Behavior Plan

"It is just not possible for a teacher to conduct instruction or for students to work productively if they have no guidelines..." (Marzano, pg. 118)

Behavior Plan

We have chosen to implement the Principles Approach in our behavior plan. It is an effective model by which students and staff are able to observe and process circumstances and within a clear framework of values, decide upon consistent and logical consequences.  The emphasis lies with choice and problem-solving rather than reaction. We will be governed by our beliefs and will assess each situation on an individual basis. Everyone will be treated with dignity and respect. Consequences will be fair and consistently dealt with empathy (Fay & Funk, 1995). Rules will be established before problems arise.  Students will have a clear understanding of their expected behavior and the consequence for bad choices.

Effective Classroom Values:

• Identify general and specific expectations regarding student behavior (Marzano).
• Establish a safe and effective learning environment (Wong & Wong).
• Are clear, concise and written in student friendly language.
• Reflect the values of the teacher, classroom, community and school.
• "Create a work-oriented atmosphere." (Wong & Wong, pg. 149).
• Are logical and enforceable (Fay & Funk, 1995).

Our classroom values will be limited to four general rules for easy retention. As the year progresses, rules may change or be modified as necessary (Wong & Wong , 2009).

Classroom Values

• Respect others
  Only one person speaks at a time
  Talk at appropriate times using the correct level of sound
  Manners Matter

• Follow instructions the first time
• Stay seated unless given permission to do otherwise.
• Be safe
  Keep hands, feet and hurtful comments to yourself.

Preventative Strategies

• Know each student's name; use "please" and "thank you"; show appreciation; show interest; smile and build relationships.  "Great teachers have discovered that a large part of their success is due to their ability to establish positive relationships with children (Fay & Funk pg. 20).
• The instructor will be organized, prepared and ready for students each day.
• Review and rehearse rules and procedures with students (Wong & Wong, 2009).
• Be aware. The instructor will circulate the room, monitoring student behavior.
• Monitor student progress. Student misbehavior may be due to an academic difficulty. Students often engage in disruptive or avoidance behaviors in order to reduce the risk of failure or embarrassment (Fay & Funk, 1995).

"Do we want to make kids behave or get them to want to behave" (Fay & Funk, pg. 66)

Intervention Strategies

• Non-verbal interventions
  Proximity: move towards the misbehaving student. Often a mere presence will correct the behavior 
  Eye Contact or a "No" Head Shake: This techniques allows the instructor make a subtle correction without interrupting the lesson or embarrassing the student.

• Verbal corrections or redirect. If relationships and trust have been established, a teacher may be successful with a simple verbal redirect such as "just because I like you, should I let you get away with that? Thank you" (Fay & Funk).  This is a non-threatening intervention that reinforces a positive relationship.
• Provide choices when possible.  This positive approach provides students with appropriate options with limits. Students are able to reflect on their behavior and take ownership in the consequence. It does however take forethought and planning on the instructor's part. Teachers must have a set of the acceptable choices prepared. (Fay & Funk, 1995).
• Changing Location. If a student's behavior persists after attempting less invasive strategies, often a change of location. This often will set the student off balance enough to disrupt the negative behavior (Fay and Funk, 1995).
• Offer an "I Message". By offering students information rather than a command and allowing processing time from the emotional state to the thinking state, students are able to problem solve their behavior. This strategy also eliminates the teacher-student power struggle by not impeding upon a student's self concept (Fay & Funk, 1995).
• Conference. Take the time after instruction to conference with a misbehaving student. It will  reaffirm your interest in the student as an individual and offer them an avenue to voice their grievance. Additionally, by not addressing the issue right away, the student has time to think through their actions without emotion and hopefully come to an acceptable consequence on their own.

These strategies will be chosen and utilized based on individual students and situations. They will be conducted fairly, consistently and with kindness and empathy.

References:

Marzano, Robert J. (2007). The Art and Science of Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Fay, J. & Funk, D. (1995). Teaching with love and logic. Golden, CO: The Love and Logic Press.

Wong, H. & Wong, R. (2009) The First Days of School: How to Be an Effective Teacher Mountain View, CA: Harry K. Wong Publications, Inc.