Proactive Classroom

Behavior
Management Plan

Heather Robinson
December 18th, 2022
SPED 605
 Contents
Introduction
Positive Norms, Expectations, and Procedures
Rewards and Reinforcements
Consequences, Intervention, and Support Strategies
Engagement, Motivation, and Culturally Responsive Teaching
Social-Emotional Skills and Self-Regulation Strategies
Reflection and Takeaways
References

12/18/2022 PCBMP 2
 Introduction

The purpose of my Proactive Classroom Behavior Management Plan (PCBMP) is to create

a safe, fun, cooperative learning environment for my students. I believe with simple rules,
effective procedures, and positive reinforcements, my students will learn to thrive
academically. Additionally, my PCBMP focuses not only on safety and academics but also
on our students’ social-emotional learning (SEL) competencies skills of self-awareness, self-
management, social awareness, relationship skills, and responsible decision-making.

12/18/2022 PCBMP 3
Positive Norms,
Expectations, and
Procedures
Simple rules for serious, positive results
 Positive Norms

Planning Implementing Discussing Teaching Observing

As a team my As a team, we find As a team, we discuss As a team, we teach As a team, we observe
instructional assistants ways to synergize the with students our the positive norms to and help redirect our
and I plan SEL lesson presentation of classroom's positive our students: students to leaner and
plans that to teach classroom rules. We norms for behaviors Use kind words! follow the classroom
students desired use posters, videos, and work to help rules for positive
classroom behaviors music, circle time and students engage in Stay at your desk! norms.
based on proven SEL 1:1 instruction to inquiry-based Actively listen!
strategies. ensure students’ discussions about why Raise your hand!
engagement. these rules exist.
Do your best!
Ask for help!

12/18/2022 PCBMP 5
 Expectations and Procedures
Use kind words!
When talking to peers, staff,
and teacher use kind words.
Actively listen!
In order to be safe and have
fun in our classroom we need
to listen to each other!
Do your best!
Doing your best doesn’t mean
we always get things right. We
all make mistakes. As long as
we make an effort to do our
best, that is proof that we are
trying!
12/18/2022
Stay at your desk!
Your desk is your personal
learning space that you are
responsible for! It is important
to stay at our desks!
Let’s talk!
Ask your teachers questions
about classroom rules. Always
ask for help!
Raise your hand!
When you are ready to talk, and
know the answer to a question
or need help, please raise your
hand and wait for a teacher to
call on you.
PCBMP 6
 Rewards and Reinforcements

Reinforcements Reinforcements Reinforcements Rewards for Rewards for

for Individuals for Individuals for Groups Individuals Groups
A star chart system is Once a student as When students display When students When students try their
used in our classroom earned 10 stars, they positive cooperation constantly engage in best to engage in
and students earn stars get to choose an item while working with following our displaying their SEL
when they follow the from our classroom their peers, they classroom rules and skills while working
classroom positive prize box. receive 15 extra procedures, they get to with their peers, they
norms. minutes of fee play choose two stickers or get to choose one free
time engaging in an get extra 1:1 teacher pass from homework
activity of their choice. time to read their or one lollipop.
favorite book.

12/18/2022 PCBMP 7
Consequences,
Intervention, and
Support Strategies
Simple consequences for serious, positive results
 Consequences

When students engage in low-level inappropriate behaviors my staff and I will:

• Increase our proximity to students to help them stay on task, create teacher regulation strategies to help redirect the
behaviors

• Remind them of our expectations and offer high-interest activities as a reward

• Use if/then statements, to remind the student of the schedule and desired behaviors

• Model the behaviors that our desired

• Provide opportunities for student-driven choices, create self-regulation strategies specific to the student

• Reinforce positive behaviors and use responses that are appropriate to the student’s cognitive abilities

12/18/2022 PCBMP 9
 Interventions To Create A Calm
Classroom

When challenging behaviors escalate, the strategies my team will use to re-establish order help students stay
calm:

Develop, introduce, discuss, model, and teach classroom rules and procedures. When everyone in the
classroom has a clear understanding of the expectations for desired and unwanted behaviors, there is an
understanding of why certain behaviors lead to student success and other behaviors lead to limited student
success. Positive reinforcements and reasonable consequences need to be established and frequently
revisited to ensure understanding so that the teacher and the students can develop trust and respect.

