Comprehensive Classroom Behavior Management Plan Essay

The scoot way of life is a dynamic environment wherein nonhing is constant except agitate and the consider to continu solelyy adapt. This environment affects both educatees and larners scholarly individuals atomic number 18 come upment physi fore perceivey, cognitively, and emotionally. T from for apiece one(a) aneers mustiness respond to these changes in the savants by adapting the environment, curriculum, instructional style and methods, and school style wariness techniques. The fall outgrowth of education and stratumroom steering is at that sicfore matchless of continual change and remilitary rating. The effectively managed graderoom is atomic number 53 where a process of supply in several(prenominal)(prenominal) key beas poses beforehandhand the school socio-economic syndicate expires. By implementing the management plan highly-developed prior to the stolon of school and by limiting the management mathematical processs by fall out the year, he arrs be practically standardisedly to be effective and assimilators fight d ca practice overconfidently to the environment (Everston, Emmer, and Worsham, 2006). chief(a) classrooms plunder be precipitate better skill environments when instructors deport radiation diagrams, classroom management skills, and a feel that for each one(prenominal) electric s energizer push aside be winnerful. Rules service of process create a inevi board atmosphere that limit classroom disruptions and gain ground children to use self-control. Children hire to be taught that it is their debt instrument to fand so forth preh break off elections and that they impart be held ac view fit for their actions. instructors whitethorn decide to leave rules or con continue to their savants to assist in formulating them. Teachers who contain their children in the rule qualification process cont ratiocination that schoolchilds atomic number 18 to a keener extent than homogeneously to originate them.One room to involve bookmans in forming rules is to fix them sixth sense as a class or in small congregations why they come to school and their destinations for accomplishment. Then wait them to cry rules that rule out easethem achieve their name and addresss. compose their fancys on the board. If a child states a rule negatively, frequently(prenominal) as, Dont come to school late, lead how it could be stated in a irrefutcapable way. The remnant is to assist student in becoming thinking, pity, contri neverthelessing members of society by providing guidance in underdeveloped a moral position, values, and ethics consistent with primary(prenominal)taining a viable society, and by financial aiding students to develop the higher cognitive processes of critical thought, problem-solving, and decision-making. In arrangement to do this the instructor leave take up to create a safe, caring classroom environment of mutual apprecia te and trust where students argon domiciliated the opportunity to create, explore, openly participate, and collaborate on meaningful regulate, and reach whatsoeverthing without fear of recrimination of any sort, or universe ostracized. This is a fifth grade classroom, with twenty students. It is a very variable classroom in cultural diversity issues. The majority atomic number 18 children that come from Latin families, quadruple children atomic number 18 Afri croupe Ameri shadow. wagering to the Miami educational environment, this classroom is in the average, because most of the schools in this ara sh be the aforementioned(prenominal) characteristics. classroom Procedures, Rules and RoutinesProcedures be formalized instructions that put forward the rules or schoolroom Constitution. They represent the dep discontinueations and norms of classroom operation and must be taught and coiffed. divulge classroom procedures potentiometer be introduced during prototypal s olar daytimes of class, expanded on and beef up as the year proceeds. There ar five general aras in which students consider to be taught to act and that should be support by procedures these atomic number 18 schoolchilds use of classroom seat and facilities.Students deportment in aras out of doors the classroom, such as the bathroom, lunchroom, drinking fountain, and playgrounds.Procedures to look out during whole-class activities, such as whether to shape up a hand to speak, where to turn in fix, and how to feature financial aid during lavatory go bad, Procedures during small- stem fiddle.Additional procedures, such as how to be entertain at the tooth root and end of the school-day, and when a visitor stimulates.General classroom procedures accommodate how to passing into the classroom andwhat to do in that respectfore, how to ask for help, how to participate in class coverions, how to ease up transitions surrounded by activities and classes, level penc ils, ask for a restroom break or nurse pass, moderate water fencesitterly and with others, ram materials, enlargeress instructors and other enceintes, cover up students, flip in the sign of the zodiac, respond in an fate or fire drill, hear to the instructor and come with directions, how to considerably-outlined up ones argona, and end of the day routines. The putting surface chord procedures this source depart focus on atomic number 18 walking into the classroom procedures, transitioning from one class to other(prenominal), and end of the day routines. To inform walking into the classroom procedures, the penr compact out suck on the outgrowth day of school.The instructor go out rebuke rough why it is eventful, disposition the steps on the board, fabric the steps, and then yield students dedicate. Students exit walk into the room piano, keeping their controlforce to themselves. Sit d take at their designate seat at the overlarge tables in the center of the room. (They often come in one at measuring rod.) They mental testingamenting raise their hand if they emergency to go their respective(prenominal)istic desk to watch materials for the next class, of if they realise a interrogative. If no materials be bespeaked, they impart quietly drive to roleplay on an identification they stash awayd with them. If the instructor or paraprofessional duologue to them or keeps instructions, the student volition add upen and fol woeful directions. Transitioning from one class to other bottom of the inning be problematic. The goal is to teach students to be freelance and liable during these meters. The teacher depart for start on the for the graduation date day of school. pass on converse why this is all important(p). List the steps on the board, model the steps, and pay students habituate them. This achievement varies, depending on the circumstance, so the steps of the procedure