to parents.
review
Review
- Teach procedures for bell work during the first week of class.
- Review procedures any time changes are made.
- Review procedures any time behaviors are not meeting expectations across more than 10 percent of the class.
- Review procedures once every 3 months
Here are some strategies recommended in the resources and videos to look back on when I start teaching
IDEAS
Here
- https://www.teachingchannel.org/#content
- https://www.interventioncentral.org/
- http://www.theteachersguide.com/classroommanagement.htm
- https://www.pbis.org/
- https://www.educatorshandbook.com/game/
- https://www.thetechedvocate.org/5-must-behavior-apps-tools-resources/
- http://blogs.edweek.org/edweek/education_futures/2017/09/5_must-have_classroom_management_apps_tools_and_resources.html
- https://www.classdojo.com/
"In an effective classroom students should not only know what they are doing, they should also know why and how."
- Harry Wong
WHAT
What are the components of a behavior Management plan?
Statement of Purpose
Statement of Purpose
- An outline of the goals of classroom activities.
- Holds together the rest of the plan and lays the groundwork of the plan.
- Should be completed before the other components of the behavioral management plan.
- The plan must be all of the following:
-Focused
-Direct
-Clearly Understood
-Free of Teacher Jargon
Rules
Rules
- A way for students to self-monitor behavior
- Teachers should make sure rules are easy for students to understand.
- Teachers should limit the amount of rules to five.
- Rules should align with school and district policies.
- As teachers draft rules for a comprehensive behavior management plan, they should be sure that the rules are:
-Specific
-Observable and Measurable
-Stated Positively
-Convey Expected Behavior
Procedures
Procedures
- Steps necessary for the completion of an activity or task.
- Most helpful for activities or routines that take place during transitional periods, when less classroom structure is present.
Consequences
Consequences
- Consequences are actions teachers take as a result of a behavior which either corrects or recognizes the behavior.
- Consequences should result in an increase in motivation for students to behave in an appropriate manner.
- Consequences should take student dignity into account and be respectful of student needs and cultural differences
- Consequences should be:
-Clear and specific
-Directly related to rules and procedures
-Arranged in levels of intensity or a hierarchy of alternatives
-Natural and logical
Types of Consequences
There are two main types of consequences:
- Positive consequences (or reinforcement) are means by which the teacher can increase the likelihood of the student's behavior reoccurring in the future.
- Negative consequences are means by which the teacher can decrease the likelihood of the student's behavior reoccurring in the future.
Positive Consequences
- Should eventually result in students being capable of self-regulating their behavior due to intrinsic motivation.
- Positive consequences help students learn positive or appropriate behaviors by using reinforcers.
- There are three kinds of reinforcers: Tangible (such as an prize), social (such as praise or attention), and activity related (such as time doing a desired activity).
- There are three levels of positive consequences:
-Free and Frequent: These can be used on a daily basis and are nearly limitless. They include verbal praise, smiles, stickers, rubber stamps, thumbs up, etc.
-Intermittent: These are used more infrequently and, as a result, are more powerful motivators. They include notes home, phone calls, special privileges, extra time on a fun activity, special seat, etc.
-Strong and Long Term: These are things students can work towards on a long term basis, such as across a month, several months, or even a year. They include field trips, special projects, recognition from the principal, student of the week or other student awards, honor roll, etc.
Negative Consequences
- Used to reduce instances of noncompliance.
- Consequences should exist on an escalating scale from least-intrusive to most-intrusive.
- Teachers should start at the least-intrusive consequence and work their way up the scale.
- When they deliver negative consequences, teachers can respond more effectively if they:
- Use a soft voice
- Be firm but anger-free
- Never accept excuses, bargaining, or whining
- Be educative and not vindictive
Crisis plan
Crisis Plan
- A set of strategies for obtaining immediate assistance in the event of severe behavioral situation
- Should align with crisis control policies of the school and district.
Action Plan
Action Plan
The action plan consists of the steps for preparation and early stage implementation of procedures for routines that contain potential for behavior management issues.
The action plan should contain the following elements:
-instructional materials
-plans for informing parents, administrators, and other necessary parties.
-plans for how to introduce the routine to the class and to teach the procedures
-plans fro review and reteaching of routines, if needed.
Why make a behavior Management plan?
WHy
Behavior plans decrease behavior problems
by setting up proactive expectations for
students, creating a positive environment,
and increase teacher confidence
by providing a framework of expectations
and actions within which to work from the
first day of school.
Disruptive behavior
Disruptive behavior
Behavior that interferes both with effective delivery of instruction by the teacher and with student's ability to learn.
Can result in:
- Lost instructional time (according to some sources, up to 50%)
- Lowered academic achievement for the disruptive student and others
- Teacher stress and frustration
- Decreased student engagement and motivation