Behaviour Plan Sample

Running head: CLASSROOM BEHAVIOR PLAN 1

Name of Student

Institution

Date

CLASROOM BEHAVIOR PLAN 2

Classroom Behavior Plan

The management of behavior can be a big challenge not only for teachers who are in their

early career but also for experienced teachers (Dempsey & Arthur-Kelly, 2007). Forming and

creating a workable and effective classroom behavioral plan is important in order to come with a

learning environment that provides quality learning which is manageable, productive and

provides opportunities that makes each student feel valued. It is critical for a teacher to come up

with routines and rules in the classroom learning environment so as to maintain a positive and

workable ethos, this also will ensure that the sequence of teaching and learning runs effectively

and smoothly (Dempsey & Arthur-Kelly, 2007). Rogers asserts that for rule implementation to

be effective within a classroom setting, they must be formulated and discussed in the beginning

of the school year. Consequently, rules that are effective should be preventive and should be

positively stated, fair and inclusive. Good rules should have its focus on learning, safety and

respect (Colvin et al., 1993). This paper will look at how a teacher could handle classroom

behavior in the classroom thus coming up with rules and warnings.

A behavior plan is important for the smooth running of the classroom. When developing

and implementing you behavior plan, it is important to spend some time thinking over the details

and coach it to the students (Jennings, 2017). Each child comes into the classroom with an

understanding that is different of inappropriate and appropriate behavioral choices required for a

school setting. Instead of coming with the assumption that students simply are aware of the code

of behavior, a plan that is thorough removes any guesswork.

The three Musts for a plan that is to be Successful

1. The rules of the classroom

CLASROOM BEHAVIOR PLAN 3

2. What happens if a student follows the rules of the classroom

3. What happens when a student does not follow the rules of the classroom

When creating a classroom behavior plan these three key principles are critical: being consistent,

clear and firm.

Be firm

After you have established the rules of the behavior plan, the classroom will now be

bound by those rules. The students should be able to understand them like our societal laws. In

this sense the teacher should be wary of the students who want to negotiate, argue or try

manipulating the rules. The teacher should as much as possible avoid dialoging with them. Be

resolute that there is no negotiation on the classroom plan. This will make your classroom job

easier over time. When a student breaks the rule you will have a less inner conflict on how to get

a solution for the problem. Taming a student who is upset after breaking the rules will also be

easy (Jennings, 2017).

Be Clear

The plan should be documented in a clear and concise language that every student is able

to understand. The plan should then be posted where every student can see. Alternatively you

can create a behavior journal which is used by students in writing their reflection of end-of-day.

Ensure that every student has access to the behavior plan so that no one will give an excuse that

he/she was not aware of the rule. Let it be something that each student is able to refer to it

throughout the day .When giving a student a consequence make sure the language does not

change (Jennings, 2017). When a consequence is being delivered the language pattern should be

CLASROOM BEHAVIOR PLAN 4

the same of addressing the consequence to be received, the rule of the class that it broke and

what happened. When a student understands the reason behind a consequence it makes it

effective and meaningful.

Be Consistent

After coming up with your plan and teaching the students all of its parts, it must be

followed consistently on a day to day basis. If it happens that a student gets three reminders due

to their behavior before getting a consequence, you have to try your best to follow the plan

(Jennings, 2017). It is unfair and also inconsistent to give a child a severe consequence for the

first time he/she breaks the rule. This occurs mostly when we have a teacher reacting emotionally

and frustrated because of child’s action. If it happens that you come to find out the consequence

does not match up with the crime then you have to discuss with the offender the mistake that you

committed, and return to abiding by your rules. This helps in upholding your behavioral plan

integrity.

