This document provides a behavior management plan for a 9th grade science classroom. It includes 5 classroom rules, procedures for various classroom activities, positive and negative consequences, and forms for students and parents to sign acknowledging agreement with the plan. The goal is to create a respectful learning environment where all students can achieve success.

1. Classroom Management
th
Plan for Mr. Bradford’s 9
Grade Science Class
Scott Bradford
MSU-NPTT-EDCI 553
January 7, 2014

2. The Choice…..
Mr. Bradford without a
Behavior Management Plan
Mr. Bradford with a
Behavior Management Plan

3. Introduction
This paper will focus on the successful
approaches to creating an effective
behavioral management plan and identify
techniques and strategies to help students
manage behavior. The plan approaches
behavioral management in a fictional 9th
grade science classroom.

4. Purpose
The purpose of this plan is to communicate
the expected behavior for the 9th Grade
Science Class. This plan provides clear
expectations for the student and
teacher, creating a positive environment of
respect and learning. The teacher and
students will commit to following this plan
and respect the class to allow all students to
learn without fear or interference. To learn
is to succeed!

5. Classroom Rules
There are five basic rules that will be required
for everyone in the 9th Grade Physical
Science Class.
1.Be on-time and in your seats prior to the
second bell.
2. Be prepared for each class with your
binder, notebook, textbook and any supplies
needed for the day.

6. Rules Cont.
3. Follow directions the first time without
interrupting others.
4. Respect your fellow classmate’s personal
space and property.
5. Participate in class activities and
assignments and be prepared to give your
best every day.
Follow all other school rules and policies.

7. Communicating Rules
These rules will be posted in two locations in the
classroom and distributed to each student at the beginning
of the year. Copies of these rules will also be available for
parents and guardians. During the first class, we will
review the rules and the Mr. Bradford will provide
examples of appropriate and inappropriate behaviors.
Students are encouraged to ask questions if expected
behaviors are not clear.

8. Classroom Procedures
The following procedures are all
designed to support the classroom
rules.

9. Procedures Cont.
1. Starting Class
– Enter the room quietly.
– Take care of all necessary business such as bathroom
breaks and sharpening pencils before the second bell.
– Turn in homework in the ‘homework tray’ at the front
of the room.
– Turn off all electronic devices.
– Go to your desk and quietly begin any assignment or
direction on the board.

10. Procedures Cont.
2. Bathroom Breaks and Leaving the Class
– Raise your hand and wait to be called on.
– When called on, quietly let the teacher know of your need.
– When permission is given, quietly leave your seat and grab the
pass next to the door.
– Go directly to the bathroom or other destination, and return
immediately.
– When returning, replace the pass and go quietly to your seat.
– Only one student at a time may use the hall pass.

11. Procedures Cont.
3. Cell Phone and Digital Device Use:
– Cell phone and digital devices should be turned
off and put away prior to the starting bell.
– No cell phone or digital device may be used
during regular class time.
– When announced, special data device use
periods will be allowed, but all users must have
their own device and ear buds or ear phones
must be utilized.

12. Procedures Cont.
4. Participation and Daily Activities:
– Be prepared with your text book, notebook and
writing utensil.
– If you finish with an assignment early, please
sit quietly and do not disturb others.
– Remember to bring Mr. Bradford sugar and caffeine.

13. Procedures Cont.
5. Procedure for Seeking Teacher Assistance:
– Raise your hand, and wait patiently.
– If I cannot come immediately to answer your
question, I will give you the thumbs up sign to
acknowledge that you need assistance and I will
respond shortly.
– If I have not responded in an adequate
time, display the red sheet of paper on your
desk to let me know you are still waiting.

14. Procedures Cont.
6. Class Dismissal:
– When prompted or when the bell rings, quietly
gather your things and make sure your desk is
clear.
– Leave the room quietly, respecting other
student’s personal space.
– Keep your hands to yourself and wait to use
phone or other devices until you are outside the
classroom.

15. Procedures Cont.
7. The Yield Sign:
– If I need your attention, or classroom
disruptions become to significant, I will display
the yield sign at the front of the classroom.
– When this is displayed, all activity should cease
and your attention should be on Mr. Bradford.

