Behavior Management Curriculum: Action Plan
I
Unit: Curriculum
Theme: Action Plan
Introduction
Liana Davis (Nazaretyan) is a STEM Educator at San Diego County, California, United States. Ms. Davis is the face behind Love Learning Stem, the platform that offers Science and Stem resources for all learners with ease of use for the teacher. Ms. Davis has been in education for a little over ten years as a First Grade and K-6 STEM Educator. She is known for helping teachers that make STEM and Science more accessible and differentiated for English Language Learners and other diverse student groups. Her Action plan is used here to illustrate how to plan for the kind of behaviors teachers need to implement in the classroom to have a healthy learning environment.
II
Learning Objectives
- Understand the importance of Classroom Management
- Explain the structure of the Action Plan
- Gain awareness of the effect the Action Plan has on students' classroom behaviors
- Experience the creation of your own Action Plan
III
Main Lesson
1
Video
2:25 Your Beliefs 5:13 Procedures 11:33 Positive Consequences 14:55 Correcting Behavior 18:23 Putting it all Together
One Classroom Rule
(Schedule)
Minute to Minute
Free and Short term
Intermitten
Monthly and Once a Year
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Action Plan (In detail)
Our Class at a Glance
Introduce your philosophy of teaching
Our Rule
Respect Others
Our Class Procedures
Create Schedule First (Monday - Friday / 8:00 AM - 3:00 PM
Choose from the website the Class Procedures. See how they benefit the child and why.
Positive Consequences
Free and frequent, Intermittent, Strong and Long Term
First Week, First Day - Minute by Minute
Write about every minute that you are accounted for, even class, every procedure, how I teach it
Correcting Behaviors - Behavior Contracts
Crisis Plan
The Finale
Develop: create your resources, make forms, create posters with procedures for students to learn them the procedures
Teach: Videos, books, brochures to learn procedures
Share: with the principle, with students, for yourself
Review: Look at your management plan and see if it has worked
IV
A Note to Remember
The action plan allows the teacher to know exactly what to do every minute of instruction. It helps the teacher to control behaviors and and be able to teach without disruption. It is important to teach these behaviors, reason why the action plan is part of curriculum building.
V
Case Study
Allie’s Action Plan
Our Class at a Glance:
I believe that dance should be a student's opportunity to
emotionally connect with his or her environment. Dance functions as a way for a person to
understand deeper feelings and train the mind to cope with them.
Our Rule:
Respect yourself, your peers, and your teacher
Our Class Procedures:
1. Entering the room: Enter quietly and politely; remove your hat if you're wearing one; don't interrupt other students.
2. Participating in group lessons: Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
3. Obtaining help with assignments: Quietly ask the students near you for help with directions if you need it but wait for me to finish talking; if you are working alone, raise your hand to get help from me.
4. What to do with unfinished work: If we don’t finish learning a new combination, we will finish it as a warm-up for our next class!
5. When and how to use the restroom: If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say "no," wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class promptly.
6. When and how to use the drinking fountain or sink: When I am not teaching the whole group, you may get a drink; you may bring your water bottle if it is empty.
7. Being a classroom helper: The studio could always use some extra helping hands; if you see trash, make sure to pick it up; if you see a friend struggling, you can help them or call me over for guidance. These are just a few examples.
- Signals for attention: When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
9. Helping other students: In a cooperative classroom, it is good to help one another; if someone needs help with directions, help him or her if you are able; if someone needs help with understanding, tell him or her to ask me for help; never put down another student who asks for help.
- What to do during free time: If we have down time, make sure to utilize your break effectively; you may get water, stretch, or mark anything you are struggling with. Feel free to come to me with any questions or concerns.
Schedule: Wednesday 5-6:30 pm
5-5:15 pm: The students arrive and enter the studio dressed and ready to go. We will spend 10 to 15 minutes allowing them to stretch individually and use the bathroom after having to commute to class.
5:15-5:30 pm: The teacher will lead the class in stretches.
5:30-5:35 pm: The students will be given a 5-minute water break before starting to learn a new combination.
