My behavior management plan includes all the main tenants of effective classroom management by providing positive support for

students who demonstrate good behavior, and negative consequences for those who violate the rules. I start off my plan by letting students and parents know that any consequences, both good and bad are an attempt to maintain or restore order in the classroom immediately without adversely affecting the learning environment (Emmer & Evertson, 171). This is to make sure parents and students know that I understand when students misbehave, but any punishments I dole out are intended to make good behavior the norm again in a quick manner. I also relate my classroom vision of lifelong learning to my intervention plan because I want students to have real world experiences in and outside of my classroom, and to do so, they must follow appropriate behavioral norms. My positive interventions and supports section almost rationalizes itself. Its designed after the ideas of Carol Dweck and her theories on praise and rewards. I plan on using minimal rewards because they tend to reinforce competence extrinsically, instead of inspiring self-regulating behaviors (Emmer & Evertson, 141). Dweck agrees with this type of reward system, in that students should be praised for a solid effort, rather than be given a trophy every time they achieve something. It might seem self-promoting, but I list my classroom arrangement and lessons as rewards because I want to intrinsically motivate my students to perform better and retain as much knowledge and skill as possible. Verbal praise is used sparingly whereas a more effective use of goal setting to encourage hard work throughout each week of class hopes to also inspire students to be motivated internally rather than rely on cheap tricks of mine and prizes like I would normally give my dog for rolling over or sitting. I add a study materials day that I stole from a couple of my high school teachers who allowed us to make food for the class during the days of review before a test. I felt motivated to learn and do well on the test because our teacher had given us freedom to have a little party for all of our hard work. My consequence section is not meant to scare anybody and I make it clear that I am flexible in how I deal with misbehaving students. From my own experiences, my younger brother would come home from school with a note from the teacher or a description of an event in school where he was blamed for something he claims he didnt do. In very classic fashion, a quick phone call to his teacher revealed that Patrick had indeed been lying about his behavior. I figure most students do that when they get in trouble at school (I was one of them) so I modeled my system off of that common happening, making explicit the exact measures that will be taken in class. First tier interventions are what Emmer and Evertson call minor interventions and are used for very common misbehaviors that only happen once or twice a class period. These require almost no teacher/instruction time and have the great virtue of being relatively unobtrusive but still need to be nipped in the bud as to not allow students to make this a common practice (Emmer & Evertson, 171). Second tier interventions involve more confrontation and might take more instruction time, but are necessary if a first tier intervention fails to provide the wanted result. Revocation, isolation, or referrals are all pretty common in most middle school settings. In my placement, our cooperating teacher goes to second tier interventions quickly instead of giving students the chance to exercise self-control (Emmer & Evertson, 174). That is why I make it clear that I do not want to use second tier interventions but will when they are absolutely necessary. The third-tier interventions are an avoid at all cost measure to ensure that if behavior gets out of control, I have a plan in place to reestablish a focus on learning which is my main goal in addressing misbehavior (Emmer & Evertson, 178). These interventions tend to involve parents because a partnership must be formed at home, as well to ensure that students practice good behavior not just inside, but outside of the classroom as well. I also leave a space for special problems and concerns that involve removing a student from a class completely, but I dont feel it necessary to include specifics on that because one, I think my school will have a very particular policy on alternative settings, and two, I dont want my students to think that if they are disruptive, then they will get to leave my classroom and go someplace else.