16. Discipline Procedures and
Consequences
This plan explains Mr. Bradford’s consequences for
positive and negative behavior (rule violations). Each
student should understand and be familiar with the
potential consequences of their actions in class. Both the
student and parent/guardian will be asked to sign this plan
to ensure expectations are communicated and understood.
The goal is to provide consistency and structure, and
ensure learning can take place.

17. Discipline Procedures and
Consequences
Implementation of various consequences is a critical part to
managing behavior in the classroom. This part of the plan
will include:
• Review of the rules.
• Rewards for following the rules.
• Consequences for breaking the rules. (In a defined ‘step’
process)
• Options for students

18. Positive Consequences
Positive consequences are given for:
–
–
–
–
Academic improvement
Having a positive attitude
Creative work
Assistance to others

19. Positive Consequences
Positive Consequence Examples
Free and Frequent
Intermittent
verbal encouragement
Strong and Long Term
The daily Einstein award
Formal certificate of
achievement
Internal and parental thank
Recommendation for school-
you cards
wide award
Thumbs up
Special treat for hard work
Text or email to parents
Special assignment exemption

20. Negative Consequences
The application of negative consequences is
sometimes appropriate to correct the
misbehavior of a student. In general, these
consequences follow a logical pattern and
increase in severity based on the
significance of the behavioral concern. For
this plan, the types of negative consequence
options are broken down into six levels.

21. Negative Consequences
• Level 1:
General reminders, including in-class voice
and reminders and posted guides to the level of
inappropriate activity.
• Level 2:
Individual reminders – these include pulling
the student aside during or after class and discussing the
individual problem one-on-one.
• Level 3:
Warnings – A warning may be verbal or
written, and verbal warnings should always be followed by
written documentation. The warning will spell out the
additional consequences if not mitigated.

22. Negative Consequences
• Level 4:
Detention – This process can take several
forms, including during lunch, before school or after
school, or having the student go to another classroom
during a special event. Written documentation is required.
• Level 5:
Parental Contact – This will involve the
teacher making a telephone call or scheduling a face-toface meeting with the guardians. At this level, an email
exchange is not sufficient.
• Level 6:
Office/Administrative Referral – This level is
reserved for cases when escalation of the behavior
becomes too much to be handled in the classroom, or there
is immediate risk to the student or other classmates.

23. Should the need arise; an individual Student
Behavior Plan will be created between the teacher
and student to address specific behaviors and
consequences for those behaviors. The behavior
plan will be put into effect for Level 3 or above
consequences. This strategy helps the student take
responsibility for identifying the rule violation and
establishing a suitable consequence for that
behavior. A Student Behavior Plan example is
attached to this plan.

24. Action Plan
It is very important than any Behavior Management strategy be clearly
communicated and understood by all students, parents and staff. Without
this, there will be misunderstanding, confusion and conflict. This action plan
will include:
• Approval of the behavior management plan by school administration.
• Clearly posted rules in the classroom.
• Rules and procedures printed on cards for students to tape in their binders.
• A printed summary of the plan for students to take home and have
parents/guardians sign.
The Action Plan for the 9th Grade Science Program is divided into four principle
sections: 1) Developmental Strategy, 2) Plan Communication, 3) Plan
Implementation, and 4) Plan Review and Updates.

25. Developmental Strategy
Description
Implementation
Timeline
Make an initial list of classroom
rules;
Review rules with school
administration;
Develop a list of procedures
Prior to the school year start
Develop a Student Contract
Make a document listing the primary
rules and procedures for the class, with
area for signature
Prior to the school year start
Post Rules and Procedures
Print rules and procedures on
visible paper;
Post these pages on the main
bulletin board and near the door.
Prior to the school year start
Develop Rules and Procedures
Create Rules and Procedures Contract
Form
Develop and print forms to be
distributed the first day of school
Prior to the school year start
Develop Parental Notice Forms
Print forms for distribution
Review with staff and
administration as necessary
Prior to the school year start

