By Samantha Moser
*Possible modifications for students with special needs.
Morning Routine (1)
1. Students will come into the classroom and hang up their backpacks on a labeled hook
with their name. Each student will then put any important documents for the teacher in
the designated return to school cubby or mail slot.
2. All lunch boxes will be placed in the designated lunch wagon.
3. Students will then walk to their desks and start working on the morning warm-up activity
that is already at their desks.
*provide assistance when needed.
Agenda (2)
1. Write the morning assignment on the board and also have the worksheet on their desks.
2. Write the agenda and place it in a common space for your students. For example by the
carpet where circle time will take place. Provide visuals to assist students understanding
and align magnetic cards for each activity providing time stamps so that students know
the outline for the day and can reference it at any given time.
3. A small clock should be incorporated so that students can associate the written time with
the one shown on a clock.
4. A weekly agenda will be sent out to parents so that they will remain informed. For
example
*For more auditory learners the teacher should also read the agenda at the beginning of each day.
Throughout the day the teacher will not only provide consistent two minute warnings about shifts
to the next portion of the agenda, but also point to the clock on the agenda while giving the
warnings providing both auditory and visual instruction. For example, when the teacher reminds
students that they will be going to library in two minutes, he/she will physically show the
transition by first pointing to the current activity and then pointing to the new one.
An Opening Assignment (3)
1. Students will begin each class day with a Warm-Up exercise in mathematics consisting of
review from the previous day.
2. These Warm-Up/ Bell work activities will already be placed on students desks in the
morning so that they can be worked on once the 1st steps of the morning routine are
completed.
*assist students with questions when needed.
Dismissing the class (5)
1. For example, if they are working at their desks they will put their writing utensils, glue, and
scissors in the materials tub on their desks.
2. Each table group will make a stack of their chairs after being prompted by the teacher.
3. Students will then grab backpacks and get in line and wait for further instruction.
For specialist times, recess, and lunch
1. Students put away the materials. For example, if they are working at their desks they will put
their writing utensils, glue, and scissors in the appropriate section of the tub.
2. Each table group will be dismissed to line up according to who is ready first
*Visual aid for dismissal procedure can be placed on the wall. Teacher can also assist when
needed.
Absent Folder (8)
1. The teacher will have a designated “absent folder” which will have all the course work
that has been covered throughout that day inside for the student to take home the next day
and lookover/ complete at home.
2. Once absent work has been reviewed and finished
the student will place the folder back and all its contents in the return to school cubby for the
teacher to look over at a later time.
*Teacher can remind students to place the folder in their backpacks before dismissal at the end of
the day.
Organizing Homework (9)
1. Each student will have a folder with one side labeled take home and the other bring to
school. This way, students will be able to differentiate the papers that need to go home to
their families and to bring their homework or signed papers back for the teacher.
*The teacher can provide a visual cue for students by placing an image of a school on one side
and an image a house on the other
Unfinished Class Assignments (11)
1. Students will always put in their unfinished work in a folder labeled “work in progress”
or “WIP” or students could put their unfinished work in a whole class tray labeled WIP.
Getting Students Attention (13)
1. Use attention grabbing phrases or word pairing. For example, if you can hear me, put
your hands on your head or the teacher will say hocus pocus and the students respond
everybody focus.
*use additional individualized attention grabbers for students with special needs for example,
incorporate a physical activity to match a phrase to provide a kinesthetic aspect.
Classroom Jobs (14)
1. There will be a job wheel placed on the wall with all the class jobs clearly written out on
one circle and each student’s name on the other circle.
2. Each week the job wheel will be spun and students will receive a new job.
3. Some examples of jobs are a door holder and line leader.
* Images can be attached to the written job description allowing students a visual
representation of what their job will be.
Bathroom Procedure (16)
1. B bathroom passes for students to take and replace with a name card so the teacher knows
who is at the bathroom at all times. This allows students to leave when needed without
disrupting the flow of the class.
Replacing Dull or Broken Pencils (17)
1. Place two cans in a designated spot within the classroom. One can will be marked
sharpened pencils and the other dull pencils.
*place a picture of a sharp pencil on one can and a picture of a dull pencil on the other
providing visual aids.
Keeping the Desks Orderly (18)
1. Have a designated cleaning time at the end of each day where students can complete their
jobs that week and help maintain a neat and tidy classroom.
2. Individually students will make sure all supplies are in their tubs and paperwork is placed
inside the take home folder.
*Students can help each other. For example, a tablemate can assist a student with special
needs. The teacher could also put “helper” as a job on the job chart.
Transitions (20)
1. Announce transition 2 minutes before it occurs giving students time to adjust and
prepare for the next activity. Set up a timer for students to clean up and prepare for
the next activity.
