Classroom Behavior Management Plan - Assignment Example

room behavior management plan due: room behavior management plan A room behavior management plan is a continuous act that necessitates teachers to make enquiries and reflect on the events in a school. This concept is reinforced by the theory of reflective teaching. Reflective teachers enquire about their profession and closely examine what they witness in the classroom. It is a critical process that assists teachers to prevent reflexive loops and routines. The three types of reflection include critical, technical and practical. Of great significance is a critical reflection that focuses on the comprehension of social policies and issues influencing classroom activities. In addition, it helps to make the school experience more productive and enjoyable for students from all backgrounds (Hue & Li, 2008). This paper will discuss a classroom behavior management plan that will consider the social and economic status of the students to develop it. In addition, the plan will consider the ethnic background of the students matters because it influences their needs. Foundation Mark Twain Elementary is a school that enrolls students in kindergarten to fifth grade. It is surrounded by facilities such as Helen’s Park, Weekley Family YMCA, McGovern Public Library and Helen’s McGovern Public Library. The community around the school comprises of middle class individuals from all over the world who have settled there for work and study. (Houston Independent School District, n.d). The Fifth Grade classroom is made up of eighteen students from different ethnicity backgrounds. The class has 8 white students, 4 African American , 2 Hispanic, and 4 American Indian. The proportion of boys to girls in the class is 8:10. Majority of the students have learning difficulties because of their bilingual nature. The students are from lower and middle-class social level. Most of the students are enrolled on reduced-price or free lunch. These students desire social and emotional needs that affect their academic performance. The behavioral characteristics are displayed in degrading language, bullying, and violence. Some students may keep silent when they are hurt but if it gets to extreme levels opt to fight (Wessler, 2008). This classroom behavior management plan will address the behavior problems by highlighting rules and structures to be used in class. The plan will promote academic performance by involving the students in the process of making rules that make them easy to adopt. Philosophy I believe that setting big goals for my students at the beginning of the year will have a significant effect on them academically and in future possibilities. The big goals are motivated by the fact that I have high expectations on their real potential. For example, I expect all my learners to grow at a minimum of 1.5 years’ worth in reading. According to Farr (2010), students make excellent academic progression when their tutor start the year with an ambitious vision that is precise of his/her favorable results (p.18). In addition, a highly efficient teacher is aware of what is expected of his/her students when the year ends. According to the expectation theory, a teacher can know about the students’ potential based on the information available (Williams, 2003). To meet the big goals, I am convinced that praise will influence the way the students think about their learning abilities. There is a great difference between the students commended for their efforts and those congratulated for their intelligence. Praising students for their intelligence does not encourage them rather it develops a rigid mindset that comes with various weaknesses. On the other hand, praising them for their efforts makes them possess hardy motivation. Personally, I embrace effort praise whereby I concentrate on letting my students realize what they have performed to be successful and whatever is required to excel again (Ryan & Cooper, 2010). Secondly, the students have need that includes order, stability and security as stated by Maslow’s hierarchy of needs. My obligation as a teacher is to create a caring class setting that is attained by learning my students as well as making them aware of what is expected of them. I will create well-defined routines, structures and procedures to ensure that the classroom operate as a collaborative learning community. It helps to avoid the misconduct that is as a result of a student not knowing what is expected of him/her (Martin, 2013). In addition, I will implement the rules developed and printed in Mark Twain Elementary student and parent hard book. In all cases the parents a form that is filed in the school confirming that they will follow the rules and accept the punishment in the event of a breach (Mark Twain Elementary School, 2015). As a teacher, communication, comfort, and listening are the core themes in class. Through this, the students will feel that they have someone who is ready to listen and solve their problems, therefore, promote an environment of care and love. Using the Response to Intervention method, I