26. Plan Communication Strategy
Description
Communicate Rules and Procedures
Implementation
Introduce the rules,
procedures and expectations
the first day of class;
Distribute handouts for rules
and procedures to students;
Distribute student contracts;
Repeat Process for new
students entering the class
throughout the year
Timeline
First day of class
Review Rules and Expectations
As necessary, review the basic rules
and procedures
On-going
Communication with Parents
Require signature for
parent/guardian on behavior
contract
First week of school

27. Plan Sharing Strategy
Description
Implementation
Timeline
Peer Plan Review
Have fellow teachers and staff
review the plan
Before the school year
Regular Plan Review
Parental Plan Review
Review plan with
administration on a regular
basis;
Review with peers and staff
after a significant incident;
The contract will require parent or
guardian signature and parents will
review elements of the plan at their
request
Quarterly and on-going
On-going

28. Plan Reviews and Updates
Description
Review of Rules and Expectations
Implementation
As needed, rules and
expectations should be
reviewed verbally and in
writing on a periodic basis.
Additional rules and
procedures, if added to the
plan, will be communicated.
Timeline
Before the school year and ongoing

29. Crisis Management Plan
In the event of a significant incident or emergency in Mr.
Bradford’s classroom, the following steps will be followed.
1. The crisis plan will only be implemented in situations of extreme
emergency or when individual behavior goes beyond interrupting class.
2. A reliable student will be sent to the office with a crisis note.
3. If necessary, students will be removed from the threat. If necessary, clear
the room and have the students report to a designated safe room.
4. Attempt to maintain calm and get the student to regain control.
5. Allow the students to re-enter the room when the situation is under
control.
6. Notify guardians, and other officials, as necessary and in conjunction with
school officials and school policy.

30. Teacher, Guardian and Student
Contract
Teacher, Guardian, and Student Contract
Mr. Bradford: I have created this student behavior plan with the cooperation of school administration. The plan
represents the best interests of all students. I pledge to be fair and consistent in administering it.
Signature: ____________________________
Date: ______________
Guardian: My student and I have reviewed and discussed this plan for Mr. Bradford’s classroom. I am committed to
support it and work with Mr. Bradford and my student to foster positive behaviors in class.
Signature: ____________________________
Date: ______________
Student: I have read the Behavior Management Plan for Mr. Bradford’s class and agree to follow it at all times.
Signature: ____________________________
Date: ______________

31. Individual Student Behavior Plan
Name: ___________________
Date: _____________________
This Behavior Plan is necessary because I:
______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Mr. Bradford and I agree that an appropriate consequence is:
______________________________________________________________________
__________________________________________________________________________
In the future, I will take responsibility for my actions. Instead of this behavior:
______________________________________________________________________
__________________________________________________________________________
I will conduct myself in this way_______________________________________
Student Signature:
Mr. Bradford:
_________________________
__________________________

32. The Enforcer of my Behavior
Management Plan

33. References
The IRIS Center for Training Enhancements. (2012). Classroom Management (Part 1): Learning the
Components of a Comprehensive Behavior Management Plan. Retrieved from
http://iris.peabody.vanderbilt.edu/module/beh1/#content .
The IRIS Center for Training Enhancements. (2012). Classroom Management (Part 2): Developing your own
comprehensive behavior management plan. Retrieved on [month day, year,] from
http://iris.peabody.vanderbilt.edu/module/beh2/
Levin, J. U. & Nolan, J. (2014). Principles of classroom management: A professional decision making model (7th
ed.). Boston: Allyn & Bacon.
Newcomer, Lori, PhD. (2007). Classroom Organization and Management Planning Guide. University of
Missouri. Retrieved from the Kansas School-wide Positive Behavioral Support webpage, URL
http://www.swpbs.org/schoolwide/Training/files/newcomer_docs/Newcomer08_Classroom_PBS%20Planning_G
uide.pdf.
Teaching Students with Severe Emotional and Behavioral Disorders: Best Practices Guide to Intervention. 2005.
A joint venture with the Clover Park School District, Child Study and Treatment Center and Seattle University
School of Education. Retrieved from http://www.k12.wa.us/specialed/families/pubdocs/bestpractices.pdf