This behavior management plan outlines rules, procedures, and interventions for Paul Hutchison's classroom. The rules focus on respect, responsibility, and following directions. Procedures are described for restroom breaks, homework, tardiness, and dismissal. Positive consequences include praise calls home and displaying accomplishments. Negative consequences are delivered privately and emphasize choice and responsibility. A hierarchy of interventions ranges from non-verbal cues to verbal reminders and consequences. Chronic issues involve relationship building and celebrating progress. The plan also includes layout, crisis response, and an action plan for implementation.

1. Behavior Management Plan
Paul Hutchison
June 8, 2014
Catherine Johnson
ECDI 553

2. Statement of Purpose
Our classroom is a positive learning
environment that fosters academic excellence
and respect for others. We all strive to do our
best, both academically and behaviorally, and
take personal responsibility for our choices,
working together to promote the success of
everyone in the classroom.

3. Rules
• Be empathetic
• Be in your seat when the bell rings
• Bring all needed materials to class
• Be respectful and responsible
• Follow teacher directions
• Listen to teacher and students
• Put electronic devices away

4. Procedures:
Restroom
• Ask before you leave
• Sign out
• Take restroom pass
Homework
• Turn work in correct bin at beginning of class
Late to class
• Go to Attendance Office to get pass
• Passes from Main Office or other teachers will be
accepted
• Passes required to avoid receiving a tardy
Dismissal
• Remain in seat until bell rings

5. Positive Consequences
Class input will be solicited to determine desired
and appropriate rewards for good behavior.
Positive phone calls home will be made for
outstanding work and behavior, especially for
students who have been struggling academically,
emotionally, or behaviorally.
Grade improvements and student accomplishments
will be posted publically on class bulletin board.

6. Negative Consequence Delivery
• Negative consequences will be delivered in such a
way as to protect student dignity
• Eye-contact and proximity will be employed prior
to delivering expectation reminders or
reprimands
• Effort will always be made to understand cause or
motive for disruptive behavior
• Surface management, behavioral intervention,
and conferencing will emphasize personal
responsibility and choice

7. Natural and Logical Consequences
Under appropriate circumstances, students will
experience the natural consequences of their
choices. Earning lower grades for failure to turn
in homework, or follow assignment directions
are appropriate circumstances for natural
consequences. Interventions will follow
repeated mistakes, however.
All behavioral interventions will be logically
related to student misconduct.

8. Principles of Intervention
• When possible, implement non-verbal interventions
first
• When possible, expectation reminders or reprimands
will be delivered privately
• Interventions should be brief so as not to disrupt class
work
• Target and set limits on behaviors not feelings
• Interventions will be delivered in a calm assertive
manner
• Intervention steps can be bypassed depending upon
situation

9. Intervention Hierarchy
• Non-Verbal Interventions
1. Planned ignoring
2. Signal interference
3. Proximity interference
4. Touch interference (rarely use)

10. Intervention Hierarchy
• Verbal Interventions
1. Class Reminder
2. Positive Phrasing – “as soon as you x, we can y.”
3. Rule Reminder/Direct Appeal
4. Explicit Redirection - “You have a choice…”
5. Cantor’s Broken Record - “You have chosen to x,
please do so or I will contact your parents.
Implement Logical Consequences if Verbal
Interventions Fail.

11. Chronic Behavioral Issues
Long-term:
• Work to establish positive relationship with
student.
• Provide opportunities for improvement and
celebrate incremental accomplishments to
break cycle of discouragement.
Short-term:
• Implement Anecdotal Record Keeping
Program

12. Crisis Plan
• Send a student to the office to notify administration of
event
• Send the rest of the class to neighboring classroom
• If possible, help the student(s) in crisis to reestablish
self-control until administrators arrive
• Bring the rest of the students back to class once the
crisis has been addressed
• Notify parents of incident
• Document incident and actions taken
• Maintain behavioral records on daily basis

13. Classroom Layout and Décor
• Desks will be arranged in pairs.
• Students will sit in assigned seats
• Students will be permitted some free
movement around room
• Space permitting, round tables will be
arranged in the back for collaborative or
individual work.
• Disposition of desks will ensure that all
students are visible at all times

14. Action Plan
Area Objective Completion Date
Develop Toolkit Make posters for SOP rules and procedures Before School Year Begins
Design Student Referral Form Before School Year Begins
Create Substitute Teacher Folder Before School Year Begins
Develop rules and procedures brocure Before School Year Begins
Teach the plan Teach rules and procedures First day
Share the plan Discuss with school leaders First day
Share with parents Open house or first week
Schedule review lessons Week after breaks
Deliver review lessons Week after breaks
Follow up with parents Week after breaks
Review the plan Review and revision plan Periodically and end of Year