Classroom Management Plan

For: Dr. Jacquie Kirk

By: Kristin Butler Cory

090170

February-25-13

Introduction:

Classroom management plays a key role in a successful classroom. In order to create a

successful management plan, teachers must find methods of management that suits their personality. If

the management style is not consistent with the teachers personal beliefs, applying the plan will be

difficult. When a teacher creates a plan that is natural for them to implement, the teacher will be

consistent in applying it in their classroom. I believe constancy is important in managing a classroom, it

allows the teacher to know exactly what to do in a situation as well as the students to know what to

expect. When creating my classroom management plan, I reflected on my experience teaching

swimming lessons, working at a day care and student teaching. I thought about the management

strategies that I relied on without any forethought in the past. When teaching swimming lessons, I

always moved around among the students to capture their attention and let them know I was watching

all of them. In the day care, I try to keep my voice as low as possible so the children must listen closely

to hear what I am saying. This strategy also is useful when the situation arises that I do have to raise my

voice, it is a shock to the students to hear my voice loud and I can command their attention quickly and

effectively. These strategies, I have come to realize, are used in a variety of classroom management

models. This realization lead me to think about other strategies I use in my daily life to command

attention and control a room. I then recognized that there are some management strategies come

naturally to me. I strongly believe that if a management plan requires to much thought and effort it will

not be consistently applied in a classroom. After coming up with come management strategies that I

have implemented in the past, I began to think about my experience as a student teacher. In creating

this management plan, I took into consideration the management strategies that my cooperating

teacher used in her classroom. I incorporated the strategies that she used that were in line with my

personal philosophy of teaching. I believe I have come up with a management plan that is consistent,

and effective. I believe my plan is effective because it is based on my own personal beliefs of teaching.

This plan uses strategies and techniques that I implement on a daily basis in my work at a day care. I

know that they are effective, and that I can apply them without prior planning.

10 Beliefs:

1. Rewards such as candy or toys are useful, but are not to be used on a regular basis. Rewards should be

used for special occasions only in order to be most effective.

2. A good teacher-student relationship must be established in order for any classroom management to be

successful.

3. Parents must be aware of what rules are in the class, and support the teacher in her methods of

classroom management.

4. Teachers and students must create the class rules and expectations. Students should be involved in the

conversation about what is expected of them in the class, as well as what will be expected of the teacher.

This allows the students to take responsibility and pride in what happens in the classroom.

5. Discipline should not take time away from teaching time.

6. . Praise deters students from misbehaving. Praise will be used in my class, appropriate behaviours will

be pointed out to the whole class

7. Preferred activity time is a great motivation for students to complete all of their work. Activity time

should be a part of everyday routine in a class.

8. Class time must be routine. When students know what to expect throughout the whole day, they will be

more likely to stay on task.

9. All students must feel as if the teacher is teaching to them. As a teacher I must be aware to walk around

the room and be close to all my students throughout the day to keep them engaged.

10. When describing misbehaviours to students, personal feelings and consequences will be included.

Students are more likely to behave well if they understand that the teachers cares about how they act

and is affected by misbehaviours.

Preventative Discipline:

In my class, expected behaviours will be modeled. As the teacher I will model a quiet voice and

the behaviour that is expected tobe used during work time. For every new activity, we as a class will

review how we should behave, and then a few students will model the inappropriate behaviour and

have the rest students point out what the modeling students are doing wrong. Then the students will

model the correct behaviour. It is important for students not only to hear what is expected but also to

see it. This strategy will help students fully understand what is expected, it also allows them to move

around and act out the situation, and see how silly it is when someone is misbehaving.

I am also a strong believer in praising good behaviour while ignoring misbehaviours. When

someone in the class is demonstrating good behaviour such as working hard, working quietly or helping

another student, I as the teacher will point out to the class how wonderful that student is. My praise of

good behaviour will also include how happy or excited I am too see students work so hard. Including my

personal feelings will increase student’s motivation to behave in class, work hard at their work and listen

to the teacher. Praising students during the lesson motivates the other students in the class to work

hard to receive praise. Once and a while at the end of the lesson the I will give the class either a praise

for working so hard, or a compliment for a part of the lesson and suggestion for how the lesson could

have gone better. Giving criticism accompanied with a compliment motivates students to behave better

next lesson while not discouraging them.

