7+BMP+Samples+Elem

While developing this plan, I took into account several factors. I consulted teachers’ behavior management plans, school handbooks, and spoke to teachers regarding how they handle their classrooms and students. I made my decisions based upon those factors, as well as looking back over my several years of substitute teaching. I’ve had the opportunity to observe hundreds of classrooms and had the chance to compare and contrast what types of situations work well, and which ones don’t. Behavior Management Plan for a 5th grade classroom **__ Statement of purpose __** Each day will be inspiring. I will provide an enriched learning environment to encourage each of my students to reach their highest potential and greatest growth academically, socially, and emotionally. School will be enjoyable, challenging, and rewarding. **__ Rules __** **__ Procedures __** ** Bathroom procedure- ** On the first day of school, each student will be given 6 “bathroom pass” slips, to be used during the school-year. Bathroom use is limited to recess and lunchtime, otherwise. Bathroom passes are to be used for emergencies only. Special circumstances will be accommodated, when provided with a parent/guardian or doctor’s note. ** Entry procedure- ** ** Late-Entry Procedure- **
 * 1) Follow directions the first time.
 * 2) Respect yourself and others.
 * 3) Be ready to learn and be an active listener.
 * 4) Always do your best.
 * 1) Place lunchbox in bucket, outside classroom door.
 * 2) Remove homework folder & planner (signed by parent/guardian night before), and take to desk.
 * 3) Sit quietly at desk, read silently and wait for teacher to begin day.
 * 1) Obtain a tardy pass from the school office, stating whether or not the tardy is excused. Walk into class and hand tardy pass to teacher. Put away lunchbox and backpack, and go to seat with homework folder.

** Hallway Procedure- ** ** 1. ** One student will have the job of “Hall Monitor” for the week. Anytime the class travels to another location in the school, the Hall Monitor will take his/her clipboard with class list and mark checks by anyone’s name who is talking, chewing gum, or goofing around. The Hall Monitor will note any reasons for checks by names and return to teacher at the end of the day. ** 2. ** If a student needs to leave the classroom for any reason, they will see the teacher to obtain an appropriate pass. **__ Positive consequences __** In my classroom, school is considered each student’s job. Just as I am expected to show up to my job each day, prepared and ready to work, I expect each student to come to school prepared and ready to work. If a student does just that, he or she gets paid for his or her efforts. If a student does just that, he or she gets paid for his or her efforts. Every student has the opportunity to earn $5 a day for executing his job. On Fridays, I open the classroom store. The store contains such valuable items as: candy = $15, mechanical pencils = $25, test freebies = $50, computer passes = $50, kindergarten reader passes = $50, cans of soda = $100, and out-to-lunch passes = $250. Students can either spend their paycheck right away, or save it in their checking account to buy a more expensive item later. I think this incentive program has plenty of virtue. It is logical to fifth grade students. They get to experience the concept of working to earn money. In addition, students often comment on how hard it is to save money for the more expensive items. What a great welcome into the real world!! I can empathize with their troubles. Friday Funday- Students who do not receive any “punches” on their punch-cards all week, get to participate in a special activity on Friday afternoons, from 2-3pm. Those students with punches on their cards do not participate, and will be inside with my partner-teacher, or I. One other 5th grade teacher and I will take turns hosting “Friday Funday” and the other group of students who does not get to participate. Friday Funday may consist of watching a DVD, puzzles/games, an art activity, sports, **__ Negative consequences __** Each student will receive a “Punch Card” on Mondays. It is a weekly discipline slip. When the student is not following a class rule, the teacher may “punch” the card, and briefly state why along with the date, next to that day of the week. Level 1: Class rule reminder Level 2: Individual rule reminder Level 3: Modification (e.g., change seat) Level 4: Time away in another class Level 5: Parent contact Level 6: After-school detention Level 7: Office referral

