Classroom Management Plan

A high degree of effort will be placed on creating a positive environment to bring about positive behavior, motivate students to learn and keep learning fun and interactive. Proactive interventions help to support positive interaction with students to help build appropriate behavior. Behavior enhancing strategies have been used throughout the plan to focus on positive interaction rather than using punishment to control behavior. My role in ensuring a safe and supportive environment is critical to accomplishing the goals of my desired learning environment. Applied Theory Middle grade students may exhibit more fluctuation in their behavior due to variables like identity quest, physical development, fluctuations in emotions and mental growth. As an advocate of William Glassers reality theory, I understand that there may be occasions when it is necessary that students will need assistance in forming positive behavioral traits. I have implemented in my plan mechanisms to help students help themselves by creating a behavior plan that can help them get back on the right track. I believe that if the students play a more active role in their correction, the end result may be life-changing rather than a temporary fix. In the end, my expectations of my students are to act in a manner that is respectful to themselves and others. This is the only way to become a decent, caring and good person. Abraham Maslows hierarchy of personal needs and Rudolf Dreikurs theory of social needs are also important to my management strategy in understanding what the underlying causation of negative and positive behaviors. Maslow emphasis that once an individual needs basic human needs are met they are then able to grow into a realm of self-attainment and satisfaction. My role in this theory would be to attend to the lower tiers. For instance, physiological needs will be the physical space and vibe of the learning environment. Safety and security would come from the enforcement of rules, norms and expectations of all students. Lastly, belongingness and affection, would be my responsibility by making the classroom an inclusive learning environment to meet the needs of diversity. An understanding of Dreikurs theory will help to assess why a student may be acting inappropriately. Whether it is to gain attention, get control, seek revenge or as an escape, once a diagnosis is made, remedial action can take place to help the student.

Behavior Plan Student Behavior Expectations and Rules

Classroom Rules
1. Respect others, be polite and helpful. 2. Follow directions the first time they are given. 3. Have all books, materials and supplies and be seated when the bell rings and remain seated. 4. No profanity or teasing, keep your hands and feet to yourself. 5. Adjust your voice level to suit the activity. 6. Keep the room clean. 7. Observe all rules in the student handbook.

Classroom Norms
1. Chime ring to get the students attention. 2. Regulated movement around the classroom.

Behavior Expectations
-Students will maintain an environment that is orderly to enable them to interact with one another and share ideas -Tardies and Absenteeism a. After an excused absence 1. Go to the homework notebook 2. Copy the homework 3. Retrieve handouts 4. Sign the notebook Note There is no make up work for unexcused absences

Reward System 1st - Positive recognition will be given to students that follow the rules in the form of verbal praise and contingent attention. 2nd- Student may receive positive notes and phone calls home. 3rd Student participation in reward program/token economy where they receive bucks or points to be used towards purchase of an item of there choice

Points Awarded +5 Classroom helper Extra Credit Following directions Completing assignments Speaking appropriately Respectful Dressed appropriately Successful group activity Participation

Points Deducted (-3 to -10) Tardy Inappropriate Dress Out of seat Hallway/Restroom misconduct Disturbing class Cafeteria misconduct Chewing gum/candy Disrespectful Abuse of school property Use of profanity Excessive Talking Not following directions No homework Sleeping

Examples of rewards will include: Being a helper Being featured on bulletin board Being recognized during announcements Be a class leader for a day Do half of an assignment Gift certificate to the school store or book fair Pass to the zoo, aquarium or museum Earn a ribbon or certificate Extra computer time Special privileges No homework pass Consequences or Punishments The consequences will be something the student doesnt like, but will never be physically or mentally harmful. Yet they must be effective to make a difference. The

following guidelines are for minor infractions not for severe misbehavior like fighting, bringing weapons, drugs, etc. Advancement to the next level may come from the same or multiple negative behavior types.

