Action Plan

Action Plan

1. #1 Develop A Statement of Purpose

   • How: It lays the foundation for the rest of the management plan. Statement of Purpose should be focused, direct and clearly understood as well as jargon-free.
   • When: This should be completed before implementing other components of Behavior Management Plan

2. #2 Develop a set of 3 to 5 rules

   • How: Classroom rules set the behavioral expectation and allow common ground between the teacher and the student. Teachers specify the rules and students know what they need to do in order to meet the behavioral expectations of the teacher. Good classroom rules explicit, clear and succinct. There should be 3 to 5 rules that are specific, observable and measurable, state in positive terms, and convey the expected behavior.
   • When: This task could be done within the first couple of days of school. Students should be able to help come up with classroom norms and the teacher can have one or two already picked out.

3. #3 Identify and Develop Procedures

   • When: The procedures can already be made when school starts and may even be recycled from the previous school year. Students can also help create procedures for everyday activities.
   • How: Classroom procedures are patterns for accomplishing classroom tasks. Procedures form routines that help the students meet the expectations stated in the rules. Both rules and routines must be taught, practiced and consistently enforced to be effective in the classroom. It is important that procedures be positively stated and in age-appropriate terms.

4. #4 Positive Consequences to Encourage Positive Behavior

   • How: Consequences follow student behavior, and serve to either increase or decrease student behavior. Effective consequences preserve the student;s dignity, increase their internal locus of control and increase student's motivation. Consequences work best when they are clear and specific, directly related to rules and procedures, arranged in a hierarchy and natural and logical. It's important to have a continuum of positive consequences, ranging from frequent to long term, to encourage and maintain appropriate behavior.
   • When: This can be created withing the first month of school. Students can help come up with positive consequences that way students will want to receive stickers or a smile when they follow the rules. This will also create accountability for the students.

5. #5 Negative Consequences to Discourage Inappropriate Behavior

   • When: This can be created within the first month of school. Students can help come up with consequences that way they will be more willing to follow the rules, This will also create accountability for the students.
   • How: Negative consequences must be educative and not vindictive. In developing negative consequences, it is best to develop a negative consequence hierarchy in the classroom, ranging from least intrusive to most intrusive. Consequences for repeated offenders should start at the top of the hierarchy and move to more intrusive consequences. Major rule violations should receive more severe consequences with minor rule violations.

6. #6 Develop A Crisis Plan

   • How: For a classroom teacher, the key components of a crisis plan often include getting immediate assistance for either behavioral or medical situations. Behavioral situations might include scenarios when a student's behavior is out of control, potentially self-injurious, or potentially harmful to others in the environment. A medical emergency might include situations where a student is having either a seizure or an asthma attack.
   • When: The crisis plan should be in placed before school starts that way if something happens you are ready to take action. this needs to be talked over with administration and parents of all children.

7. When will I teach it?

   • When a student arrives
   • After Major Holidays
   • Throughout School Year
   • Beginning of school year

8. Who should I share it with?

   • Team
   • Parents
   • Students
   • Administration