Caroline Reineke

SPED 471
Assignment 3
Classroom Level Behavior Management Plan
1. Classroom expectations:
a. Be safe.
b. Be responsible.
c. Be respectful.
Group Work

Independent

Full Class

Be safe.

- Use materials
correctly
- Clean up
together

Work
-Stay in your
space
-Keep all legs
on the floor

Instruction
-Keep objects
out of hands
-Keep all legs
on the floor

Be

- Contribute
ideas to group
-Bring required
materials
-Follow
directions
carefully
- Use kind
language with
peers
-Allow others
to speak
-Listen while
others are
speaking
-Stay at proper
voice level

- Listen and
follow
directions
-Stay on task
- Turn in work
on time

-Take notes
-Listen to
directions
and
instruction

-Raise your
hand
-Use your
time wisely
-Stay at
proper voice
level

-Use eye
contact with
teacher
-Raise hand
before
speaking

responsible.

Be
respectful.

Rationale: I chose the rules of be safe, be responsible and be

respectful because I believe they can be applied over multiple
settings. These three rules can be applied throughout the school

Transitions

-Keep hands,
feet and
other objects
to self
-Walk at all
times
-Be on time
-Have
supplies
ready or put
away
-Listen
carefully to
instructions

and can also be implemented outside of school in the community.

These rules are all very appropriate for the setting of a sixth grade
social studies classroom. The rule matrix allows the students to
understand what the three rules mean in each routine of their
classroom.
2. Teaching Expectations: During the first week of school, all rules
and expectations will be taught and explained in detail to the students.
This will help the students understand how to behave at school. The
rules will be taught in a variety of formats such as through
demonstration, lecture, video and acting. This will help all students
learn the rules by offering differentiated instruction.
After the first week, there will be various times during the year
that rules will be reviewed or covered in a booster session. Reviews
of various rules will occur at least once a month, often after a school
holiday or long weekend. These reviews will reteach students rules to
reiterate what is expected. A booster session will occur after a longer
break such as after thanksgiving, winter and spring break. These
breaks are longer and students become comfortable with what is
expected of them outside of school. Therefore, it is important to have a
booster session in order to reteach expectations over multiple
settings of school. This will increase desired behaviors among the
students.
DATE
August 25-30

WHAT TO TEACH
All rules and procedures

October 14
November 3
December 1
January 5-9
February 17
March 23
April 6
May 4

Review procedures of walking in line

Review expectations of being respectful
Booster session over cafeteria, classroom
and hallway expectations
Booster sessions over all rules and
procedures
Review expectations of being respectful
Booster session over cafeteria, classroom
and hallway expectations
Review expectations of being responsible
Review expectations of being safe

* Lesson plan attached.

3. Precorrection: I will precorrect for predictable problem behaviors
by adding them into my lesson plans. This will allow me to remember
at one points throughout the day pre-correctors need to be used.
Throughout the first couple weeks of school, I will observe the class
and take notes on which rules are followed the least throughout the
day. This will help me know which expectations are least likely to be
followed. It is important to only precorrect those behaviors students
usually do not act correctly in because if you precorrect every behavior
students will ignore you over time. I will pre-correct by giving explicit
directions on how to act in a given situation. At times, I may also
precorrect using hand signals.

Predictable problematic routines:

1. Staying at the proper voice level during independent work
a. Precorrector: Once students are given directions for
their independent work, they will be told the following:
Remember during independent work you are at a voice

level zero to be respectful to your classmates. This

means you should not be talking or whispering at all.
2. Raising hand before speaking during full class instruction
a. Precorrector: After giving students the objective for the
day, they will be told the following: During my lesson, if
you have a question or need to say something
remember to raise your hand (raise hand when saying
this). This is part of being respectful.
3. Listen while others are speaking during group work
a. Precorrector: After giving students directions for their
group work, they will be told the following: Remember
to be respectful and listen to others when they are
speaking. That means if (name student) is speaking,
then (name other group members) are all listening.
4. Reinforcement System: The group based reinforcement system I
will use is interdependent. The interdependent approach used will be
every student must meet a pre-determined criterion. If any student
does not, none of the students receive reinforcement. The criterion
students must meet is to be responsible by having a pencil at the
beginning of social studies class. If every student in the class brings a
pencil, then the whole class will receive a point. If the class receives
four points out of a possible five for the week, then they will receive an
extra ten minutes of recess on Friday.
5. Rule Violation System: The rule violation system is distinctive
between classroom managed and office managed behaviors.
Classroom managed behaviors will be solved through a three step
process. The first step is a verbal warning. The second step is a loss of
recess time. The third step is a call home. These steps will be taken

place when any of the behaviors listed in the classroom-managed

column in the matrix below occur. Office managed behaviors will begin
a written office referral by the teacher witnessing a students behavior.
The office will take care of all steps from that point.
Behaviors:
Language

Classroom Managed
-Talking back to
teacher
-Inappropriate
comments
-Tone/attitude
-Calling out

Office Managed
-Profanity
-Persistent arguing
-Bullying
-Threats

Physical aggression

-Horseplay
-Touching
-Throwing

-Fighting
-Inappropriate contact
-Biting

Dishonesty

-Cheating
-Stealing
-Food or drink in class
-Smoking outside
building
-Occasional tardiness
-Minor inappropriate
use of
technology/internet
-First time use of cell
phone and other
electronics

-Chronic cheating
-Chronic stealing
-Drugs
-Alcohol
-Smoking in building
-Chronic tardiness
-Blatant/excessive misuse
of technology/internet
-Excessive disruption of
classroom with electronics

Substances

Lateness
Technology

6. Non-responders: In order to address the issue of non-responders

to my classroom management plan, I have three possible options for
students. These three possible options are alternatives to writing and
office discipline referral and they are listed below:

1. The first option would be to perform a functional behavior

assessment on the non-responder. This will allow me to
understand why the student is acting in the problem behavior
and in what setting is the student most likely to act in problem
behaviors. Through this assessment I will be able to alter my
classroom and instructional management to best serve the
nonresponder. For example, if a student is acting out in math
class each day, a functional behavioral assessment will be
able to determine if the student is acting in problem behavior
to avoid math because he doesnt like it or if he has a learning
disability in math.
2. Another option would be to put the nonresponder on a token
economy system. This will allow the student to have an
individualized reinforcement system. The nonresponder will
be motivated by tokens and back up reinforcers. This is very
helpful because tokens are given immediately for
reinforcement, which allows desired behaviors to occur. For
example, if a student were acting in the problem behavior of
talking out instead of raising their hand, then they would
receive a token each time they raise their hand to speak. This
will help correct the problem behavior and reinforce the
student each time they act in the desired behavior of raising
their hand.

3. The nonresponder could be on a dependent group

contingency reinforcement system. The reinforcer would be
picked by the nonresponder for the whole class. This would
allow the whole class to support the nonresponder to act in
desired behaviors and also motivate the nonresponder to not
let the whole class down. For example, if a student acts in the
problem behavior of not being in his seat when the bell rings,
this could be the contingent behavior. The student picks ten
minutes of electronic time as the whole class reinforcer. The
contingency is that the student must be in his seat when the
bell rings each day of the week for the whole class to have ten
minutes of electronic time during the last period on Friday.
This will allow the whole class to encourage the student to act
in the desired behavior of being in their seat once the bell has
rung.