Behavioral Management Plan

Behavioral Management Plan
Behavioral Management Philosophy

a) Identify and explain the key principles that create the foundation for your behavior management philosophy.
My behavioral management philosophy is based on these key principles; positive teacher-student relationship, positive
student-peer relationship and positive learning climate. I believe that having a positive relationship with my students is
very important to their success and managing their behavior. If I can make a good connection with each of my students,
this will encourage them to work hard and have respect for me. Just as the teacher-student relationship is important, so is
the students relationship with their peers. Having each student work closely and make positive relationships with their
peers will create a community inside of the classroom. Having a community like feel to the classroom will allow students
to work together and be kind to one another, providing a positive behavior learning climate.
Breeman, L D., Maras A., Hopman J.A.B. Tick N.T., T Wubbels, P.A.C van Lier, F C. Verhulst, and J. Van der Ende.
"Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom
adjustment in special education." Journal of School Psychology 53.1 (2015): 87-103. Retrieved from
http://www.sciencedirect.com.cmich.idm.oclc.org/science/article/pii/S0022440514000995
b) Operationalize what behaviors you will engage in to bring your philosophical approach for behavior management to
life within your classroom.
Using the Good Behavior Game will allow me to create a positive behavior learning climate. I will use encouragement,
distinguishing good behavior from bad and facilitating positive student-peer interactions. Encouraging students to have
good behavior and observe others who have good behavior is the first step in creating a good working environment. Next
we will go over what things are considered good behavior and bad. Using the game allows me to teach my students how
to use non-verbal signs of disapproval if they observe a peer with bad behavior. Having the game based on student-peer
relationships enables the students to create a positive learning environment and have a since of belonging.

Lastrapes, R. E. (2013). Using the Good Behavior Game in an Inclusive Classroom. Intervention in School and Clinic,
49(4), 225-229. doi:10.1177/1053451213509491. Retrieved from
http://isc.sagepub.com.cmich.idm.oclc.org/content/49/4/225
Classroom Rules
a) Identify classroom rules that will be used to guide students behavior in your classroom.
My classroom rules will consist of the following: Keep hands, feet and items to yourself, raise hand before talking out
loud, complete assignments on time, and be polite by using please and thank you. Though, in the classroom setting I
would allow students to collaborate with me to add more things to the list of rules. I believe that this frame work of rules
will allow my students to work efficiently and behave positively in my classroom. The list of classroom rules are simple,
positively worded and allows students to know exactly what each rule entails.
Kostewicz, D. E., Ruhl, K. L., & Kubina Jr, R. M. (2008). Creating Classroom Rules for Students with Emotional and
Behavioral Disorders: ADecision-Making Guide. Beyond Behavior, 17(3), 14-21. Retrieved from
http://www.jstor.org.cmich.idm.oclc.org/stable/24011934?seq=5#page_scan_tab_contents.
b) Describe what measures will be taken to ensure that all students fully understand the expectations identified within the
classroom rules.
Making sure my students fully understand the expectations within the classroom rules will allow them to know when
they have broken a rule and or followed one. I plan on having my students collaborate with me to make a set of rules, but
keeping in mind that there will be a framework that I have in place. While making the rules with the students, it is very
important to word them simply and positively to ensure easy understanding. I also will have only three to five rules to
avoid any confusion. Making sure the students understand the rules is very important! When covering the rules I will be
sure to give an example of what breaking each rule looks like.
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Kostewicz, D. E., Ruhl, K. L., & Kubina Jr, R. M. (2008). Creating Classroom Rules for Students with Emotional and
Behavioral Disorders: ADecision-Making Guide. Beyond Behavior, 17(3), 14-21. Retrieved from
http://www.jstor.org.cmich.idm.oclc.org/stable/24011934?seq=5#page_scan_tab_contents.
c) Describe how you will foster home-school communication links so parent(s) have a clear understanding of the
behavior expectations for their child.
I believe that having a close and positive relationship with my students is just as important as a relationship with their
parents. I need to facilitate good communication between myself and the parents. Meaning I need to set up a regular
schedule of contacting parents. Whether it is by sending home notes, phone calls, emails or home visits it is critical for the
parents of my students to be involved in their education. Contacting the parents within the first week with the list of rules
and what is expect of their child inside of my classroom will be extremely important in maintaining good behavior.
Stetson, R., Stetson, E., Sinclair, B., & Nix, K. (2012). Home Visits: Teacher Reflections about Relationships, Student
Behavior, and Achievement. Issues in Teacher Education, 21(1), 1-37. Retrieved from
http://web.a.ebscohost.com.cmich.idm.oclc.org/ehost/detail/detail?sid=a4bda803-724f-4a2a-a149-c39c13.
Procedures Used to Lay the Foundation for Effective Discipline
a) Describe incentives and consequences will be used to motivate students to demonstrate appropriate behavior in your
classroom.
Making sure my students fully understand the expectations within the classroom rules will allow them to know when
they have broken a rule and or followed one. When covering the rules I will be sure to give an example of what breaking
each rule looks like. Using the Good Behavior Game will not only motivate students to use good behavior but to identify
it in their peers around them. This game allows for students to work together to achieve a main goal or incentive. At the
same time it does allow for consequences for bad behavior. The game is played by having a set of classroom rules and

