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University School

Faculty

The Behavior Management Plan of Our Classroom

Kelli Barnett, 2nd Grade

University School

The goal in our classroom is to teach self-discipline, responsibility, cooperation, and problem-solving skills. Common causes of misbehavior include an attempt to meet unmet needs (belonging, significance, fun); a lack of needed skills (social and academic); inappropriate expectations; lack of structure; and a lack of sense of relevance. We will be focusing on non-punitive solutions to problems based on kindness, firmness, dignity and respect. True discipline comes from an internal locus of control (self-discipline), not an external locus of control (punishments and rewards inflicted by someone else). Some of the strategies used in our classroom will be proactive and some will be reactive. Many proactive strategies will be in place so that the use of reactive strategies is limited. These strategies include, but are not limited to:

Classroom Organization- Typically a Proactive Strategy although can be reevaluated as a Reactive Strategy- Classroom is thoughtfully designed to welcome all children, value everyones ideas and work, support active and engaged learning, support diverse developmental levels and learning styles, fosters independence, responsibility and cooperation, cultivates the care of materials and equipment, and gives students some choices in the learning process

Reinforcing teacher language- Proactive Strategy- Based on the idea of noticing what students are doing that we want them to keep doing; Names concrete or specific behaviors; Reflects important goals and values

Reminding teacher language- Proactive and/or Reactive Strategy- Reflects clearly established expectations; May be a question or a statement; Is brief and direct; is used when both the teacher and the child feel calm; Used for slight problems or when students are starting to get off track

Redirecting teacher language- Reactive Strategy- Is very direct, brief and specific; Makes a statement instead of asking a question; Names the desired behavior; Sets firm limits; Used when student is completely off track

Role Playing- Proactive and/or Reactive Strategy- Describe a specific situation that will call for the behavior we want to focus on; Name a positive goal; Record student ideas; Act out the scenario; Ask children what they notice; Repeat and reflect

Interactive Modeling- Proactive and/or Reactive Strategy- Describe positive behavior you will model; Collect ideas from students; demonstrate the behavior; Ask students what they notice; Have volunteers demonstrate the behavior; Reflect; Students practice; Teacher observes and coaches; Used when there is one way to do something and is used to teach clear expectations

Guided Discovery- Proactive Strategy- Introduce and name what we are exploring; Generate and model ideas; Focus on use of materials for learning and care of materials; Explore and Experiment with materials; Share exploratory work; Clean up and care materials; Used to teach clear expectations and build a repertoire of creative ideas for things that can be used in multiple ways

Collaborative Problem Solving- Reactive Strategy- Can be teacher to student, student to student, teacher to class, or teacher to parent and student; Uses kind but businesslike manner; Is private unless it is a problem the entire class needs to work together to solve; Recognizes positive behavior first; Students and teacher propose solutions; Is as short as possible; Does not include lectures or sermons; Focuses on solving immediate problem; Teacher must believe in students desire to learn and behave and be open to a range of approaches; Teacher must take students thoughts seriously; A time to check in/reevaluate must be arranged

Logical Consequences- Reactive Strategy- A truly logical consequence is not a punishment; Is directly related to the child's behavior; Is respectful to the student and the classroom; Students are often given input into possible consequences and some choices about the specifics of the consequence; Not intended to humiliate or hurt; Should help children fix their mistakes and know what to do next time, not make them feel bad; Most logical consequences will fit into one of three categories:

 

  • Making reparations- "you break it- you fix it"
  • Loss of privilege- (mishandling responsibility- more limits set)
  • Time out- "take a break" (Used when a child is not able to cooperate and is being disruptive; The student is separated until they are able to participate in a positive way; Must be matter of fact yet respectful- tone and intent are critical; Students who do not regain composure in our classroom will be sent to a "buddy room" to allow them a new environment to regain composure within)

 

Referral to Director, Assistant Director, or School Counselor- Reactive Strategy- Referrals to individuals outside of our classroom occur occasionally when A Students behavior prohibits the class from moving forward in a productive way

 

If something occurs that the teacher believes needs immediate attention that cannot be given by the teacher at that moment  

Others are perceived to be in danger

 

 

Nelsen, Jane.

>Positive Discipline. New York: Ballantine Books, 2006.

Nelsen, Jane, Lynn Lott, and H. Stephen Glenn.

>Positive Discipline in the Classroom, 3rd ed. New York: Three Rivers Press, 2000.

Responsive Classroom, Level II Resource Book.

Turner Falls, M.A.: Northeast Foundation For Children, Inc., 2008.

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