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Behavior Management Plan

Date: April 2023 Duration of Intervention: 3 months

Student: Jack Class/Grade: Grade 2

Goals:

1. To increase this student's engagement and task completion and to reduce disruptive
behaviors in the classroom.
2. Increase students' interest and motivation in reading and writing.
3. Improve students' self-management skills and help them better adapt to the classroom
environment.

Target Replacement Behaviors:

1. This student will learn to use focus strategies to help him engage in class, such as setting
small goals before the task begins, using a timer to manage time, and seeking help and
support to complete classroom tasks.
2. When students get bored or don't feel like completing a task, they can ask the teacher for
help, or they can do creative activities such as drawing or constructing objects.
3. Students are taught self-monitoring and self-management skills, such as learning how to
control their emotions and behavior, and setting reasonable goals and rewards for themselves.

Student Feedback:

1. Simply asking students to write down their names and the reasons for their bad
behavior. This may leave the student feeling helpless and frustrated, and does not address
his problem. The following rules and expectations should be emphasized before class: sit
quietly in your seat, do not disturb others, listen attentively in class, complete homework,
etc.
2. To encourage this student to actively participate in classroom activities, teacher can
use positive reinforcement such as giving this student praise, rewards, or special
treatment. For example, you can give Jack a "good performance award" or a special
reward if he pays attention in class or completes a task. You can also use a credit system
to motivate Jack. When Jack shows good behavior, he can earn certain credits, and when
he accumulates a certain number of credits, you can give him a reward.

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3. There are a number of appropriate punishments you can use when Jack breaks class
rules or misbehaves. For example, teacher can make Jack stay after school to complete
extra homework, or make him lose certain privileges. However, make sure that the
punishment is fair and appropriate and does not cause Jack to feel shame or frustration.
4. Working with Jack's parents and other educational professionals, such as a
psychologist or therapist, can better manage Jack's behavior. You can talk with Jack's
parents about how they can help Jack improve his behavior at home, for example, give
parents a reading log to record his reading, including the pages he read and time he
used. . You can also work with other educational professionals in order to develop a
behavior management plan that will help Jack perform better in school.
5. Teach Jack some self-regulation skills to help him better manage his behavior. For
example, you can teach him how to do this through deep breathing or meditation.

Methods to Monitor:

1. Builds relationships and maintains communication with this student and other
students in order to identify and document the student's behavior and progress in a
timely manner.
2. Use a log sheet to record student behavior, including disruptions to other students,
whether tasks are completed, whether help is sought, etc.
3. Develop a learning plan for this student before each lesson and communicate with
him/her in class to ensure that he/she understands the requirements and expectations of
the assignment. Develop specific behavior rules that are appropriate for students, such as
gradually increasing the time and difficulty of reading and writing activities to encourage
students to complete tasks, such as earning certain rewards and recognition for
completing a certain amount of reading and writing tasks. For example, look for reading
materials that relate to math, drawing, and creative curriculum, such as drawing books,
science magazines, or math novels. This will help the student gain a sense of
accomplishment and interest in reading more easily and encourage him to read more.4.
Use a behavior log sheet to record that student's behavior and engagement. Share the
information from the record sheet with the student and his/her parents at the end of each
session.
5. Depending on the student's ability and attention level, try breaking the reading task
into smaller sections, such as reading one or two pages at a time, followed by a
discussion and summary of what was read. This will avoid overwhelming the student and
will help him to gradually increase the volume and complexity of his reading.

Family Communication:

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1. Develop a positive relationship with the student and show student’s attention and
support. Work with student to develop a learning plan and communicate regularly with
student about classroom performance. Meet face-to-face with student to build a good
teacher-student relationship and encourage students to share their thoughts and feelings in
order to better understand their needs regularly.
2. Communicate regularly with parents to share information about the student's behavior
and engagement and to discuss ways to support the student's learning in the home
environment.

Follow Through:

1. Identify and implement appropriate supports and interventions to support the student's
learning and behavior management. This may include providing individualized learning
support and/or seeking professional help.
2. In the classroom, use positive feedback and incentives to support that student's
engagement and task completion rate. For example, use encouraging language, reward
systems, etc.
3. Monitor and record this student's behavior and progress on an ongoing basis, share
records with him/her and parents, and make adjustments and improvements as needed.