2. Utilize various triggers for example, ringing bell, visual countdown, playing music,
chants etc.
*Provide amply time reminders for students who struggle with transitions.
Finish Work Early (22)
1. Have a poster in the classroom that clearly states key choices students are allowed to
make after their work is done this maintains the productive learning environment and
prevents wasted class time.
* The poster will include pictures to match the activities they can do. For example, for read a
book a picture of the classroom library and post that on the poster which helps students fully
comprehend the activity choices.
Class Discussions (27)
1. Use a talking tool (students may only speak when talking tool is in their hands)
Working in Groups (28)
1. Students will already be placed in cluster table groups.
2. Have a container filled with popsicle sticks each student will have their name written on
one allowing for randomized grouping.
* The incorporation of peer assistance can be used for ELL or students with special needs.
Highly motivated students can help their peers when needed.
Theorist and BehaviorismThis plan was created based on a foundation of behaviorism particularly inspired by
Thorndike, Gardener, Dewey, and Maslow. Thorndike's theory consists of three primary laws:
(1) law of effect - responses to a situation which are followed by a rewarding state of affairs will
be strengthened and become habitual responses to that situation, (2) law of readiness - a series of
responses can be chained together to satisfy some goal which will result in annoyance if blocked,
and (3) law of exercise - connections become strengthened with practice and weakened when
practice is discontinued. Each of these laws helps maintain a stable classroom environment for
students. (Prakash, J 2012) For example, in a situation where students are shouting out answers
instead of raising their hand, the teacher can pretend that they cannot see that student. In
response the child will feel ignored and realize their mistake. Then once their hand is raised the
teacher can call on them, which makes their reward being heard instead of a physical object like
a star or token.
These need based rewards are more beneficial for the student so that they are not relying
on a prize for completely a task well instead they will have their needs met. As educators we
must also always try to look at the bigger picture when it comes to our students acting out.
Maslow’s hierarchy of needs can help explain some of the behaviors your students are
exhibiting. For example, if a student does not feel safe at home and is being neglected they may
act out in class because they do not know how to properly channel those feelings in a healthy
way. Taking this into consideration is key when consequences are being considered because
every behavior is a form of communication. By creating a classroom environment that is safe and
consistent you can provide an outlet for your students which allows them to be successful.
(McLeod, S. A. 2007)
You should also keep in mind the different learning stages of your students. Gardner’s
focus on multiple intelligences is important to apply within the classroom because all children
are unique and bring individual strengths that can be utilized. Education should be modified to fit
all types of learners including but not limited to kinesthetic, auditory, and visual. He challenged
the previous views about students being a blank slate because each student develops differently
and therefore you must constantly make accommodations so that all of your students can learn
affectively. When making accommodations and using different teaching styles, you have less
chances of behavioral issues rising as students will be less frustrated because their needs are
being met. (Smith, M. K. 2008)
Another inspiration of mine is Dewey’s theory of learning by doing. Dewey believed that
learning occurs through experience which then becomes the foundation lessons should be built
upon. By incorporating diverse cultures and community aspects into your lessons students will
become more engaged because you are providing familiarity. Lessons need to be relevant to your
students in order for them to truly understand the importance of the curriculum. Through these
practices the need for behavioral management will be greatly diminished because of student
involvement (Only a Teacher: Schoolhouse Pioneers, 2014).
These four theorists align closest to my beliefs of behavior management through
behaviorism. I believe that in discipline and behavior management, students rewards should be
closer to what they need but more of a human nature need like being heard. That way they are
getting a reward but it is not a physical object (s) in which they want to accumulate more. Also,
by accommodating to everyone’s different styles and incorporating diversity, the teacher can
minimize behavior management issues as students feel included and the lessons are personalized.
Works Cited
McLeod, S. A. (2007). Maslow's hierarchy of needs. Simply Psychology. Retrieved from
http://www.simplypsychology.org/maslow.html
Only a Teacher: Schoolhouse Pioneers. (2014). PBS Online. Retrieved from
http://www.pbs.org/onlyateacher/john.html
Prakash, J. (2012). Brief notes on the Thorndike’s Law of Learning. PreserveArticles
.com: Preserving Your Articles for Eternity. Retrieved from
http://www.preservearticles.com/201105206859/thorndikes-laws-of-learning.html
Smith, M K. (2002, 2008). Howard Gardner and multiple intelligences. The
Encyclopedia of Informal Education. Retrieved from
http://www.infed.org/mobi/howard-gardner-multiple-intelligences-and-education.
Wong, H., & Wong, R. (2014). <i>The Classroom management book</i>.