5:35-5:40 pm: The students will listen to the teacher’s music selection and carefully watch and mark as the teacher performs the combination.
5:40-6:00 pm: The students will learn the combination piece by piece, adding on a new movement to what they already learned.
6:00-6:05 pm: The students will be given a 5-minute water break before wrapping up and performing the combination in its entirety.
6:05-6:20 pm: The students will perform the entire combination with and without the teacher.
6:20-6:25 pm: The teacher will guide the students in a cool down.
6:25-6:30 pm: The teacher
will remain with the students until each one is properly picked up by a parent
or guardian.
Positive Consequences:
*Free and frequent: I will always
offer a smile, fist bump, or high five.
My class as a whole or individual students will be verbally recognized
when appropriate.
*Intermittent: Saving time for a dance-related game, like freeze dance, if a particularly challenging class runs smoothly.
*Strong
and long term: I will award a student of the month for their behavior and hard
work. He or she will be recognized in
front of the class
Correcting Behaviors:
Behavior crisis plan:
1. Alert another teacher working in a studio that I will be sending my students in and to have a game prepared to combine the classes.
2. Send the rest of the class to another room with the teacher I notified.
3. If possible, help the student in crisis to reestablish self-control.
4. Bring the rest of the students back to class once the crisis has been addressed.
5. Call home. If not possible, send the student home with a note warning the parent or guardian of the extreme behavior. It would be ideal to speak to the parent or guardian picking up the student in-person.
6. If the offense is repeated, schedule a meeting with the parent or guardian along with the student to go over a behavior contract that the student must sign and maintain. Make sure to go over any consequences if the contract should be broken.
VI
Discussion Questions
After watching Ms. Davis' video on how to create an Action Plan, why is classroom management important?
Briefly explain the structure of the action plan.
How does the action plan affect students' classroom behavior?
VII
Activity
Team up with your group and create your own action plan. Integrate your action plan with the general curriculum you have created and the Mind -Up initiative.
VIII
Journaling
IX
Glossary
X
Sources
Love Learning STEM. https://lovelearningstem.com/
XI
Students' Work
1
Caro Mojena
Our Class at a Glace:
We will respect one another and value our safe space in this room. We will be welcoming and fully open to emotionally connect with our environment. We will be open to movement and use dance as a way to feel emotion and be fully expressive. This will also allow us to be more aware and aid in discipline.
Our Rule:
No judging. Only love.
Our Class Procedures:
1. Enter classroom in line order (Entering quietly, in order given day 1, and in a fast, paced matter.)
2. Put shoes and bags in assigned cubbies. (In an organized, and neat matter. Things will not be thrown rather placed in their own cubby.)
3. Sit facing mirror in assigned spot. (Walk not run to their spots also given day 1 and sit their quietly till I am ready to start class.)
4. Stretch will then be lead by the instructor. (A full stretch from the head all the way to the toes will be provided to prevent the risk or chance or injury and all the dancers to be able to dance and move at their fullest capability.)
5. Across the floor. (Can vary between Legs, Turns, Jumps, Tricks, Ballet technique or a combination of all 4.
6. Improv work or combo taught. (Styles can vary between Jazz, Lyrical, Contemporary, Hip Hop, and or Ballet.)
7. Show a condensed version of what was reviewed/done in class in assigned groups given that day. (Showcase how well the executed what was taught and learned that day.)
8. Sit back in assigned spots facing mirror. (Walk not run to their spots also given day 1 and sit their quietly till dismissed in order to retrieve personal belongings.)
9. Three by three will be called to get their shoes/ clothes/ and bags. (They will retrieve their items to be ready to be dismissed to their next class period.)
10. When all are dressed they will be dismissed usually by bell if not then by the instructor. (Once everyone has been seated and bell is rang I will dismiss them. No running and in a calm matter. If anything such that occurs. They will sit back down and asked to be dismissed after the bell again.)
(Bathroom is allowed one at a time. Water i given once in the middle of the class session. Ex... 2 hour class so after the first hour they will get a 2 minute water break!)