12/18/2022 PCBMP 10
 More Interventions

When students engage in low-level inappropriate behaviors my staff and I will engage in the following
interventions:

• Build positive relationship ship with the students

• Create behavior contracts with the student with clear rules and behavior expectations

• Use teacher observation data of each student to predict known antecedents use pre-correction

• Rearrange small groups, partners, or desk locations

• Revisit and remind students of the classroom positive norms, procedures and rules

12/18/2022 PCBMP 11
 Still More Interventions

When challenging behaviors escalate, the strategies my team will use to re-establish order and prevent more
undesirable behaviors:

• Offering the students a break

• Offer time in the classroom calm down corner

• Set timers, write a note on a whiteboard and remind the student to use their coping strategies, and
reassure the student you will help them.

• Pair the escalating student with another adult and offer non-crisis students a high interest activity

12/18/2022 PCBMP 12
 Other Interventions

When challenging behaviors escalate, the strategies my team will use to re-establish order and prevent more
undesirable behaviors:

• Respond to and redirect unwanted behaviors respectfully

• Redirections to be short and succinct in order to keep students focused and not lose essential instruction
time.

• Create and implement student-driven choices for consequences for unwanted behaviors so that my
students feel connected to their learning and SEL classroom environment

12/18/2022 PCBMP 13
 Interventions for Triggers

When challenging behaviors escalate, the strategies my team will use once a student is triggered:

• Remaining clam and not reactive to the student’s behavior. Another important support for students that
frequently enter the trigger phase is for teachers to collect data on the precedents occurring before the
unwanted behaviors. This will help the teacher make decisions on how to adjust the classroom environment.

• Also, if it exists for the student, review the student’s IEP past and future goals and progress reports to
understand what modifications have been tried before and how to create new modifications to help support
more reasonable behavior choices. Discussing options and strategies with the student’s family and other
school professionals can also help manage the student’s known triggers.

12/18/2022 PCBMP 14
 Interventions for Agitated Students
When challenging behaviors escalate, the strategies my team will use once a student is triggered:

• Show empathy, stay calm and not react, write the student a note on their whiteboard that starts with the student’s name
and states, “Don’t worry. I’ll help you.” Ask the student the read the note several times. Then state two more simple
steps addressing the students triggers how we were going to deescalate.

• Restate our classroom’s agreed upon procedure for calming down.

• Give the student two high-interest choices for their next activity and/or ask them if they needed a movement break
such as taking a walk or bouncing on the yoga ball.

• Finish with explicitly stating how their behavior was observed in the classroom and ask them to do their best. Smile!

12/18/2022 PCBMP 15
 Advanced Interventions
When challenging behaviors escalate beyond the classroom Tier 1 supports, the strategies my team will use for Tier 2 or Tier 3
referrals in a Multi-Tiered System of Support (MTSS) include:

• Making sure the crisis student and all staff involved are safe.

• Calling for in-classroom support from the school professional staff including the principal, the behaviorists, the psychologist,
the social worker, campus safety officers, and intervention teachers.

• Keeping all other students on schedule and focusing on positive focused feedback to support the non-crisis students’ sense of
well-being.

• Give time for the student to complete an activity and then use the provided de-briefing form to help the student understand their
unwanted behaviors and help them make better choices.
12/18/2022 PCBMP 16
 More Advanced Interventions

When challenging behaviors escalate beyond the classroom Tier 1 supports, the strategies my team will use
for Tier 2 or Tier 3 referrals in a Multi-Tiered System of Support (MTSS) include:

• If applicable, for safety purposes, relocation of the non-crisis students to a different area of the classroom
with a predetermined high-interest activity.

• If applicable, for safety purposes, evacuate the non-crisis students to an agreed upon different location
such as the playground for an extra recess.