can identify the particular area of student’s problem and design the appropriate interventions as per the child’s needs (PBIS, 2015). My leadership skills will enhance the teaching profession in the fields of communication, planning, decision-making, self-evaluation and reflection (Harris & Muijs, 2005). Methods The strategies used to reduce misconduct and support productive behaviors include planned ignoring, explicit reprimands, and differential reinforcement. A planned ignoring is a tool that a tutor used in a case of behavior that is preserved through adult attention. The strategy takes effect when an instructor systematically ignores a student in the event of undesired conduct. For instance, is a case where the rule clearly states that a student must raise the hand before answering. When student choses to call-out the answer, the teacher ignore and select the one raising his/her hand. However, this strategy does not apply to all behaviors. The explicit reprimand is a particular statement that is contingent and brief issued in the event of misconduct. The aim of the statement is to notify a student of a wrong that she or he is capable of correcting. The reprimand consists of the inappropriate behavior and what is to be done in subsequent events in a short, succinct way. The explicit reprimands are performed privately because research has proved that they are more effective than the ones carried out in class. The differential reinforcement is employed to maximize a suitable behavior and at the same time reduce bad behaviors. It is implemented by giving a contingent positive boost to a conduct that is not compatible with an undesired behavior. For instance, in the scenario where students are late to get to class daily, an instructor can set up a system to strengthen the students when the number has reduced to five. It ensures that the behavior becomes extinct with time (Reinke, Herman & Sprick, 2011). In order to create a positive learning setting, pre-correction, and non-contingent methods are helpful. From the point of view of non-contingent interactions is an approach where a teacher sets aside positive time to spend with students. The time is independent of the student’s behavior and may comprise of warm greetings and enquiring about the students’ encounters over the weekend. The method indicates that a teacher is interested in a student and develops a feeling of value and importance. As a result, a teacher develops a positive connection with every student. A pre-correction is an utterance that gives particular details about the expected behavior for a future event. In most cases, it is a new activity that may be difficult for students, but have the potential to complete without any behavior problems. The strategy is influential in a class where the behavioral routines, rules, and expectation are established. The pre-corrections act as preventive measures rather than punitive. This is because they happen prior to students’ behavior problems. In fact, they are utilized to teach and explain to the students about an efficient execution of the forthcoming task (Reinke, Herman & Sprick, 2011). In addition, to design a positive learning environment for students, there is a need to consider various factors such as race, social, economic levels, ethnicity and family background. The process of developing rules for acceptable behaviors in class involves ideas that are expressed by the students. This will ensure that the rules hold meaning to the teacher as well as the students (Murray, 2002). The expectations for learner behavior are communicated verbally by the teacher. It is implemented through spending much time coaching the students on how to act and behave responsibly (Emmer, Sabornie, Evertson, & Weinstein, 2013). Moreover, interpersonal relationships between peers is modeled and preserved through assuming the best. The concept of assumption helps to define the interactions between the students and teachers. It is achieved through the assumption that the students are in class to learn behavior and hence the work of the teacher is to train (Smith & Lambert, 2008). The logical instructional punishment that is visualized for the classroom includes physical and verbal conduct by teachers that convey to the students that the behavior is inappropriate. Secondly, tangible recognition strategy that is used and constitutes tokens as a way of determining suitable behavior. To recognize good behavior a token is given and in the event of misconduct, the token is withdrawn (Marzano & Pickering, 2003). The methods for incorporating behavior management and academic instruction that underpin learning entail permitting the students to decide or choose at random to form learning groups. When selecting group members, factors such as compatibility, skills, and integration are put into consideration. The aspect of skills will determine the nature of the group, whether it is heterogeneous or homogenous. On the other hand, compatibility will help to prevent conflict among the members. Students that hate one another cannot be put together in learning groups. Integration