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Classroom Behavior Management

Plan
Foundations
Context
The School and district are in a large suburban setting. The freshman biology class has
28 students: 20 white, 3 African American, 4 Asian American and 1 Indian American student.
The majority (45%) of students are from middle income, two-earner households (median income
$47,000); lower income-35% and upper income-20%; 11.8% in Free or Reduced Lunch. Two
studetns with IEPs; 1 with family difficulites, 1 with visual limitations (no IEP or 504 plan); and
6 gifted students. Most students in the classroom exhibit typical behaviors for high school
freshman. The students with IEPs are well behaved and compliant, but according to their IEP
need preferential seating.
Rationale
Developing a community of supportive learning through shared experience and agreed
upon norms will provide the structure needed to avoid concerns. Circumstances that can lead to
problems will be minimized generally (through developed class culture) and specifically (e.g.
classroom decoration and arrangement in consideration of the EBD students triggers, arranging
snack days). By reduction of interruptions and time spent on reactive behavioral controls,
integration of instructional strategies with behavior management makes academic and social
skills learning possible for all students, especially those most in need of behavioral support.
Procedures and Methods

In the management of the contemporary classroom, teachers must utilize a variety of


strategies. I perceive these strategies in three categories aligned with the tiered supports in
Positive Behavioral Interventions and Supports (PBIS) (Positive Behavioral Interventions &
Supports, 2014). Sayeski and Brown describe the tiers of the Response to Intervention (RtI)
model as a framework for PBIS (Sayeski & Brown, 2011). In my classroom, management
methods are predominately the folllowing Tier 1, classroom-wide supports: creating a safe,
structured family of students, parents and teachers, classroom design and instruction and
management integration. Through such methods, I can address the majority of behavior
problems (Sayeski & Brown, 2011). When problems occur, second and third tier interventions
come into action.
My classroom is a family where all members can share, contribute, feel safe and
welcome. The first, most valuable feature of our family is trust. Trust is of particular importance
to students with special needs like those in my class with Specific Learning Disabilities or
ADHD/Dyslexia and English for Speakers of Other Languages (ESOL) (Edwards & Da Fonte,
2012; Solar, 2011). I greet every student as they enter class. Through ongoing observation, I
gather data such as who is struggling with a lesson, having a bad day or perhaps in a personal
crisis. I ask them about their life, their family, and their interests. Careful observation and a
caring relationship make it easy to respond using differentiated, corrective instruction or provide
choices (replacement behaviors). I offer unsolicited, impromptu positive compliments and signs
of appreciation. Sometimes, I just listen. Demonstrating a personal interest (Marzano &
Marzano, 2003) and actively listening to student's needs are effective means of relationship
building especially for those with special needs (Solar, 2011). In my class, safety and trust make
classroom expectations, rules and instruction more effective (Solar, 2011).

Expectations, Rules, Rights and Responsibilities (ERRRs) give structure to the classroom
environment. I have three unnegotiable Expectations for my students and myself (because I
model that which expect of them): 1. Be wrong and make mistakes-sometimes, 2. Learn more
than you think you can, 3. Always follow the Three Rs. The Three Rs, devised from
suggestions in Marzano (2003) and Barbetta (2005), take the form of a class charter or
constitution. This document, a short list visible in clear, succinct language, is created through
democratic decision of the entire class. A systematic, student-centered method of establishing
norms creates student buy-in and provides structure especially for students with special needs
(Barbetta, Norona, & Bicard, 2005; Edwards & Da Fonte, 2012; Solar, 2011). Using a
democratic constitutional framework similar to the method in Forrest Gathercoals Judicious
Discipline, cited in Jones and Jones (2013), I achieve multiple goals: building community
through shared process; building social interaction skills; and a side-lesson in civics-even in
science class! Although we decide these as a class, I direct the final decision to a short list for
each R that includes a few key elements of respect for one another and our space, and one simple
non-negotiable rule: We do not speak when someone else is speaking. I aim to use
consequences, rather than punishments, which are explicit, consistent, least disruptive but
effective, measured and appropriate for the infraction. They are natural consequences when
possible, rarely involve removal from the classroom and never involve academic consequences
or emotionally or physical trauma. When rules are followed, positive consequences (praise,
stickers, free movement, activity choice) are reinforcers of wanted behaviors (Harlacher,
Roberts, & Merrell, 2006). Lastly, with respect to the ERRRs, none should be considered fixed
or permanent. Flexibility and adjustments are expected and allowed. However, whether or not
they change, they are applied equally and consistently to everyone in our family.

