classroom positive behavior support (PBIS) plan

Class Positive Behavior Support Plan
Name
Institution
Class Positive Behavior Support Plan
Classroom Environment and Relationships
Sugai and Horner (2006) state that the environmental design of a classroom can positively assist the student to develop social skills, complement the teaching style and encourage positive behavior in class. In this case, students are no different from adults as they also have other needs apart from the physical needs. Students need psychological needs such as feeling secure and cared for. Also, the need to feel loved, have a sense of belonging, freedom, fun, novelty and personal power. During every class session, students are naturally driven to meet all the above needs apart from just the physical needs hence the moment teacher take these requirements into account while tutoring, the level of satisfaction, understanding and the being happy with the class increases. As a result, Jones, Bouffard, and Weissbourd (2013) state that arises in the level of student satisfaction understand, participation and happiness tend to impact the student behavior positively. Therefore, students are likely to cause fewer class incidents hence increasing their level of engagement and learning. The process of creating a classroom environment and relationship by attending to student needs resulting to positive behavior among students in class include coming up with a design that is aesthetically attractive, cheerful, adequately lit, colorful, odor free and clean classroom.

Also, the classroom design should consider and respect the diversity among students because of their identities and the challenges they face.
Seating arrangement
Some of the seating arrangement to consider when creating an appropriate seating arrangement that contributes to a positive learning environment include having the student’s desks be of the right sizes and correctly located to allow all the students to participate in the activities in the classroom comfortably. Sugai and Horner (2006) add that the seating arrangement should maintain the student at an appropriate posture and body alignment throughout the classroom session. In the case that the lesson involves a small group of students, the best strategy to apply is the teach-directed instructions such that the student seat in a manner that they all face you. In the case that the session involves attending to a larger group of students, then a teacher-directed activity approach can work efficiently. In this second case, all the student is arranged in rows, horseshoe or a circular arrangement and facing the teacher’s direction.
Teacher’s desk.
It is essential to have the teachers desk in the classroom well situated so that the teacher can precisely monitor the behavior of the students and respond to the teachings. Also, appropriately locating the teacher’s desk ensure that the teacher can quickly respond to any emergencies in the class. Therefore, objects that may prevent the teacher from moving around the classroom quickly should be relocated or removed if they have no importance use in the class. Furthermore, Jones, Bouffard, and Weissbourd (2013) state that the teacher’s desk should be located where the teacher can have a clear view of the classroom. In this case, the notorious students will shy away from causing incidents in class and may encourage the student to be well behaved during lessons.
Bulletin boards and walls
Having bulletin boards in the classroom can result in an appealing, and pleasant classroom environment which positively impacts student learning and the class pride. Decorative, motivational, instructional bulletin boards can make the room attractive, encourage the students to improve their performance by indicating the learning progress and can instruct students on new concepts and how to improve their performance. According to Bear et al. (2017), teaching walls can be used to remind the students of the ideas that were previously taught and the current section to study in class. Furthermore, how the boards and the design of the walls should be appropriately planned, located at student’s eye level. The student can be involved to contribute to the design of the bulletin boards and the class walls. Also, a section on the walls where the assignment of the students, posters, and arts can be displayed will significantly improve the appearance of the class and have the student find the environment comforting and appealing to study in.
Learning and Specialized areas.
Creating learning areas in the classroom can significantly assist the teacher to individualize instructions to students (Crone, Hawken and Horner, 2015). Furthermore, the centers can substantially help the students to develop and improve their problem-solving skills and enhance the student relationships through working in collaboration with other colleges. An environment with specialized sections within the class for holding small-groups discussions, direct instructions and individualized interactions can encourage the level of seriousness and positively impact the relationship among the students and between the students and the teacher.
Classroom Climate
Classroom climate refers to the current mood, standards, tone and attitudes student have or experience while they are within a classroom environment. A classroom with an adverse situation can result in hostilities, chaos and several other class incidents are likely to occur. On the other hand, Fairbanks et al. (2007) state that having a favorable classroom climate can result in the student feeling safe, welcomed, respected and supported during the learning sessions. Crone, Hawken, and Horner (2015) explain that a positive classroom climate does not just exist from anywhere instead it is created by both the teachers and the students.
Adaptable environmental design
This design incorporated the fact that students tend to have diverse backgrounds, either in languages or cultures. In this case, the environmental design should support the language learning to promote language activities and routines in the class. The class can have a social and work sections, listening and meeting areas that encourage student partnering and working with their peer models. In this case, the students are likely to develop a stronger bond among themselves leading to a better relationship and behavior in class. Furthermore, Horner, Sugai, and Anderson (2010) explain that the classroom environment should consider a student who has disabilities such as hearing, visual, health, and physical impairments. Also, some students suffer from behavior and attention disorders who need special consideration when designing a classroom environment. For students with hearing impairments to be comfortable in class, they can be located at the center of the class, approximately two from the front of the class. In this case, the arrangement makes it easier for the students to use residual hearing and lip-reading techniques on all the students and the teacher. For the instance of students with visual impairment, the environment should be glare-free and well-lit to enable the students to use their residual vision.
Safety from physical and emotional harassment and bias
Several schools in America and around the world are still being faced with the issues of student harassment and bullying. To curb such case, schools need to create programs both schoolwide and for the classrooms to eliminate any instances of physical and emotional harassment of students in school. According to Fairbanks et al. (2007), bullying reflects the presence of imbalance within the social setup of the classroom and significantly contributes to peer harassments which can result to physically and emotionally harming the victims. To eliminate bullying, the following strategies should be applied.
Surveying the extent and presence of bullying among the students
Creating school rules that discourage bullying and encourage students to treat other students with respect.
Placing confidential message box in the classroom that victims can report the incidents for the administration to take appropriate actions
Increasing supervision in locations where bullying incidence are common
Creating a classroom climate that discourages bullying
Referring perpetrators of harassment to student counselors.
Programs such as self and anger management through mnemonic-based learning activities can improve the social skills of students in the classroom hence encouraging the bullies and student harassing other students to develop empathy towards their colleges. Furthermore, ‘cool cards’ can be introduced in the school to encourage and remind bullies to take a deep breath, make ten counts and divert they’re through to events that help them relax.
Encouragement of efforts, questions, engagement, and responsibility

