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