Classroom Management Plan

Your Name: Alexia Alexopoulos

Learner: Jenna

Age: 6 years old

School Year: 2021 - 2022

Statement of Purpose

Our classroom will encourage students to be creative and collaborate with their peers. We will
encourage students to celebrate their differences and learn about what that means in our world.  We
will encourage students to share their input, respect and communicate with their peers and their
teachers. 

Classroom Organization

Classroom Operations

Anchor Rules:

1) Be Safe
2) Be Responsible
3) Be Respectful

Classroom Rules

1) No running
2) Be kind to everyone
3) Put your toys away
4) Use quiet voices

Classroom Procedures: When you come in in the morning you take your yellow folder, you
water bottle and lunchbox out and put them where they are supposed to go before you put your
backpack in your cubby and sit in your seat.

1) When you need to go to the bathroom show the sign for bathroom instead of shouting out.
2) When we are doing our stations, we don’t come up to the teacher if she’s working with other
students unless it’s an emergency.
3) When it’s time to go to lunch or specials we line up in our specific order without running and
being loud.
4) When we come back from lunch, we hang up our lunch tags and put our lunch boxes away and
go to the carpet on our spots.
5) When we are in stations and hear the timer go off it is time to start cleaning up and go to the
carpet.
 Strategies for Developing Positive Relations with Students:

Showing excitement is one way to let the student understand hat the teacher really cares about
them and that they get excited about all the different things that they are working on. Something else
that is useful when trying to create positive relations\hips with the students is to deliver praise in a way
that genuine. Making sure you genuinely celebrate the wins of each student regardless of how big or
impressive they are very important. They student will greatly appreciate that there is someone there to
celebrate them and constantly be their cheerleader. Lastly, a strategy that is very useful when trying to
create positive relationships with the students is allowing students to have some control over their
learning. Offering different choices for students allows them to have some control over their own
learning. Something that is every important when doing that is to make sure that the choices are equal
so that they instruction is not impacted.

Classroom Environment:

Arrangement of Physical Environment:

Desks will be in groups forming cercles throughout the classroom. Students will be sitting in
groups of four or five. This is where independent work or group work will be happening. During whole
group instruction, students will be sitting on the carpet in front of the smartboard/ whiteboard. There
will also be a half noon table where I will be working with small groups during stations with students
who need more support. The classroom will be set up so there is enough room between the grouped
desks so that I can walk around and confer with the students and monitor behavior during independent
practice or stations. Lastly the classroom will also have a calming corner for students who might be
having a hard time that day to go and calm themselves down.

Diagram of the classroom:

 Visual Supports and Prompts in the Classroom:

In the classroom there will be posters posted on the walls for visual reminders of procedures.
This will help remind all students what is expected. During stations there will be a visual reminder on the
smartboard with a running timer to make sure that students know how soon station time will be over in
order to prepare themselves for the transition. I will also be walking around making sure that the
students who usually have a hard time transitioning are looking at the timer. Something that I might say
is” make sure you check the timer, so you know how much time is left before clean up”. This will remind
students to check until it becomes more natural to them, and they check without any verbal reminders.
The cleanup process will also be posted in picture form on the wall right next to the smartboard which is
where the students will be looking as soon as it goes off. This will be easy to remind them the steps if
they need help. This will act as visual prompt for the students to make sure that they are following the
procedure.

Behavioral Issue

Context of the Problem:

The target behavior occurs when it is time to transition from stations back to the carpet. It is usually
during the afternoon stations, but it also occurs in the morning even though less frequently. Regardless
of when the lesson is after stations, Jenna does not want to transition and clean up the blocks.

Target Behavior:

Non- compliance when transitioning

Operational Definition of the Target Behavior:

Any Instance where Jenna physical or verbally refuses to follow instructions and complete the task. For
examples when the teacher asks Jenna to clean up her block when the time goes off and she either says
“no” or just ignores the teacher.

Analysis of the ABC Data:

The ABC chart shows that when it is time to clean up, Jenna refuses to stop playing and keeps on doing
what she was before. In some instances, Jenna became aggressive in order to keep playing. Jenna
doesn’t want to transition to the next activity, and she is trying to find any solution that allows her to
keep playing. In most situations, the teacher just keeps reminding Jenna that she needs to clean u. The
times that Jenna threw the toys at the teacher; the teacher sent her to the office.
Hypothesis of the Function:

The hypothetical function of Jenna’s behavior is escape.

Replacement Behavior

Replacement Behavior: Compliance

Operational Definition of the Target Behavior:

Any instance in which Jenna follows an instruction or completes a teat as directed by an adult within 30
seconds.

Teaching a Specific Procedure

Specific Procedure to Teach: When we are in stations and the timer goes off, it is time to start cleaning
up and go to the carpet.

Rationale on Why This Procedure Will Help the Learner: If Jenna is able to learn this procedure,
transitioning from stations back to the carpet will be easier on her.

