Reflection 2 Classroom Management Plan

CLASSROOM MANAGEMENT PLAN Identify a specific behavior or set of behaviors that appear to interfere with learning; Describe proactive social skills or routines you’re planning to use to change these behaviors. Consider, too, the A-BC of these behaviors. This student exhibits several behaviors that disrupts his learning, as well as the learning of others. First, the student has difficulties listening to the teacher and following directions, especially multi-step directions. Even explicit, one-step directions are difficult for him to initiate and complete. The behavior looks like his eyes wandering around the classroom or playing with his shoes and clothes while the teacher is giving directions (which often occurs on the rug). This interferes with the student’s learning because he is frequently confused on what to do once the class begins independent work time. I plan to implement two routines that give students incentives and practice with the social skills of listening and following multi-step directions: the Listening Game and the Morning Song. Second, the student exhibits avoidance behavior during independent work time in reading, writing, and math. This occurs when the student is at his desk and is given a task to complete. He talks to others about topics unrelated to the learning task, which often involves him using a loud voice and getting up to walk around the classroom to talk to others not in his desk group. The consequence is the student escapes the academic task. A replacement behavior would be for him to ask

Describe steps of the classroom management plan to include the materials & reinforcers to be used (visuals, charts, tokens, stickers, special activities….) to replace the behavior

What data collection system (pre-post data, observational, checklist) will you be using to determine if this strategy is working? How & when data be taken?

How did you know if this strategy worked? What was the outcome of your plan?

The first social skill requires no materials, only our bodies and an adequate amount of space. The Listening Game uses competition and the incentive of a leadership opportunity to reinforce good listening skills. When students are accurately following the numbered movements (5 jumping jacks, 2 toe touches, etc.), I chose one to lead the game and give out directions. The Morning Song requires the teacher to memorize the lyrics, the actions that go along with them, and adequate space for students. Similar to the Listening Game, the teacher will choose an especially good listener to lead the class in song. Here are the lyrics:

For the listening activities, data will be collected informally through teacher observation. I will use a class checklist to mark which students are successfully listening and following directions during the Listening Game and the Morning Song. I will will also mark who I chose to lead activities, which indicates their proficient/advanced listening skills. This data will be taken every time the listening activities are done (which are about 2-4 times a week). The data can factor into students’ listening grades.

I will know that teaching and reinforcing listening skills worked by the students’ success in following single and multidirections. This will be observed during both independent and group learning tasks that required students to listen to directions from the teacher. The teacher will also look at the class checklist for the Listening Game and the Morning Song to see which students are successful (are often chosen to lead activities) and which need more support.

Good morning everyone! Good morning everyone! Good morning everyone! Are you ready for some fun? Stand up and turn around. Sit down onto the ground. Give me a great big clap. Put your hands in your lap! The replacement behavior for the student’s avoidance behavior during independent work time requires lettersound flash cards and a timer. He will be

CLASSROOM MANAGEMENT PLAN-SPRING, 2013

The focal student’s behavior during independent work time will be recorded through a weekly chart that tracks his successful behaviors with a sticker. If I observe him going through the whole day staying focused on independent tasks and successfully using the flashcard break to refocus, he will receive a sticker for that day. This data is collected daily. (The student will be allowed

The flashcard break strategy will be successful if the student can earn stickers for every day of the week for focused behaviors during independent work time. The teacher should see more academic tasks completed. The strategy will be 100% successful if the student can decrease the amount of flashcard breaks to once a

for a flashcard break, spend one minute doing an enjoyable activity to take a break from the learning task, and then have the teacher reexplain directions in order to continue the original academic task. Third, the student dances and does cartwheels during transitions in the hallways when the class is supposed to be walking in two lines at a Level Zero voice (silently). His loud voice and large movements disrupts the learning of nearby classrooms, interrupts smooth transitions, and raises the chance of another student getting bumped or shoved. The function of his behavior is to gain the attention of his peers and the teacher. A replacement behavior could be for the student to walk next to the teacher in order to receive positive attention such as encouraging remarks and narrating good behavior. The teacher can also incorporate more dancing and movement breaks for the whole class in the classroom during lessons.

allowed a one-minute flashcard break during which he will practice his letter sounds (a familiar and fun intervention activity he can do independently). After his time is up, the teacher will re-explain directions and he will continue the original academic task. He will collect a sticker on a weekly chart every day that he remains on task and successfully uses this break to refocus. The replacement behavior for transitions doesn’t need materials. However, movement breaks in the classroom often involve the projector and a video from Go Noodle or UNICEF Kid Power Bands. The teacher can also look into Calm Classroom as a resource to teach mindfulness and mental focus.

CLASSROOM MANAGEMENT PLAN-SPRING, 2013

three flashcard breaks throughout the day, and this amount will decrease after several weeks at teacher discretion.) I will collect informal observational data of the student’s behavior during transitions in the hallways. I will write a brief summary of his behavior during the week and whether his behavior improved, remained the same, or worsened. This can remain in the same folder as the data collected for listening.

day or even once a week and still remain focused during independent work time. The strategy for hallway transitions will have worked when the teacher can consistently lead the class in the hallway with everyone in two lines at a Level Zero without many reminders and positive reinforcements.