Name: __Brandie Long______

Southwestern College
EDUC 526 Classroom Management

Behavioral Matrix
Expected Classroom Behaviors
Be Respectful- Treat other people the way you
want them to treat you. Be nice and kind to them,
and they will be nice and kind to you.
Raise your hand- Raise your hand for permission
to speak. NO blurting out.
Follow directions- Do what at your teacher asks
the first time. Follow directions
Be safe- any behavior that takes away from the
safety of this classroom will not be tolerated.

Positive Responses
Mystery Motivator- Mystery Motivators are incentive
systems designed to deliver random rewards for
appropriate behavior. They can be used with single
students, teams, or with a whole class. Their use depends
on you and the behaviors you want to or decrease.
Praise Note- When you see a student doing something
good, give them a note. Use the students name, choosing
appropriate praise words and describing the behavior that
merits the praise.

Be cooperative- work well with others, work

together and with everyone in your classroom.

Intensity I: (Annoying) Behavior

Description & Examples of
Intensity I Behavior

Corrective Response Descriptions for

Intensity I Behavior

Behaviors that do not require administrative

involvement and do not significantly interfere
with learning. These behaviors are easily
redirected.

I will use re-direction in the form of proximity

control and non-verbal cues. The non-verbal cues
that I use most with my students are a simple
quiet sign with a finger to my lips or a tap or
pat on the shoulder.

Example: Student A is tardy to class every day.

Go over classroom expectations. When this is
needed, we go over CHAMPS (communication,
help, activity, movement, participation and
success) again.

Intensity II (Disruptive/Interfering) Behavior

Description & Examples of
Intensity II Behavior
Behaviors that do not require administrative
involvement, but do interfere with learning.
These behaviors require frequent redirection
and prompting.
Example: Student A will not stay in his
assigned seat. The student often stands and
walks around or is moving their desk/seat.

Corrective Response Descriptions for

Intensity II Behavior
The first action that I use with these students is to restate
the direction or expectation. After I get the students
attention, I will directly restate the expectation in a
positive way. For example I may say Elijah please listen
to me. Thank you. You have been asked to stay in your seat
and get started on the assignment. Please set down and get
to work, if you need help raise your hand and one of use
will be back over to help you.
Steps for correcting the problem:
1. Name the problem- you are not in your seat
working on the activity.
2. Stop and think- you need to stop and think are
you going to make a good choice.
3. Rationale- if you make a good choice, you will
get a plus and earn your free time.
4. Name what to do- please set down and get your
book out.
5. Show me- show me that you will do it

Intensity III (Persistent/Antisocial) Behavior

Description & Examples of
Intensity III Behavior

Corrective Response Descriptions for

Intensity III Behavior

Behaviors do not always require administrative

involvement, but do require a response. These
behaviors occur frequently and student does
not respond to redirects. The teacher must
respond to these behaviors immediately so that
the student knows it is inappropriate.

LIST 2
The most important thing to do when supporting
emotional control is to first identify the trigger.
After you have identified the trigger, explain to
the student that I understand you are upset, I
can tell because you just broke your pencil.
Next have the student stop, take a deep breath
and think about what they are doing. Next, give
the student two positive choices. It is important
to give two, positives. Last, respond to their
choice. If they make a good choice, be sure to let
them know. If they make a bad choice, let them
know that you want to help them but that since
they made the choice to not accept the help they
have to do X.

Example: Student talks back to his teacher and

refuses to follow directions.

Intensity III Placement Continuum / Intervention

Safe seat: In the back of the classroom, away from peers, I will have a desk. At the desk I will place
some think sheets. These think sheets must be filled out by the student to reflect on their actions and
feelings, before returning to the class. I like to place my safe spot by a window so that students can
have a calming view.
Para support: adding adult supervision always helps with classroom and behavior control.
Buddy room: Student goes to another teachers room and thinks about their actions. They also fill out
the think sheets to reflect on their actions.
Safe person: Students who need more intensive help and who cannot handle the above interventions
can go see the social worker or school psychologist.

Intensity IV (Severe / Dangerous) Behavior

Description & Examples of
Intensity IV Behavior
These behaviors require administrative
involvement and require immediate response
by the teacher. These behaviors are violations
of school/district regulations. Often, these
behaviors dictate a referral.

Corrective Response Descriptions for

Intensity IV Behavior
Set limits:
1. Disappointment statement
2. Consequence statement
3. Hope statement
Provide a high level of supervision for this
student.

Example: Physical aggression toward peers

and adults.

Constant reminders to follow expectations- use

a behavior management plan, broken down in
30 minute increments. When the student
follows the expectations, they get a +. After
a set number of +, student receives an
incentive.