Preferred Activity time will be use as a preventative discipline strategy in my class. I believe

activity time should be given consistently at the end of the day. The last thirty minutes of every day will

be activity time in my class. Activity time is for the students have finished all their work, the other

students will work on the day’s work until it is finished then they can move to activities. This will

motivate students to work as hard as they can to get worksheets done in class time so they can have

activity time at the end of the day. I like this strategy because then the students are in charge of the

reward. If they work hard, they get the full thirty minutes, if not then they will be required to do their

work while the other students are playing. This strategy does not require the teacher to add or take time

away, nor does the teacher have to track who gets how much time. The students are completely in

control.

As part of a preventative measure, I will bring up any issues that arise in the class with the entire

class. We will talk about how we as a class need to handle the situation to make it better. These class

meetings will take place on the carpet either in the morning, after lunch or at the end of the day. These

times of the day will be designated for meeting at the carpet prior to moving on to the lesson and will

also be a time in which the students and I can talk and build relationships. The students will be aware

that any issue they have can be brought up at these times or privately with me another time. These

regular meetings take relatively little time, but create an open conversation between all the students

and myself. This allows me to get to know my students, build relationships with them as well as include

them in discussing matters that affect the whole class. I believe that having times where we talk about

issues in class will prevent them from becoming major issues.

Corrective Discipline:

Some behaviours are more disruptive than others and require immediate attention from the teacher.

When students misbehaviour is disruptive:

1. Initially the behaviour will be ignored. I will make a point of praising another student for

their good behaviour.

2. If the behaviour becomes disruptive they will be quietly reminded how to behave and to

get back on task.

3. If misbehaviours continue to persists the student will be given a warning that if he or she

does not get on task recess time will be used to finish the work.

4. Another misbehaviour will result in loss of recess time. The student will work on the

assignment until it is finished and then be allowed to go out for recess.

Students will be aware of these procedures, and will be included in the discussion of these at

the beginning of the year. For other misbehaviours the same step by step procedure will be used. When

a student is misbehaving in class, I will quietly suggest an alternate activity for them or move them to a

new location in the room. If this does not deter the behaviour, I will quietly warn them that if the

behaviour persists they will need to stay in for recess. Persistence of the behaviour will result in loss of

recess time, during which I will stay in with the student and discuss the problem and help them come up

with possible solutions to avoid the behaviour in the future. Once we have a plan in place, I will let the

student know that I will be monitoring them and ensure they are sticking to the plan.

Procedures and Routines:

I strongly believe that routines are an effective classroom management strategy. Routines allow

students to know what to expect on any given day. This lessens chaos in the classroom. Students will be

well behaved if they know how their day will start, and how it will end. Every morning my students will

return their communication book and their home reading book then they will sit on the carpet. After

announcements and oh Canada I will take roll call. For older grades I may just read through roll call. If I

am teaching a kindergarten or grade one class, roll call may consist of the students answering a question

that has two answers, they put their name under the response they agree with prior to oh Canada. Next

I will begin every morning with a calendar lesson. After calendar, we will sit in a circle on the carpet and

each share one news item, after sharing the rest of the class will be given the opportunity to ask a

question. Each person can pick two people to ask a question. The rest of the morning will consist of the

scheduled subjects. Between each lesson I will get the students to meet at the carpet. Teaching will be

done while the students are sitting together on the carpet. This allows all the students to be close to me

while I am teaching, so all the students are engaged in the lesson and know that I am watching them and

talking to all of them, not just the students at the table closest to me. This transition routine will settle

the students in between lessons and prepare them to move on to something new. Changing the

environment between lessons allows the students get up and more around, get some energy out and

then re-focus for the next lesson.

