BEHAVIORAL MANAGEMENT PLAN

Below this is my classroom plan layout, rules/procedures (including appropriate consequences, rewards, and other aspects of PBIS) that I will be implementing, and my overall routine/schedule so parents are aware of what I plan for each aspect of their child's day. All of these implementations will ensure that children have all the reasons to be on task, engaged, and parents may understand the reasoning behind how I intervene with unwanted behaviors from the start of the school year.

OVERALL LAYOUT PLAN FOR CLASSROOM

Based on research, I comprised this floor plan for a standard classroom size that will fit about 30 students in a room that is 30' by 28 feet. The areas in which I, the teacher, may be sitting at any point in time were arranged so I can have a full-view scope of any of the areas children may be in. I have included an area for reading, which has comfortable seating, and a bin for pillows and blankets to make the area extra inviting for my students to want to read during their free time.
I included an area where I will post any student artwork or other personal artifacts on display. Over the years, I have received many different paintings, drawings, or even paper crafts from students and I want to have them available for students to look at so that they 1) understand that I value creativity and anything that students bring to the classroom to share with me, and 2) that they are proud of what they create since I have created a space to "show off" their works.
My desk arrangements are spaced and arranged to encourage small-group discussions, all students can comfortably watch me give a lesson, as well as collaborate together and be attentive listeners when peers are talking. I have an area in the back where alternative seating options are available for flexible seating. Not every child can learn best in the standard classroom chairs that most classrooms provide. My students will have the option to choose what they want to sit on, provided there are stipulations to how I allow them to use my flexible seating options.
I have fairy lights around the back of the room for our free time/calm down time where I encourage students to take some well-needed rest time after recess. Lastly, all materials, games, blocks, manipulatives, etc, are positioned on shelves that still won't block my view of students. It is imperative that young children have the opportunity to grab their own materials in a safe manner.

CLASS EXPECTATIONS

The basis of our expectations in the classroom is a community of respect. Both I and my students will internally believe that...
1. We respect others with our hands and words.
2. We follow directions.
3. We use all materials correctly.
4. We are attentive when someone is talking.
5. We have a good attitude!

ROUTINES AND PROCEDURES

Beginning of class:

1. Greet me at the door with our special “Daily greetings”.

2. Afterward, grab a chair (including an alternative chair) and move it carefully to their desk,

3. students should place their backpacks at their desk, take out homework folder and turn in to teacher basket (at teacher desk)

4. water bottles in the basket near the door and wash their hands with hand sanitizer (over by water bottle area),

5. move name on board to indicate what they are having for lunch (box lunch or menu items),

6. sit on the carpet for morning activities. As they are waiting for me to finish greeting peers and for everyone to sit on the carpet, they can talk quietly to each other (using mouse voices) while staying seated at the carpet.

End of class routines:

1. Take backpack off chair, place on desk

2. Grab water bottle from area and put in backpack

3. Grab homework folder from mailbox and put in backpack

4. Put away chair (stacking or putting back with alternative options).

5. Put on backpack

6. Wipe down desk with Clorox wipe (over by the water bottle area)

Material distribution: each group of students will alternate jobs in retrieving materials for instruction.

Paper: two students
Manipulatives: teacher or in the center of a group of desks.
Other materials: transition time would be used to grab the easily-reachable materials

Getting Attention: I will have a variety of different ways in which I will get the attention of students.

REFOCUSING in 5, 4, 3, … (getting quieter as I count down with my hand counting backwards from 5).
WATERFALL: I raise my hands up as students do, trickling fingers down starting loud and then gradually going quiet as we say SHHhhhhhhh.
IT'S PEANUT BUTTER: students look to where I am, stand up and dance a little as they respond "Jelly Time"

Noise level: inside voices during whole group and partner collaboration, mouse voices during centers or chatting during snack or other downtime activities. My aim for the noise level is for their to be effective interaction and collaboration between students to where all members can be heard but the overall volume of the class is at a medium level.