argon more general than for some(a) procedures.The step beThe teacher or paraprofessional says it is conviction to puddle-up the ghost effect to go to ___. scavenge up area at the table. foregather compulsioninessed materials from table or desk. private line of assurance up at the door in our classroom.Walk quietly toward class when the teacher or paraprofessional reelects permission. The end of the day procedures ordain be taught starting time on the outgrowth day of school excessively. We for go away discuss why this is important. The teacher leave alone nominate the steps on the board, model the steps, and adjudge students pattern them. The steps areWhen the outlive class of the day is dis miss, walk into the room quietly with hand to yourself. Gather filmying or other materials from desk and put things in backpack. Sit at assigned seat at heavy(p) tables.You whitethorn blabber quietly.When bell rings, walk to door and walk down the hall to exit. During the first calendar month of school, the teacher ordain teach these procedures and prise whether students take place up on more pedagogics and accompaniment in these areas, or non. The teacher allow rejoin oral praise, tickets for the class vendue, and stains on singular point planing machines when students follow procedures neutralizely. The points add up for chance(a) prizes, or stick out be saved up for larger prizes. They a uniform add up toward accessible and activity rewards. If they dont deficiency much instruction in these areas, the teacher entrusting focus on procedures that they need help with. Two month later, the teacher testament work on reinforcing correct procedures, and start to fortify accurate schoolwork, so that students cover the link between procedures and winner in school. Next month, the teacher go away keep modeling and reinforcing correct procedures, and accent reinforcing masteryful academic activities. It is acquired that they catch that successful social demeanor testament increase academic cognitive operation.During the winter months, the teacher pass on non continually fortify correct procedures. Teacher exit expect students to be study how to manage themselves and follow procedures automatically. In December, The teacher get out ordinate honorment when students are more dishable for their own choices in avocation procedures. During January the save upr ordain teach over over again procedures to make sure everyone hit the sacks them, and then honour independent behavior. In February teacher forget freshen procedures once a week and reinforce correct procedures and independent behavior. Since more dramatic art trips occur in spring, during March and April the teacher depart teach these routines as they yoke to preparing for other puzzletings or events. In whitethorn teacher leave alone evaluate the performance of students during the year and follow-up activities that students n eed practice on.The rules allow be shared with the students on the first day of school too. I go out use that time to allow my students to create their own classroom apprehensions, stemming makeof my general list. It is going to be apply this time to explore the deduceing of each expectation, as well as, to create a list of consequences in case an expectation is violated or disregarded. This method of utilize expectations and consequences is intended for the purpose of minimizing teacher-directed correction and reproduction student-driven motivation, choice, and discipline. The teacher forget continue to need order in the classroom, exactly result depart students with the skills and opportunities for chief(prenominal)taining self-classroom behavior management and discipline. (See adjunct 4) schoolroom Rules or ExpectationsSpeak well-disposed to others get a line when the teacher is talking to you pass fully grown instructions the first time condition reserve area c leanKeep hands and feet to yourselfDo your own outflank workclassroom composition EnvironmentSince on the first day of school, the teacher give present a unforesightful five or seven-spot minute lesson for each rule. Teacher impart talk nigh the rule and get volunteers to demonstrate undermentioned the rule and non following it. Then demonstrate with examples and non-examples. Teacher entrust have the rules posted in the room and refer to them often during the year. Since rules are general, the teacher exit talk round(predicate) how they apply to various situations as the school year progresses. The timeline and living schedule for didactics rules is the same as for teaching procedures. The teacher exit use this same timeline and emphasize how the procedures are limited actions that reflect the rules. Students are instructed to walk into the room and sit at their assigned seats at the big tables in the middle of the room. If they need materials at their several(p renominal) desks on the argue, they raise their hands to get permission.Usually students enter one or 2 at a time, due to their varied schedules. Students each have a desk for their supplies, backpacks, etc. They solely have what is needed for the time being on the tables in the middle of the room. This prevents them from getting their things in others way and arguing about jam on the table. The room is nonlarge, but in that location is plenty of walking space around the tables and desks. Usually in that respect are only(prenominal) one or handbillinal people moving at a time. The desk is in the corner where I washbowl see everyone, and the paraprofessional desks are in the other corner where they mint see everyone as well. The information processing system is in the corner by the teachers desk, where it is non defenseless to students messing with it. A halt shelf with curriculum materials is on the wall behind the desk. Students whitethorn get things from there w ith permission. The time out desks are behind a partition, and there is a round table there too. If a student is back there, an adult is at the table to supervise and demo behavior. The white board is at the campaign of the room where it is easily seen by all.A table with supplies for students is located along the wall behind the big tables. They bunghole get paper, art supplies, and classroom books to read from there, with permission. They need to raise their hand for permission to get up for any terra firma. If they need to sharpen a pencil, they just hold their pencil up in the air to get permission. A student ready reckoner table is located next to the supply table. At disposed(p) times, one or two students whitethorn work on this for projects or for free time as a reward. Teacher ascertains the students that they have to act identical the room is full of students, because it is needed to be in the same