Jack Reich

KIN 387

Behavior Management Plan

Program Design

Student 4 is a very energetic and happy 6-year-old boy, who loves fishing, riding his
bike, playing with his 3 brothers and sisters, and hunting for Pokémon in Pokémon Go. He is not
shy, and has no problem being his excitable self around anyone. Due to Student 4’s high energy,
there are a few behaviors that have come to my attention. 1. When going over activities, Student
4 has a tendency start looking out in the distance, and ignoring any instruction he is given. To
help with Student 4’s attention I will use the verbal cues “Looking eyes” and “eyes on me”. 2.
When not directly instructed or during slow activities, like during a warm up video or yoga,
Student 4 will begin to wander and start to do his own thing. I intend to let Student 4 catch one
Pokémon in Pokémon Go! before our reflection, to encourage Student 4 to stay focused through
both the warm up and cooldown activity. 3. Because Student 4 often drifts off and does not listen
during instruction, I will have a brief reflection where I will test him on a few of the important
ideas he was taught for the day.
These three behaviors will be important for Student 4 to earn his big reward, which he
will receive through a punch card system. If Student 4 manages to maintain eye contact and
listen for at least 3 of the 4 explanations, participate in both the warm up and cooldown activities
for at least 8 of the 10 minutes, and answer at least 2 of the 3 reflection questions correctly.
Student 4 will receive a Poke ball (a punch on his punch card). He will first get to chose his
reward, which can either be Pokémon Go! as his warm up activity, riding his bike as his warm up
activity, or a physical activity of his choice. He will then need to save up the required number of
Poke balls needed to receive his reward. I believe that by including a long-term reward, I will be
able to increase Student 4’s participation and focus in the activities with less frequent
intervention.

Student 4 will follow these expectations:

1. Looking Eyes (Keep eye contact during instruction)
2. Listening Ears (Listen to the teacher)
3. Cooperate (Participate in the activities)
4. Do Your Best

Positive consequence for following expectations

1. Verbal Praise
2. High Five
3. Pokémon Go! (2-minutes break to catch one Pokémon)
4. Poke Ball (on Punch Card at the end of the day)

Negative consequence for not following expectations

1. Verbal Warning (Remind Student 4 of the rules)
2. Talk with Teacher (
 3. Take a break (1-minute break to reflect on the rule Student 4 has broken, and is
moved to yellow.)
4. Talk with parent (Explain to Student 4’s parents what rule he has broken and why he
is in the red)

Routine:
1. I will meet up with Student 4 and have him first evaluate how he is feeling to start the
day according to (Appendix B).
2. We will go over the rules (Appendix C)
3. Reminding Student 4 with (Appendix D) that if doesn’t break any of the rules, he will be
rewarded with a Poke Ball at the end of the day.
4. We will then review (Appendix E and F) as a reminder of both his positive and negative
consequences.
5. Review the daily schedule (Appendix G).
6. To warm up we will either watch a video, or do a teacher lead warm up routine.
7. We will do one activity that will help with building Student 4’s fundamental motor
development.
8. The cooldown will consist with a form of yoga, either from a video or a teacher lead
routine.
9. If Student 4 stays focused for at least 8 minutes for both the warm up and cooldown, he
may have a 2-minute break to catch a Pokémon in Pokémon Go! before the reflection.
10. I will then ask Student 4 3 questions based on what was taught for the day.
11. Once everything is finished Student 4 will use (Appendix B) to now show how he
thought he did for the day, and if he has stayed on green, he will be rewarded a Poke Ball
on his punch card (Appendix H).