Students going to the bathroom or getting a drink of water during class can be extremely

disruptive. It is important to establish a routine for this in the classroom as to create as little disturbance

as possible to the lesson. In my classroom I will have some sort of bathroom pass, whether that is a

magnet or a stuffed animal. I will introduce this the students on the first day and explain that if they

have to go to the washroom during class time, they do not have to ask, just get up, grab the bathroom

pass and place it at their desk. Once they return, they will return the bathroom pass to its location to in

the classroom and join the lesson. While introducing the bathroom pass, we as a class will talk about

how what is appropriate and what is not. I will ask the students:

Is it okay to use the bathroom pass to leave the class to wander the halls or hang out in the

bathroom?

Is it okay to go to the bathroom multiple times throughout the lesson?

Is it okay to go to the bathroom while an important lesson is being taught, or is it better to wait

until after?

This conversation with the students will be lead by me, but I will encourage the students to come up

with their own ideas on how the bathroom pass should work in order for our classroom to run smoothly.

I want the students to feel as if they are a part of coming up with these procedures so they are more

likely to follow them.

Similarly, I will create procedures with the students surrounding getting a drink of water. In my

class the students will be encouraged to bring a water bottle. There will be a jug of water in my class so

the students can fill their water bottles when they need to. We as a class will talk about when it is

appropriate to fill up their water bottle and when it is not. Again I will lead the discussion but the

students will play an active role in creating these procedures.

There will be a daily calendar in my classroom that will state in order the things that will occur

that day. This will create a visual cue for my students. This calendar will show them exactly what is going

to happen that day, it helps in creating an organized environment.

Located on my desk will be a box labelled brain break. If at any time I feel my students are

getting restless and needing a break from working I will call out brain break then I will draw a popsicle

stick from the brain break box. Each popsicle still will have a quick and easy activity written on it.

Examples of these include 10 jumping jacks, read a quick book, play one round of eye spy, ect. These

short activities will supply a break for my students and allow them to be re-energied when returning to

work. This procedure will be explained and modeled for the students prior to using it in the class.

Rules:

I plan on creating a culture of family in my classroom. The students will understand that in our

classroom we all help each other out and we respect everyone in the class. In my class we are all friends

and we must all get to know each other. On the first day of school I will send a letter home with my

students that says:

Dear Students,

1. I believe in you.

2. I trust in you.

3. You are listened to.

4. You are cared for.

5. You are important.

6. You will succeed.

Love, Miss Cory

I will read this letter to my students before sending it home with them. I will also post one in my room. I

will explain to the students that these are my promises to them. I will state that I will work hard in

ensuring the time in my class is happy and successful. These points are what I expect of myself in the

classroom.

During the first week of school my class and I will discuss the expectations of themselves of the

classroom. The students will play an active role in creating these expectations, because it is their

classroom and they are expected to take responsibility. The students will be asked:

What should kids in our class be doing to make sure our class runs as smoothly as possible?

What do you hope to learn this year?

What will you need to do in order to be successful this year?

What will Ms. Cory need to do to help you this year?

Our Classroom should be _______ every day.

School is important because _______.

The students answers will be written on a poster and pinned up in the class. This poster will become a

reference for the students throughout the year. Depending on the grade I teach I may get the students

to write on the poster themselves. Once the students have made their expectations, I will talk to my

students about my expectations of them. I expect my students to try their best, learn from their

mistakes, and respect each other. I expect that everyone will help each other out, I will do my best to

help them learn and they will do their best to help each other out. I believe to many rules in a class are

detrimental to the management plan. If a teacher dictates a bunch of rules to the students, the students

will not feel connected to them and therefore will be less likely to follow them. I strongly believe that a

long list of rules are not needed in a class, simply high expectations and a teacher willing to hold her

students to them. In my class I expect my students to try their best, learn from their mistakes, create

and celebrate each other’s successes. I will model this behaviour and hold my students accountable to

this.