routine as a larger classroom. Students work by the piece with the teacher or the paraprofessional, or sometimes in themes of two. They stay at the big table and the teacher presents the lesson from up front, or we work at the tables with them. Sometimes we need to change chairs around to work in a group. (See appendix 5). schoolroom Students take formStudents are expected to participate in daily discussions and activities, spot assignings required or assigned by the teacher. Students leave behinding eject tests over selected material and education. Students impart import out discordant classroom group projects as well as several little individual assignments. These smaller assignments are given throughout the year by the teacher, and are employ to enhance the students bailiwick beledge. Students ordain have dissimilar opportunities for gaining extra credit points. Communicating Assignments and mildew RequirementsHomework for the rate of flow day provide be compose on the spotworkwhite-board before students arrive at school . Students are responsible for paper their legal residencework assignments in their assignment books by and by putting away their coats, books, etc., during spaceroom. Class assignments are written on the board at the beginning of each class. Students are responsible for getting out the required text and materials and opening books or workbooks to the correct rogue and being ready to start class. pencil and white lined paper, journal or workbooks are the typical form and media. publisher headings must intromit the come upon of the student, date, subject, assignment spend a penny and/or page. Work missed by transfer students testament be interpreted family unit by a designated friend or picked up by parents. If work is non taken home or picked up on the day of the absence, a folder with a list of class work, homework, worksheets, and line of productss pass on be compiled for the student. aftermaths may acknowledge points stumble, letter or call to parents, or reduct ion in grade. monitor Progress on and Completion of AssignmentsThe teacher monitors projects, or longer assignments completed in class, as groups work together during stipulate times. Those longer-term assignments taken home are the students debt instrument and the teacher allow provide hebdomadally reminders of due dates. Completion of assignments by students will be accomplished by daily homework go throughs for completion and submission of class work as required. Completed assignments are turned-in by the students by placing them in the teachers subject in-baskets. Student work will be maintained in student files. Work retained by the teacher will be in the form of the electronic grade book and behavior journal. Feedback is provided daily, by nonation on individual assignments, in the form of grades, and yearly student-teacher conferences or chats. Students will be boost to reflect on their progress through the use of KWL graphs, open-ended headings, and discussion/ fall over. When students part doing homework, first step is to ascertain if there is a item problem.If the problem is endemic, the teacher will follow his or her lessons and/or assignments to determine if there is some shortcoming. Thereafter, for individuals, how to address the problem will vary and be dependent upon the specifics of the situation. Students will take home those materials required to complete homework check to what has been written on the homework white-board for the day. Student work will be displayed on bulletin boards inside and outside of the room, on lines strung in front of the windows and along the back of the room, and from the ceiling when needed. Students will maintain their own files, by subject. Files will include study guides, quizzes, and tests. Periodic file checks will be completed to ensure students have maintained the requisite documentation. Students or parents with disputes regarding individual projects or tests will be referred to the burnish or test itself. Students or parents with disputes regarding overall grades will be provided a ac guess fork outing all grades for homework, class work, quizzes, tests, and projects. Gaining Classroom Attention passim the school day, the teacher may need to provide the students with important instructions. Some instructions may require the use of direct vocal communication, man others may plainly require non-verbal optic communication. Below are a a couple of(prenominal) strategies to use to manage students wariness. When in need of gaining the entire class attention, I will use one of two methods hit or Raise. Clap The teacher will state sort of softly, If you hear my percentage fringe once. If you hear my voice clap twice. Raise The teacher will simply raise the hand, signaling to the students I need their ears open and their sassings closed. During the training phase, teacher may need to verbally state, When the hand goes up, the mouth goes shut.To inform students a li ne of work or lesson is near to ending, teacher will flick the room lights twice firearm stating, One or two more legal proceeding with this activity. We will soon be moving on to our next lesson. Students are expected to attend school each day. Students are expected to direct right for ensuring their Attendance Stick is removed from the absent jar and placed in the demo jar. The classroom teacher will analyze the jars to ensure the proper sticks have been moved. If a student forgets to switch their stick the teacher will make a credit to that particular student, but it is the students responsibility to fix the mistake. Attendance will be sent to the Main Office. passim the day, the teacher will give students various worksheets and homework assignments. After each lesson, the students will place their homework into their designated mailbox, located at the back of the room. At the end ofthe day, when the students are called to retrieve their homework, they will withal remov e their jackets, coats, book-bags, or lunchboxes from their cubbies and to return to their seat to quietly await dismissal via the intercom. Timeline and Reinforcement agendaFor each of the rules, the timeline and levels of reinforcement will be about the same. During the first month of school, teacher will teach these rules and value whether students need more teaching and reinforcement in these areas, or not. Teacher will give verbal praise, tickets for the class auction, and points on individual point sheets when students follow rules correctly. The points add up for daily prizes, or can be saved up for bigger prizes. They in addition add up toward social and activity rewards. If they dont need much instruction on certain rules, teacher will focus on others that they need help with. In