Classroom Management Plan for Mr. Bradford’s 9th
Grade Science Class
Scott Bradford
MSU-NPTT-EDCI 553
January 7, 2014
The Choice…..
Mr. Bradford without a Behavior Management Plan
Mr. Bradford with a Behavior Management Plan
Introduction
This paper will focus on the successful approaches to creating an effective behavioral management plan and identify techniques and strategies to help students manage behavior. The plan approaches behavioral management in a fictional 9th grade science classroom.
PurposeThe purpose of this plan is to communicate the expected behavior for the 9th Grade Science Class. This plan provides clear expectations for the student and teacher, creating a positive environment of respect and learning. The teacher and students will commit to following this plan and respect the class to allow all students to learn without fear or interference. To learn is to succeed!
Classroom Rules
There are five basic rules that will be required for everyone in the 9th Grade Physical Science Class.
1.Be on-time and in your seats prior to the second bell.
2. Be prepared for each class with your binder, notebook, textbook and any supplies needed for the day.
Rules Cont.
3. Follow directions the first time without interrupting others.
4. Respect your fellow classmate’s personal space and property.
5. Participate in class activities and assignments and be prepared to give your best every day.
Follow all other school rules and policies.
These rules will be posted in two locations in the classroom and distributed to each student at the beginning of the year. Copies of these rules will also be available for
parents and guardians. During the first class, we will review the rules and the Mr. Bradford will provide
examples of appropriate and inappropriate behaviors. Students are encouraged to ask questions if expected
behaviors are not clear.
Communicating Rules
Classroom Procedures
The following procedures are all designed to support the classroom
rules.
Procedures Cont.1. Starting Class
– Enter the room quietly.– Take care of all necessary business such as bathroom
breaks and sharpening pencils before the second bell. – Turn in homework in the ‘homework tray’ at the front
of the room.– Turn off all electronic devices.– Go to your desk and quietly begin any assignment or
direction on the board.
Procedures Cont.
2. Bathroom Breaks and Leaving the Class – Raise your hand and wait to be called on.– When called on, quietly let the teacher know of your need.– When permission is given, quietly leave your seat and grab the
pass next to the door.– Go directly to the bathroom or other destination, and return
immediately.– When returning, replace the pass and go quietly to your seat.– Only one student at a time may use the hall pass.
Procedures Cont.
3. Cell Phone and Digital Device Use:– Cell phone and digital devices should be turned
off and put away prior to the starting bell.– No cell phone or digital device may be used
during regular class time.– When announced, special data device use
periods will be allowed, but all users must have their own device and ear buds or ear phones must be utilized.
Procedures Cont.
4. Participation and Daily Activities:– Be prepared with your text book, notebook and
writing utensil.– If you finish with an assignment early, please
sit quietly and do not disturb others.– Remember to bring Mr. Bradford sugar and caffeine.
Procedures Cont.
5. Procedure for Seeking Teacher Assistance:– Raise your hand, and wait patiently.– If I cannot come immediately to answer your
question, I will give you the thumbs up sign to acknowledge that you need assistance and I will respond shortly.
– If I have not responded in an adequate time, display the red sheet of paper on your desk to let me know you are still waiting.
Procedures Cont.
6. Class Dismissal:– When prompted or when the bell rings, quietly
gather your things and make sure your desk is clear.
– Leave the room quietly, respecting other student’s personal space.
– Keep your hands to yourself and wait to use phone or other devices until you are outside the classroom.
Procedures Cont.
7. The Yield Sign:– If I need your attention, or classroom
disruptions become to significant, I will display the yield sign at the front of the classroom.
– When this is displayed, all activity should cease and your attention should be on Mr. Bradford.
Discipline Procedures and Consequences
This plan explains Mr. Bradford’s consequences for positive and negative behavior (rule violations). Each student should understand and be familiar with the potential consequences of their actions in class. Both the student and parent/guardian will be asked to sign this plan to ensure expectations are communicated and understood. The goal is to provide consistency and structure, and ensure learning can take place.
Discipline Procedures and Consequences
Implementation of various consequences is a critical part to managing behavior in the classroom. This part of the plan will include:
• Review of the rules.• Rewards for following the rules.• Consequences for breaking the rules. (In a defined ‘step’
process)• Options for students
Positive Consequences
Positive consequences are given for:– Academic improvement– Having a positive attitude– Creative work– Assistance to others
Positive Consequences
Free and Frequent Intermittent Strong and Long Term
verbal encouragement The daily Einstein awardFormal certificate of
achievement
Thumbs upInternal and parental thank
you cards
Recommendation for school-
wide award
Special treat for hard work Text or email to parents
Special assignment exemption
Positive Consequence Examples
Negative Consequences
The application of negative consequences is sometimes appropriate to correct the misbehavior of a student. In general, these consequences follow a logical pattern and increase in severity based on the significance of the behavioral concern. For this plan, the types of negative consequence options are broken down into six levels.
Negative Consequences
• Level 1: General reminders, including in-class voice and reminders and posted guides to the level of inappropriate activity.
• Level 2: Individual reminders – these include pulling the student aside during or after class and discussing the individual problem one-on-one.
• Level 3: Warnings – A warning may be verbal or written, and verbal warnings should always be followed by written documentation. The warning will spell out the additional consequences if not mitigated.
Negative Consequences• Level 4: Detention – This process can take several
forms, including during lunch, before school or after school, or having the student go to another classroom during a special event. Written documentation is required.
• Level 5: Parental Contact – This will involve the teacher making a telephone call or scheduling a face-to-face meeting with the guardians. At this level, an email exchange is not sufficient.