As a teacher I will have a zero tolerance on bullying in my classroom. I will read the story No

David to my class. We have a discussion within the first few weeks of school about the book, and will do

activities that pertain to it. I will ask my students what they believe bullying is, what is the difference

between bullying and teasing and what should they do if they themselves or someone they know is

being bullied. I will let my students know that I am always available to talk to them and that they can tell

me anything and I will do my best to help. We as a class will come up with some consequences for

bullying in our class. These will be made up entirely by the students, whether it be a whole recess inside,

or a letter home to their parents. I will let them know that it is up to them and I will enforce the rules

and consequences they come up with. Bullying is a type of behaviour that does not affect everyone in

the class. Bullying affects the students, so I believe in order to decrease the occurance of bullying,

students themselves need to feel empowered and as part of the solution.

Examples:

1. MAJOR INCIDENT IN OF CLASS: Throughout the day I notice that two students from my class are

bickering back and forth. They are having an off day and are unable to get along at all. By the

end of the day this behaviour escalates and the two students get into a fist fight right in class.

a. Throughout the day I will try to ensure that these two students are separated as much

as possible, we all have days where we are unable to get along with certain people, time

apart is the best remedy for this. I will also ensure to praise some other students in front

of the class sometime during the day for getting along so well.

b. During a carpet time, I will have a discussion with the children about what they can do if

they are having trouble getting along with another student. We will talk about how if

someone is bugging them they can politely ask them to stop the behaviour. We will talk

about how it is a good idea to stay away from someone if you cannot get along with

them. Another option is to tell the teacher when the behaviour is occurring so I can deal

with it at the time. I will invite the students to come up with their own suggestions on

how to handle a situation in which they are having a problem with another student. We

will talk at this point about what is appropriate and what is not. We will talk about how

as a class we do not always have

c. After the fighting incident I will separate the two children, and have them do quiet work

alone until the following recess. I will ensure that each of them are aware that I am

disappointed in their behaviour.

d. At recess I will talk to each of the students separately. With each student I will discuss

the behaviour and help them come up with alternative solutions such as walking away

when someone is bugging you or telling a teacher. I will let both students know that I

expect them use these solutions next time. I will let the students know that their

parents will be notified about this incident and if anything similar occurs again their

parents will be asked to come to the school to meet with myself and the student to

discuss the behaviour. The other student will not be around for the others meeting with

me.

2. MINOR INCIDENT OUT OF CLASS: A few of my students have been having trouble at recess. One

student is getting quite upset when another student chooses to play with other children once in

a while. Other students are getting upset because their friend from my class is choosing to play

with their neighbor friends who are older during recess. It is becoming so that at least one

student is coming inside upset after every recess.

a. Prior to this incident, I have talked to the students about the importance of getting to

know each other in the class. We have talked about how we are all friends in this

classroom.

b. During morning carpet time, I will bring up this issue with the class. I will remind the

students that in this grade we are a family. We need to get to know each other, and

recess is a perfect time to do so. At recess we should play with other children in our

grade and not friends from outside of school or siblings, as we can play with those

people all the time outside of school. I will also talk to the children about how we are all

friends in this family, we should try to play with everyone in the class, not to say you

have to do so every day, but that it is okay to play with different people.

3. MINOR INCIDENT OUTSIDE OF CLASS: One morning a student approaches my prior to class. This

student tells me that after school yesterday another student in my class called her four eyes on

the playground. This student is quite upset about this incident.

a. Prior to the incident I have talked to my class about how we are all friends in this

classroom. We have discussed bullying and how it feels better in our hearts when we

are nice to each other as oppose to mean. We have also discussed diversity in the

classroom, and how the different traits we all have are what make us special.

b. When talking to this student I will reassure them that the comment was not very nice

and that I will talk to the class about being nice to each other. I will then tell the student

that I myself wear glasses and think that their glasses are very cute.

c. At morning carpet time I will talk to my students about name calling. We will have a

discussion about how calling names can make other people feel bad. I will then ask the

students if it is okay to call names outside of the classroom? We will then talk about

how being mean and bullying is wrong whether it occurs inside or outside of school. We

will talk about the things other students should do if they see someone being mean to

another person, such as reminding them that it is not very nice.