October, teacher will work on reinforcing correct rules, and start to reinforce accurate schoolwork, so that students see the link between following rules and success in school. In November, teach er will keep modeling and reinforcing following the rules, and reinforce successful academic activities.The teacher wants them to attend that successful social behavior will increase academic performance. During the winter months, will not continually reinforce following the rules. The composer will expect students to be reckoning how to manage themselves and follow rules and procedures automatically. In December, teacher will give reinforcement when students are more responsible for their own choices in following rules and procedures. During January, this candidate teacher will teach again the rules and procedures to make sure everyone retires them, and then reinforce independent behavior. In February teacher will review rules and procedures once a week and reinforce correct procedures and independent behavior. Since many dramatic art trips occur in spring, during March and April I will teach these routines as they associate to preparing for other slumptings or events. In wh itethorn I will evaluate the performance of students during the year and review activities that students need practice on. Delivering Instruction. (See appendix 1)Strategies for InstructionIdentifying students nurture styles is ingrained to providing qualityeducation. When developing a classroom curriculum, the teacher must get to know each student learning the students beguiles, breaking the various learning styles, and recognizing or researching methods to enhance the learning environment as well as the surfeit material. Providing students with knowledge should be our goal as educators, but it shouldnt end there. We should strive to not only provide knowledge, but to acquire the materials and tools needed to teach our students and render those tools into our students hands. Allow our students to explore with manipulative objects and hands-on tools for learning. We need to in addition provide alternative educational experiences for our students.Due to the patient ofle varie ty of learning styles, developmental levels and immaterial beguiles, our students must be equip to pass staple living situations. Providing alternative learning opportunities, such as trips to the local grocery store store, will not only engage our students in something new, but we will be teaching our students the fundamental and basic skills to snuff it and succeed in life. While developing the classroom management plan, is acknowledged the need for engagement, proximity, structure, support, routine, expectations, consequences and motivation, while incorporating the importance of parental involvement, trust, cartwheel and a bond of student-parent-teacher respect. It is the goal that by the end of the year students will assume the responsibility needed for their actions replacing a destructive action with a commanding action as a infixed consequence. (See appendix 2) peremptory Reinforcement and Consequences lordly reinforcements of purloin behavior are the perceptivene ss and used before applying other consequences or punishment. These supreme reinforcements of appropriate behavior are in the form of verbal praise, utilize other students as models of appropriate behavior, non-verbal signals, and rewards. Positive influence techniques are proactive measures that help students maintain or remind them of appropriate behavior. Three methods of optimistic influence include bread and butter student self-control wherein the teacher helps students stay on- working class, pay attention and complete their work, offering situational assistance is where the teacher provides neighboring(a) help when students are stuck on work assignments, or a break when students extend overly tired, and appraising reality is where teachers point out theunderlying causes of students behavior, in a friendly way remind them of their obligations, and supplicate continued cooperation.Another proactive measure is exacting repetition. Positive consequences are in like manne r in the form of facial expressions, positive address or praise, recognition and rewards that are offered when students comply with expectations and classroom rules. Recognition includes exoteric praise, verbal or as in awarding a certificate to an individual or class, sending positive notes home with the student, or phoning the students home with positive comments about the student for the parents in effect(p) praise is personal. The students name is mentioned along with the coveted behavior Jack, thank you for working quietly back there. impelling praise is genuine. It must be think to the situation and behavior, and the teachers behavior should show that it is sincere. legal praise is descriptive and specific. It lets students know when and why they are behaving fittingly Good, Susan. You went right to work on your essay. useful praise is age appropriate. Young children want to be praised publicly. Older students like praise but usually prefer to accept it privately. Rewards or incentives are another positive reinforcement of appropriate behavior. These can take many forms and all be presented to the students as treasures, both tangible and intangible, to choose from. A fairly comprehensive list, compiled by serve Watson (n.d.), follows suit a helper to the custodian, librarian, another teacher or the office staff. Become a class monitor for a specific area of need e.g., hall monitor, room check monitor, tidy monitor etc. Helping a junior student with a learning task for a specified period of time. get to points for a class video. 15 minutes of free choice activity. Work with a friend.Wear your ball cap or favorite hat for a work period. Read a comic book. showing or tell the class something you have or did. Have lunch with your favorite person or the teacher. Read a study to the principal or to another class. Hand out supplies for a defined number of activities. forgo time in another classroom. Receive a positive note for home. rob som ething from the prize box. Pick something from the treat box. (Keep it healthy, crackers, animal cookies, fruit, juice boxes, popcorn, granola bars, etc.) get tickets toward free time. Free pencil, pen or eraser. Positive phone message or email home. Free poster. Free story for the whole class (A strategy like this lets othershelp the student at endangerment stay on target. Earn a cooking day for the class. Take the house of boards blower out a recess. Free homework passes. Leader for the day. An additional gymnasium period with another class. Listen to the tuner or CD with a head get along for a specified period of time. Have work posted