The third component to our family is the students family, particularly the families of
ESOL and special needs students (Edwards & Da Fonte, 2012; Solar, 2011). Regular, specific
and positive feedback to families occurs by written and verbal communications, in native
languages when necessary. Resistant, pervasive problems require greater parental involvement.
Through open dialog with the family, I learn their worries, needs, and cultural factors. Thus, I
can align my management and instruction with their goals, tools and techniques (Edwards & Da
Fonte, 2012). For students with special needs, parental involvement as equal partners in IEP/BIP
team will help more effective implementation at school and at home (Park, Alber-Morgan, &
Fleming, 2011; Solar, 2011). With family involvement, our community is strengthened beyond
the walls of my classroom.
Within the classroom, arrangement and environment (design), can make-or-break the
behavioral success of a class, particularly with students with ADHD (Guardino & Fullerton,
2010). In this classroom, my students with IEPs and visual limitations are seated near the front
of the room within easy sight of the Smart Board and in proximity to me. The tables are
arranged in pods of four seats. Seats are assigned but rearranged periodically to mix groups. I
place supportive peers together in groups when extra support is needed. The classroom is
decorated with visuals and graphics necessary to instruction and a bit of personal artifacts to
further building connections. During class times, I move often, using my changing physical
location as a proximity control and tool to monitor all parts of the classroom. Early on, we
establish cues as part of our classroom norms, to lower the volume when noise levels get too
loud or too off-task. I use simple techniques such as proximity control (standing near or walking
by students with potential problems) or reinforcing our classroom norms through verbal or visual
cues (Sayeski & Brown, 2011). Rules for transitions and traffic flow in and out of class and labs

are also established and consistent (Barbetta, Norona, & Bicard, 2005; Guardino & Fullerton,
2010).
The final component to management is integrating management techniques like selfmanagement and metacognitive skills lessons with content pedagogy. Prior knowledge
assessment engaging lessons and motivation are themselves behavioral supports. I build
motivation by teaching students metacognitive skills, making content relevant to their lives and
developing our supportive family environment (the expectation x value theory) (Jones & Jones,
2013). I instruct the use of and provide my students with concept maps to focus on the lesson
and enhance learning, particularly for students with disabilities (Schmidt & Telaro, 1990). I ask
students to reflect before and after an assessment on their study and preparation habits and the
impact their behavior had on their results.
Assessment
I assess my clasroom management through observation (mine and colleague and
supervisors) of daily acticiites, transitions between activities (e.g. labs) and noting the general
amount, type and frequency of behavioral problems. Additonal assessment comes from reading
my studetns reflections on their owne study habits, what materials they used and how long. I can
adjust my approach based on the data from these analyses either in general management,
instructional stratgeis or metacogintive skill building.
Areas to Develop
As a continually improving and reflective teacher, classroom management is an area of
needed development. I need to build a greater array of responses and strategies to handling
talking and off-task behaviors. With respect to building community, I look forward to

implementing student generated newsletters as part of regular progress reports, which also serve
the communication with caregivers for all my students, regardless of language or ability.
References
Barbetta, P. M., Norona, K. L., & Bicard, D. F. (2005). Classroom behavior management: A
dozen common mistakes and what to do instead. Preventing School Failure, 49(3), 11-19.
Boden, L. J., Robin, P. E., & Jolivette, K. (2012). Implementing Check in/Check out for students
with intellectually disability in self-contained classrooms. Teaching Exceptional
Children, 45(1), 32-39.
Edwards, C. C., & Da Fonte, A. (2012). The 5-Point plan: Fostering successful partnerships with
families of students with disabilities. Teaching Exceptional Children, 44(3), 6-13.
Gardner, H. (1999). Intelligence Reframed. New York, NY: Basic Books.
Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom
environment. Teaching Exceptional Children, 42(6), 8-13.
Harlacher, J. E., Roberts, N. E., & Merrell, K. W. (2006). Classwide interventions for students
with ADHD. Teaching Exceptional Children, 39(2), 6-12.
Jones, V., & Jones, L. (2013). Comprehensive Classroom Management: Creating communities of
support and solving problems. Upper Saddle River, NJ: Pearson.
Kern, L., & Wehby, J. H. (2104). Using data to intensify behavioral interventions for individual
students. Teaching Exceptional Children, 46(4), 45-53.
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational
Leadership, 61(1), 6-13. Retrieved October 30, 2014, from

www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-toClassroom-Management.aspx
Ormrod, J. E. (2012). Human Learning (Sixth ed.). Upper Saddle River, New Jersey: Pearson.
Park, J. H., Alber-Morgan, S. R., & Fleming, C. (2011). Collaborating with parents to implement
behavioral interventions for children with challenging behaviors. Teaching Exceptional
Children, 44(3), 22-30.
Positive Behavioral Interventions & Supports. (2014). Retrieved November 2, 2014, from
Positive Behavioral Interventions & Supports (PBIS): https://www.pbis.org
Sayeski, K. L., & Brown, M. R. (2011, Sept./Oct.). Developing a classroom management plan
using a tiered approach. Teaching Exceptional Children, 44(1), 8-17.
Schmidt, R. F., & Telaro, G. (1990). Concept mapping as an instructional strategy for high school
biology. The Journal of Educational Research, 78.
Solar, E. (2011). Prove them wrong: Be there for secondary students with an emotional or
behavioral disability. Teaching Exceptional Children, 44(1), 40-45.
Tobin, C. E., & Simpson, R. (2012). Consequence maps: A novel behavior management tool for
educators. Teaching Exceptional Children, 44(5), 68-75.

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