Running Header: PREVENTION PLAN

Problem Prevention Plan for High School Seniors

David Bennett
Liberty University
March 3, 2012
EDUC500 B24 201220
Dr. Chris W. Taylor

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Problem Prevention Plan for High School Seniors

Maintaining classroom order is essential for a proper educational environment. A

simple set of rules that are fair to the students can help establish the optimum atmosphere
for learning. By consistently implementing these three areas a classroom can be an
enjoyable location for the student to come to each day of the week. It is essential to
establish this during the first week of school so that students will understand what to
expect for the rest of the course. This plan will focus on students in their senior year.
The teacher will create three simple rules:
1. Respect your neighbor.
2. Never communicate without permission.
3. Never leave your seat without permission.
These three rules are simple and broad in meaning (Slavin, 2012, p. 327).
Respecting ones neighbor excludes any activity that can harm another person. Using
communication instead of saying, do not talk covers a much larger variety of
situations in the classroom. By adding the phrase, without permission allow students to
perform these activities with the approval of the teacher. For students in their senior year
of school a variety of rules are not necessary. Students will have an understanding of
how classes work, but need to know they will still be held accountable for appropriate
behavior.
During the first day of class students will see these rules on the board before class
has begun. After the teacher has introduced himself, he will introduce the rules and why
they have broad meanings. Students will then be introduced to the consequences of

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noncompliance. Students must be made aware of the consequences of misbehavior. This

knowledge will help students to see the fairness of the rules and understand that everyone
in class is equal (Slavin, 2012, p. 327). The consequences will depend upon the school
handbook. It is important for the teacher to know what the policies are at his school so
that students will be treated equally in each class. Before the end of class students will be
taught classroom procedures for handing assignments, quizzes, and tests. These policies
will be printed so that students will always have them on hand if there are any questions
(Slavin, 2012, p. 327).
The second day of school will establish routines explained during the first day.
The students should be given a margin of error during this day since they are learning
how the class will operate. However, students should understand that confusing
classroom procedures is different from breaking one of the three rules. The three basic
rules of the class should be enforced from the first day on. Routines for handing in
assignments and quizzes should be simple so they can be mastered by the first week.
The students will have the option decide procedures for group assignments. A
sample group assignment can be created the first day of school so the students can
practice democratically creating procedures (Slavin, 2012, p. 327). The teacher will need
to closely monitor the time so students will understand when it is up to them to create
procedures it must be done quickly. By doing a dry run the first week of school,
students will be better prepared during the school year when they are deeper in the
curriculum. Seniors in high school should have the knowledge of how to create rules and
procedures for themselves before they graduate. By allowing students to build
procedures on their own the students will better equip themselves for the future.

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Creating simple rules for students to follow allows for easy interpretation and
execution in the classroom. Over complex procedures and rules will only confuse and
frustrate students and get in the way of education. Society often sets rules for its citizens,
but through legislative process citizens can actively affect some laws. By establishing
most procedures for students and allowing them to control a few aspects will help
students to understand concepts they will later see in life.

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References
Slavin, Robert H. (2012). Educational Psychology: Theory and Practice (10th ed.).
Boston, MA: Pearson Education, Inc.