Classroom Management Plan

I. Description of grade level, ages, course content, school, and/or general context information

Students that are at risk for developing behavior problem can sometimes be rectified with the uses of Tools 1 and 2. Now keep in mind these are not miracle cure alls, but they can be very useful. Using these rapport-building tools can help mend any personal qualms that might be a contributing factor of the negative behaviors. This idea again plays into the positive relationships facilitate respect thought. Human nature is to want to comply with someone you have favorable feelings toward.
I personally will use Tool 1 and Tool 2 procedures on an individual and group level. Whenever possible, I want to talk with individual students about specific interests or concerns. Group rapport building strategies will also be something I practice. Actively participating in the curriculum and class activities will aid in bridging the student-teacher gap.

V. Describe how you will structure the learning process in your classroom (groups, independent tasks, homework)

I feel that diversity in the classroom learning process is everything. Students learn in a variety of different ways, and I hope to stimulate every type of learning style. I will use group work so that students can benefit from the thoughts and ideas of others. I hope to have a variety of group activities; I feel that effective group skills are a necessity. Individual work will be used to facilitate and access individual understanding of concepts. Homework will be given occasionally, but not in excess. Schoolwork is very important, but if children work hard all day in school, then work at home is not always necessary. However, when homework is assigned, parental/guardian involvement will be encouraged. Finally, the last component of my classroom will be freethinking time. Time will be set aside for each individual student to have the spotlight on the story rug. They will get to sit in the "teacher's chair" and read a book, lead an activity, or share a story with the class. This activity will allow the students to be active leaders in the classroom and hopefully stimulate a desire for future leadership roles.

VI. Describe how you will use re-direction and de-escalation tools (provide examples of pivoting and stop-redirect- give positive consequences)

Tool 3 is the pivoting procedure. This technique involves ignoring the junk or nuisance behavior, and then requires you to reinforcement another child's appropriate behavior. The other requirement is that the appropriately behaving child must be in close proximity to the child engaging in junk behavior. You can physically place your hand on the student's desk or their work to draw more of the student's attention to you. Junk/nuisance behavior can be a number of behaviors; it can range from tapping a pencil to not doing an exercise right in gym class. Attached in appendix 3 is an example of how I would use this procedure in my classroom setup. First, I would identify a child that is engaged in junk behavior (marked junk). The next step would be to praise someone (appropriate 1) near "junk" for the behavior I want "junk" to be doing. If "junk" does not respond to this praise, I must simply pivot to someone (appropriate 2) else around "junk." If necessary, I may repeat this process until the junk behavior persists and turns into problem behavior or the student complies. However, when "junk" does perform the desired behavior I will immediately praise "junk" for doing it. When reinforcing "junk" for doing what I want, I do not want to mention the undesired behavior that proceeded. Mentioning it will undermine the technique and soon the student will catch on to the tool and it will then be ineffective.

Tool 4 is a process used when behavior can be deemed problem behavior. Problem behavior exists when a behavior is harmful to the student or other students and will possibly result in property damage, or if the student does not know a better way to get attention or help. This tool, as known as the stop-redirect-give positive consequences technique, is a way to stop problem behavior and give an acceptable, naturally related, alternative behavior. The model statement for this tool is "stop doing "x" (the unwanted problem behavior), I want you to do "y" (a logically related, appropriate behavior). There are a number of steps involved in this process in addition to the stop-redirect command. You should be in arms reach of the child. To ensure the child stops the behavior you may physically guide them to an appropriate task. The next major component is the reinforcement.

Once the child begins to do the desired task, the teacher must reinforce for complying. The following is an example of Tool 4 in practice. Sandra goes to pull Becky's hair. The teacher is already in an arms reach of the pair because of some prior junk behavior. Immediately when Sandra reaches toward Becky's hair, the teacher gently intercepts Sandra's reaching hand. While directing Sandra's hand back toward her pencil, the teacher says "Stop pulling Becky's hair, I want you to do your work." Once Sandra picks up her pencil and starts to write her spelling words, the teacher will then reinforce her for doing her work.

