Classroom Expectations
While in our classroom, students are expected to
* Keep their hands, feet, and body to themselves
* Use walking feet in the classroom and hallways.
* Use inside voice.
* Use listening ears.
* Have fun!
* Keep their hands, feet, and body to themselves
* Use walking feet in the classroom and hallways.
* Use inside voice.
* Use listening ears.
* Have fun!
Behavior Management
To help maintain a positive environment in our classroom, we have implemented the following behavior management plan.
When behavior difficulties arise, we will follow the procedure listed below.
When a student is exhibiting challenging behavior on a regular basis, we will follow the procedure listed below:
- To set all students up for success in our classroom, we will maintain a clean, organized, and supportive environment to all children!
- Routines and procedures will be taught to each student and will remain consistent, so children will know what their expectations are.
- Positive relationships will be developed between the teachers and students, as well as their families in order to help each student grow and learn.
- Daily communication charts will be sent home to keep families involved in classroom activities.
- Children will be spoken to in a positive voice at all times.
- Daily communication charts will be sent home to keep families involved in classroom activities.
- Emotional supports will be provided and taught to each student. This will help children learn the appropriate way to deal with situations that may arise.
When behavior difficulties arise, we will follow the procedure listed below.
- Redirection - When students are not making the appropriate choice, we will help by redirecting them. We will use modeling, direct instruction (telling the student what to do), and indirect instruction (nonverbal cues) to help the student make the appropriate choice.
- Teacher’s Choice consequence - If the child is still having difficulty making an appropriate choice after three redirection cues, the teacher will provide a consequence for the child. This consequence will depend on the situation so that it will be a meaningful consequence. For example, a student may be asked to play in a different learning center or asked to take some time away from the group.
- Family Phone Call - After three separate consequences in a day, the family will be notified. This phone call will help families give their student some words of encouragement to help him/her finish out the day on a positive note.
- If the behavior continues or worsens after the phone call to the family, the student will be sent home and must remain home for the following school day. This is meant to reset the behavior and allow the child the opportunity to start off on the right foot when they return.
When a student is exhibiting challenging behavior on a regular basis, we will follow the procedure listed below:
- We will observe and record data in order to create a behavior hypothesis on why the child is exhibiting the challenging behavior. The Crisis Team will be informed that we are starting on this process with a student.
- Based on the data, we will complete the following and implement new strategies for working with the challenging behavior.
- reteach procedures and routines.
- shadow the child
- use additional resources to help with a solution - families, peers/mentors, online and text books/magazines/articles.
- implement new strategies for challenging behaviors
- reteach procedures and routines.
- After an appropriate amount of time, we will evaluate the results of new behavior strategies and make adjustments if needed.
- If the new strategies are not helping with the challenging behaviors, the family will be called in for a conference and the Crisis Team will be notified.