Behavior Management PLan
Positive behavior interventions and supports
Consequences for rules/policy infractions
Special problems/Concerns
- Praise
- Students will be praised in class when they do something noteworthy.
- Feedback
- As mentioned in the policies and procedures, students will receive constructive feedback on all written assignments that will work to promote positive behavior. Additionally, exemplary work will be put up in the class (with the permission of the student) to demonstrate to the class what a great example looks like.
- As mentioned in the policies and procedures, students will receive constructive feedback on all written assignments that will work to promote positive behavior. Additionally, exemplary work will be put up in the class (with the permission of the student) to demonstrate to the class what a great example looks like.
- Star dollars
- Students will receive star dollars in the classroom for exceeding at an assignment, setting an example for classmates, and demonstrating positive behavior. They will be able to use these dollars to purchase items from the classroom store, use them to take a trip to your locker, or use them as a homework pass.
- Students will receive star dollars in the classroom for exceeding at an assignment, setting an example for classmates, and demonstrating positive behavior. They will be able to use these dollars to purchase items from the classroom store, use them to take a trip to your locker, or use them as a homework pass.
Consequences for rules/policy infractions
- Tiered interventions
- Minor interventions
- First warning
- For minor classroom disruptions, the instructor will first attempt to stop the behavior by using a signal, making eye contact or moving closer to the student while insinuating to stop the behavior.
- For minor classroom disruptions, the instructor will first attempt to stop the behavior by using a signal, making eye contact or moving closer to the student while insinuating to stop the behavior.
- Second Warning
- After the first subtle warning, the student will receive a verbal warning to stop the behavior.
- First warning
- Major interventions
- Third Warning
- Office referral
- Fourth Warning
- Call home
- Third Warning
- Minor interventions
Special problems/Concerns
- Students who have IEPs or other designated special plans will be able to adjust the behavior management plan to better fit the needs of each individual student.
Rationale
Praise is a very beneficial aspect to include in building a positive climate for students (Emmer and Evertson 136). However, teachers need to cautious of how praise is used. There are many more opportunities to provide detailed feedback on submitted assignments, but acknowledging a student for doing something well in class is still productive. The teacher just needs to be cautious in that case to ensure he/she is not subconsciously gender biased or always praising the same students. When giving praise it is best to provide both informative feedback and genuine teacher approval (Emmer and Evertson 137). Star dollars will be used in the classroom to try to reinforce positive behavior in the form of rewards. I think that rewards can be productively used in the classroom, but the teacher needs to be cautious of that as well. The rewards need to be used to target behaviors the teacher would like to encourage (Emmer and Evertson 137). Additionally, the rewards will need to be attainable by all students. It is beneficial to reward student behavior though, because middle school students do not yet have the intrinsic desire to learn and behave well in the classroom. It is during this time of their lives that those skills are learned, and many times that first has to be done by providing incentives for students to follow the rules.
The minor intervention strategies are based off the 4 ways to manage inappropriate behavior (Emmer and Evertson 134). At first the teacher tries to make eye contact, move closer to student, or use a signal, because none of these actions are disruptive to the flow of the classroom. These actions do not cause a distraction when the teacher addresses the issue. If a student does not stop the inappropriate behavior after the first warning, then he or she will be verbally addressed. However, an important aspect associated with giving a warning is that the teacher needs to try to talk individually with the student to determine the root cause of the problem behavior. If it is an issue with the rules and procedures not being followed then maybe the teacher either needs to review the procedures with the class or potentially even revise them. Sometimes it is inconvenient for a teacher to stop an activity to discuss this behavior with the student during class, so in that case it would be more beneficial for a teacher to make a mental note and discuss the problem at a more appropriate time (such as after class) (Emmer and Evertson 134-135).
The major intervention strategies are somewhat subjective based on the particular school/district you teach at. Each school has a separate approach it takes to dealing with major behavior management problems. Some schools just want you to send students to the office to have a discussion with a principle or dean, while others have more of a in-school suspension program. In general, I assume that major interventions would include office referrals and communication home saying that there is an issue going on at school.
Lastly, it is important that students with IEPs have their needs met, which sometimes can result in making an exception to a rule or procedure (Emmer and Evertson 133). However, it is still important to attempt to keep as consistent an environment for all students as possible (Emmer and Evertson 132). The teacher can hold the same expectations for all students, but he/she can then work to help all students meet those same standards, just in different ways.
The minor intervention strategies are based off the 4 ways to manage inappropriate behavior (Emmer and Evertson 134). At first the teacher tries to make eye contact, move closer to student, or use a signal, because none of these actions are disruptive to the flow of the classroom. These actions do not cause a distraction when the teacher addresses the issue. If a student does not stop the inappropriate behavior after the first warning, then he or she will be verbally addressed. However, an important aspect associated with giving a warning is that the teacher needs to try to talk individually with the student to determine the root cause of the problem behavior. If it is an issue with the rules and procedures not being followed then maybe the teacher either needs to review the procedures with the class or potentially even revise them. Sometimes it is inconvenient for a teacher to stop an activity to discuss this behavior with the student during class, so in that case it would be more beneficial for a teacher to make a mental note and discuss the problem at a more appropriate time (such as after class) (Emmer and Evertson 134-135).
The major intervention strategies are somewhat subjective based on the particular school/district you teach at. Each school has a separate approach it takes to dealing with major behavior management problems. Some schools just want you to send students to the office to have a discussion with a principle or dean, while others have more of a in-school suspension program. In general, I assume that major interventions would include office referrals and communication home saying that there is an issue going on at school.
Lastly, it is important that students with IEPs have their needs met, which sometimes can result in making an exception to a rule or procedure (Emmer and Evertson 133). However, it is still important to attempt to keep as consistent an environment for all students as possible (Emmer and Evertson 132). The teacher can hold the same expectations for all students, but he/she can then work to help all students meet those same standards, just in different ways.