Classroom Management

Plan

Paul HutchisonJune 11, 2014

Catherine JohnsonECDI 553

Statement of Purpose

Our classroom is a positive learning environment that fosters academic excellence and respect for others. We all strive to do our best, both academically and behaviorally, and take personal responsibility for our choices, working together to promote the success of everyone in the classroom.

Collaborative Approach

I understand responsibility for classroom behavior as being jointly held by the teacher and the students. I emphasize the importance of individual choice and shared accountability between all classroom participants - myself included.

Rules

• Be respectful, responsible, and empathetic• Listen to teacher and students• Follow teacher directions• Be in your seat when the bell rings• Bring all needed materials to class• Put electronic devices away

Procedures:

Restroom• Ask before you leave• Sign out• Take restroom passHomework• Turn work in correct bin at

beginning of classLate to class• Go to Attendance Office to get pass• Passes from Main Office or other

teachers will be accepted• Passes required to avoid receiving a

tardyDismissal • Remain in seat until bell rings

Positive Consequences

Class input will be solicited to determine desired and appropriate rewards for good behavior.

Positive phone calls home will be made for outstanding work and behavior, especially for students who have been struggling academically, emotionally, or behaviorally.

Grade improvements and student accomplishments will be posted publically on class bulletin board.

Principles of Intervention

• When possible, implement non-verbal interventions first• When possible, expectation reminders or reprimands will

be delivered privately• Interventions should be brief so as not to disrupt class

work• Target and set limits on behaviors not feelings• Interventions will be delivered in a calm assertive

manner• Intervention steps can be bypassed depending upon

situation• If non-verbal and verbal interventions fail, transition to

consequences

Non – Verbal Hierarchy

Planned Ignoring

Signal Interference

Proximity Interference

Touch Interference (Rarely Use)

Verbal Hierarchy

Class Reminder

Positive Phrasing – “As soon as you x, we can y”

Rule Reminder / Direct Appeal

Explicit Redirection – “You have a choice”

Cantor’s Broken Record – “You have chosen to x. Please x (repeat up to 3 times)

Intervention Hierarchy

Under appropriate circumstances, students will experience the natural consequences of their choices. Earning lower grades for failure to turn in homework, or follow assignment directions are appropriate circumstances for natural consequences. Interventions will follow repeated mistakes, however.

Natural and Logical Consequences

All behavioral interventions will be logically related to student misconduct.

Negative Consequence Delivery

• Negative consequences will be delivered in such a way as to protect student dignity

• Eye-contact and proximity will be employed prior to delivering expectation reminders or reprimands

• Effort will always be made to understand cause or motive for disruptive behavior

• Surface management, behavioral intervention, and conferencing will emphasize personal responsibility and choice

General Consequence Hierarchy

•After Class Discussion•Lunch Detention•Isolation from Activity (In Class)•Parent Contact•Office Referral

Hierarchy of MeasuresAfter Class Discussion

Lunch Detention

Isolation from Activity (In Class)

Parent Contact

Office Referral

• Discussions with student will take place during each step of the consequence hierarchy.

• Administration and School Counselor will be contacted prior to any call home to parents.

• Attempts will be made to establish an intervention team consisting of myself, other concerned teachers, administration, and the school counselor prior to scheduling parent conference.

Chronic Behavioral Issues

Long-term Strategies:

• Work to establish positive relationship with student.

• Provide opportunities for improvement and celebrate

incremental accomplishments to break cycle of discouragement.

Short-term Strategy:

• Implement Anecdotal Record Keeping Program, as a way to

record and reinforce positive behaviors.

Crisis Plan• Send a student to the office to notify administration of

event• Send the rest of the class to neighboring classroom• If possible, help the student(s) in crisis to reestablish

self-control until administrators arrive• Bring the rest of the students back to class once the

crisis has been addressed• Notify parents of incident• Document incident and actions taken• Maintain behavioral records on daily basis

Classroom Layout and Décor

• Desks will be arranged in pairs.• Students will sit in assigned seats• Students will be permitted some free

movement around room • Space permitting, round tables will be arranged

in the back for collaborative or individual work. • Disposition of desks will ensure that all students

are visible at all times

Parent Communication Policy

• Solicit feedback from parents regarding student education needs with introduction letter and during open house presentation.

• Call or set up meeting for complex issues, like behavior problems

• Email parents for logistical matters or in response to basic questions like student grades

• Keep administrators apprised of complicated or antagonistic parent messages as they occur. Seek administrative council before responding.

Conferencing Guidelines• Coordinate with staff and administration to

form an intervention team if needed• Lead with positive things to say about student• Actively Listen more than speak• Express sympathy and work to develop a

collaborative relationship, in which everyone commits to cooperatively addressing the issue

• Thank parents for their involvement and time

Action PlanArea Objective Completion DateDevelop Toolkit Make posters for SOP rules and procedures Before School Year Begins

Design Student Referral Form Before School Year BeginsCreate Substitute Teacher Folder Before School Year BeginsDevelop rules and procedures brocure Before School Year Begins

Teach the plan Teach rules and procedures First dayShare the plan Discuss with school leaders First day

Share with parents Open house or first weekSchedule review lessons Week after breaksDeliver review lessons Week after breaksFollow up with parents Week after breaks

Review the plan Review and revision plan Periodically and end of Year

ReferencesDawson, C. (2013). “Classroom Management Plan.” [Video File]. Retrieved from: http://www.youtube.com/watch?v=o40kE-SnS6s&feature=youtu.be Levin, J., & Nolan, J.F. (2014). Principles of classroom management: A professional decision-making model (7th ed.). Boston, MA: Pearson.

Bouffard, Suzanne. (2013). “Email Dos and Don’ts for Educators.” Harvard Education Letter. 2:29. Retrieved from: http://hepg.org/hel-home/issues/29_2/helarticle/email-dos-and-don%E2%80%99ts-for-educators_565 Haws, Lolli. (2011). “Effective Communication with Parents.” Education World. Retrieved from: http://www.educationworld.com/a_admin/effective-communication-with-parents.shtml.  Mosle, Sara. (2013). “The Dicey Parent-Teacher Duet.” Opinionator: The New York Times. Retrieved from: http://opinionator.blogs.nytimes.com/2013/01/11/the-dicey-parent-teacher-duet/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1.

The IRIS Center for Training Enhancements. (2012). Classroom management (Part 1): Learning the components of a comprehensive behavior management plan. Retrieved on [month, day, year] from http://iris.peabody.vanderbilt.edu/module/beh1/