Positive Consequences:
Free & Frequent- Praising, High-five, a Hug, wow cards will be given and student at the end of the month with the most gets a 10$ target gift card and or they can receive a dance break.
Intermittent- Let them pick a song to stretch to, let them play a dance game (cap at 3 minutes).
Strong & Long Term- If a group effort or just a star student they an have a cookie party/ a treat chosen by them and given by me in the last 10 minutes of class, a positive call home, or student gets to lead stretch at the last class of the month. Award given because of most # of wow cards also falls under this positive consequence.
Understanding and Correcting Behavior:
Level 1- Give them the look
Level 2- Reprimand them
Level 3- Ask them to hold plank.
Level 4- Have them sit out of class.
Level 5- Call parents.
2
Paola Padron
Our Class at a Glance:
I believe that dance should be a student's opportunity to express themselves entirely and freely, and thus, as a result, allwoing them to emotionally connect with his or her environment. Dance provides a way of learning, one that develops communication abilities, problem- solving techniques, and creative and critical thinking skills, while also functioning as means of entertainment and self-expression.
Our Rule:
Make everyone feel comfortable by respecting yourself, your peers, and your teacher.
Our Class Procedures:
1. Entering the room: Enter the room prepared; dressed in the correct uniform; have a positive, open mindset.
2. Participating in group lessons: Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
3. Obtaining help with assignments: Quietly ask the students near you for help with directions if you need it but wait for me to finish talking; if you are working alone, raise your hand to get help from me.
4. What to do with unfinished work: If we don’t finish learning a new combination, we will finish it as a warm-up for our next class!
5. When and how to use the restroom: If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say "no," wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class promptly.
6. Finding lost items: Ask the people around
you if they found the item you lost; if not, check the Lost and Found
box; if it is not there, ask me at a time when I’m not teaching the
class; if you find it, thank the person who turned it in; next time, try
to take care of your things. Consider going through the Lost and
Found box at the end of each month with the whole class. If an item
remains unclaimed, give it to the person who turned it in.
7. Being a classroom helper: The studio could always use some extra helping hands; if you see trash, make sure to pick it up; if you see a friend struggling, you can help them or call me over for guidance. These are just a few examples.
8. Signals for attention: When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
9. Helping other students: In a cooperative classroom, it is good to help one another; if someone needs help with directions, help him or her if you are able; if someone needs help with understanding, tell him or her to ask me for help; never put down another student who asks for help.
10. What to do during free time: If we have down time, make sure to utilize your break effectively; you may get water, stretch, or mark anything you are struggling with. Feel free to come to me with any questions or concerns.
Schedule: Tuesdays and Thursdays 3:30-5:30 PM (After-school program)
3:30-3:45 pm: The students arrive and enter the studio dressed and ready to go. We will spend 15 minutes allowing them to stretch individually, complete their gratitude journal, and use the bathroom after having to commute to class. Students may also take this time to eat a snack. This is a time for students to relax after having a busy day at school.
3:45-4:00 pm: The teacher will lead the class in stretches.
4:00-4:05 pm: The students will be given a 5-minute water break before starting to learn a new style of dance.
4:05-4:10 pm: The teacher will teach the students about the history and background information of the style of dance they will be learning and practicing today.
4:10-4:25 pm: The students will listen to the teacher’s music selection and carefully watch and mark as the teacher performs the combination.
4:25-4:45 pm: The students will learn the combination piece by piece, adding on a new movement to what they already learned.
4:45-5:00 pm: The students will be given a 5-minute water break before wrapping up and performing the combination in its entirety.
5:00-5:20 pm: The students will perform the entire combination with and without the teacher. High performing students will be asked if they want to perform the combination as a "solo," this opportunity will act as a reward.
5:20-5:25 pm: The teacher will guide the students in a cool down. Students can drink water during this time
5:25-5:30 pm: The teacher will remain with the students until each one is properly picked up by a parent or guardian.
