Classroom Positive Behavior Support Plan III

Classroom Positive Behavior Support Plan
Student’s Name:
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Date:
Classroom Positive Behavior Support Plan
Teaching Expectations
The students are expected to be respectful always. Respect in the classroom is demonstrated by the children being able to listen to others as they speak and by raising their hands so that they can be granted permission to talk. Children are also expected to use appropriate language when talking to each other and the teachers as well. On the same, it is required of them to use appropriate volume in class, and the teacher indicts. Respect is necessary for the classroom since it helps create a safe learning environment for all students. Learning is made effective in an emotionally safe environment because the students feel like they belong to a team and can learn new ideas and take opinions from others. It gives them an equal sharing opportunity, therefore, promoting learning.
Safety is another social-behavioral expectation in the school. Classroom material must be used appropriately. The sitting posture must be proper, and the area where each student sits must be clean and free of clutter. When materials are kept safely, efficiency is added to the classroom. Keeping hands off one another helps prevent undesirable situations, and a proper posture helps with the level of attention thus promoting learning. Relationally, children are expected to show kindness towards one another. This is done by talking to each other positively, treating fellow students with fairness and being sure to promote learning among other students.

Through the demonstration of kindness, unity and empathy become part of learning.
Responsibility is expected of all the students in the school. Each student must ensure that they have the required materials for the lesson, get their work done on time and be willing to adhere to the instructions provided to them swiftly and quietly. Early preparation helps minimize time wasting as students can plan well. By finishing their classwork on time students gain a sense of accountability. It is also vital that they follow instructions because it minimizes the chances for destructions as they can keep track of what is going on and also what they are being taught. The scholars are expected to take part in the formulation of classroom expectations. This is done with the help of the teacher. They must also participate in group activities both in class and outside the classroom.
According to research done on behavioral expectations, expectations have a noteworthy impact on learning and behavior as they convey specific behavioral standards for the classroom (Skiba and Jonsen, 2016). As an instructor, I understand that learning cannot be forced onto students; instead, it should be developed within them. For that reason, I plan to teach my classroom social-behavioral expectations to students every day until it becomes part and parcel of their daily experiences. In developing the expectations, I will make sure that I involve my students fully so that they learn to own them entirely by making the expectations their own and not their teacher’s. My students will take the lead in outlining the classroom expectations. I plan to give them the opportunity to brainstorm ideas and arrive at an agreement on what to include in the expectations. I will then put them in drawings and words on a chart and hang them on the wall.
Every day before the students settle in for their first lesson of the day; I will require them to pledge to remain respectful towards one another and treat each other right. I will also make clear the punishment that awaits whoever dishonors the pledge and allows the students to look out for another and reminds each other to uphold the standards. This will instill classroom responsibility; the students will begin to respect themselves and others, and also gain an understanding of the learner culture. By making them promise to adhere to the expectations at the beginning of each day, the expectations will stay embedded in their minds, and this will significantly increase the discipline levels as it will be a challenge to them (Dweck, 2010). I will also dedicate some lessons to teaching courtesy, responsibility, and safety to my class. This will either be through direct instruction or by writing short skits on the same and allowing the students to practice and act them out during the lessons.
Encouraging Expectations
Just like teaching other values, ensuring students remain respectful begins with me. The relationship a teacher has with his students is the basis for learning respect (Skiba and Jonsen, 2016). Routines in the classroom are often developed when something is done repetitively, and practice is required in setting the voice tone and volume to be used in class, avoiding interruptions, and word selection. To reinforce the lack of disruption, I will handle different scenarios differently. For example, when I am teaching, and a student begins to talk to me, I will politely warn them against it and ask them to listen until I am done. When I am addressing a student in the class, and another student interrupts me, I will make a statement like, “Please hold your comment until I am done speaking to Diana.” I will also ask students to raise their hands if they have any comment to make and avoid talking until I tell them to. When a student speaks while another is speaking, I will encourage them to listen and later on ask them to elaborate what the other one was saying just to keep them alert.
I will reinforce classroom safety by ensuring that the students who consistently forget to organize their sitting spaces are punished and award those who are well-organized. For example, by bringing candy bars to the most organized student every week, I will be able to encourage others to use the classroom material properly (Maag, 2001). I will compliment any student who sits upright in class and tells other students to learn from them and maintain a good posture. I will continuously remind them of the benefits of sitting in a chair appropriately. Cleanliness will be monitored every day to ensure that students do not learn in an area that is full of clutters. I will acknowledge the student who maintains his/her space and makes the rest of the students clap and chant a congratulatory message to him.
Kindness does a lot in education and encouraging it is the best way to ensure students relate to each other positively. Encouraging positive talk starts with me. I will make sure that I utilize positive language both in class and outside of class (Skiba and Jonsen, 2016). I will avoid using abusive words and negating any ideas in class. When a student does something commendable, I will tell them, “Good work Anne, please keep it up.” For the student who constantly comes last, for instance, I will give keep encouraging them to make them realize that they should put in more effort because success is possible. Teaching students to treat each other fairly also starts by me practicing impartiality and avoiding favoritism in class. I will constantly remind one another that disability, for example, is not inability and that everyone has unique gifts and abilities. I will make the disabled students feel loved and appreciated in class. I will encourage them to participate actively in group activities and while at it, value the contributions of each member.
Being responsible is among the six character education pillars. It is desirable for students to learn self-discipline, accountability, and self-control. Teachers have the duty of encouraging responsibility in the children because it is easy for parents to get everything done for their children (Maag, 2001). As an educator, I will ensure that before every lesson, students are prepared with all the necessary materials. To encourage this norm, I will first check if they have a pen, pencil, rubber, reading and writing material on their desks before I start teaching. Anybody who lacks any of those items will be encouraged to get them before settling in the class. Timely completion of classwork will be encouraged by outlining clear consequences for failure to do so and rewarding those who do so. For example, students who complete their work on time can be allowed to break for games early and leave the ones who have not completed to go on with their work until they finish. To encourage students to follow directions quickly and quietly, I can time my instructions. It will be best if I give my directions five to ten minutes before the bell rings since at this time most students’ attention drifts. I will announce “instruction time” and get them to note down what I say.
References
Dweck, Carol S. (2010). “Even geniuses work hard.” Educational Leadership 68.1: 16-20.
Maag, John W. (2001). “Rewarded by punishment: Reflections on the disuse of positive reinforcement in schools.” Exceptional children 67.2: 173-186.
Skiba, Russell J., and Jonsen, Daniel. (2016). “From reaction to prevention: Turning the page to school discipline.” American Educator.