There will always be those students who do not respond to Tool 3 and 4 procedures. The next logical step to take with those students is to implement a behavior contract. In such a contract, the expected behaviors of the student will be spelled out clearly and concisely. The behaviors mentioned will be specific to the problem behaviors that that student is exhibiting. Also mentioned will be a data collection procedure. This will be a way for the teacher and the student to monitor the progress made by the student. Both the teacher and the student should keep track of how they viewed the performance so it can be compared and discussed later. There should be a specific time interval for performance and feedback.

The time frame in which this process will take place is a condition of the contract. It is something that needs to be chosen and altered to fit the behavioral progress of the student. A clear reinforcement procedure must be spelled out as well. A student must be made aware of what he/she can earn, how often they can earn it, and the consequences for failing to meet goals. There should also be a bonus reward the student can earn for extended good behavior. Everyone affected by the behavior contract should sign it to indicate they fully understand all the conditions. Ultimately the final goal is to do away with the contract and extinguish the behavior.
VII. Describe how you will self-monitor your pattern of positive vs. negative feedback to students (remember minimum 4 to 1 ratio that we discussed in class)

I will self monitor my pattern of positive vs. negative feedback with my students on a chart (appendix 4). For time periods that they behaved well and received no negative feedback they will be given a plus, when behavior was not up to par they will receive a check mark for every instance of negative feedback given. When a check mark is made, then the 4 positive interactions to every negative interaction ratio will come into play. In a space next to where I indicate the types of interactions, there will a space where I will mark the positive interactions to counteract the negative ones.

The positive reinforcement for appropriate behavior will be given within 3 seconds of viewing it. I will also make it a point to reinforce students who did not receive any negative interactions. The general time frame for the classroom will be once every half hour. Being that my classroom is young, I want to keep the time frame small. I will adjust the time frame for any students that have issues with it; usually the adjusted time frame will be in accordance with the individual's behavior contract. This data collection method will not include self monitoring; it will serve only as a reference for me.

VIII. How will you screen for students who may be in need of student centered FBA and an individualized behavior support plan

I feel that screening for students who may need and FBA or and an individualized support plan will be a very straight forward process. Direct observation will be the chief component of my screening process. I will see, just thought daily interactions, what students demand more of my time from a behavioral stand point. Those students that need increasing amounts of my time are possible candidates and need to be observed further. I will also objectively observe the types/instances of problem behavior exhibited by students that I am concerned with. Students that have behavior contracts already in place need to be looked at very closely as well. Their reactions to the behavior contract must be observed. If the contract is not working after it has been amended many times, then those children need to be observed very closely.

IX. Describe how you will incorporate student-centered FBA and individualized behavior support plans within your classroom

Functional behavior assessments will be administered to seek effective interventions and support methods for behaviorally challenged students. The key to components to theses assessments are the five "W" questions. Who- who is engaging in the problem behavior and who is the student with when the behavior occurs? What- what exactly is the behavior that I find concerning? Where- where does the student engage in the problem behavior, what is the setting? When- when (what routine) does the student have the most problem behavior and where is the best behavior observed? Why- why does the student engage in the problem behavior, what is the payoff for doing what they are doing?

The next step is to summarize the answers of the five "W's" into a hypothesis statement. The framework for the hypothesis statement is "when this happens, the student does, in order to." The formulated hypothesis should then be used to design a behavior support plan that reflects the information learned in the assessment.

My classroom is a regular education first grade classroom. The class consists of twenty-two students, 11 girls and 11 boys. The district is located in a rural, small town setting. The student body comes from three major boroughs and a few small villages. Enrollment is approximately 1000 students in grades kindergarten through sixth. Students are 99% white English speaking individuals, who have grown up in a culturally starved area. The community is very sheltered. Financially, the area is lacking, but almost everyone is in the same boat. The general personality of the students in my class is lively, but not hyperactive.

My classroom will have a variety of different subjects, even some things beyond a traditional curriculum. The goal in this is to keep my students busy and engaged. The courses subjects include but are not limited to reading, phonics, math, science, social studies, health, spelling, handwriting, and open discussion time.