Steps for Teaching the Procedure:

Step 1: When at a station and you hear the timer go off you stop what you are doing. (“Friends when we
are in stations and the timer goes off, we stop whatever we are doing and we start cleaning up”)
Step 2: Once we cleaned up, we make sure everyone in our stations is cleaned up. (“When we have
cleaned up everything we were using, we make sure the entire station is cleaned up. So if I out away
what I was using and I’m done cleaning up I will look around in my station and help whoever is not done
cleaning up”)
Step 3: When the station is cleaned up, we move to the carpet and sit on our spot. (“When all of the
station is clean, and everything is put away we can walk to the carpet and sit at our spot patiently”)

Teaching Examples:

Example
We are at math stations, and
Positive she is working on her math
game, and she is not done
Positive We are at play stations, and
she is playing with her
favorite toy
Response
She stops what she is doing
and cleans up even though
she is not done and
recognizes that she can finish
it later.
She stops what she is going
and cleans up and reminds
herself that she can use that

We are at play stations, and
Negative she is playing with her
favorite toy
We are at Literacy stations,
Positive
and she lost track of time.
same toy next time we have
play stations.
Refuses to stop and clean up
and continues to play with
her toy.
She takes a deep breath and
prepares herself to clean up.
She then cleans up.

Teacher Instructions for the First Example:

“If I hear the timer go off and I am not done with my work it is ok. Am I going to pretend I didn’t hear the
timer? NO… I am going to ignore my teachers’ instructions and keep working on my work? No… I will
think to myself. It is ok to stop my work even though I am not done because I will always have the
chance to keep working on it later. What will I tell myself? (Repeats with students). I will remind myself
how important it is to follow the classroom rules and I will start cleaning up. I will also look at my other
friends at the same station and help them clean up if they need it.

Questioning Strategies:

Student will be able to answer the questions (“Am I going to pretend I didn’t hear the timer? NO… I am
going to ignore my teachers’ instructions and keep working on my work? No… I will think to myself.”)
during the instruction. They will be able to give examples and non-examples during this time to make
sure that they all know what it means to follow the rules of this transition.

Prompts: The questions asked by the teacher.

Responses to Students: Student who understand and respond correctly to the question during the
lesson will receive verbal praise like “good job telling us what to if we are not done working on our
stations”.

When a Student Gives a Correct Answer: Verbal praise and recognition as well emphasizing the
correct response.

When a Students Gives an Incorrect Answer: The teacher will correct the students and
elaborates on what it really means. Making sure that the students really understand what is expected of
them is really important.

Objectives

Challenging Behavior

Dimension: I will measure frequency of this behavior. It is useful to know how often this
behavior occurs. Knowing how often Jenna is non-compliant when asked to clean up is very important.

Data Collection System: Opportunity Recording

Long-term Objective: During the transition from stations to the carpet, Jenna will independently start
cleaning up within 30 seconds for 90% of opportunities per day over 4 consecutive weeks.

Replacement Behavior

Dimension: I will measure how frequently the replacement behavior occurs.

Data Collection System: Opportunity Recording

Long-term Objective: During the transition from stations to the carpet, Jenna will independently
start cleaning up within 30 seconds for 90% of opportunities per day over 4 consecutive weeks.

General Consequences

Positive Consequences if the Replacement Behavior Occurs:

Since the function of the behavior is escaping the transition to the new activity and cleaning up the toys,
the student will be able to earn more time in the station every time she cleans up and follow instruction.
When the students clean up and follow instruction for her transition, she will be able to add 5 more
minutes to the next station time.

Negative Consequences if the Challenging Behavior Occurs:

If the student doesn’t comply and follow directions, she will loose 5 minutes of her station time the next
time they have station. During those five minutes, the student will be working independently on a
worksheet provided by the teacher.

Individualized Strategies

Differential Reinforcement Strategy: DRI

Rationale for Choosing This Strategy:

I think that she would work the best because we are trying to substitute the noncompliance when
cleaning up with compliance. I would give her a sticker every time she transitioned from stations the
appropriate way instead of the challenging way. Every time she started cleaning up the correct way, I
would give her a sticker and praise her for doing it the right way.

Additional Strategy: Token economy

Rationale for Choosing This Strategy:

I think sometime that would work in motivating Jenna to be compliant when having to clean up her
station is token economy. I think if she could work towards something she really wants it will really help
her. I would make a token board for her and every time she cleaned up and was compliant, she would
earn a token. Before giving her any tokens, we would discuss what she was working on and what exactly
she wanted to earn. Once she filled up her token board, she would then earn the desired activity and
then we would start the process again.

Summary of Research Article:

Maggin et al. (2010) evaluated token economies in terms of classroom management for students with
challenging behavior. They used the What Works Clearinghouse (WWC) standards for their evaluation.
The students received a token economy intervention to address their challenging behaviors. The
researchers wanted to determine the extent of eligible students shows significant evidence to consider
token economies an evidence-based practice. The results of this evaluation were that with the chosen
standards (WWC) there were not enough evidence to classify token economies as a evidence because
practice. When the authors included all students regardless of their previously set standards, there was
some support for the use of token economies. The authors did mention the presence of methodological
weaknesses across studies.

Implementation of Strategy:

Token economy is something that can be very useful and making sure that students with challenging
behaviors can be very helpful. Making sure to define the challenging behavior that we are working to
diminish is very important.

References

Maggin, Chafouleas, S. M., Goddard, K. M., & Johnson, A. H. (2011). A systematic evaluation of token
economies as a classroom management tool for students with challenging behavior. Journal of School
Psychology, 49(5), 529–554. https://doi.org/10.1016/j.jsp.2011.05.001