Behavior Management Plan - Kaylee Eisenbraun

Classroom Procedures and Routines

Classroom procedures, rules, and routines are the foundation for which successful
learning takes place in the classroom. They not only need to be taught and reinforced,
but students also must also be given the opportunity to practice and review them. I will
teach these fundamental elements just as I would content. I will clearly state the goal,
teach the steps by breaking them down into digestible chunks one by one, use various
modalities to teach the steps, and check for understanding throughout the lesson as
well as at the end (giving students the opportunity to practice the steps or to reiterate
the rules). I believe that consistency is the key when it comes to teaching procedures,
rules, and routines. The students must know that I will teach these fundamentals of our
classroom environment consistently and that I will expect them to follow these
throughout the school year. When I am clear and consistent with the expectations of our
procedures, rules, and routines, I am proactive in my classroom management and my
students will follow.

Below I have included a list of classroom procedures, rules, and routines that I will be
teaching in my classroom and of which I believe are vital for a safe, supportive, and
successful learning environment.

Routines and Procedures

Morning Routines/Afternoon Routines - Schedule Routines
Lunchtime Routine
Bathroom Routine and Rules
Using Technology
Turning in Work
Cleaning Up
Transitions
Asking for Help
Problem-Solving (what to do when conflict arises)
Lining Up
Classroom Jobs

Rules and Expectations

Whole Body Listening
Being Respectful, Showing Kindness, and Being Helpful
Trying our Best and Making Mistakes
Calm and Controlled Body
Expectations for Engagement and Participation
In my classroom, in order to promote engagement and participation throughout the
school day I believe that it is important that I implement variety, movement, and rigor
within my instruction. By including these strategies within my instruction I am able to be
proactive with my behavior management. I will incorporate variety in lessons by
including different ways in which students can participate during instruction and
activities. This may look like incorporating the following: think-pair-share, hand-raising,
educational technology (games and activities), move and share, collaborating with
others, music, and nonverbal signals.

I will be sure to incorporate movement into my lessons as sitting for long periods of time
is neither appropriate or engaging for students. This may look like including brain breaks
when students have built up energy (i.e. dance breaks/GoNoodles or yoga) and
incorporating movement into lessons (i.e. moving to share or acting out answers/playing
charades).

I will incorporate rigor within my lessons in order to help my students to become critical
thinkers and problem-solvers. It is important that rigor is incorporated to challenge
students in a developmentally appropriate and not frustrating way. There must be a
balance. It is important that lessons are neither too easy or too hard as this often
promotes a lack of engagement and can cause misbehavior. Rigor within my instruction
will be built in using Bloom’s Taxonomy. Students will be asked to remember,
understand, apply, analyze, evaluate, and create in a variety of ways within my lessons.

Building Relationships/Rapport with Students

I believe that building relationships with your students is the very best classroom
management strategy there is. Taking the time to get to know your students, showing
them that you value and care about them, and building a classroom environment in
which their voices, ideas, and interests matter go a long way. This is vital not only for
helping the students to behave in your classroom, but also in helping them to become
adults who are respectful, kind, and care about others as well as that value learning. In
my classroom, I want my students to feel a sense of community and to truly feel happy
to be there. It is so important to me that each and every student feels that my classroom
is a safe and supportive environment in which they can make mistakes and ultimately
grow.

With that being said, I believe that the first few weeks of the school year are the most
important. During this time, I will be intentional about working to get to know my
students as well as planning lessons and activities in which they can become familiar
with the classroom as their collective space, to get to know me, and also to get to know
their fellow classmates. We will have a specific time dedicated each day to community
building for the first few weeks. I will be preparing for this in advance as well by meeting
with families as a part of the school’s Back to School Night/Open House and/or sending
home a letter of introduction along with a “Get to Know You” page that my students’
parents/guardians can fill out to help me to get to know my students before the first day
of school begins!

It is important to note that my actions will play a large role in building rapport and
connections with my students. Kindness, positivity, and true joy are all qualities that I will
bring into my teaching and interactions with students. I will express interest in the things
that my students care about and use those interests whenever possible in lessons and
community building activities.

Classroom Consequences
When it comes to misbehavior, I believe that it is important to assume the best of our
students. I believe that they truly are capable, competent, and want to do the right thing.
They need us to guide them in knowing what is appropriate and what is not. Often there
is an underlying message when students misbehave and it is our job to find out what
that is in order to help them correct this. This may be as simple as forgetting an
expectation or misunderstanding a direction. The consequences below will help me to
address not only the misbehavior but also the underlying cause. They will also help me
to demonstrate consistency in my expectations of the students.

I have created a tiered hierarchy of consequences for intervening with different levels of
misbehavior in my classroom. These consequences and its tiered structure follow
Chapter 13: Rules and Consequences of Conscious Classroom Management 2nd
Edition by Rick Smith and Grace Dearborn as well as Conscious Teaching’s Tiered
Consequences.

Level One: Gentle

● Nonverbal Hand Signals

● Verbal Redirects: Saying a student’s name, stating the behavior I want to see
● Use Proximity (walking or standing near a student)
● Commenting on/rewarding those who are behaving appropriately
● Warnings for Consequences (if behavior continues, a specific consequence will
occur/after a number of chances a consequence will occur)

Level Two: Mild

● Temporary Seat Change

 ● Break/time away from the whole group
● Private Conversation with Teacher
● Behavior Card Checks/Sticker Chart (reward for positive behaviors)

Level Three: Moderate

● Small Privilege Revoked (minutes away from recess, no iPad time, etc.)
● Reflection Sheet to Send Home (students write about their behavior to parents)
● Permanent Seat Change
● Parents Called (student is let know about this)
● Extra Practice of Expected Behaviors

Level Four: Firm/Severe

● Sent to Admin/Office
● Meeting with Parents
● Behavior Contract (made by student and teacher, signed by student, teacher, and
parents)
● Referral to Counselor