To have the students achieve the highest level of competence in literacy, it is a must that they consistently are motivated so that they can positively participate in the literacy activities and improve the proficiency levels. Ünlü et al. (2014) state that instruction and practice in addition to coaching and creating room for feedback enable the students to gain competence. He adds that high level of proficiency gets the students inspired and motivated in their studies. Ways to promote competency among students include the use of conceptual themes that guide students on how to ask questions, creating real-world interactions and platforms that enable students to carry out the further inquiry, encouraging students to use cognitive strategies and creating room and friendly atmosphere for students to express themselves. The teachers can also be making connections with the students through simple inquiries about how they spent their days and the backgrounds so that there can be a friendly relationship between the students and the teachers. The teachers can consistently acknowledge the students encourage them to have a voice and participate in organizing lesson plans for the next session. As a result, the teacher will be creating a safe and responsive environment for the student.
Appropriately challenging expectations
Some of the ways that the teacher can create appropriate challenge expectations in the classroom include involving the students in activities that promote intentional learning, enabling the students to relate between their curriculum and the life, availing the student with explicit learning objectives and having meaningful learning activities. Furthermore, the teacher should research on the task that is difficult and appropriate for the students.
Connectedness, cooperation and a sense of contribution to the school and the community.
Connectedness, cooperation and sense of contribution can be improved in a classroom environment that encourages doing good to others. In this case, the programs in the class should be geared towards making the students show empathy and kindness towards their college. To achieve this, the teacher should create and promote a culture of helpfulness and acceptance in the classroom. As a result, creating a positive and caring climate within the students.