• Level 6: Office/Administrative Referral – This level is reserved for cases when escalation of the behavior becomes too much to be handled in the classroom, or there is immediate risk to the student or other classmates.
Should the need arise; an individual Student Behavior Plan will be created between the teacher and student to address specific behaviors and consequences for those behaviors. The behavior plan will be put into effect for Level 3 or above consequences. This strategy helps the student take responsibility for identifying the rule violation and establishing a suitable consequence for that behavior. A Student Behavior Plan example is attached to this plan.
Action Plan
It is very important than any Behavior Management strategy be clearly communicated and understood by all students, parents and staff. Without this, there will be misunderstanding, confusion and conflict. This action plan will include:
• Approval of the behavior management plan by school administration.• Clearly posted rules in the classroom.• Rules and procedures printed on cards for students to tape in their binders.• A printed summary of the plan for students to take home and have
parents/guardians sign.
The Action Plan for the 9th Grade Science Program is divided into four principle sections: 1) Developmental Strategy, 2) Plan Communication, 3) Plan Implementation, and 4) Plan Review and Updates.
Description Implementation Timeline
Develop Rules and Procedures
Make an initial list of classroom rules;
Review rules with school administration;
Develop a list of procedures
Prior to the school year start
Develop a Student ContractMake a document listing the primary
rules and procedures for the class, with area for signature
Prior to the school year start
Post Rules and Procedures
Print rules and procedures on visible paper;
Post these pages on the main bulletin board and near the door.
Prior to the school year start
Create Rules and Procedures Contract Form
Develop and print forms to be distributed the first day of school
Prior to the school year start
Develop Parental Notice Forms Print forms for distribution Review with staff and
administration as necessaryPrior to the school year start
Developmental Strategy
Description Implementation Timeline
Communicate Rules and Procedures Introduce the rules, procedures and expectations the first day of class;
Distribute handouts for rules and procedures to students;
Distribute student contracts; Repeat Process for new
students entering the class throughout the year
First day of class
Review Rules and Expectations As necessary, review the basic rules and procedures On-going
Communication with Parents Require signature for parent/guardian on behavior
contractFirst week of school
Plan Communication Strategy
Description Implementation Timeline
Peer Plan ReviewHave fellow teachers and staff
review the plan Before the school year
Regular Plan Review
Review plan with administration on a regular basis;
Review with peers and staff after a significant incident; Quarterly and on-going
Parental Plan Review
The contract will require parent or guardian signature and parents will review elements of the plan at their
request On-going
Plan Sharing Strategy
Description Implementation Timeline
Review of Rules and Expectations
As needed, rules and expectations should be reviewed verbally and in writing on a periodic basis.
Additional rules and procedures, if added to the plan, will be communicated.
Before the school year and on-going
Plan Reviews and Updates
Crisis Management Plan
In the event of a significant incident or emergency in Mr. Bradford’s classroom, the following steps will be followed.
1. The crisis plan will only be implemented in situations of extreme emergency or when individual behavior goes beyond interrupting class.2. A reliable student will be sent to the office with a crisis note.3. If necessary, students will be removed from the threat. If necessary, clear the room and have the students report to a designated safe room.4. Attempt to maintain calm and get the student to regain control.5. Allow the students to re-enter the room when the situation is under control.6. Notify guardians, and other officials, as necessary and in conjunction with school officials and school policy.
Teacher, Guardian and Student Contract
Teacher, Guardian, and Student Contract
Mr. Bradford: I have created this student behavior plan with the cooperation of school administration. The plan represents the best interests of all students. I pledge to be fair and consistent in administering it.
Signature: ____________________________ Date: ______________
Guardian: My student and I have reviewed and discussed this plan for Mr. Bradford’s classroom. I am committed to support it and work with Mr. Bradford and my student to foster positive behaviors in class.
Signature: ____________________________ Date: ______________
Student: I have read the Behavior Management Plan for Mr. Bradford’s class and agree to follow it at all times.
Signature: ____________________________ Date: ______________
Individual Student Behavior PlanName: ___________________Date: _____________________
This Behavior Plan is necessary because I:_____________________________________________________________________
_____________________________________________________________________________________________________________________________________________________
Mr. Bradford and I agree that an appropriate consequence is: _____________________________________________________________________
___________________________________________________________________________
In the future, I will take responsibility for my actions. Instead of this behavior:_____________________________________________________________________
___________________________________________________________________________
I will conduct myself in this way_______________________________________
Student Signature: _________________________Mr. Bradford: __________________________
The Enforcer of my Behavior Management Plan
The IRIS Center for Training Enhancements. (2012). Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan. Retrieved from http://iris.peabody.vanderbilt.edu/module/beh1/#content .
The IRIS Center for Training Enhancements. (2012). Classroom Management (Part 2): Developing your own comprehensive behavior management plan. Retrieved on [month day, year,] from http://iris.peabody.vanderbilt.edu/module/beh2/
Levin, J. U. & Nolan, J. (2014). Principles of classroom management: A professional decision making model (7 th ed.). Boston: Allyn & Bacon.
Newcomer, Lori, PhD. (2007). Classroom Organization and Management Planning Guide. University of Missouri. Retrieved from the Kansas School-wide Positive Behavioral Support webpage, URL http://www.swpbs.org/schoolwide/Training/files/newcomer_docs/Newcomer08_Classroom_PBS%20Planning_Guide.pdf.
Teaching Students with Severe Emotional and Behavioral Disorders: Best Practices Guide to Intervention. 2005. A joint venture with the Clover Park School District, Child Study and Treatment Center and Seattle University School of Education. Retrieved from http://www.k12.wa.us/specialed/families/pubdocs/bestpractices.pdf
References
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