Comprehensive Behavior Management Plan

Comprehensive Behavior Management Plan

We were asked to evaluate the methods/models introduced in this unit for this week’s portfolio and create a plan for preventing student misbehaviour. Based on the model of discipline I favour from Module 2, a low-control model from Fay, the rules of Love and Logic (2016), I will most probably use student-centred for controlling discipline. And because the school policies principally choose it, I have to apply it. During my job interview, I was told that in this school, the students should always own the problems, and my role would be to hand back to them any issue and to guide them to find a solution to their problem. Therefore, my action plan has to reflect the school policies. Get in touch with us at eminencepapers.com. We offer assignment help with high professionalism.

How to create a plan to prevent student misbehavior

 Li Wai Shing says on p.63 that we should be able to “formulate personal plans for managing students’ behavioural problems” after reading Chapter 4: Managing Misbehavior in Classroom Management: Creating a Positive Learning Environment (2008). After reading this chapter three times, I still couldn’t figure out how to create such a plan, so I looked elsewhere to find out. I found the following website: IRIS Center (Innovative Resources for Instructional Success Center) Classroom Management (Part 1): Learning the Components of a Comprehensive Behaviour Management Plan (2012). This was designed to help Teachers working in juvenile corrections and give them “key instructional and behavioral foundations and recommendations “. Five components are essential in a “comprehensive classroom behavior management plan” that prevents misbehaving: a statement of purpose for the classroom, rules, procedures, consequences and an action plan. The statement of purpose is a positive, short and easy-to-understand statement that conveys “why various aspects of the management plan are necessary”. As we saw in module 3, the rules are how the students must behave in the classroom, and the procedures describe the steps required for students to complete tasks. And as discussed in module 2, the consequences are the actions are taken to respond to both appropriate and inappropriate student behaviour, to encourage good behaviour and discourage misbehaviour. Finally, the action plan is how this plan will be implemented. “Typically, an action plan includes goals to be accomplished (e.g., teach the behavior plan to the students), the tasks or steps to be completed in order to achieve each goal (e.g., create classroom rules), and a completion date.”

My Behavior Management Plan for the multi-grade level class Statement of Purpose

The one I have in my classroom currently comes from a poster from Teacher’s Discovery:” This classroom is a sanctuary where all are welcome, safe, valued, and free to learn. Abuse, intimidation or harassment will not be tolerated”. As the end is not a positive statement, and because Partin (2009) recommends that everything posted in the classroom should be positive, I am thinking of changing it to :

“Our classroom is a sanctuary where all are welcome, safe, valued, and free to learn. We will strive to do our best, both academically and behaviorally, to promote the success of everyone “.

Rules

 I will use the ones I have created following the OMPUA guidelines from the Missouri School-Wide Positive Behavior Support (2016).

1. We speak only our mother tongue in this
2. Remain in your designated area unless told otherwise.
3. If I am working with another grade, ask three before me.
4. Task sheets need to be handed over at the end of each
5. Everything has a place and should be returned to its location at the end of the

Procedures

 As I teach middle-school students and my lessons are only 55 min long, I will focus on procedures to enter and exit the classroom. The procedure corresponding to the tasks themselves will be clearly described on the task sheet, and the students will have some compulsory activities and choice-based activities to keep them engaged.

Procedure for Entering the Classroom

• Enter quietly and take their assigned area
• Get the required materials from your grade table
• Follow the instructions written on the board for your grade

Procedure for Leaving the Classroom

• Clean up your area
• Return all materials or supplies to the designated area
• Wait quietly to be dismissed to leave the room
• The chair is pushed back under the table

Consequences 

I chose to put here thing that has been working for me in my classroom, or the school asks that.

Positive Consequences

• Merits. (school requirements). They are based on the 10 IB learner profiles, so they are here to promote good behaviour and not merit knowledge. When a student reaches 25 merits, he receives a diplomat and their parents a letter to congratulate their child. They are very efficient for grade 6 students but less for grade.
• Snacks. Especially the French ones, as the students can’t find them in the local
• Extra game time

• Contact parent. When a student shows improvement or is putting in effort, a letter of encouragement will be sent to the

Negative Consequences

These will be used when the non-verbal interventions don’t work and are ordered following the “principle of escalation” suggested by Partin (2009).

