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RileyA Behavior Management Plan

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RileyA Behavior Management Plan

  1. 1. Ashley Riley
  2. 2.  The student will be in the classroom and seated when the bell rings.  The student will have a notebook, writing utensil, and textbook out on their desk when the bell rings for class to begin.  The student will wait to share their thought or opinion until another student has finished their thought or opinion, or until the teacher is through talking.  The student will have their mobile devices turned on silent and put away unless teacher has approved for their use.  The student will follow all school rules.
  3. 3.  It is important that students are ready to begin learning when the bell begins because of the large amount of material to cover in a short amount of time. The teacher can not afford to lose valuable class time getting students settled in their seats.  It is important that students have their learning materials ready when class begins. It can be a disruption to other students if some are digging through their bags or sharpening their pencils during class time.  The students in my classroom will be respectful of others. Together we will create an environment where students feel safe to share their thoughts and opinions and participate in class discussions without being interrupted. It is important the teacher isn’t interrupted so that students do not miss instructions or important lesson notes.  My classroom will have certain times when mobile devices are allowed but during times when they are not approved they need to be put away so that no one is distracted and students are focused on the lesson.  It is important that students know I support the school’s policies and procedures and they must abide by them in my class as well.
  4. 4.  First Offense- Teacher look  Making eye contact with the student- facial expressions convey a lot to students (Lindberg, pg.32)  Use proximity control- positioning yourself near a student not following directions lets them know you are aware they are off task (Lindberg, p.32)  Drop the student’s name in the lesson  Non-verbal cues allow the teacher to hold the student accountable for their actions without interrupting the entire class (Tucker, p.63)  Second Offense- Verbal Warning  Remind the student of the expected behavior one on one and not across the classroom; this may embarrass the student and make them act out even more. This verbal warning lets the student know you are aware of their behavior.  Third Offense- Conference with student  Meet with student separately to talk about desired behavior. Do not make them late for another class but this will keep from them getting their few minutes of free time with their friends between classes which students don’t like to lose. Let the student know if the behavior continues you will call their parents next (Wright, Intervention Central)  Fourth Offense- Written warning and call to parent  Write a contract with the student determining the desired behavior, criteria showing improvement, and incentive (Lindberg, p. 37)  Call parents and inform them of contract between teacher and student with desired behavior, criteria showing success, and incentive  Keep parents informed through notes or phone calls of progress  Fifth Offense- After school detention  This can be effective because students are always ready to leave school when school is over and in this case the student will have to remain after school and not participate in any after school activities  Severe clause  If a student becomes a danger to themselves or other students, the student will be removed from the class by an Administrative professional. (Georgetown Independent School District)
  5. 5.  Coupons  I will have coupons made to give out to students who are following classroom rules, showing leadership in the classroom, and to students who are making efforts in class.  Coupons will be given at the discretion of the teacher when she sees positive behaviors taking place  Coupons will be for:  5 minutes of free time  A snack item in the snack basket  Lunch with the teacher and 2 friends
  6. 6.  Raffle Tickets  Students will earn raffle tickets throughout the week  Each student gets 1 raffle ticket for every homework assignment they turn in completed and on time  Each student gets 1 raffle ticket for actively and respectfully participating in class discussions  Each Friday there will be a drawing of 1 ticket per class period to award a prize consisting of either:  1 pass on a homework assignment (can not be used on 2 homework assignments consecutively)  Snack from the snack basket  Gift card to local eatery (Fast food, yogurt shop, coffee shop)
  7. 7.  Movie Day  Class can earn up to 5 points per day  1 point per classroom rule being followed by all students  Points can be taken away from existing total if students are not following any classroom rules  100 points is the goal to earn a movie day, with students being allowed to bring their own snacks to eat  90 to 100 points is the sliding scale  For 80-90 points students can have a movie day without any snacks  For 75-80 points students can have 30 minutes of free time without any snacks  A chart will be posted at the front of the class next to the classroom rules keeping track of the amount of points per period
  8. 8.  Pot Luck Day  Students will be allowed to put together pot lucks to eat during class on special occasions (specific holidays such as Cinco de Mayo, the day leading into a holiday weekend or vacation, the day after a midterm or final)  This will be awarded at the discretion of the teacher if the class is staying on task and following classroom rules for the majority of the time  A reminder will be posted by the class in-boxes for the upcoming possible pot luck day
  9. 9.  Lindberg, J., Evans Kelley, D., Swick, A. (2005). Common-Sense Classroom Management for Middle and High School Teachers. California: Corwin Press.  Tucker, Ginger. (2013). First Year Teacher Notebook. Amarillo: TX. GKT Publishing.  Wright, Jim. (2013). How To: Handle Common Classroom Problem Behaviors Using a Behavior Management Menu. www.interventioncentral.org  Georgetown Independent School District. (2013) Georgetown ISD Secondary School Model Student Handbook. www.georgetownisd.org

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