• Stay calm throughout the crisis and focus on the behavior, not the student. Give time and support and
then DOCUMENT the episode and talk to my school’s behaviorist.

12/18/2022 PCBMP 17
Engagement,
Motivation, and
Culturally
Responsive
Teaching
 Engagement and Motivation
Daily visual schedules!
Every morning the class will
discuss the daily schedule
accompanied by engaging
visuals and opportunities for
student choice and student-
driven activities.
Prioritize!
Schedule low-interest
activities right in between
high-interest activities to
engagement and motivate
students!
12/18/2022
Transitions!
Schedule transitional
activities to keep students
active and busy when they
finish their learning
activities!
Momentum!
All learning activities have
errorless options and multiple
yes/no questions. The teacher
will ask students at least three
interactive questions per
minute during the learning to
drive engagement and
momentum!
PCBMP 19
 More Engagement and Motivation
I have worked diligently to create a buddy
program for my class. I have a group of 7 5th-
grade students that come and work/play with
my students every day. 
The buddies also help the students with
reading and math assignments.
My students greatly look forward to working
with their buddies and this program is helping
all the students involved gain SEL skills and
confidence. The buddy program motivates and
engages my students!

12/18/2022 PCBMP 20
 Culturally Responsive Teaching

1 2 3 4 5
Planning Reflecting Design Strategy Launch
Synergize all learning Disseminate with the Coordinate Foster class discussion Deploy strategic
activities visuals to staff any negative ELA assignments with that support and visuals about
match all student’s inclination we might multi-cultural text that discuss the students classroom procedures
cultural backgrounds have and create ways includes heroes and cultural backgrounds. and SEL skills with
and family traditions. to support all student’s heroines from the students that look like
cultures and families. student’s cultural my students.
backgrounds.

12/18/2022 PCBMP 21
Social-Emotional
Skills and Self-
Regulation
Strategies
 Social-Emotional Skills

Social-emotional learning (SEL) competencies skills of self-awareness, self-management, social awareness,

relationship skills, and responsible decision-making are the basis for all small group and whole class groups.
We support students' self-awareness with goal setting and 1:1 discussions with students. We support self-
management skills and responsible decision-making by setting and discussing academic and behavioral goals
with students and creating activities for them to successfully meet these goals. When students experience
limited success with meeting goals we utilize the rewards, interventions, and consequences mentioned in
previous slides. We help students gain social awareness through culturally responsive teaching techniques.
We support our students in developing relationship skills through our class buddy program and small group
cooperative learning.

12/18/2022 PCBMP 23
 How Do We Teach Self-Regulating?
Self-directed strategies involve students monitoring their own behaviors. Teachers create
simple procedures they discuss individually with each student about the observation data
they have collected about the student’s behaviors. Through dialogue, teachers let the
students know what they have observed, help make the students aware of their behaviors,
and provide them with simple steps to get re-focused. Teachers have the students agree to
the procedures created for them. Students then self-monitor their behaviors in order to
develop better self-regulation skills. Students are offered individualized rewards and
consequences similar to all other classroom rewards and consequences but based on each
student’s unique needs.

12/18/2022 PCBMP 24
 Best Takeaways
Be Adaptable!
Creating a welcoming,
respectful, safe, and fun
classroom takes a multifaceted
approach. The same positive
norms I have for my students, I
have for myself and my team!
Together, any things are
possible! I am the heart of the
classroom and it is my moral
obligation to model happiness!
12/18/2022
It Is What It Is!
Challenging behaviors are still
just behaviors and they are the
student’s way of
communicating a need. When
challenging behaviors occur, I
need to remain calm and not
react to the student’s behavior.
I need to cultivate one-to-one
positive, respectful
relationships with my students!
PCBMP
Be The Change!
I need to be diligent in creating
lesson plans and learning
activities that are culturally
relative and based on high
interest topics that are aligned
with state and district standards
to help engage all students!
25
Thank you, Dr. Joy! You rock!
Your positive feedback and advice
in this class have been incredibly
helpful to my developing teaching
strategies!

Heather Robinson
hrobinson@natomasunified.org