Behavior Management Plan Katherine Braxton Liberty University EDUC 624 Train up a child in the way he should go; even when he is old he will not depart from it. Proverbs 22:6 (NIV)

Philosophy of Classroom Management “Classroom Management is the practices and procedures that allow teachers to teach and students to learn.” (p. 24) Creating your own philosophy on classroom management is vital for a well run classroom. Establishing an environment that projects a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. High expectations of behavior and learning are expected and desired. Wong, H. K., & Wong, R. T. (1998)

4 Parts of Classroom Management Teacher Instructional Strategies Rules and Routines Environment Wong, H. K., & Wong, R. T. (1998)

Teacher Should Be…. Organized Educated / Knows subject taught Uses a variety of teaching techniques Communicates well with students Mature Enthusiastic Enforces rules in a fair way Listens to students, to know the whole story Encouraging Carroll, R. G. (2012)

Instructional Strategies A structured and instructionally sound classroom will eliminate a majority of misbehaviors. Instruction that is effective in encouraging high rates of academic engagement and on-task behavior is characterized by several key features: Instructional material that students find educationally relevant. A planned, sequential order that is logically related to skill development at students’ instructional level. Frequent opportunities for students to respond to academic tasks. Guided practice Immediate feedback and error correction. Oliver, R., & Reschly, D . (2007)

Classroom Rules Should… Be kept to a minimum to allow students to remember them. Contain language that is simple and appropriate to the developmental level of the students and classroom. Be positively stated. Be developed for various situations or contexts as needed (e.g. physical education class, field trips). Be consistent with the school wide behavior plan. Oliver, R., & Reschly, D . (2007)

Incorporating Individual Behavior Charts Used for fine tuning individual problem behaviors in the classroom. If student receives checks for all activities during the day they we get a reward. Homework Pass Extra Recess Computer Time Shipp, J. (2011)

Example Individual Behavior Chart Shipp, J. (2011, 10) Monday Tuesday Wednesday Thursday Friday On Task Behavior Completed / Correct Class Work Silent During Independent Work Completed / Correct Homework

Routines After classroom rules and routines are established, strategies to acknowledge and encourage students’ appropriate use of these rules and routines must be incorporated into the classroom management plan. Arranging consequences in order to increase desired behavior is a critical component of effective classroom organization and management. Oliver, R., & Reschly, D . (2007)

Example Routines Lunchroom Goal: The goal is to transition from the classroom to lunch and then back to the classroom ready to work with minimal distraction. Dismissal Goal: The goal is to have a process on student packing up personal belongings in an orderly and timely fashion, which ends in the class’s dismissal line. Bathroom Goal: The goal is to transition from the classroom to the restroom and back to the classroom with minimal distractions. Jones, V., & Jones L. (2013)

Establishing Safe Working Environments When the school context is positive and predictable, implementing classroom-level behavior support becomes easier. In order to achieve this goal, schools must adopt a number of specific techniques or practices, such as the following: Identify several positively stated behavioral expectations that apply to all students and staff in all settings (e.g., “Be respectful”). Identify behavioral examples for each expectation that replace inappropriate behavior (e.g., “Keep hallways clean” and “Use polite language”). Oliver, R., & Reschly, D . (2007)

Establishing Safe Working Environments (Cont.) Teach and practice the expectations at the beginning of the school year and periodically throughout the year (e.g., before or after school holiday breaks). Use effective procedures that encourage and reinforce prosocial behavior (e.g., specific, contingent praise or a token economy). Use evidence-based practices to discourage and reduce inappropriate behavior (e.g., precorrection, overcorrection, time-out from positive reinforcement). Monitor the effectiveness of the schoolwide plan using data (Lewis & Sugai, 1999). Oliver, R., & Reschly, D . (2007)

References Carroll, R. G. (2012). It's all about the teacher-student relationship. Advances in Physiology Education, 26(4), 233. Jones, V., & Jones L. (2013). Comprehensive classroom management: Creating communities of support and solving problems (10th). Upper Saddle River, NJ: Pearson. Mantell, C. T. (2013). Motivating students for content mastery. Journal of Family and Consumer Sciences, 105(2), 38-40. Oliver, R., & Reschly, D. (2007). Effective classroom management. National Comprehensive Center for Teacher Quality. 1 (8), 1-35. Shipp, J. (2011, 10). Motivating students? Leadership for Student Activities, 40, 16-18. Wong, H. K., & Wong, R. T. (1998). The first days of school: how to be an effective teacher ([2nd ed.). Mountainview, CA: Harry K. Wong Publications.