Kerri Pavalon

September 14, 2014

EDEL 483
BEHAVIOR MANAGEMENT PLAN
In my own classroom, I would like to implement a management plan that
focuses on individual behavior, group/team behavior, and whole class behavior. I will
create a system based on the theme of my classroom (Ms. Pavalons Peacemakers),
in which all students start the day as a Perfect Peacemaker. According to their
individual behavior throughout the day, they will either stay as a Perfect Peacemaker,
or progress through each stage. The second stage is Thinking Time. The third stage is
Peace or Not, and the final stage is Disturbing the Peace.
I will track students individual behavior through Class Dojo points. Before a
negative point is given to a student, I will always give them a warning and remind them
to make better choices. If they receive one or two negative points throughout the day
which could consist of not following directions, off-task behavior, disrespecting others,
etc., they will move to Thinking Time. After giving them the negative point, I will ask
them how they can make a better choice and wait for them to give me an answer.
This will be done in a discreet way, and I will wait to ask them until after instruction or the
lesson is over. I will also remind them that they could still earn positive Dojo points back
throughout the day, so they can move back up to a Perfect Peacemaker. If the
behavior persists, they will move down again to Peace or Not, (receiving three or four
negative Dojo points). During this stage, I will give the student a Promoting Peace
form that will have two areas for the student to fill out. The first area is explaining how
they misbehaved. The second portion is how they will change their behavior so that
they can promote peace within our classroom in the future. I will remind them again
that they have a chance to redeem themselves by making better choices. Finally, if
five or more negative points have been given to one student, they will move into
Disturbing the Peace. At this point, I will be informing them that I will be contacting
their parents through email or phone to inform them of the situation. Depending upon
the severity of the behavior, the office may be involved at this point.
Every single day, parents will know how their child performed in school that day.
During our end of the day routine, after all homework is written in their agendas, I will
call up students by groups to get their backpacks. I will write their final score of Dojo
points in their agenda under that day. For example, if a student did receive two
negative points in the beginning of the day, but redeemed themselves by receiving
four positive Dojo points, they will have a +2 written in green in their agenda, which
signifies they were a Perfect Peacemaker. If they ended the day with two negative
points, I will write a -2 in yellow, which will signify to parents that their child could have
made better choices throughout the day. If they ended up with three or four negative
points, I will write a -4 in orange and attach their Promoting Peace form for their
parents to initial and the student must bring it back to me the next day. If they received
5 or more negative Dojo points, I will write a -5 in red, and parents will be contacted by
phone or email. Depending upon the situation and if the misbehaviors continue, a
conference may have to take place.
Of course, I will ensure that I am constantly reflecting upon this plan, and if
something is not working or I feel it needs to be altered in one way or more, I will do so
depending on its effectiveness in the classroom. I also plan on giving positive Dojo
points throughout the entire day to students who are doing their job, working hard, and
participating. This will be vocalized throughout the entire instructional day. For
example, I love how Brice is in his learning position with all of his materials ready to
learn, and this would be followed by giving him a Following directions positive Dojo
point on the computer. Whenever a positive point is given, the entire class knows. I am
hoping that focusing on the positive and constantly vocalizing positive praise will create
a ripple effect in the classroom for all students.