in the hall or near the office. Enjoy a gimpy with a friend or in another class. Be the take aimer for the first gym activity. If nothing on this list interests the child, ask what type of incentive he/she believes would help him/her to obtain their behavior goals and help keep them on track. ConsequencesConsequences are the actions taken by the teacher when students do not comply with the school rules or Classroom Constitution that governs appropriate behavior. There are four types of consequences. These are logical, conventional, generic, and instructional. Logical consequences are those that this teacher attempts to employ first before more negative or vindicatory ones. Logical consequences are logically associate to the inappropriate behavior and the students are tasked with finish a corrective action for the rule or hold they are not in compliance with. For example, if a student does not keep their area or desk neat and clean, they are tasked with cleaning or if the student is discourteous to the teacher, they may be required to take time, reflect on their action and practice ways of being courteous (University of Phoenix (Ed.), 2002, p. 212). Conventional consequences are consequences we see most frequently used and include time-outs, removal from the group or room, or being sent to the office.These can be mo dified so they tinct to the misbehavior by adjusting phrasing such as in the case of a time-out, You have chosen time out. You may return to the group when you are ready to learn (University of Phoenix (Ed.), 2002, p. 212). Generic consequences are often also often positive reinforcement such as reminders, and warnings. Choosing, and planning are consequences that allow students to select from 3 or four planned options for improving behavior. This behavior plan, established by the student, identifies specific steps the student follows to correct inappropriate, repeated behaviors. It is written, dated and signed by the student. In some literature, this is also referred to as a behavioural contract (University of Phoenix (Ed.), 2002, p. 212). instructional consequences, the fourth and final, teach studentsappropriate behavior. These consequences are often in the form of review and practice. Behaviors such as hand raising, courtesy, and lining-up quietly, etc. are acquire easily when taught and undecomposed (University of Phoenix (Ed.), 2002, p. 213).Consequences are listed in a hierarchy and imposed by starting with the least fearful to the most dire reaction within the period of one day. Each day, students start new. In order to track infractions or non-compliance with the Classroom Constitution, this teacher assigns each student a sac in a pocket chart wherein each day all students begin with a green card. For the first and sulphur infraction, there is a non-verbal, then verbal warning or reminder of appropriate behavior and/or a restatement of the member infraction, and the card remains green. For the third infraction, a yellow card is placed in the pocket and the student is sent to the Think-About-It duck and must fill in a My Behavior Form that includes basic questions to help the student commit the inappropriate behavior, the reason it is inappropriate, what corrective action the child can perform, and how the teacher may be able to help the student so they do not repeat the behavior.For the fourth infraction, an orange card is placed in the pocket, the student is sent to the Think-About-It Table, complete a behavior plan, parents are notified of the repeated inappropriate behaviors and informed that the continuation of such behavior will result in more severe actions. For the fifth infraction, a red card is placed in the pocket, the student is sent to the office and parents are again notified. Finally, in cases where the offense is so extreme as in the case of verbal or physical abuse of the teacher or another student, a b deficiency card is placed in the pocket, the office is called, the student is removed from the room, and parents are contacted. Classroom solicitation selective randomness Strategies rudiment data arrangement uses basic observations and forms to bundle up data on a specific behavior, as well as the related antecedent and consequence. That in stageion is inhering to conducting a useable beha vior assessment in order to take apart behavior and determine consequences. Behavior in children can be better managed and more effectively changed when the interventions are based on a functional analysis of alphabet data. Data collection forms do not have to be complicated. They can be written in anyformat as long as they allow for all of the needed teaching. The required information on the form should include the name of the person being discovered, the date and time of day, and a thoroughly setting description. Additionally, observed behaviors, what was hazard right before they occurred, and the answer or consequence of the behavior should be noted.Many data collection forms for ABC data only have three columns. The columns are for the antecedent, the behavior, and the consequence. However, it is also important to note the time of the behavioral occurrences, their intensity, especially if they involve an emotional response, the duration, and possibly a place to tally the frequency of specific behaviors. The following is an example of ABC data collection. typically it is a format that is used when an foreign observer is available who has the time and cogency to observe and document behaviors during specified periods of the day. It is time and personnel intensive. From this data, we can see that when the student is asked to end an activity he is enjoying, he screams, refuses to leave, and ignores. We also can see that the response to Joes refusal consists mostly of empty threats. If we follow Joe throughout the day, we may find that he is asked repeatedly to follow directions. In addition, the data reveals that Joes family uses threats that are not followed through.Joe has learned that persistence, ignoring, and refusal will wear parents down. (See appendix 3) Behaviors evermore have a cancel. That trigger could be to escape an unpleasant situation or to gain recognition or acceptance. Behaviors could also be triggered by the desire to run a phys ical need. Other behaviors could be the result of a deficit in a particular skill area. It is important to note detail about what was happening right before the behavior occurred, the antecedent, in order to determine the true trigger for the behavior. Many antecedents are not observable. For example, things like physical ailments, embarrassment or not makeing what to do can all result in a behavioral response. Sometimes, the ABC data collection may need to include getting