Positive Classroom Behaviour Plan

This assignment will look at supporting positive behaviour. I will begin by looking at why consistency is important when dealing with behaviour and applying boundaries and rules. I will include some examples of these rules and boundaries in accordance with school policy and procedure

The behaviour policy outlines the school's aims of how to create “a positive community atmosphere in which children can learn effectively by promoting good standards of behaviour”. The school aims to recognise and respond to good behaviour in children, promoting a positive classroom environment where the focus is on praise of children's good behaviour and work. It outlines rewards and sanctions, and sets out a code of conduct that all children, staff, parents and governors should be aware of.

behaviour policy – in order for effective learning to take place, good behaviour in all aspects of school life is necessary. By adhering to this policy we aim to recognise and promote positive behaviour and in doing so will help to promote self-esteem,

The behaviour policies of the setting support pupils to understand expectations and limits by providing clear rules & sanctions through their policies and systems. The school use positive behaviour management strategies to maintain high standards of behaviour .Each class is to use school Golden Rules. They are be phrased positively whenever possible and displayed throughout the . These rules are based on the Golden Rules (by Jenny Moseley) which are used to promote positive behaviour during the school day . The school has an agreed reward system for following the Golden Rules. They address and sanction unacceptable behaviour consistently, which either affects the safety, wellbeing or learning of themselves and other people at school. This varies from low level disruptive classroom behaviour to behaviour that endangers or intimidates other people . Low level negative behaviours are under the umbrella of the class behaviour tree. Behaviour that puts stakeholders at risk of harm (emotional, physical and educational) will be subject to a Red Card. At other times of the day for example, assembly, playtimes and lunchtimes, other systems are used. High standards of expected behaviour and nurtured pupils have responsibility for their own behaviour, home school learning agreement encourages this with pupils and parent also working in collaboration. Pupils understand expected behaviou, limits and boundaries and learn the consquences of their actions, behaviour and

The article, Using Positive Behavior Support to Design Effective Classrooms, focuses on three specific areas to create an effective classroom. The focus is on creating rules and teaching those rules to students, acknowledging positive behaviors, and dealing with discipline problems. This is all done, according to the article, after a classroom assessment has been completed.

It is important for a classroom teacher to set behavior goals for his or her students. Behavior goals should be directly related to the classroom management plan. Students should be expected to treat their peers and teachers with respect, show respect for classroom property, are kind and courteous in all speech and actions, work diligently to accomplish assigned tasks, and demonstrate self-respect and honesty. Establishing clear and consistent goals for the operation of the classroom helps to provide an atmosphere that is conducive to learning and lends itself to alleviating opportunities for misbehavior. As a teacher I will work to provide my students with positive goals for appropriate behavior. I will also clearly define the consequences for misbehavior so that students understand fully the repercussions for failing to act in accordance with the guidelines outlined in the classroom management plan.

As B.F. Skinner stated, “The way positive reinforcement is carried out is more important than the amount”. (3) Through the use of positive reinforcement over negative punishment, I try to teach a new behavior and/or make an existing behavior occur more frequently and thus utilized applied behavior analysis. (4) To improve classroom behavior, I would site someone doing a positive behavior, “I am so happy to see that Alain on task –he is at his desk reading silently – just as instructed. Thank you Alain”. The other students scurry to get their books out and hope to gain the same recognition. I also prepare students for transitions between classes so it goes smoothly and comment on student responding in an encouraging manner. I provide perks or reinforcement, such as extra time to do homework, homework passes, lunch with the teacher, or access to computers, when a positive behavior is exhibited. I would do this intermittently so the students would behave appropriately all the time and not fall into doing this JUST to obtain the prize.

Schools are required to produce behaviour management policies, (DfES, 2007) to promote positive behaviour that extends from the individual to the whole school community. This not only reflects the rules within the classroom, but also creates an ethos within the wider school, thus setting high standards for behaviour. If the core rules are explicit and the children are encouraged to make a ‘positive contribution,’ (DfES, 2003) such as develop their own classroom charter, and then learning can be effectively facilitated with a consistent framework for behaviour. (Ellis and Tod 2009) Furthermore, Chaplain (2010) emphasises that if the teacher refers to the classroom rules frequently, and the procedures for behaviour are applied consistently then it can significantly reduce or even eliminate minor

The school’s behaviour policy is important as it gives guidelines to all staff on how they can manage pupil behaviour. Class rules are set out in each classroom in a positive way that pupils understand, generally these are

My management plan is a work in currently a work in progress. The more time I spend during DT and I am able to experience more situations in the classroom I can further adjust my management plan. It’s important for me that my plan is student-centered because I want my students to be given a sense of responsibility for their behavior in the classroom. I will make sure that every student understands my expectations for our classroom. I will be caring, and fair when it comes to discipline because I want to guarantee that my classroom is a positive and appropriate learning environment for every student.

All children need to feel safe and respected, so they can learn and develop socially and emotionally however, behavioural disruptions can negatively affect the learning environment causing interruptions in the classroom. To manage behavioural disruptions effectively, it is important to consider the individual’s needs in relation to their situation and which behavioural strategy can best support the student. The main goal of behaviour intervention is to guide students to learn and manage their own behaviour (Meyer & Evans, 2012).

I have worked in school districts for the past two years that practice PBIS, Positive Behavioral Interventions and Supports, and am very comfortable with this approach to classroom management. I am familiar with the legal, ethical, and practical obligations of the classroom, and practice respect in my classroom. In fact, the number one “norm,” as I do not refer to them as rules, in my own classroom is respect. I teach students to respect their world: community, environment, those around them, and themselves. Through this main norm, student behavior in regard to action, word, and thought are shaped by their reminder to always think about how they treat others, and how they treat themselves—how they view the world, and how the world sees them.

My classroom management approach will be a positive one.  By using positive reinforcement and by creating positive relationships with my students, it will again eliminate many behavior issues before they occur.  While student teaching, I tried a new classroom management technique focusing on positive reinforcement for good behavior with the first graders.  I placed a jar in the front of the classroom, and explained that every time I caught the students being good, I would drop a marble into the jar.  Once the jar was completely full, the students could choose a reward for their good behavior.  Immediately after implementing this new plan, I

As preventative strategies’ strength has reached maximum level and students still misbehave although they know what punishment they will get when break the school and class disciplines, interventions will operate. Interventions are required to reconstruct a positive classroom learning environment and minimise disruptive behaviours when classroom management failed (Lyons et al, 2014). Teachers will attempt to correct inappropriate behaviours by using some intervention strategies when preventative strategies are not working.

Overview: A token economy is an intervention designed to promote appropriate classroom behavior. Students are rewarded for selected behaviors with a “token.” They have the opportunity to cash in for a desired item or activity once they have earned a set number of “tokens.” Tokens may be awarded over a period of time for “acceptable effort and work” (Shea & Bauer, 2012). The tokens provide immediate feedback for positive behavior and earning multiple tokens will give more choices of a reward at the designated “purchasing” or “cash-in” time. The teacher should determine what behaviors earn students a “token” (i.e. raising a quiet hand). The desired behaviors are explained to students using positive terms and posted where they are easily visible. A physical “token” should be chosen, such as a raffle ticket or paper coin. Students should be aware of what they are able to buy with their “tokens” (i.e. pencils, extra break time). The prizes should be based on student interests.