Positive Consequences:
*Free and frequent: I
will always offer a smile, hug, or high five. My class as a whole or
individual students will be verbally recognized (praised) when
appropriate.
*Intermittent: Saving time for a dance-related game, like freeze dance, if a particularly challenging class runs smoothly. After each class, the top five high-performing, hard-working, well-behaved students will be chosen and will be allowed to pick something out of the class treasure box. I will take the time to reach out to parents each month to give them updates on how their kids are performing in class.
*Strong and long term: At the end of the month, one
student will be chosen as "Dancer of the Month," and will receive a
plastic crown as a reward for their behavior. He or she will be
recognized in front of the class.
Correcting Behaviors:
Behavior crisis plan:
1. Alert another teacher working in at the school studio that I will be sending my students in. The students will play freeze dance in order to combine the classes.
2. Send the rest of the class to another room with the teacher I notified. Remain calm and reassure the other students that everything will be okay. Avoid power struggles, arguing, or becoming defensive. Don’t embarrass or humiliate the student.
3. If possible, help the student in crisis to reestablish self-control. Model/practice taking breaths from nose, then blowing air out through the mouth, use a soft voice, and slow cadence or pace of speech in hopes of calming the student down. Respect the student’s personal space and keep a reasonable distance. Avoid touching or grabbing the student. Avoid body language that communicates anger or frustration. Move slowly and deliberately toward the problem situation. Establish eye-level position.
4. Bring the rest of the students back to class once the crisis has been addressed. Assist the student to re-enter the classroom activity. Use prompts, verbal reinforcement, and offers of assistance. If the student is uncomfortable with group activities, offer the student individual or independent work.
5. Call home. If not possible, send the student home with a note warning the parent or guardian of the extreme behavior. It would be ideal to speak to the parent or guardian picking up the student in-person.
6. If the offense is repeated, schedule a meeting with the parent or guardian along with the student to go over a behavior contract that the student must sign and maintain. Make sure to go over any consequences if the contract should be broken.
3
Juliana Mullinax
Our Class At a Glance
Our classroom will be a safe environment for students to learn dance, while also collaborating, encouraging , and respecting each other.
Our Rule
Always show respect
Procedures:
Beginning the class — Enter the room politely; put away your backpack, lunch, and coat; sit down in your spot.
Group Stretch-- Look at me, follow my movements, and follow my directions. Do not talk. If you have a question, raise your hand.
Getting into work groups — Take all the materials you will need; greet each other; complete the task doing your personal best; make sure each person signs the project; thank the others in your group.
Helping other students — In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able; if someone needs help with understanding the problem, tell him or her to ask me for help; never put down another student who asks for help.
Participating in group lessons — Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
Signals for attention — When I need your attention, I will clap my hands; as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
Using the drinking fountain — When I am not teaching the whole group, you may get a drink; you may bring a water bottle to keep with you.
Using the bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say “no,” wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).
Cool Down stretch-- Look at me, follow my movements, and follow my directions. Take this time as we cool down and stretch to reflect on today's class (think about what you learned in class today, what your favorite part was, what you're looking forward to next class, etc.)
End of class-- grab all of your belongings quickly and quietly. Line up at the door. When everyone is ready to go, I'll release you.
Monday Schedule:
12-12:05 Beginning of Class
12:05-12:15 Group Stretch
12:15-12:35 Participating in Group Lesson
12:35-12:42 Cool down stretch.
12:42-12:45 End of class
Positive Consequences
Free and Frequent: smiles, high fives, praise
Intermittent: student of the week, stickers
Strong and long-term: recognition from principle, monthly reward certificates
Correcting behavior:
Level 1: Give the student the look
Level 2: Talk to the student individually about off-task behavior.
Level 3: Teach the student about why their off-task behavior isn't good and how to fix it. Don't discipline the student, but teach them how to correct their behavior.
Level 4: Warn the student about a call home if the behavior persists.
Level 5: Call the parents or set up a meeting with the parent and student to discuss a plan how to correct the unwanted behavior.
4
Calleigh Kosman
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