Cheyenne Ball

11/17/14
Behavior Plan
EDEL 408
Overall Class Behavior Plan: Students will have 5 manipulative blocks: red, orange,
yellow, blue and green. They start with this amount everyday and keep them at their
desk. Students will not be able to gain colors but rather keep their colors. Students
will not be able to gain blocks because students are expected that they will behave
in the classroom. If students behave and follow directions, they will keep their
colors and will consist of a good day. If students act up, misbehave or do not listen to
directions, they will have to give up a block. First color to go is green and then blue.
Students may not regain colors for that day but can remain at a certain color. For
example, if green was taken away and they change their behavior, they will remain
on blue which will still be considered as a good day. If they have their blue block
taken away, students must fill out a behavior thought sheet about the choices they
have made for that day. Orange is immediate removal from the situation and red is
teacher student conference with a phone call to the parent. This block behavior
system works because it is not a distraction and does not interrupt the lesson. Also I
like this behavior plan because it does not reward students for good behavior, as
that should already be expected of them. This will foster a classroom where
students are responsible and accountable for their actions. Additionally, it wont
cause a big scene every day about which student is on which color. Students are
responsible for his or her behaviors. If students are bad, I would be able to simply go
over to their desk and put my hand out so they know they owe me a block. If
students are on blue/green for a week straight they will receive incentives such as
work at the teachers desk, no homework pass, sit on the floor etc. At the end of
the day, the teacher will mark the color in the students planner for the parents to
see and must be signed and returned daily.

Johny will use the behavior blocks just like the rest of the class,
however Johnys behavior plan will be more in depth and have
more incentives to it. He will have a written up contract that has
been constructed with Johny, the teacher and his parents. The
contract will consist of the problem, goals, rewards, and
consequences as well as steps of actions to fix the problem.
Johny will also have a lanyard that is individualized just for him. He
has the opportunity to gain 6 wows a day for executing proper
behavior
Student: Johnny
Behavior Problem: Running and hiding when walking to and from lunch, specials etc.
Johny has a hard time walking quietly in line with his class
Rules: -Must walk with the class in a straight line
-Must remain quiet in the hallway
-Hands must remain by your side
-No running or hiding when walking with your class
Positive Consequences: After 6 wows Johny will be able to pick something from
the treasure box before leaving for the day (pencils, erasers, stickers, lollipop, etc.)
After 10 days with no strikes against him, Johny may be the line leader, wear a
crown as the leader of the line, hold the door for the class etc.
Negative Consequences: If Johny cannot walk with his class properly, then he does
not deserve to go to specials with his class or lunch. For every time Johny cannot
walk properly he will have to return to this classroom and sit quietly and will not
join his class and or we will consistently repeat Johny walking correctly until he gets
it right. We will go back and do it over and over again. If Johny cannot walk to lunch
properly, he will sit inside with the teacher and will not be able to join his
classmates for lunch or recess. It is a privilege to be able to go with his class. He will
not be able to show responsibility if he cannot behave like an adult.
Classroom climate: I would have to explain to the other students that Johny really
needs our help to behave in the hallway (without Johny being there). It would be
beneficial if you could remind him how we walk in the hallway and be
understanding of how Johny may need a little extra attention to stay on task and
well behaved like the rest of you. In the end it would be beneficial because it is not
fair for the other students to be held up or distracted by the teacher running after
Johny to find him while moving throughout the hallways.
Theoretical Model: The Canter Model

Stating rules/expectations clearly,

Applying positive consequences when expectations are met and negative

consequences when they are not met, and
Being assertive rather than passive or hostile. (Allen, 1996)

Resource
Allen, T. (1996). Seven Models of Discipline. Developing a Discipline for
You. Retrieved January 1, 2010, from
http://www.humboldt.edu/~tha1/discip-options.html)

Cheyenne Ball
November 17, 2014
EDEL 408
Behavior plan