Target class: First or second grade elementary class with twenty students. My goal is to have a simple BMP that will be effective with young elementary age students. 1. **__Statement of purpose__**: “Our classroom will provide a safe and respectful learning environment. Our classroom will promote creativity, cooperation, and academic success.” Procedures explain to the students the process for doing a specific activity, such as walking in the hallway or going to the bathroom. In all instances, procedures need to be taught and practiced until all students thoroughly understand what is expected of them. **__Hallway Procedure:__** Single, straight line with hands to ourselves. Walk quietly down hallway. **__Morning Entry:__** Go quietly to seat, look up on board and follow directions to start morning activity. **__Bathroom Procedure:__** Raise hand and when called on by teacher pat head. Quietly leave classroom and walk to bathroom. Positive consequences in elementary school are used to reinforce desired behavior. There are three main types of positive consequences: tangible, social, and activity. **Tangible** positive consequences are those that the student can see, touch, hold, and understand as a reward. **Social** positive consequences are acknowledgements of appropriate behavior or goal achievement by the student. **Activities** are positive consequences with which a student earns a privilege for performing the desired behavior. Level 1: Class rule reminder Level 2: Individual rule reminder Level 3: Modification (e.g., change seat) Level 4: Time away in another class Level 5: Parent contact Level 6: After-school detention Level 7: Office referral A typical action plan involves: List necessary procedures Develop steps for procedures || Prior to start of school || Review plan at Open House Have parents sign homework plan Call parents who weren't able to attend Open House || First day of school
 * __Behavior Management Plan__**
 * 1) **__Elementary Rules__**__: Please follow my ABC’s__
 * A **rrive on time
 * B **e prepared
 * C **are and respect for others
 * D **o your work carefully
 * E **xercise safety and cooperation
 * F **ollow directions and listen
 * 1) **__Procedures__**:
 * 1) **__Elementary School Positive consequences:__**
 * **Tangible** ||  **Social**  ||  **Activity**  ||
 * Candy || A smile || Reading a story ||
 * Comics || Showing respect || Selecting own seat ||
 * Tokens || Verbal Praise || Earning extra recess ||
 * Stickers || A thumbs up || Giving out materials ||
 * Positive note home || Positive Approval/Nod || Special privileges ||
 * 1) **__Elementary School Hierarchies of Negative Consequences:__**
 * 1) **__Action plan__**
 * Developing a toolkit
 * Teaching the plan to the students
 * Scheduling booster sessions
 * Disseminating the plan to administration, parents, and substitute teachers
 * **Area** ||  **What is to be accomplished**  ||  **How to accomplish**  ||  **Date accomplished**  ||
 * ** Toolkit ** || Providing a substitute teacher folder || Create a folder with all necessary information to implement behavior plan || Prior to start of school ||
 * || Developing rules and procedures || Make a list of rules
 * || Making bulletin boards for rules and procedures || Make bulletin boards || Prior to start of school ||
 * || Creating postcards for positive parent contacts || Copy postcards with blanks for student names and positive behaviors || Prior to start of school ||
 * || Designing referral form || Review school office referral to be sure classroom plan is consistent with school plan || Prior to start of school ||
 * ** Teaching the plan to students ** || Teaching management plan to students || Develop lesson plans || First week of school ||
 * || Role-playing to teach plan || Ask students to role play different scenarios using rules, procedures, and consequences || Second week of school ||
 * ^  || Teaching relevant aspects of plan || Develop and implement a lesson plan || First week of school ||
 * ** Booster session ** || Scheduling booster sessions || Enter booster sessions at four-week intervals in a plan book || Prior to start to school ||
 * || Giving booster sessions || Decide which component to focus on and then review and role play with students || Throughout school year ||
 * ** Disseminate the plan ** || Disseminating to parents || Send info home on first day of school

Third week of school Open House || It is good for a classroom teacher to have a developed crisis plan to reduce the uncertainty concerning what actions she may take should a crisis arise. It also helps increase a teacher’s control over the situation. And finally it helps decrease the teacher’s own anxiety, fear or frustration about how to handle a crisis. Below is a sample crisis plan for a seizure medical situation: 1. Send designated student to office with a crisis medical card to get necessary medical help. 2. Monitor and communicate with ill student that medical help is on the way. 3. If student is having a seizure, have the rest of the students help move furniture away from the student. 4. Reassure student after episode is over. 5. Fill out crisis follow-up information sheet and inform parents of the episode Reference: 7.1: Managing Behavior The IRIS Center for Training Enhancements. (n.d.). //Who's in charge? Developing a// //comprehensive behavior management system//. Retrieved on March 11, 2010 from @http://iris.peabody.vanderbilt.edu/parmod/chalcycle.htm
 * || Disseminating to school leaders || Meet with school leaders to review plan || Prior to the start of school, and before printing brochures ||
 * 1) **__Crisis plan:__**