• General For example, for attention-seeker students, it’s an excellent way to remind the rules without giving specific attention and insisting that I will prioritise attention to students who follow those rules. If the student modifies his behaviour accordingly, then a positive consequence or praise should be given to promote good behaviour)
• Individual reminder. Seeking helplessness or revenge could be the occasion to acknowledge their feelings, show support and offer alternatives, as explained by Li (2008).
• Change seat (when applicable). It’s a quick solution when two students can’t stop to talk or cannot work next to each other. Often, the one who creates the problem is the one to move, but sometimes I offer to the child who is bothered if they want to move. Then, the consequence is a natural consequence for the staying student. You are annoying your classmates, therefore they don’t want to stay with you. It’s pretty powerful.
• Time out outside class, limited to 2 minutes alone by school policies. Two minutes give the student time to think and put the rest of the course on task. After that, a discussion can occur outside the classroom, allowing privacy and better communication. And again, it’s a time to acknowledge their feelings, show support, and offer alternatives. It’s also a time that could be used to ask questions about how they are feeling or if everything is okay outside the classroom as they are not in front of their classmates.
• Contact parent. This is more when an issue is repeated or an incident goes to too. As middle schoolers, my students all have a school email address. I always talk to them before sending the email and put them in a copy so they can see what is written is what we discussed. I found it an excellent way to keep trust and build respect.
• Office referral. Only for extreme misbehaviour, or when nothing else worked, but in this case, it is presented as sometimes that will be beneficial: “we could find a solution together. Let’s see with the office what could be done to help you/us”.

My Action plan 

To implement the Behavior Management Plan effectively, the IRIS Centre (2012) recommends following these steps :

1. “Develop a toolkit of the materials and supports necessary to implement and sustain the plan”. Therefore, my statement of purpose, class rules and procedures will be visible on the classroom walls. Copies will be made so they can be pasted in the notebooks on the first. Enough merits will be printed and cut so they are ready to use. Templates to contact the parents will be written and proofread. All of this will be done before school starts.
2. “Share the plan with others”. I will share my plan with my subject leader and my colleagues so they can verify the project’s validity and provide feedback in assessing the rules and procedures and checking that the consequences align with the school policies. This will also be done before school starts to revise and print anything before the students.
3. “Teach the plan to the students”. I will teach the plan on the first day and reinforce it anytime. Parents will be informed of it. For younger students, I could ask them to sign the plan.
4. “Review the plan regularly and adjust as needed”. I will review the plan at the end of each semester. Procedures or rules will be modified if they don’t meet the classroom’s needs.

To conclude, the IRIS Centre (2012) emphasized that an effective Behavior Management Plan must “be used in conjunction with high-quality instruction”, which resonates with Partin (2009), “It may sound cliché, but the best way to prevent classroom misbehaviour is to deliver interesting, fast-paced, organized learning experiences, particularly ones that actively engage students in the lesson.”. With this in mind, now that I have a plan ready, I need to ensure my lesson is up to my students’ level of expectation.

References

Fay, J. (2016). The rules of love and logic. Retrieved from https://www.uen.org/cte/facs_cabinet/downloads/ConferenceProceedings/2016/summer/FACSGeneral_Peterson_LoveAndLogic.pdf.

Hue, M. & Li, W. (2008). Classroom management: Creating a positive learning environment.

The IRIS Center. (2012). Classroom management (Part 1): Learning the components of a comprehensive behaviour management plan. Retrieved from https://iris.peabody.vanderbilt.edu/module/beh1/

Missouri School-Wide Positive Behavior Support (2016). Classroom procedure and routines content acquisition video. Retrieved from http://pbismissouri.org/classroom-procedures-and-routines-content-acquisition-video/

Partin, R.L. (2009). Classroom teacher’s survival guide: Practical strategies, management techniques and reproducibles for new and experienced teachers.

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Using the guidance from our text and page 8 from the IRIS Center Module, create your Comprehensive Behavior Management Plan. Your plan must include the following components:

• • Specify grade level and subject area
  • Statement of Purpose
  • Routines/Procedures
  • Rules
  • Logical Consequences
  • Intervention Plan for Chronic Discipline Problems
  • Physical learning environment arrangements for 2-3 different learning activities

Requirements: Include an APA-formatted cover page, citations (where appropriate), and a References page.