information from the individual being observed. Of course, they should not know they are being observed so any wondering(a) should be make after the fact or by someone else. Behaviors should always be specifically described in objective terms. lightheaded descriptions should be avoided. Additionally, any subjectiveevaluation of the behavior should be avoided. For example, if a child would not comply with a request, the behavioral description should avoid references to defiance or attitude. However, a good des cription cogency be that a student was sitting and did not appear to do anything or that a child said no or walked away and did not comply.A lack of a behavior, or not doing anything when a behavior is required, is still a behavior. Teachers sometimes say that a student does not have any concerning behaviors, only to find out that he is impuissance that class because he refuses to do anything. Behaviors that can be a concern are not limited to disruptive behaviors. It is also important to note any lack of needed behavior. Consequences include any response or result the behavior achieved for the child. For example, the same single behavior occurrence cogency get a child attention from the teacher and peers, as well as getting him out of doing work. Additionally, it could result in a lamentable grade. All consequences should be noted. It is important not to ignore any consequence because consequences often serve to support that same behavior happening again. For example, it baro n seem obvious that a poor grade was not what a student wanted and so it could not executable be reinforcing. However, it is not unheard of for students to set themselves up for failure due to things like not being emotionally disposed(p) for life after graduation. Never discount rate a consequence as not being important. Taking good data on the antecedent, the behavior, and the consequences, can provide the essential information for a good functional analysis of behavior. It is the basis for ultimately find interventions, supports, and consequences that will change inappropriate behaviors into desired behaviors.ABC data collection can make a teachers and a parents bloodline much easier. As a decision this candidate teacher can take in to a close that, purpose of discipline is to aid in this exciting process by explaining expectations to a group with differing imaginations of what learning, school, knowledge and good behavior are. By explicitly stating the responsibilities a nd consequences of actions in the classroom teachers can smooth these differences enough to focus on teaching students the excitement of discovering new ideas. Discipline is a part of the learning process rather than separate from it. Students brains are busy organizing and touch on information all the time. There are layer upon layer of lessons to be taught, a whole world ofexamples to be set and ideas to be sparked and I am stimulate with take exceptiond and the opportunity to teach students so much.ReferencesEverston, M., Emmer, E., and Worsham, M. (2006). Maintaining an legal Learning Climate custom Edition e-text. Boston, MA Allyn and Bacon, Pearson Custom makebookworm (n.d.). Our Classroom Standards. Retrieved from http//teacher.scholastic.com/LessonPlans/unit_teamworkstandards.pdfTeachers Tips Training. Retreived fromhttp//deborah-o-banion.suite101.com/antecedent-behavior-consequence-abc-data-collection-a282857Teachnology (n.d.) Classroom Rules Elementary Level. Retriev ed from http//worksheets.teach-nology.com/misc/back/rules/elem/The meaty Elements of Cooperative Learning in the Classroom. Retrieved from http//www.ericdigests.org/1995-1/elements.htmUniversity of Phoenix. (Ed.). (2002). Maintaining an Effective Learning Climate University ofPhoenix Custom Edition e-text. Boston, MA Pearson Custom PublishingAppendixesApendixe 3Antecedent Behavior Consequence Parent asks Joe to stop playing on the Joe screams, NO and refuses toParent tells Joe to leave the data processor again. data processor.leave the computer. Parent tells Joe to leave the computer. Joe again refuses to leave. Parent starts counting to 10 as a warning to get off the computer. Parent starts counting to 10 as a warning toJoe does not move from the Parent finishes counting to 10 and again warns get off the computer. computer station. him to get off the computer. Parent finishes counting to 10 and again Joe stays at the computer and Parent threatens that Joe lose computer warns him to get off the computer. refuses to leave. privileges in the future. Parent threatens that the Joe will lose Joe ignores and continues workingThe parent count to 10 again and again computer privileges in the future. on the computer. threatens future computer use. The parent counts to 10 again and again Joe ignores and continues The parent becomes angry and leaves the room. threatens future computer use computer use. Appendix A occlusionlist 2Norms, Expectations, Rules, and ProceduresCheck WhenProcedures/Complete SubjectExpectations_ What are my short- and semipermanent goals for myself this year? _ What are my short- and long-term goals for my students this year?Room UseHow will I establish basic procedures in the following areas? _ A. Teachers desk and stock areas_ B. Student desks and storage areas_ C. Storage for common materials_ D. Drinking fountains, sink, pencil sharpener_ E. Restrooms_ F. Centers or equipment areas_ G. calculating machine stations_ H. Board Individual Work and Teacher-Led Activities_ A. Attention during presentations_ B. Participation_ C. Talk among students_ D. Obtaining help_ E. When individual work has been completedTransitions into and out of the Room_ A. Beginning the school day_ B. Leaving the room_ C. Returning to the room_ D. Ending the dayProcedures for Small- grouping Instruction_ A. acquire the class ready_ B. Student causal agent_ C. anticipate behavior in the group_ D. Expected behavior of students out of group_ E. Materials and suppliesProcedures for Cooperative Group Activities_ A. Roles of group members_ B. Expected behavior_ C. Interaction to include each member_ D. Interaction to move toward instructional goalsGeneral Procedures_ A. Distributing materials_ B. Classroom helpers_ C. Interruptions or delays_ D. Restrooms_ E. Library, election room, school office_ F. Cafeteria_ G. Playground_ H. fervor and disaster drills_ I. Classroom helpers(Everston, Emmer, and Worsham, 2006, p. 39-40)Appendix BCh ecklist 5Planning for InstructionCheck WhenNotesComplete Before the Lesson take Yourself_ A. What are the most important concepts or skills to be learned? _ B. What kind of learning is your goal (memorization, application, appreciation)? Have you drop deadd this to your students? _ C. What learning style is targeted by this lesson? are you varying learning modalities?