aspect helps to enhance social incorporation where students from different cultural background and ethnicity can develop tolerance. In addition, social integration promotes classroom friendships (Price & Nelson, 2011). Assessment and evaluation The multi-method assessment will be used to examine the effectiveness of the behavior management plan. The assessment of the students conduct is carried out through interviews with the student, parent, and fellow teachers. The purpose of a multi-informant process is to compare the information collected from all the participants (Ninness, Glenn & Ellis, 2005). In this case, ODR details, academic progress indicators, and tardy records will be used for the assessment. The assessment is important because it helps to resolve socially significant behavioral difficulties. For instance, the ODR information will highlight the student’s standard of behavior in the school. The tardy data is helpful in identifying the learners with various social behavior problems. The information will give teachers, counselors, school psychologists, and parents a direction on how to develop more efficient behavior plans (Chafouleas, Riley-Tillman & Sugai, 2007). The class climate is assessed using CLASS scales to measure the instructional and emotional status. The tool is employed to examine the classroom standard in preschool to fifth-grade classes. The scales are grounded on integrations between the students and teachers. In addition, it analyzes the standard of teacher’s instructional and social relationship with students in a class environment (Pianta & Allen, 2008). Analysis and reflection of my plan On reflection, this behavior management plan is intended for fifth-grade students with social and emotional needs. The plan focuses on the classroom objectives as well as Maslow’s hierarchy of needs. Maslow’s hierarchy of needs is utilized to create a caring environment in class to combat bad behavior. As a result, communication, listening, and comfort become the basic class theme. Various methods are incorporated in the plan to reduce of prevent bas behavior. They include planned ignoring, explicit reprimands, and differential reinforcement that are described in the plan. Pre-correction and non-contingent methods are utilized to develop a positive learning environment. The multi-method assessment technique is employed analyze the effectiveness of the behavior management plan. In addition, a CLASS technique is used to measure the class climate. The implementation of this plan will help the students cope with the challenges they encounter in class as well as at home. Its success will develop future adults who can accommodate and tolerate others regardless of the social and economic status and ethnicity. References Chafouleas, S., Riley-Tillman, T. C., & Sugai, G. M. (2007). School-based behavioral assessment: Informing intervention and instruction. New York: Guilford Press. Emmer, E., Sabornie, E., Evertson, C. M., & Weinstein, C. S. (Eds.). (2013). Handbook of classroom management: Research, practice, and contemporary issues. Routledge. Ryan, K., & Cooper, J. M. (2010). Kaleidoscope: Contemporary and classic readings in education. Belmont, Calif: Wadsworth Cengage Learning. Farr, S. (2010). Teaching as leadership: The highly effective teachers guide to closing the achievement gap. San Francisco: Jossey-Bass. Hue, M., & Li, W. (2008). Classroom management: Creating a positive learning environment. Hong Kong: Hong Kong University Press. Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Maidenhead, Berkshire [u.a.: Open Univ. Press. Houston Independent School District. (n.d.). Twain (Mark) Elementary / Home. Retrieved May 8, 2015, from http://www.houstonisd.org/Domain/22548 Martin, D. J. (2013). Building teachers: A constructivist approach to introducing education. Belmont, Calif: Wadsworth. Mark Twain Elementary School. (2015). Student/Parent Handbook - Mark Twain Elementary School. Retrieved April 30, 2015, from http://marktwain.carsoncityschools.com/for_parents/school_links/student__parent_handbook Murray, B. P. (2002). The new teachers complete sourcebook: Grades K-4. New York: Scholastic Professional Books. Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD. Ninness, H. C., Glenn, S. S., & Ellis, J. (Eds.). (2005). Assessment and treatment of emotional or behavioral disorders. IAP. Pianta, R. C., & Allen, J. P. (2008). Toward positive youth development: Transforming schools and community programs. PBIS. (2015). Positive Behavioral Interventions & Supports - OSEP. Retrieved April 30, 2015, from http://www.pbis.org/school/rti.aspx Price, K. M., & Nelson, K. L. (2011). Planning effective instruction: Diversity responsive methods and management. Belmont, CA: Wadsworth Publishing Co. Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational interviewing for effective classroom management: The classroom check-up. Guilford Press. Smith, R., & Lambert, M. (2008). Assuming the best. Educational Leadership, 66(1), 16-21. Williams, J. D. (2003). Preparing to teach writing: Research, theory, and practice. Routledge. Read More