d. If the student that did the name calling continues to be mean to other students I will

discretely keep that student in at recess to discuss the behaviour one on one. We will

talk about how it makes others feel when he or she does this, I will also include how it

makes me feel when I hear that he or she is being mean. We will talk about how we can

behave differently and how we should apologize to those we hurt. I will let the student

know that I will be watching them to make sure they are using the plan and being nice

to others. I will inform the student that their parents will be aware of their behaviour.

e. If the bad behaviour continues I will call the parents to come in and discuss the

behaviour with the student and myself to come up with of plan of eliminating it.

Developing Relationships with Parents:

A strong teacher-parent relationship is essential to an effective classroom management plan.

Parents must be aware of what is happening in the class. Communication is the key to creating this

relationship. Communicating with parents is not as easy as it may seem, parents often do not go directly

to the classroom when picking up or dropping off their child. This limits the opportunity for the teacher

to communicate with the parents. I plan to have a book that all my students will bring back and forth

from school. This book will have a page that explains the books to the parents. It will be a

communication book, as well as a method of sending important information home. There will be a

pocket where papers being sent home and brought back will go, such as interview forms, canteen forms,

ect. In the back there will be blank pages, these pages will be for communication. Any questions or

concerns the parents may have can be written here, as well any comments I may need to pass along. I

will check these books daily, and the book will be sent home daily, so the communication can be

constant.

I will supply the parents with my e-mail address as well so that if any concern arise throughout

the day or need more immediate attention the parents are to feel free to send me an e-mail and I will

respond as quickly as possible. I believe that it is important for parents to feel like an important part of

their child’s education. Too often, there is a disconnect between the parent and teacher.. When parents

feel included they are more likely to support the teacher in management methods as well as teaching

methods used in the class. This will create a consistency for the students that will support their learning.

Dealing with Diversity:

Diversity is increasing in schools in Manitoba. Teachers need to include diversity in their

classroom management plans in order to be prepared. I believe in celebrating diversity in the classroom.

In order to create a culture of family in the classroom, we must all understand and accept one another.

To do this I will create a student of the week program in my classroom. Each student will have an entire

week where they are my special student. Each day during this week they will be asked to bring a

personal item from home to share with the class. Each day the student will also be asked to share

something with the class that they may not know about them. This will allow the students to get to

know each other better.

Another strategy I will use is a unit dedicated to culture. During this unit we will explore the

cultures of the students. The students will be asked to talk about what traditions they have at home,

what foods they each at home, ect. I will invite any parent that wishes to come talk to the class about

their culture to do so during this unit. At the end of the unit we will have a celebration of culture. For

this we will have a half day dedicated cultural food, games and clothing. I will provide some cultural

food, and parents will be welcomed to provide some cultural food for the class to enjoy if they wish. I

will set up different centers for the students to enjoy throughout the afternoon.

To accommodate for students in my class that do not speak English, I will have English

labels on everything in the class as well as a picture. This will help with students who are just learning

English to have a visual cue on top of the auditory cue. If at any point the student is confused about

what I said I can point to the card. If the student is brand new to Canada, I will carry around a set of

cards with both the picture and the name on it. I can use these cards to instruct the student.

When diversity is so prevalent in schools today, it is important to be prepared to have

students enter your class with no English Language skills at all. For this I have taken a professional

development and have a kit full of games and books and activities that the student can do while they are

unable to participate in regular lessons. These activities will challenge the student but at the same time

be close to their level as to not get overwhelmed.

Culture is not the only diversity present in a classroom. I will discuss with my class all the

features that make each of use unique and special. We will discuss how our religion make us unique as

well as our sex, race as well as other topics of diversity depending on the age of the class. I will ask the

students if any one characteristic or trait is better than another one. I will then talk about how we are all

great in our own way and that we must accept each other for who they are. These discussions will be

common in my classroom. I want my students to learn to celebrate our differences. I will read

multicultural books to my students, books on disabilities, books on acceptance. Acceptance and

tolerance will be a common theme in my classroom. I believe that the more students talk about diversity

the more common it becomes in their daily life. If they realize that being different is normal and okay,

they will be less likely to hate due to differences.