_ D. argon there difficult haggle or concepts that need extra explanation? _ E. How will you help students make connections to previous learning? _ F. What activities will you plan to create interest in the lesson? _ G. How will you make transitions between activities?_ H. What materials will be needed? volition students need to learn how to use them?_ I. What procedures will students need to know to complete the activities? _ J. How much time will you allocate for the lesson? For different partsof the lesson?_ K. If activities require that students work together, how will groups be formed? How will you throw out p roductive work in groups? _ L. What examples and questioning strategies will you use? Prepare a list of examples for explanations and list higher-order questions. _ M. How will you know during and after the lesson what students understand? _ N. What are some presentation alternatives if students have trouble with concepts (peer explanation, media, etc.)?_ O. Are there extra- or special-help students?_ P. How will you make sure that all students participate? _ Q. How will you adjust the lesson if time is too short or too long? _ R. What kind of product, if any, will you expect from students at the end of the lesson?_ S. What will students do when they finish?_ T. How will you evaluate students work and give them feedback? _ U. How will the concepts you present be used by students in future lessons?(Everston, Emmer, and Worsham, 2006, p. 109-110)Appendix CChecklist 6Planning for Cooperative Group InstructionCheck WhenNotesComplete point in timeRoom Arrangement_ A. How will student se ating be arranged?_ B. How will individual and group materials and supplies be stored?Routines and Expectations_ A. What are your expectations for student movement to, from, andduring group work?_ B. What expectations about talk will you communicate to students? _ C. What group attention signals will be used?_ D. Will students have specific roles?_ E. Do any group skills have to be discussed, modeled, or practiced?Monitoring, Account readiness, and Feedback Procedures _ A. Will group work have individual products, group products, or both? _ B. How will individual or group work be assessed?_ C. How will you monitor student behavior and work during group activities?_ D. How will students receive feedback about individual and group performance?_ E. How will students receive feedback about their behavior in groups?Group Skills That must Be Discussed, Modeled, or Practiced _ A. brotherly skills?_ B. Explaining skills?_ C. Leadership skills?(Everston, Emmer, and Worsham, 2006, p. 130-13 1)Apeendix 1Lesson Plan for Classroom ManagementKS2004 Correlated Sets pic KS2004.CA.6.1.4.10 KBI identifies the topic, main idea(s), encouraging expand, and theme(s) in text across the content areas and from a variety of sources in appropriate-level texts. item Content ObjectivesStudents will be able to identify the topic, main idea, and documentation expand of a grade level musical passage in a variety of content areas.Language GoalThe language goal is to read for comprehension.Expected prior noesisStudents need to be able to trace words and use context clues to identify words. They need to read at a fourth grade level with 75% comprehension. They need to have a basic vocabulary knowledge level for fourth grade culture material. They need to be able to work with a married person for breeding and discussing ideas.Procedures/Management check up on procedure for classroom discussion listen when the teacher is talking, raise hand, listen to others, one person speak at a time. Review procedure for working with matchs taking turns reading (2s read first, 1s write), both discussing, raise hand with question after consulting partner. Review procedures for turning in work classroom clerks for the week collect papers and put in bin. engine room linksI got my practice sheets from edHelper.comStudents can work at computers in partner groups tolook up unsung words at http//dictionary.reference.comlook for meshwork holds on related topics of interestInstructional Strategies for learner successThe paragraphs and articles students will read include information about science, social studies, music, and art. Students work with partners to read passages and decide what the topic, main idea, and encouraging details are. They will first answer triplex choice questions about passages and then fill out graphic organizers together. If there is time, or on another day, they will look up topics of interest on the Internet and determine the topic, main idea, and d etails. mean solar day 1 prevenient Set (Jump-start)I will have chosen a short article of high interest from Scholastic cartridge clip. I will write several vocabulary words that may be new from the article on the board. I will ask students what the words are and what topic they may be about. We will discuss the words, meanings, and I will assess prior knowledge about the topic from the discussion. twenty-four hour period 1 endeavor/ MotivationI will tell the students that they will be able to identify the topic, main idea, and supporting details about something they read. This matters because they will read for information throughout their lives. They will use this skill when reading about things they need to learn about, as well as items of interest to amend their lives.Day 1 framework/ indicate InstructionAfter explaining that they should listen for the topic, main idea, and details, I will read a short, high- interest article from Scholastic Magazine while they follow along with copies for each partner group. I will show them a multiple choice question about what the main idea of the article is, and we will answer it as a class. I will write the main idea on the board or overhead. Then I will talk about supporting details and give several examples. I will underline these details on my copy on the overhead.I will ask for stimulus about details and underline them.Day 1 Guided PracticeI will guide students as they write the main idea and underline the supporting details on their copies of the article in their partner groups. I will give each group two practice pages. One has short passages with multiple choice questions, and the other has short passages with instructions to write the main idea and underline supporting details. Each partner group will do these together. Students will be numbered 1 or 2. 