Fast finishers:

for fast finishers, I want them first to signal to me that they are done so I can ensure that they didn’t just rush through it so they no longer have to work on the activity. Signal TBD
Then, after it’s checked, they have the option to go read, or work with a manipulative/toy in the play/free-time area until it’s time to transition. If I see that one student always is a fast finisher, that means that the activity isn’t challenging enough for them and I will differentiate the assignment for them

Line Up:

Designated “line leader” and “door holder/caboose” for the week line up first; this job will change once a week; a roster will keep track of who has had a turn for each job.
students will put on their “bubbles and bumpers”; bubble: fill mouth with air, bumper: give yourself a BIG hug, this will ensure that the line is orderly and quiet in the hallways. If there is not full compliance with bubbles and bumpers in line, we will keep redoing lining up.

Hallways:

Having “bubbles and bumpers” up should lessen the likelihood of messing around in the hallways
Students are to walk on the right side of the hallway (just like how you would on the road) so that there is enough room for students to walk on the other side.
Walking quiet feet in the hallways so that other classrooms aren’t disturbed from learning

Bathroom/water:

Bathroom: will be outside classroom, will need to leave the classroom in order to go
- Students will signal to teacher (decide as a class) that they need to go, after I acknowledge them (with a nod or thumbs up), they are to quietly collect their bathroom partner (which will be chosen at the beginning of the month) and go to the bathroom.
- Expectation for students to go before coming back in from lunch/recess or arriving, encourage students to do so
Water: water bottles will be on the shelf near the door.
- Students will signal to teacher (we will decide as a class) to get water, and after I acknowledge them (with a nod or thumbs up), they can quickly and quietly go get a drink.
- If I signal “not yet” (hand up in “stop” motion, subtle shaking of head or thumbs down), they will have to wait until I prompt them to do so again

Turning in Work: Turning in homework folder at the beginning of the day to the teacher basket at my desk. Each folder will have students’ names on it so I know whose folder is whose. Expectation is that homework is completed and in folder pocket labeled “Turn in”

SAFETY PLAN

BEHAVIOR CRISIS PLAN

Given the intense emotions that young children exhibit, it is not uncommon for an event where a student will be demonstrating an extreme emotion to the point where the classroom may become unsafe. This is the plan put in place, along with a list of actions, that will take place to ensure the safety of every student if this occurs.

Notify the office: either have a script for a student to call the front office or send a student with a crisis slip to give to the front office
Remove the majority of the students from the area: send two students to neighboring classrooms to inform the neighboring teacher with a crisis slip. They will wait for that teacher to let them know if it is allowed for the rest of the class to move into that room.
- One student will grab "Crisis" Binder that has an activity worksheet for the rest of my students to complete while in the other class
- The rest of the students not sent out will exit the room and wait outside in the hallway for one of the other students to let the rest of the class know which class they are allowed to be moved into.
The teacher will remain in the room with the student experiencing extreme emotions, ensuring the safety of the student but not engaging until they are calm.
- After the student has reached a point where they are calming down, the teacher will help the student reestablish self-control as well as readjust the classroom back to normal accordingly.
- The student will fill out the "Behavior Debrief" Form
Rest of the class will be reassimilated into the classroom and will fill out the "How I feel after..." form to reflect on how they felt after the incident.
All guardians will be notified of the incident during reflection time.
Class will come together and dicuss the incident.

Crisis Card

APPROPRIATE CONSEQUENCES

Since my classroom is based on an atmosphere of respect, my goal for any consequences in my classroom also are built on the same ideal. I firmly believe in PBIS measures and providing all opportunities to help ensure that the root cause of misbehavior is attended to before intensive measures are implemented.

1. Anonymous individual correction: where I state what I like seeing a student do. For example, I like how Johnny has his bubbles and bumpers up in line.

2. Redirection: either through a visual cue or a quiet verbal redirection (this is where I will move over to where the student is and say it quietly to them)

3. Private individual correction: This will mostly take place when the rest of the class is engaged in a personal activity and I have time to safely talk with the student about what is going on. With this talk, I will ask what is going on and discuss ways in which we can correct the behavior. For example, if the student is frustrated about something, I will give them time to cool down in the reading area.