Transitions:
1. Student 4 will be waiting at his work desk for us to go over the day.
2. With a verbal prompt I will announce what activity will be next and if it is indoors or
outdoors.
3. Between each activity, Student 4 will be able to move Ash Ketchum (Appendix I) to the
current activity on (Appendix G).
4. With a verbal prompt Student 4 will clean up the equipment used during the activity.
5. With a verbal prompt Student 4 will answer the questions asked during the reflection.
6. Tap out (Appendix B)
 Dates Oct. 20 Oct. 22 Oct. 27 Oct. 29 Nov. 3 Nov. 5 Nov. 10
Maintains eye
contact and listening
during instruction.
Goal: 3 times
(4 times)
Participates in
warm up activity.
Goal: 8 minutes
(10 minutes)
Participates in
cooldown.
Goal: 8 minutes
(10 minutes)
Answers questions
during reflection.
Goal: 2
(3 Questions)
Earned
Pokémon Go?
Earned Poke Ball?

Tap out color.

Comments:
 Appendices

Appendix A – Cover Page

Appendix B – Behavioral Score Chart
Appendix C – Expectations
Appendix D – How to get a Poke ball
Appendix E – Positive Consequences
Appendix F – Negative Consequences
Appendix G – Routine
Appendix H – Pokémon Punch Card
Appendix I – Ash Ketchum cutout
Appendix - A
Appendix - B
Appendix – C
Appendix – D
Appendix - E
Appendix - F
Appendix - G
Appendix - H
Appendix – I
Jack Reich
KIN 387
Behavior Management Plan: Part B.2 and C
Implementation of the Plan with Charting System:
Dates Oct. 20 Oct. 22 Oct. 27 Oct. 29 Nov. 3 Nov. 5 Nov. 10
Maintains eye 2 3 3 3 2 4 3
contact and listening
during instruction.
Goal: 3 times
(4 times)
Participates in 7 8 8 8 6 9 8
warm up activity.
Goal: 8 minutes
(10 minutes)
Participates in 6 8 8 8 7 8 8
cooldown.
Goal: 8 minutes
(10 minutes)
Answers questions 2 2 3 3 2 3 3
during reflection.
Goal: 2
(3 Questions)
Earned No Yes Yes Yes No Yes Yes
Pokémon Go?
Earned Poke Ball? No Yes Yes Yes No Yes Yes

Tap out color. Yellow Green Green Green Yellow Green Green

Comments:

Oct. 20: Student 4 had difficulties staying focused, continued to joke around and was not
following instructions.
Nov. 3: Student 4 was very energetic, frequently had to remind him of the expectations to
get him back on track.
Nov. 5: Very good day with Student 4, he was very focused and gave did an extremely
good job at following instructions and participating.

Key:

Blue: Exceeded Goal

Green: Met Goal
Yellow: Could Improve
Reflection:

When the initial behavior plan was introduced to Student 4, he did not seem to grasp the

benefits of giving the lesson his full attention. When he realized he did not receive his time to

play Pokémon Go! or receive his Poke Ball on his punch card, the effects seemed to instantly

change his motivation to participate on the days following. We then had a break during

Halloween and regardless of several verbal attempts to remind Student 4 of the expectations and

positive consequences he could receive for participating during the lesson, he continued to fool

around. However, once Student 4 did not receive time to play Pokémon Go! and a Poke ball on

his punch card again, his motivation to meet the expectations was again renewed for the

remainder of the days we met up.

Based on the data collected, there is a notable correlation to Student 4’s motivation to

participate on the days after he did not receive his optional rewards based on his performance.

Even though at the beginning of each day we would go over his expectations, both his positive

and negative consequences and how he could receive time to play Pokémon Go! and receive a

Poke ball on his punch card. It just did not seem to motivate Student 4 enough until after he

realized his benchmarks to receive his rewards were not met.

With Student 4 generally being very well behaved, I believe his hardest obstacle to

overcome was understanding that he would receive consequences based on his behavior. Given

my relationship with Student 4 (his fun Uncle), before being his instructor, also slightly hindered

his ability to take any of our lesson rules seriously. This did however make me realize the

importance of establishing teacher-student relationships, and how it can affect a student’s

behavior. In the future, I will also have to remember that it is okay to let my students personally

learn from their actions, so they can reflect and do better in the future.