Behavior Under ControlA behavior management plan by Sara Hayman

Prevention Personal Goals and Expectations

Procedures as Prevention

Transitions

Be a good team member

Do my best work

Ask questions

Promote safety

*To promote student ownership of our

classroom expectations, and a greater understanding of those expectations I will have students (depending on grade level) write what they expect from their peers on sticky notes. They will place them on our expectations paper, and I will summarize them with the assistance of my class.

Microsoft Word

Document

Procedures

All of the procedures in my classroom will relate back to making sure that, through our behavior, we are helping our friends learn.

This looks like on task behavior, awareness of our noise and movement, and knowing exactly what to do and when to do it (homework, finished assignments, moving about the room, asking questions, etc.)

There are many different zones of learning that will each require procedures and expectations

Transitions

Give 5 minute warnings to prepare them for a transition if they are working independently

Teach procedures for transition, in addition to procedures for those 5 minutes (clean up)

Non-verbal signal for whole class attention

A song that will help them keep transition time minimal

Redirection Non-verbal and Verbal Strategies

Verbal

“I like how…”

Remind students of what they are supposed to be doing and what that looks like

I will not ask “what are you supposed to be doing” I feel that is belittling, and it takes more time

Non-Verbal

Movement and proximity

Positioning towards student you are redirecting

A hand on the shoulder (if that works for that child)

A “business” look

Our posted expectations

Our current task and daily objectives written on the board to be pointed to

Reinforcement Consequences for Minimizing Inappropriate Behavior

Behavioral Interventions

Rewards and Incentives

Behaviors and Their Consequences Non-problem behaviors

Brief Inattention

Some talk during transition

Small periods of daydreaming and brief pauses in work

Minor Misbehaviors

Calling out or leaving seat without permission

Doing unrelated work during class time

Passing notes

Talking during independent or group work time

Major Misbehaviors

Chronically off task

Rarely turning in assignments

Frequently failing to follow class rules

Escalating/Spreading Misbehaviors

Problems that are commonplace/frequent violations of behavioral guidlines

Behaviors and Their Consequences

Simple Consequences for Non-problem and Minor Misbehaviors

Nonverbal cues

Fast paced activity

Proximity

Group focus

Redirection

Provide needed instruction

Issue a brief desist

Give the student a choice

Moderate Consequences for Major Misbehaviors

Withhold a privilege

Isolate or remove students

Use a penalty

Assign detention

Referral to office

Extensive Consequences for Escalating and Spreading Misbehaviors

Use problem solving

Use a 5 step intervention procedure

Use the ‘Think Time’ strategy

Use time away

Confer with parent

Use a daily behavior report card

Create an individual contract with the student

Behavioral Interventions

• Leader in Me program• Check in, check out system• Positive support• Structured discussion• Focus on action• Have students help

develop expectations • Being proactive• Building community

through morning meetings

• Discouraging tangible rewards

• Think time

Rewards and Incentives

I will not use group or whole class rewards

I would like to create class challenges and competitions that present an enticing goal only attainable with the help of every class member (Linsin, 2009)

I will begin by using a daily behavior card that will be sent home weekly

This plan will be dependent on parent reaction, if it becomes more of the focus than academics what it will be removed

Bucket Filling