4. Loss of a privilege/other logical consequence: even after time to cool down or we get to the root cause of unwanted behavior and the behavior continues, there will be a loss of a privilege or other logical consequence, such as a seat change, helping me in the classroom during free time, etc. This step will also include a call from me and ways and a discussion in ways we can remedy the behavior.

5. Removal from the classroom: either have somebody with the child in the hallway to calm down or calm down in the office with the principal. This will result in a call home and a conference with the parents, the student, and the teacher to determine a solution. Anything further from this will be determined if needed.

MY REWARDS SYSTEM

Just like how we don't want to be constantly monitored for doing things wrong, children also want acknowledgment of correct behavior as well as rewards for correct behavior. I have a few rewards systems that are meant to encourage students to have correct behavior in my class.

Friday Fun Day: Fridays are the day before the weekend and usually signal the end of a learning unit. I see Fridays as the day to wrap up the week and a way to unwind after a long week of learning. More information is found when you click the link for Friday Fun Day.

10 stickers = treasure box: to encourage correct behavior, children love a little incentive such as a sticker or small toy. Treasure box openings will take place on Friday Fun Day. If you are willing to donate simple, cheap toys to the treasure box, I will never say no!

Positive calls home: Most parents dread having a call from the school since it normally means that there's an issue in class, but I believe in having positive calls home at least once per quarter.

Special events/activities: This occurs when the whole class has been extremely well-behaved, and may often take place at the end of a quarter or right before a school break. These activities/events will be discussed as a class and then the final decision will be sent out as an announcement.

CONNECTION TO UNIVERSAL DESIGN FOR LEARNING

Universal Design for Learning (UDL) is a framework for making learning engaging and adjusts to the needs of every student in the classroom. The goal of incorporating UDL practices is to make every student an “expert learner”, regardless of their individual needs and abilities. UDL is focused on three aspects of making learning more approachable and engaging for students: representation, expression, and engagement. Representation refers to how information or learning is presented. Expression refers to how learning is demonstrated, by both the teacher and the students. Lastly, engagement refers to the tools and practices that are aimed at encouraging every student to be an active member of their learning. Here’s a brief overview of how I have structured my behavioral management plan to consist of these three components, both in the classroom and through my website.

I am aware that a large majority of students are dual-language learners, where they speak another language other than English at home and learn English in the classroom. Therefore, I plan to include students’ home language in the classroom lessons and use their home language to communicate with the students and guardians. As it can be seen, I have made sure that every aspect of my website is available in Spanish, so that Spanish-speaking guardians may have equal access to my website. I plan to do the same in the classroom, with labels in both Spanish and English, including a Spanish “Word of the Day” to go along with a new English word and provide books and other materials in another language. Secondly, another way that my behavioral management plan and website are aligned with the aspect of representation is by ensuring that all of the language used in my explanations is as simple as possible, and if there are unknown terms, I define them accordingly. Both of these aspects ensure that both students’ home language is utilized and the guardians of my students can equally access my materials.

I ensured that my website and behavioral management plan aligned with the concept of expression by ensuring that all of the information within my website was easily accessible and easy to view. If there was added information, there was an additional button at the bottom of the page that linked to another page on the site or another document. I also included some images of myself and past students or other images that represented the content. In the classroom, I plan to incorporate lots of movement activities to help students better understand the information. Also, I plan to incorporate lots of songs and visual aids through pictures so that students can remember and understand what is expected of them.

Lastly, I made my website engaging having buttons to navigate content, pictures to provide a pictorial representation of what is being discussed in the sections of my site, and also personal pictures of past students to see past classes I’ve had. The pale and dark blue backgrounds with each section make it overall pleasing to the eye and therefore easier to use. Also, I made sure that the information was formatted so that all of the text was easily read. In my classroom, I plan to keep students engaged by giving them options for choices on seating, and how we do other things in the classroom. Secondly, I plan to be using methods such as Kagan, which are different ways for students to collaborate and learn together. Lastly, as I said before, I plan to incorporate a lot of movement and songs for students to learn the content faster as well as be engaged mentally and physically.