Conclusion:

A classroom management plan is one of the most important tools a new teacher can have. I will

use this resource countless times as a reference during my years as a teacher. I have organized my

management plan as a step by step guide for me to set up procedures and rules in my classroom. When

a situation arises in my future classroom I can refer to this plan and decided what action is most

consistent with my beliefs of classroom management. Having these procedures written down and

available for reference will allow me to stay consistent with my management of classes from year to

year. This set up also allows me to insert any new theories or strategies that I find successful in the

future. I believe it is extremely important for teachers to continually re-evaluate their plans to allow the

classroom management plan to be as successful as possible.

This management plan is geared towards my targeted grade levels, kindergarten to grade four,

but can be redesigned to work in any grade. I truly believe that at any age, as long as the students feel

like an important part of the classroom, they will behave well in the classroom. Having pride in their

class with give them pride in their behaviour, regardless of the age of the student.

Students must be aware that they play a role in the success of the classroom. It is not only

teachers who need to have a clear plan of how to manage a class, students should be aware of what

they need to do in order to manage their own behaviour and create a successful classroom. These

expectations need to be made together, but it is up to the teacher to hold the students accountable.

When students are held to high expectations they are more likely to achieve them. Therefore as a

teacher, I must be prepared to believe in my students, respect them and expect the best from them.

Notes:

Logical Consequences

1. Punishment must fit the crime.

2. Any misbehaviour is motivated by a need for attention, if this need is left unmet the behaviour

will escalate to power, revenge and eventually feelings of inadequacy.

a. Attention: ignore misbehaviour and find legitimate ways to give attention.

b. Power: don’t get into power struggle, build relationships, find legitimate ways to give

attention.

c. Revenge: encourage classmates to help, build a social network to support student,

understand that the student may sabotage relationships, find ways to give legitimate

attention.

d. Inadequacy: don’t give up on them, encourage and support their progress, help other

students accept them.

3. Teachers must help students understand their mistaken goal and satisfy their needs.

4. Hold class meetings to discuss behaviour issues in the class and to set logical consequences.

Decisions in class are made democratically.

5. Teachers must be aware of their response to student’s behaviour; it may be a signal of a

mistaken goal.

6. Students reaction to correction may reveal mistaken goal.

7. Birth order influences behaviour.

8. Power is given to the group, teachers don't get involved in power struggles.

9. A good student-teacher relationship is key to minimizing misbehaviour.

Behaviour Modification

1. Students are externally motivated, not internally motivated.

2. Focus on positive consequences and rewards, not negative ones.

3. Ignore negative behaviours, reward and praise positive behaviour.

4. Intermittent schedule of reward works more effectively over continuous schedule.

5. Specify expectations and associated rewards.

6. Token economy is an effective strategy.

7. Without reinforcement, negative behaviours will become extinct.

8. Use punishment only once rewards have failed, or where teacher decides that quick action must

be taken.

Assertive Discipline

1. Teacher must act assertively, make eye contact, stern tone of voice, stating her needs, wants

and feelings.

2. Posts and refer to rules in the classroom. Each rule has an increasing level of punishment

associated with it.

3. Teachers must track misbehaviour.

4. Rules must be enforced consistently.

5. Rewards students good behaviour.

6. Relationships are the foundation to good behaviour.

7. Teachers must have the cooperation of parents and administrators.

Teacher Effectiveness Training

1. All people are self-regulating and can learn to manage their own behaviours. Students rebel if

teachers actively regulate students behaviour. Student centered.

2. Rewards and praise may undermine intrinsic motivation. Should not use punishment either.

3. Students can solve their own problems when teachers actively listen to them.

4. Students will alter their own misbehaviours when teachers deliver appropriately constructed I-

messages.

a. I-Messages: non-blamingly state the problem and the concrete effects the behaviour is

having on you the teacher. Teachers communicate their own feelings as a deterance.