The class activities can be designed in ways that the students have activities that encourage them to assist each other. In this case, paring them randomly into groups and giving them tasks to complete together. Also, the teacher should continuously inquire with the students want help and encourage them to be an active participant in class discussions. In the events that the student displays signs of stress or distress, the teacher should be ready to show concern instead of ignoring the situations. Crone, Hawken, and Horner (2015) believe that a good and prosocial behavior can be instilled among the students. Some of the ways to create a prosocial behavior among the student include greeting student them every time the teacher comes to class. Also, the teacher should remind them that they were missed if they had not attended the previous class session, continually acknowledging the good deeds displayed by the student and involving oneself in the life of the students that are not related to school. The teachers should make their way to try and connect with the students at a personal level that is inquiring from them about the various challenges they face while in and outside the school. Also, the teachers should continuously encourage and acknowledge students who display respectful behavior and language towards their colleges and staff.
Relationship with students and Parents
A positive correlation between teachers, the students, and the parents positively contributed to improving the behavior of the student while in school. In this case, the school with be creating room for the parent to encourage the student to behave well while in class and support them in several other areas of their education life. Also, the parent walks away with knowledge from the school on how best to interact and the needs of the students while they are with them at home.

Activities that can foster high rates, quality and create room for positive interactions between the student and the families include organizing parent conferences where the student gets to talk about their achievements and several challenges they face in school in a forum where there are the teacher and the parent. Furthermore, parents can be encouraged to participate more in the school community council to assist in creating policies that will improve the lives of their sons and daughter while they are in school. According to Horner, Sugai and Anderson (2010), the teachers on weekly and monthly basis should send folders and outlines of students work and performance for the parents to have a view of the progress of the students in school and in return comment on how to make the student learning experience better. The teacher can make phone calls occasionally to parents or contact them through emails to inquire how the student’s life is at home. An example is checking if Richard completes his homework and if the parents assist him in areas that he or she doesn’t understand.

Other practices that can improve the relationship between student, teachers, and parents include the teachers showing that they care about the how the student families and the student themselves are doing. To achieve this, the teacher can be carrying out occasional visits to the students’ home to discuss the general performance of the student while in class and take part in family forums such as barbeques and home parties organized by the student parents. Also, the teacher can be making sure that the students get their weekly and monthly performance to their parents and inquiring if the families were doing okay or having any challenges related to the educational life of the students that they wish a teacher’s assistance.
Moreover, the teacher, parent and study relationship can be improved by creating a trust and equity environment among which will ultimately impact the student behavior in school positively. Some of the ways trust and equity among the parents and the students can be established include having an open-door policy that allows both the parents and the teachers to bring forward any issues concerning the education life of the students. Also, the parents can be encouraged to attend classroom sessions with their children to see how the teachers teach their children and later give reviews and comment on how the class session when. Also, there can be a Top Reader’s party where the students together with their parents are invited to attend after every nine weeks so that the teachers can have updates of the school performance of their children and be appreciated for the role they played in improving the performance of their children.

References
Bear, G. G., Slaughter, J. C., Mantz, L. S., & Farley-Ripple, E. (2017). Rewards, praise, and punitive consequences: Relations with intrinsic and extrinsic motivation. Teaching and Teacher Education, (65), 10-20.
Crone, D. A., Hawken, L. S., & Horner, R. H. (2015). Building positive behavior support systems in schools: Functional behavioral assessment. Guilford Publications.
Fairbanks, S., Sugai, G., Guardino, D., & Lathrop, M. (2007). Response to intervention: Examining classroom behavior support in second grade. Exceptional Children, 73(3), 288-310.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8).
Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65.
Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School psychology review, 35(2), 245-257.
Ünlü, E., Vuran, S., Akdoğan, F. E., Güven, D., Yönter, S., & Çelik, S. (2014). Class-wide positive behavior support plan on adhering of the classroom rules. İlköğretim Online, 13(2).