each time someone is observed with good behavior it earns the classroom a point towards a reward shared by the entire
classroom. For example, students are to work on group projects for 20 minutes. During those 20 minutes the class needs
to earn 15 tallies in order to receive on point towards the reward. If they get 15 tallies they get a point, if they dont reach
the15 then they dont get a point. Points are added up within a week, and they need to reach a certain amount of points to
receive that reward at the end of the week. This system allows for student-peer positive interactions and positive behavior.
b) Describe how you will assist students to discriminate between rules and procedures within your classroom.
Classroom rules and procedures will be displayed inside the classroom as a visual. One poster will have the list of
classroom rules that will contain no more than five positive short rules with visuals that can reference as examples for
students. The other poster will be titled classroom schedule that will have a list of that days schedule including visuals,
words and times. Having a visual support for students to view and understand the difference between the two will allow
them to know what is expected of them.
Jaekwon Fittipaldi-Wert & Claire M. Mowling (2009) Using Visual Supports for Students With Autism in Physical
Education, Journal of Physical Education, Recreation &Dance, 80:2, 39-43, DOI: 10.1080/07303084.2009.10598281
Retrieved from http://www-tandfonline-com.cmich.idm.oclc.org/doi/abs/10.1080/07303084.2009.10598281
c) Describe how you will ensure that you are addressing the function of the students inappropriate behavior during the
selection of replacement behavior(s).
When looking at a students behavior its extremely important to address what the function of that behavior is. Typically
the student is seeking attention, trying to gain access to some sort of thing or activity, trying to escape a situation or activity
4

or engage in sensory stimulation. Identifying the function will allow you to target it and correctly select a replacement
behavior. For example if a student is seeking attention by constantly making funny faces, you could move the student to
the very back row in the classroom and choose not to reinforce that behavior by not acknowledging the face making. I
would monitor the behavior and identify the function by keeping an ABC (AntecedentBehaviorConsequence) data
sheet where I will record where and when the behavior occurs throughout the students school day. This will allow me to
target the function of the behavior and identify the course of behavior management. It will also allow me to know whether
or not the replacement behavior is working by collecting data.
Andrew E. Alstot & Crystal D. Alstot (2015) Behavior Management: Examining the Functions of Behavior, Journal of
Physical Education, Recreation & Dance, 86:2, 22-28, DOI: 10.1080/07303084.2014.988373. Retrieved from
http://www-tandfonline-com.cmich.idm.oclc.org/doi/abs/10.1080/07303084.2014.988373
d) Describe the process you will use to determine whether the behavioral procedures/techniques you have selected are
developmentally and age appropriate choice.
I will determine whether the behavioral procedures/techniques I have selected are developmentally and age appropriate
by cross checking whether they are safe, allow for ownership and have theoretical understanding. Safety includes being
safe physically and mentally. Ownership includes for self-regulatory and dependence on the teacher. Theoretical
understanding includes the use of higher order thinking. Reviewing the three criteria will allow me to check whether the
behavioral procedure/technique is developmentally and age appropriate.
Chen, Dora W., Pamela Battin-Sacks, Robert Prieto, and Colleen Prieto. "When Will I Be Special? Rethinking
Developmentally Appropriate Practice in a Classroom Routine." YC Young Children 63.2 (2008): 44-51. Retrieved
from http://www.jstor.org.cmich.idm.oclc.org/stable/42730998?seq=1#page_scan_tab_contents
School wide Discipline Policy

a) Describe how you will foster a connection between your classroom expectations and those of the school.
My classroom rules should reflect the schools expectations for students behavior. Modeling what kind of rules should be
used in the hallway, lunchroom and playground will be covered when reviewing and developing my classroom rules.
Many if not all of my rules should be used inside and outside of the classroom because they should align with the schools
behavior policies. Developing and working on social skills will play a large role in the studentsunderstanding of these
rules.
Russ Skiba, Heather Ormiston, Sylvia Martinez & Jack Cummings (2016) Teaching the Social Curriculum: Classroom
Management as Behavioral Instruction, Theory Into Practice, 55:2, 120-128, DOI: 10.1080/00405841.2016.1148990.
Retrieved from http://www-tandfonline-com.cmich.idm.oclc.org/doi/abs/10.1080/00405841.2016.1148990
b) How will you solicit the support from other staff members in regard to assisting your students to demonstrate
appropriate classroom behavior?
Teachers should work together to achieve appropriate classroom behavior across all settings. This includes from grade to
grade. Teachers in elementary should provide the basis of behavior that will be expected of each student for their entire
grade school career. If a student is not taught at an early age to keep their hands, feet and items to their self, we may have
students in high school punching and hitting. It is so important for teachers to communicate with each other across grade
levels and classrooms on a foundation of expectations and rules for students. I would do this by contacting teachers from
my school and reviewing what their classroom rules are for behavior.
Lane, K. L., Pierson, M. R., Stang, K. K., & Carter, E. W. (2009). Teacher Expectations of Students' Classroom Behavior:
Do Expectations Vary as a Function of School Risk? Remedial and Special Education, 31(3), 163-174.
doi:10.1177/0741932508327464. Retrieved from http://rse.sagepub.com.cmich.idm.oclc.org/content/31/3/163

