Classroom Management Part 1
1. Why is it important to have a classroom management plan? What are the most important
elements that this plan should include?
Classroom management plans are important to spend time on up front. A classroom with a
comprehensive classroom management plan will run more smoothly than a classroom that
does not have a plan. These plans, although they take a lot of work to create, are very helpful
in decreases time spent on unwanted and negative behaviors. When a classroom
management plan is set up in the classroom, then the students know all rules, procedures,
and consequences for breaking the rules. The most important elements of a classroom
management plan are: a statement of purpose, rules, procedures, consequences, and an action
plan. Each of these five elements is important to the plan as a whole. The statement of
purpose insures that all students, teachers, and parents are on the same page about how
expected behaviors. The rules, procedures, and consequences provide students with what to
expect in the classroom. And finally, the teacher should always have an action plan for how
the behavior management system will be implemented throughout the school year.
2. How can procedures that are well developed and specifically taught reduce behavior
problems?
When a student knows and has practiced procedures, then it is less likely that time will be
wasted asking questions like “where do I turn in my homework?” or “what am I supposed to
do now?” Also, a lot of behavior problems are caused during down times or transitions.
Well-developed and specifically taught procedures reduce time wasting, and in turn decrease
behavior problems.
3. Name at least four things teachers should keep in mind when delivering positive or negative
consequences.
When delivering positive or negative consequences, it is important to remember that the
consequences should be clear and specific, relate directly to the rules and procedures of the
classroom, are given on a hierarchy scale, and are natural and logical for the school
environment. It is also important to remember that when delivering a consequence that the
manner in which the consequence is given it taken into consideration. For example, when
giving a negative consequence it is important not to give the consequence with a smile.
4. Ms. Gardner teaches seventh-grade science. For the first time in her career, her room is
equipped with several lab stations. Because of this, she plans to have her students perform
more hands-on experiments. She is excited by this prospect but also concerned that her
students will be disruptive as they go to their lab stations and work in small groups. She is
also concerned that her students will get hurt if they are not careful at the lab stations. To
alleviate her concerns, help Ms. Gardner:
a. Develop a set of classroom rules
1. Students are not allowed in lab area without permission.
2. Students must wear all required safety equipment while in the lab area.
3. Do NOT perform unauthorized experiments.
4. No food or drinks are allowed in the lab.
5. Students should report any and all injuries that occur during the lab.
6. Students should keep their hands out of their eyes and mouths in the lab.
b. Create at least three procedures for walking to and working at the lab stations
1. The students should always walk and never run to and from the lab
stations.
2. The students should read each lab thoroughly before beginning any and all
labs.
3. The student should ask the teacher to clarify any misunderstood
information given in the labs.
5. Sierra, a student in Ms. Gardner’s science class, is shy and often anxious. However, when
working with a partner at a lab station, she usually is very talkative. This disruptive behavior
often results in her and her partner missing important teacher directions and not completing
labs on time. Name at least two surface management strategies that Ms. Gardner could use to
address Sierra’s disruptive behavior. Explain why you chose these strategies.
Ms. Gardner could use the strategy of signaling. Clearing her throat or making eye contact
with Sierra before beginning instruction with show that the behavior will not be accepted in
the lab area. I chose this strategy, because it can be used without disrupting the natural flow
of a lesson.
Another strategy that I think Ms. Gardner could be used if the negative behavior continues
after the use of signaling is removal of the object. In Sierra’s case, the “object” is working
with a partner. If Sierra continues talking and missing instruction because she is talking with
her partner, then I think it is appropriate to make Sierra work alone on the labs. By removing
the “object”, or partner, then the disruptive behavior should be removed as well.
Reflection:
I really enjoyed this IRIS module. I feel that I learned a lot about classroom management. More
specifically, I learned about the importance of creating and implementing a Comprehensive
Behavior Management Plan. I thought that I had a very good behavior management plan, but
after reading and learning about what a comprehensive plan entails, I learned that my behavior
plan needs a lot of improvements. Before the next school year, I want to create a comprehensive
plan that includes both rules and procedures. During the first two years I have been teaching, I
have taught rules and major procedures on the first week, but my behavior plan has never
included minor procedures like when to sharpen a pencil. I have always taught those procedures
as I go. I learned in this module that teaching those minor procedures up front is vital to
classroom behavior being well managed.
Classroom Management Part 2
1. At the beginning of the school year, you created a classroom behavior management plan, and
for the most part it has been working well. Lately, however, you’ve noticed a number of
students eating candy and chewing gum during class. List two changes that you could make
to your behavior plan to address this increasingly problematic behavior.
I would begin by having a classroom meeting. At the meeting I would discuss with the class
that a new rule is going to be implemented. I would then explain to the students that the new
rule is “No eating or drinking in the classroom.” We would then discuss as a class why this
rule is being implemented, and why it is important. I would tell the students that when they
are chewing gum and eating candy that it could be distracting to their peers. The second
change I would make to my behavior plan is to add, “spit out any gum or candy” to the
procedures for walking into the classroom.