1st Precision Request 2nd - Name on board Student has 10 seconds to stop what they are doing 3rd - Verbal Warning 4th Citation Points Deducted 5th Student Conference/Discussion Student will be informed during the conference that any further misbehavior after this point will result in efforts to correct. The actions that follow will not be displayed in class. 6th Student Action Plan They will write down whats wrong and how they plan to change. If needed will change their seat. (Student/Teacher) 7th Student placed on a self-management plan (Student/Teacher) 8th Behavior Essay for them to copy or write (Student/Teacher) If the prior does not correct student behavior, then behavior reduction strategies will follow: 9th Written Warning (Student/Teacher/Parent) 10th Parent contacted (Why so late? Because I want to work with the students first). Initiate Functional Behavior Assessment 11th Behavioral Contract (Student/Teacher/Parent) 12th Parent Conference (Student/Teacher/Parent) 13th Consult with Colleagues/Possibly initiate Functional Behavior Assessment towards a Behavioral Intervention Plan 14th Send to another room (1 time) 15th In House Detention 16th Refer to counselor 17th Refer to Administrator/Formal Infraction Any failure of student to accept any disciplinary action will result in a jump until they respond.

Procedures on how the plan will be implemented

Procedures for the teacher

A. B. C. D.

Use the behavior plan Give specific directions about behavior Give feedback Circulate frequently

Procedures for students

Beginning-of-Period A. Entering the Classroom B. Being Tardy/Absent C. When you need pencil/paper D. If the teacher is out for the day During Learning Time A. Coming to Attention B. Getting to work immediately C. Listening to and responding to questions D. Participating in class discussions E. When you need help F. Passing in papers G. Getting materials without disturbing others H. Moving about the room I. Returning to task after interruption J. Guidelines for Group Work a. Move into groups quickly and get right to work. b. Read the instructions aloud. Everyone should know what the problem is. c. Listen to each other. Dont interrupt each other. Give everyone a chance to talk. d. If you are confused ask another group member, otherwise ask for the teacher. e. Explain things to one another. No one should be left out. f. Be prepared to share the groups ideas or solutions and explain why you think you are correct. K. Changing groups L. When school-wide announcement M. When visitors are in the room N. Going to the office O. If you are suddenly ill P. Going to the library/media center Q. When you have finished your work early End-of-Class

R. Classroom dismissal Students will practice routines with the teacher so that the expectations can be modeled through action. Teacher will engage in precorrection strategies to counter any misconceptions on what the desired behavior should be.

Lab Safety Plan 1. Be alert and responsible at all times in the laboratory. 2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ASK BEFORE PROCEEDING WITH THE ACTIVITY. 3. Never work alone in the laboratory. No student may work in the science classroom without the presence of the teacher. 4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so. 5. Perform only those experiments authorized by your teacher. Carefully follow all instructions, both written and oral. Unauthorized experiments are not allowed. 6. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages. 7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory. Never fool around in the laboratory. 8. Always work in a well-ventilated area. 9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. 10. Be alert and proceed with caution at all times in the laboratory. Notify the teacher immediately of any unsafe conditions you observe. 11. Keep hands away from face, eyes, mouth, and body while using chemicals or lab equipment. Wash your hands with soap and water after performing all experiments. 12. Experiments must be personally monitored at all times. Do not wander around the room, distract other students, startle other students, or interfere with the laboratory experiments of others. 13. Know the locations and operating procedures of all safety equipment including: first aid kit(s), and fire extinguisher. Know where the fire alarm and the exits are located. 14. Know what to do if there is a fire drill during a laboratory period; containers must be closed, and any electrical equipment turned off.

15. Any time chemicals, heat, or glassware are used, students will wear safety goggles. NO EXCEPTIONS TO THIS RULE! 16. Dress properly during a laboratory activity. Long hair, dangling jewelry, and loose or baggy clothing are a hazard in the laboratory. Long hair must be tied back, and dangling jewelry and baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed on lab days. 17. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher immediately, no matter how trivial it seems. Do not panic.

Resources Jones, V. F. (2010). Comprehensive classroom management: creating communities of

support and solving problems (9th ed.). Upper Saddle River, NJ: Pearson/Merrill
Publishers. NSTA: Safety in the Science Classroom. (n.d.). Retrieved February 11, 2014, from http://www.nsta.org/safety/ Wong, H. K. (2009). The first days of school: how to be an effective teacher (New 4th ed.). Mountain View, CA: Harry K. Wong Publications.