An outline of the way I would implement Charlotte Danielsons Domain 2 Components C and D in my classroom

1. Behavior Under Control
A behavior management plan by Sara Hayman

2. Prevention
 Personal Goals and Expectations
 Procedures as Prevention
 Transitions

3. 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

4. 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

5. 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

6. Redirection
 Non-verbal and Verbal Strategies

7. 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

8. Reinforcement
 Consequences for Minimizing Inappropriate Behavior
 Behavioral Interventions
 Rewards and Incentives

9. 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

10. 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

11. 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

12. 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