1. 1 Chapter 3 Management Plan Construct Your Classroom Management and Discipline Plan

2. 2 Chapter 3, Task 1: Determine the Level of Classroom Structure I have carefully considered all factors, especially the needs of my students, to determine whether my classroom management plan needs to involve high, medium, or low structure.

3. 3 Chapter 3, Task 1: Determine the Level of Classroom Structure (Continued) I have noted in my planning calendar times throughout the year to reevaluate the level of structure my classroom needs. Specifically: –During the fourth or fifth week of school, I will evaluate how well students are meeting my expectations. –Shortly after winter and spring vacations, I will evaluate how well students are meeting my expectations.

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5. 5 Chapter 3, Task 2: Develop and Display Classroom Rules I have developed a plan for designing and then posting three to six specific classroom rules that will be used as the basis for implementing consequences for misbehavior.

6. 6 Chapter 3, Task 3: Correct Rule Violations During the First Week Of School I have a repertoire of information-giving correction strategies to use with early-stage misbehaviors. These strategies include: –Proximity – Family Contact –Gentle verbal reprimands – Humor –Discussion– Restitution –Praise for students who are behaving responsibly –Emotional reaction

7. 7 Chapter 3, Task 3: Correct Rule Violations During the First Week Of School (Continued) When implementing any early-stage correction strategy, I am careful to always treat students with dignity and respect.

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9. 9 Chapter 3, Task 4: Establish Corrective Consequences for Rule Violations I am prepared to assign corrective consequences consistently and calmly, and will keep the interaction with the student as brief as possible. I have considered how my consequences fit the severity and frequency of the misbehavior.

10. 10 Chapter 3, Task 4: Establish Corrective Consequences for Rule Violations (Continued) I have a repertoire of corrective strategies such as: –Time owed – Response cost lottery –Timeout – Detention –Restitution – Demerits –Positive practice – Behavior Improvement Form –Response cost— loss of points

11. 11 Chapter 3, Task 4: Establish Corrective Consequences for Rule Violations (Continued) I understand the system of Progressive Consequences and, if I choose to use it, I know how to make it work. I understand the concept of Nonprogressive Consequences. I have developed a plan for applying consequences to rule violations.

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13. 13 Chapter 3, Task 5: Know When (and When Not) to Use Disciplinary Referral I know what behavior warrants sending students to the office according to my principal or assistant principal’s guidelines, and what situations I should handle in my own classroom. I know how to write an objective disciplinary referral.

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15. 15 Management Plan: Peer Discussion Worksheet With one or more of your colleagues, work through the following discussion topics and activities related to the tasks in Chapter 3. If necessary, refer back to the text to get additional ideas or for clarification. (See the Chapter 1 Peer Discussion Worksheet for suggestions on structuring effective discussion sessions.

16. 16 Peer Discussion Worksheet, Task 1: Determine the Level of Classroom Structure A.Have each group member share his or her completed Management and Discipline Planning Questionnaires, both the teacher’s and students’ versions. B.Have group members discuss how the level of structure they have identified will affect their Classroom Management and Discipline Plan.

17. 17 Peer Discussion Worksheet, Task 1: Determine the Level of Classroom Structure (Continued) C.Briefly discuss why you should periodically reevaluate the level of structure required for your class. Have each group member identify when he or she will reevaluate the level of structure necessary for his or her class throughout the school year.

18. 18 Peer Discussion Worksheet, Task 2: Develop and Display Classroom Rules Have each group member share the classroom rules he or she has developed. As a group, give feedback to each person. Discuss the following aspects of classroom rules: Rules should be stated positively. Rules should be specific and refer to observable behaviors.

19. 19 Peer Discussion Worksheet, Task 2: Develop and Display Classroom Rules (Continued) Teachers should plan to teach the rules using positive and negative examples. Plan on ending your lesson with a positive example. Rules should be applicable throughout the class period. Rules should be posted in a prominent, visible location.

20. 20 Peer Discussion Worksheet, Task 3: Correct Rule Violations During the First Week of School As a group, discuss the pros and cons of the following instructional correction strategies. Have each group member identify those strategies he or she will plan to use during the first week of school. Proximity Family contact Gentle verbal reprimand Humor Discussion Restitution Praise students who Emotional Reaction are behaving responsibly

21. 21 Peer Discussion Worksheet, Task 4: Establish Corrective Consequences for Rule Violations A.Have each group member identify whether he or she will use progressive or nonprogressive consequences.

22. 22 Peer Discussion Worksheet, Task 4: Establish Corrective Consequences for Rule Violations (Continued) As a group, discuss the possible corrective consequences that are reasonable to assign for various infractions of classroom rules. –Time owed – Response cost lottery –Timeout – Detention –Restitution – Demerits –Positive practice – Behavior Improvement Form –Response cost— loss of points

23. 23 Peer Discussion Worksheet, Task 5: Know When and When Not to Use Disciplinary Referral A.Discuss your school’s policy regarding office disciplinary referrals.

24. 24 Peer Discussion Worksheet, Task 5: Know When and When Not to Use Disciplinary Referral (Continued) B.Ask your building administrator to share trends and patterns of classroom referrals, such as type of offense or time of day, to determine if there are proactive strategies or interventions that can be implemented to reduce these trends. For example, if insubordination is a frequent problem in many classrooms, all teachers could provide more detailed CHAMPS lessons (see Chapter 4) to teach students how to interact respectfully with people in authority.