5. Teacher must use statements that allow student to take ownership for behaviour.

6. Behaviour is an attempt to satisfy a need, not necessarily bad or good. Teachers must

understand what the need of the student is, students must take ownership for their behaviour.

7. In certain situations, students need teachers to help solve the problem. As a corrective discipline,

teacher’s must:

a. Define the problem

b. Generate possible solutions

c. Evaluate each solution

d. Make a decision

e. Determine how to implement the decision

f. Assess the success of the decision.

8. Preventative Discipline Strategies:

a. Find a more appropriate activity.

b. Change the environment.

c. Teacher must use active listening.

d. Change strategy is if the one you use evokes an unintended response.

e. Find common ground with students.

Reality Therapy and Choice Theory

1. People are self-regulating, students become responsible by examining a full range of

consequences and making a value judgement about their behaviour.

2. Each person has a unique way of satisfying needs, students cannot be forced to change what

they believe satisfies their needs best. Unfulfilled needs lead to misbehaviour.

3. Human behaviour consists of an effort to resolve needs for love, power, freedom and fun.

4. Avoid exploring motives for behaviour, this will help students accept responsibility.

5. Control theory is a preventative discipline plan.

a. Set goals as a class.

b. Set rules as a class.

c. Set norms for operations as a class.

d. Decide as a class what the consequences will be for breaking the rules.

6. Reality therapy is a corrective discipline plan.

a. Identify inappropriate behaviour, students must take responsibility for their actions, no

excuses.

b. Help the students identify the full range of consequences.

c. Make a value judgement, help the students decide whether they want the

consequences to occur or if the behaviour was inappropriate.

d. Create a plan for changing the behaviour.

e. Help students to stick to the plan.

7. The connecting place can be used to defer negative behaviour, it is like a time out but is with

another adult who acts as a friend. The goal is to solve the problem. Student is in control of his

or her activity but must remain in the room. Teacher checks in with the student in the

connecting place.

Jones Model

1. Children need to be controlled to behave properly.

2. Teachers can achieve control through nonverbal cues and movements calculated to bring them

closer and closer to students physically. Teachers should be able to easily access each students’

desk.

3. It is appropriate to pressure students to behave by reducing the time they are allowed to spend

in preferred activities.

4. Reinforcing good behaviours will increase their frequency.

5. The involvement of parents and school administrators in classroom discipline helps the teacher

gain control of students’ behaviour.

6. Stopping instruction to deal with discipline problems helps eliminate these problems.

7. Rules need to be taught and re-taught throughout the year.

8. Students should be included in the discussion about what characterizes a good classroom, what

the students role should be, what obligations and responsibilities the teacher and students

should have, and what kind of behaviours can ruin a class.

9. Student-Teacher relationship should be warm, open and trusting.

10. Discipline should not take much class time, should be quick and simple.

11. Teachers should avoid being trapped teaching an individual at his or her desk

a. Praise-Prompt-Leave Sequence

b. Say-See-Do Teaching

12. See all that happens in your class.

13. Stop teaching and deal with discipline. Turn directly toward the student, make eye contact and

say the students name. Move towards the student until your legs are touching the edge of the

desk. Do not say anything, remain relaxed, remain in control. Stay in this position until the

student returns to work. If students still do not comply put one palm on the desk, the another,

then move to your elbows. Stay calm and do not say anything until the student returns to work.

14. Rewards encourage cooperation. Preferred activity time is a good reward. Misbehaviour results

in PAT taken away, compliance results in extra PAT. This may not work for some students’, some

may need a different set of expectations.

15. Supportive Discipline:

a. Students can be quietly warn to stay on task.

b. Pull out the phone list to signify that you are prepared to call home.

c. Write a letter to parents and then give students a week to correct the behaviour before

your send it.

d. Time out.

e. After school detention.

f. Loss of privileges.

g. Parent-conference.