c) Describe the types of administrative support that you feel is essential to ensure that your students are treated in a fair and
equitable manner.
I believe that it is important for my principle to provide sources for what as a school are implementing for behavioral
management that is fair, familiarize staff with procedures and what is expected of us as well as prompting teachers to
provide feedback on whether or not the interventions are working and what types of support we need. I also believe that
continuous renewal of what interventions are being used is extremely important. For example in the past it was okay to
use corporal punishment on students. Without renewal of that unfair intervention it still would still be in place.
Coffey, Jennifer H;Horner, Robert H. (2012) The Sustainability of Schoolwide Positive Behavior Interventions and
Supports. Exceptional Children, Summer 2012, 78 (4), 407. Retrieved from
http://ecx.sagepub.com.cmich.idm.oclc.org/content/78/4/407
Affective or Adaptive Behavior
a) Describe how you will address the affective issues of students so that the impact of social factors is minimized.
Using the Good Behavior Game will allow me to minimize behavioral issues without impacting social factors. If a
student is behaving badly, not only will they get negative attention from their peers but they may be exempted from
playing the game and in turn will not receive any reward. This will not be a showing of this students bad behavior but a
negative neutral response to the situation. These influences will minimize bad behavior and outward social factors. Once
the student agrees to participate in good behavior they may rejoin the game without penalty.

b) Describe how you will foster adaptive behaviors that will be accepted within the home and community.
Working on actions and social skills will foster adaptive behavior that is accepted within the home and community. Selfmodeling situations and role playing situations are examples of ways to teach students what is acceptable and what is not.
Allowing students to practice what kinds of behaviors, actions and social skills will give them the tools they need to be
socially accepted in the home and community.
Cumming, T. M. (2010). Using Technology to Create Motivating Social Skills Lessons. Intervention in School and
Clinic, 45(4), 242-250. doi:10.1177/1053451209353445. Retrieved from
c) Describe how you will facilitate studentsgeneralization of appropriate behavior across settings.
Working on social skills will foster adaptive behavior that is accepted within the home and community. Self- modeling
situations and role playing situations are examples of ways to teach students what is acceptable and what is not. Working
on proximities when talking, topics to talk about, ways to act are some of the more detailed situations that can be used in
role playing or self-modeling.
Cheney, D. (2012). Transition Tips for Educators Working With Students With Emotional and Behavioral Disabilities.
Intervention in School and Clinic, 48(1), 22-29. doi:10.1177/1053451212443149. Retrieved from
Structure of Classroom Environment
a) Describe how you will structure the classroom environment to minimize environmental distractions for students.
The classroom environment will have reduced distractions by decreasing clutter, posting posters and wall decorations to
the view point of the students, and creating simple softness to the classroom. Having designated areas for reading or areas
to play will have separation of recreation and academics. Making sure things are in their place and being aware of sensory

needs of students when looking at the classroom environment. Whether it be olfactory, proprioceptive experiences its
important to take these into account.
Notbohm, Ellen, and Veda Nomura. "The great indoors: classrooms that inspire learning: learning blossoms when the
outdoors comes in as part of a sensory-friendly classroom." Children's Voice Magazine 17.1 (2008): 16-19. Retrieved
fromhttp://go.galegroup.com.cmich.idm.oclc.org/ps/retrieve.do?
sort=RELEVANCE&docType=Article&tabID=T003&prodId=AONE&searchId=R3&resultListType=RESULT_LI
ST&searchType=AdvancedSearchForm&contentSegment=&currentPosition=1&searchResultsType=SingleTab&inP
S=true&userGroupName=lom_cmichu&docId=GALE%7CA173645748&contentSet=GALE%7CA173645748
b) Describe how you will structure the classroom environment so it creates a supportive environment in which students
can learn.
Reducing the amount of shouting out, getting out of seat without consent, negative attention-seeking behavior will allow
my students to have an environment that is supportive and positive towards their learning. Encouraging students to have
good behavior and observe others who have good behavior is the first step in creating a good working environment. This
will be done by using the Good Behavior Game. Rewarding their good behavior by using incentives will motivate
students to work together and create a supportive climate that supports learning.

Behavioral Management Plan

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Behavioral Management Philosophy