II. Description of how you will physically arrange your classroom

The front of my classroom is where I choose to locate the blackboard, the teacher's desk, and the story rug. I located the teacher's desk here because I thought it would allow me to be more vigilant over my class. I would be able to see problems developing and defuse them quickly. The student's desks are arranged in a "u" with a line in the middle. I felt that the line of desks would ensure that all of the tools could be used effectively. The lines make one on one rapport building effortless. Pivoting will be easy because access to several children at one time is facilitated by the row. I feel this arrangement will also reduce junk and nuisance behavior. The children are not facing each other, eliminating the temptation of interacting with your neighbor.

This arrangement also allows all of the students a clear view of the board and instruction that is done in the front of the classroom. The linear make up also makes cheating a little more challenging. Stop-redirect-give positive consequences will be easy because of the easy access to the students. This arrangement also lends to breaking into groups. Each wing and the interior row can be a team. The recreation areas are in the back of the room. The students are not looking at the toy and computer area, out of sight out of mind. These areas are necessary to a well-rounded classroom, but can be a distraction when lessons are being taught. The lockers are also to the back of the students closest to them, thus they will not be enticed to open them during class time.

III. Description of expectations and rules (3-5 rules and how you will engage students in the process)

The theme of my behavior expectations chart is "STARS". "STARS" is initials for be safe, be tolerant, be appropriate, be respectful, and be successful. I chose settings and routines in my classroom that I thought problems were most likely to occur. Lesson time, story rug, playtime, computer time, and lining up are the areas specifically chosen. All the rules in these areas are pretty straightforward and easy to follow. My rules are put in place to maintain a pleasant atmosphere free of disrespect, disruption, physical injury, and bad-manners.

At the beginning of each year, I will set aside thirty minutes everyday for the first week to teach and re-teach "STARS" to the students. I will walk them through each individual area and go over what behaviors are expected in that setting. Student volunteers will be used to demonstrate which behaviors are appropriate and which are not. The students will be asked to watch the behavior and then raise their hand and tell the class what appropriate/inappropriate behavior was being shown. Every correct answer will result in that student being given a token that can be saved to purchase things from the classroom store. After the initial week of school, I will re-teach the expectations for thirty minutes every Monday morning. I chose Monday because that will refresh the student's minds for the coming week. The token reinforcement will continue throughout the year as well.

IV. Describe how you will establish rapport with your students (staying close and providing positive consequences)

Good rapport with children in a classroom is one of the most important tools a teacher can use in behavior management and far beyond. In the past, I have found it much easier to work hard for teachers with whom I have had good relationships. It is simply human nature to work harder for someone you like. It is also more likely that you will go beyond your personal exceptions for a teacher that you have good relations. Those teachers often inspire you because you want to make them proud of you. In addition to working hard, you will have more respect for that person, thus eliminating many behavior issues.

Staying close, or Tool 1, is a good place to look for rapport building strategies. The steps will help to guide you through interactions with students in a positive manner. Mistakes are bound to happen, but using the different steps listened under Tool 1 will help you until you perfect your rapport building abilities. Tool 1 procedures will seem like second nature to the fantastic conversationalists among us, but for the rest of us they can help to guide us through some not so easy conversations. Here is an example of how using Tool 1 can help with rapport building: A teacher sees a young girl sitting quietly coloring after lunch, before class resumes. The teacher goes over to the child and sits in a student's chair next to her.

From prior observations of this student, the teacher knows that she is an avid soccer player who just so happened to have a game last night. The teacher touches the girl's arm and asks in a calm voice how the game went last night. The girl's face lights up as she explains that she scores three goals, the teacher also becomes excited and animated as the story continues. While the girl is talking, the teacher keeps an open body posture and often nods her head to indicate she is listening attentively. When the conversation is over, the teacher gives the girl a high five and continues on to rapport build with a boy across the room.

When dealing with Tool 2, good rapport and increases in desired behaviors are the desired responses. Tool 2 requires a teacher to give positive consequences within three seconds of observing the appropriate behavior. The positive consequence can came in many different forms such as verbal praise, touch, privileges, or tangible items. The common factor in all of the positive consequences is positive adult attention. Students will eat up this attention and will hopefully perform desired behaviors more often. This tool teaches children a constructive way of obtaining adult attention. The reinforcement schedule that exists here is variable interval. Variable interval reinforcement is the least resistant to extinction.