Preventive Approaches

A preventive approach includes anything that a teacher uses to prevent behaviors that are

undesirable. Rather than waiting for the occurrence of a problem behavior, a proactive technique

that is implemented successfully decreases the chances of problem behaviors, it also promotes

positive choices in behavior in the classroom. Many teachers do not practice the prevention or

proactive techniques, the reason as to why there is an increase in behavior problems at the

classroom setting (McEwan-Landau & Gathercoal, 2000). There are several types of preventive

supports which when used effectively can help tackle this problem of behavior problem.

CLASROOM BEHAVIOR PLAN 5

Types of Preventive Supports

Scheduling

A classroom schedule that is consistent is an essential component of the structure of the

classroom. When there is predictability of the day it allows the establishment of a routine by the

students in which the day’s expectations are defined clearly. The teacher’s role should also be

defined clearly here. The schedule should factor in a high rate of academic engagement. Routine

and consistency allow students to have little opportunity to engage in problematic behaviors

(Carpenter, Mckee-Higgins, 1996).

Classroom Rules and Expectations

It is very critical to establish a set of expectations and rules for the students. Students can

play an integral part in determining the class rules which can provide a respectful and calm

environment for learning. The teacher should apply consistency in abiding by the rules and the

routines that are established in class. Having a focus on a desired behavior and its consequence

has a high likelihood of bringing positive results. Carpenter, Mckee-Higgins, (1996) gives the

below positive rules examples

 Feet flat

 Hands on your lap

 Eyes should be on teacher

 Mouth closed

 Ears listening

Direct Instruction of Expectations and Results

CLASROOM BEHAVIOR PLAN 6

Teachers frequently make the mistake of coming up with assumptions that students are

aware of the laid down routines, for example, they assume students know how listen in groups,

line up, handing in papers, walking in the hall, etc. Unfortunately this is not always the case.

Teachers should be able to look at acquisition of a desired behavior by the student the same way

they approach how they learn academic behaviors. It is only through the use of direct instructions

that educators can be sure that students have learned and mastered the desired expectations and

behaviors in the classroom setting. There is need for teachers to provide instructions that are

direct of behaviors that are desired and classroom routines, these offer opportunities for students

to practice the behavior that is desired, and deliver reinforcement as a response to correct

behavior that is seen to go against the classroom rules (Carpenter, Mckee-Higgins, 1996). A

teacher may opt to “pre-correct” a desired behavior. Pre-corrections play the role of a reminder,

this provides students with an opportunity to be prompted or practice concerning the behavior

that is expected before they encounter a situation that displays problem behaviors.

Curriculum

In most cases school districts do have curriculum of their own, this curriculum is given to

students for mastery of learning outcomes. It is the responsibility of the teacher to make sure

effective instructional techniques and modifications are used to meet the needs of the students.

Through the differentiation of instructions to meet the needs of students, students are highly

likely to focus more in learning. Teachers also need to make sure that they have a schedule that

is appropriate of reinforcement of managing tasks (McEwan-Landau & Gathercoal, 2000)

CLASROOM BEHAVIOR PLAN 7

Class meetings

Holding regular class meetings has been a very effective way of involving students in

setting classroom expectations and making follow up with them in a way that is democratic.

Teachers and students organize a forum in which they are able to discuss issues, come up with

goals and participate in a process of conflict resolution that is peaceful. The class meetings are

open for students of all ages(McEwan-Landau & Gathercoal, 2000).

CLASROOM BEHAVIOR PLAN 8

References

Carpenter, S.L. & McKee-Higgins, E. (1996). Behavior management in inclusive

classrooms. Remedial and Special Education, 17, 195-203.

Colvin, G., Kameenui, E.J., & Sugai, G. (1993). Reconceptualizing behavior

management and school-wide discipline in general education. Education and

Treatment of Children, 16, 361-381.

Dempsey, I., & Arthur-Kelly, M. (2007). Maximising learning outcomes in diverse classrooms.

Thomson.

McEwan-Landau, B., Gathercoal, P. (2000). Creating peaceful classrooms: Judicious

discipline and class meetings. Phi Delta Kappan, 81 (6), 450-452, 454

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