2. Most teachers create procedures for routine activities (e.g., walking in the hallway, going to
the restroom). Just as important are procedures for less-frequent activities (e.g., attending an
assembly, responding to a fire or tornado drill). Select a less-frequent activity and write out a
new procedure to address it.
Procedure for attending an assembly:
1. Line up at door.
2. Wait for teacher to open the door and walk quietly down the hallway.
3. Enter the gym/auditorium.
4. Wait for the teacher to take you to the assigned seating area.
5. Remain seated until the end of the assembly.
6. Wait for the teacher to tell you to stand up.
7. Form a line, and follow the teacher back to the classroom, walking quietly
down the hallway.
3. You developed a step-by-step crisis behavior plan to address serious problem behaviors that
might arise in the classroom. Now consider what you would do if a behavior crisis occurred
while your students were a) in an assembly or b) on the playground. Create a separate crisis
plan to address one of these situations.
In the event of a crisis situation while on the playground, the first thing that I would do is
separate the other students from the problem student immediately. I would send them inside
to a colleague’s classroom. Because I do not have a paraprofessional or aide in my
classroom, I would send one of the students to get the principal. Once the crisis is handled
and the student’s parents have been called, then the other students will return to my
classroom.
4. You created an action plan to effectively implement your behavior management plan.
Midway through the school year, though, two new students are assigned to your class.
a. How would you introduce these students to your classroom behavior management plan?
On the new student’s first day of class, I would start the day by having a classroom
meeting. At the classroom meeting, we would review all rules and procedures. I would
then assign the new student to a “classroom partner”. This student will help the new
student during the first week with all of the rules and procedures.
b. How would you introduce their parents to the classroom behavior management plan?
I would send an email or letter home on the first day. The letter would include the
statement of purpose and also all of the classroom rules and procedures. This will allow
the parent to know all of the rules that their child is required to follow in the classroom.
5. To complete the following activity, you will need to revisit (though not change) your
classroom behavior management plan. Watch the student behaviors depicted in the movie
below and decide how you would address them (time: 1:53). Note: You might find it easier
to play the entire movie once and then replay it using the pause button as you work through
the scenario.
a. Use the worksheet below to complete this question.
Student
behavior
Should this receive a positive Your
or negative consequence?
consequence
Positive
Negative
Emily pencil
sharpening
Yes
Caleb
homework
Yes
Drew tripping
Yes
I would tell
Emily, “Thank
you Emily for
following the
appropriate
procedures for
pencil
sharpening”
I would tell
Caleb, “Thank
you Caleb for
completing and
turning in your
homework on
time today”
I would first
require that
Drew help her
pick up the
glasses and
applogize. I
would then
Nicole math
problem
Yes
Jonathan
question
Yes
Melissa class
entry
Yes
Jonathan
question
Yes
write Drew up
for putting
another student
in harms way
and send him to
the principles
office.
I would praise
Nicole on her
ability to
complete the
math problem
by saying,
“Great job on
the math
question,
Nicole”
I would remind
Jonathan to
raise his hand
before asking a
question during
the lesson.
Tell Melissa
that the next
time she is late,
that you will
have to write a
note to her
parents.
I will ignore
Jonathan’s
question,
becuase he is
breaking the
rule of not
raising his hand
to speak. I
would then give
praise to another
student who
does raise their
hand to ask a
question.
Jason drink
Yes
Kristin note
Yes
Megan board
Yes
Jonathan
question
Yes
Class working
Yes
Explain to Jason
that I would be
glad to discuss
his IEP with
him at another
time, but tell
him that it does
not allow him to
get water
without
permission from
the teacher.
I would begin
by taking the
note. I would
then remind
Kristen that note
passing and
throwing things
in the classroom
are prohibited.
Congratulate
Megan for
getting the
correct answer.
I would also
congratulate her
on getting up in
front of her
peers.
I would
continue to
ignore Jonathan.
I would also
congratulate
another student
who is exibiting
appropriate
hand raising
procedures.
I would thank
the class for
working quietly
and completing
the assignment.
b. If you have implemented a comprehensive behavior management plan and these
behavioral issues continue to occur, which parts of your plan should you consider
revising?
When a behavior management plan is put into place, and behavior issues arise, I think it
is important to revisit or revise the rule and procedures of the classroom. I would create
and implement new rules that apply directly to the behavior issues that have risen in the
classroom.
Reflection:
The thing I found most important about this IRIS module was creating a crisis plan. I work with
students with autism, and a few of my students are known to thrown tantrums or have
meltdowns. I have been put into situations before where a student has thrown things and hit me
and other students during a meltdown. I was not prepared with a crisis plan. I also did not have
an aide or paraprofessional in my classroom. I had to leave the classroom and go find another
teacher that could cover my class while I got the behavior student under control. I wish I had
known then the importance of having a crisis plan in place for these situations. I plan to create
and implement a comprehensive behavior management plan before the next school year.