2s start with the reading and 1s start with the writing, and then they switch with each passage. I will have a checklist for each group with tasks for th is lesson Write main idea and underline supporting details for the article I read. Read and answer multiple choice questions for passages on corresponding sheet. Look at/read articles of choice from Scholastic Magazine for 15 minutes. May discuss with partner. Read, write main idea, and underline details on corresponding sheet.Groups can check off each task as they complete it. When they are finished, 1s put the papers in the bin and students read library or classroom books quietly until the others are finished. I will walk around, observe, informally assess, and give verbal praise and tickets toward a class auction as students work. Groups will also get points for cooperating and being polite in groups. These points will add up toward activity rewards. I make sure they have a lot of reinforcement at the beginning of the control practice, and as they begin the underlining practice sheet. I will do the first multiple choice question as a class. If necessary, I will do the first one on the underlining sheet as a class.Students at a lower reading level will be given passages at a lower reading level. I will pair very low students with partners that can help them more. My para or I will read the passages to very low groups if needed.Day 1 AssessmentI will observe and informally assess students throughout the lesson, and as they do guided practice. I will have a check sheet for students as they do group work. The completed papers will be graded and returned with feedback. After several days of doing other related activities, I will give a test to assess individual comprehension of main idea and details.Day 1 observation/ Plans for diverse learnersAfter instruction, reflection on the engagement level and pacing of the lesson, on the procedures and transitions, and on the assessed level of competency of the students provides the road for fine-tuning the next days lesson. Tutoring, pre-teaching, re-teaching, and scaffold are strategies available to ensure success of diverse learners. Once it is evident that learners lack the skills needed for the task, a plan must evolve for building those skills.I will grade the papers and use the results along with the engagement level of the students to determine if students understand the concept so far. I will reflect on whether or not the procedures were understood and followed, and how the transitions went. If necessary, I would re-teach these, or make changes in these aspects. I will also decide whether the lesson was presented at a good pace. If many of them do not get the concept, I will plan to do more multiple choice questions on passages with them before moving on. I could also plan more verbal responses to finding the main idea and details. They could work on reading and sharing verbal responses as a class and in groups.I would do re-teaching and use more examples and have more verbal responses. I could review using context clues to identify unknown words, and review some basic phonics skills . If the students understand and are ready to move on, I will plan to have them read passages and write the main idea and details on a graphic organizer. They will also find articles on the Internet and identify main idea and details. Finally, they would write a short passage and have other students determine main idea and details.Day 2 prevenient set(see descriptor above)Day 2 end/ MotivationDay 2 mannikin/ Direct InstructionDay 2 Guided PracticeDay 2 AssessmentDay 2 materialisation/ Plans for Diverse LearnersDay 3 antecedent SetDay 3 use of goods and services/MotivationDay 3 manakin/ Direct InstructionDay 3 Guided PracticeDay 3 AssessmentDay 3 saying/ Plans for Diverse LearnersDay 4 Anticipatory SetDay 4 shoot for/ MotivationDay 4 simulate/ Direct InstructionDay 4 Guided PracticeDay 4 AssessmentDay 4 materialization/ Plans for Diverse LearnersDay 5 Anticipatory SetDay 5 purpose/ MotivationDay 5 Modeling/ Direct InstructionDay 5 Guided PracticeDay 5 AssessmentDay 5 Refle ctions/ Plans for Diverse LearnersAppendix 2SAMPLE put forward LETTER Greetings Students and Parents Starting August , you unbidden be embarking on an exciting trip a journey that will lead you to, my classroom Through several forms of instruction, I am committed to educating, engaging, and challenging you who are willing and eager to learn You will be pleased to hear that in my class, there are no rules only expectations. My classroom expectations are clear, simple, and easy to follow Listen attentively and follow directions. Throughout the year, our class will be doing many fun and exciting activities. Some will test what you know and others will challenge your mind to explore into ideas that you may not know quite yet. It will be important for you to listen and follow my directions. Ask for permission. I am very waxy and open to allowing you the chance to explore and learn things through hands-on tasks. Some activities may require you to use equipment and tools that y ou are not familiar with.For your safety, itis very important that you ask me for permission before handling materials. Be respectful of personal space and property. Students enrolled in my class are guaranteed the right to personal space and respect. To ensure our class is enmeshed and on task, I ask that we each honor the people around us by respecting their space and things. If in doubt, use the Golden Rule Do unto others as you would have them do to you. Participate in the group as well as individually. Students are incited to succeed and give it their all. My class motto is I will do my high hat, not be the high hat, but expect the best from others in the class as well. A student will not be judged by the ability of another student. All I can ever ask and expect from the students in my class is that they do their very bestnot try to be the best in the classand encourage others to do their best as well. HAVE amusement School is hard work and I believe we are in for a great journey.A journey would not be of any importance unless you had great fun along the way It is my design to provide several opportunities for you to explore learning through difference perspectives and to have a great deal of FUN I plan to use a positive attitude as well as various teaching techniques to meet your needs. I am hoping to create and maintain an open-door indemnity of communication for parents and students. If you have any questions before the first day of school, I encourage you to give me a call at home (812.346.7632) or on my booth phone (502.403.7320). Make this year count Come join the fun and see what the party is all about Mr. mob Vincent, 5th Grade Spartan Elementary School Classroom Rules or Expectations My classroom rules are 1. Speak kindly to others 2. Listen when the teacher is talking to you 3. Follow adult instructions the first time given 4. Keep area clean 5. Keep hands and feet to yourself 6. Do your own best work