Classroom Behavior Management Plan To create a safe and successful learning environment, all teachers, regardless of whether the school is using PBIS (Positive Behavior Interventions & Support ) (Links to an external site.), need to create a comprehensive behavior management plan. This plan should clearly define behavioral expectations, procedures, and consequences. For those using PBIS, a comprehensive behavior management plan would constitute Tier 1 support and therefore be implemented with all students. By creating this plan, teachers can: Prevent many problem behaviors from occurring in the first placeMinimize other disruptive behaviorsHelp students feel safe, both physically and emotionally (e.g., safe from ridicule and teasing), something that better enables them to learn The five components of a comprehensive classroom behavior management plan are described below. Statement of Purpose A brief, positive statement that conveys to students the reasons why various aspects of the management plan are necessary. It should be focused, direct, clearly understandable, and free of specialized jargon. Below is a sample statement of purpose. Rules Rules are explicit statements of how the teacher expects students to behave in his or her classroom. Rules provide a way for students to monitor their own behavior, and they remind and motivate students to display the behaviors that are expected of them. In cases where there is a school-wide behavior management system in place, teachers should create classroom rules that align with the school’s existing rules. In addition, teachers should limit the number of classroom rules to five or fewer and make certain that those rules adhere to the guidelines outlined in the table below. Procedures Sample Procedure Walking in the Hallway Single fileHands behind backsStraight lineSilentStop at checkpoints Procedures are a description of the steps required for students to understand what is expected of them to successfully or correctly complete daily activities. Procedures can be developed: So that routines in the classroom (e.g., how to ask a question, how to turn in assignments) happen efficiently and without incidentTo prevent problems in situations where students are more likely to exhibit disruptive or inappropriate behavior (e.g., transitions, unstructured time) Procedures should be explicitly taught and practiced until all students thoroughly understand what is expected of them. Correct execution of the procedure should be recognized, and problem areas should be immediately corrected. In addition, teachers should reinforce students with regularity and consistency to ensure that they continue to perform the procedure correctly over time. Consequences Consequences are actions teachers take to respond to both appropriate and inappropriate student behaviors. After a student follows a rule or procedure, his or her teacher can provide a positive consequence. A positive consequence, often referred to as reinforcement, is a means by which teachers can increase the probability that a behavior will occur in the future. Positive consequences should be: Something the student considers pleasant or rewardingInexpensiveAppropriate to the juvenile justice environmentEasily and quickly administered or awarded When a student violates a rule or procedure, a teacher can provide a negative consequence. A negative consequence is a means by which the teacher can decrease the probability that a behavior will occur in the future. Most appropriate negative consequences in JC facilities should involve lack of access to preferred activities. When they are administered, negative consequences should be: Applied immediately after the behavior occursConsiderate of a student’s dignityApplied in an educative rather than vindictive fashion (i.e., when a student engages in negative behaviors, a teacher should not take it personally or respond emotionally)Administered calmly and consistentlyUsed in conjunction with positive consequencesLogical and related to the undesirable behavior (e.g., if the student misbehaves during recreational time, the negative consequence might be a loss of future recreational time) Action Plan An action plan guides the teacher as he or she implements a comprehensive behavior management plan. Typically, an action plan includes goals to be accomplished (e.g., teach the behavior plan to the students), the tasks or steps to be completed in order to achieve each goal (e.g., create classroom rules), and a completion date. In order to follow the first key principle of behavior management—invest time at the front end—all teachers must be proactive in their approach to address disruptive behavior. Proactive teachers learn to minimize disruptive behavior and consider how each teacher expects students to behave. In this assignment you will establish an effective comprehensive behavior management plan, one that contains the following core components. Rationale: To create a behavior management plan which will include basis rules, procedures, consequences and an action for plan for all students in order to maximize learning. Part 1 Behavior Management Plan will contain the following components: A statement of purpose: A brief, positive statement that conveys to educational professionals, parents, and students the reasons why various aspects of the management plan are necessaryRules: Explicit statements of how the teacher expects students to behave in his/her classroomProcedures: A description of the steps required for students to successfully or correctly complete daily routines (e.g., going to the restroom, turning in homework) and less-frequent activities (e.g., responding to fire drills)Consequences: Actions teachers take to respond to both appropriate and inappropriate student behaviorAn action plan: A method to support the implementation of a comprehensive behavior management plan Review Classroom Behavior Management Resources for more information about each component. Part 2: Crisis Plan Please review Addressing Disruptive and Noncompliant Behaviors (Part 1) Understanding the Acting-Out Cycle and (Part 2) Behavioral Interventions . Part II Addressing Disruptive and Noncompliant Behaviors Crisis Plan Rationale: To create strategies for obtaining immediate assistance for serious behavioral situations In Part 2 Crisis Plan, you will create an effective intervention to prevent a student's behavior from escalating and to avoid a behavior crisis. You must answer the following four questions: Who will seek assistance from someone outside your classroom?Who will be notified?What do you want the rest of the students to do during the crisis?What will you do once the crisis is over? Think through each question carefully. Either use your own classroom (one in which you are currently assigned) or create your own age, grade and classroom scenario to complete the plan.

Your assignment here is to compile FIVE newspaper or magazine articles or news stories presented during the evening news or online (or wherever!) related to deviance or crime. You will compile five links (either from articles or clips) for me to explore. Students completing this assignment should: Find at least five newspaper or magazine articles or news clips dealing with deviance/crime/criminal justice. Examples of appropriate articles include: new stories about specific incidents, stories about issues or controversies related to deviance/crime/criminal justice, editorials about criminal justice or deviance in the newspaper, or newspaper coverage of how various political candidates deal with deviance or crime. In your paper, include the five links and your personal reaction to each article. Reactions should be approximately half of a page (double-spaced) for each of the five articles. In each reaction, you need to connect the topic in the media account with something that you have learned in the course. For example, you might critique a newspaper’s editorial on prostitution or drug us or child molestation in light of what you've learned in this class. It is important to demonstrate mastery of course material in the reactions. Do not just summarize the articles.  One implication is that you may not wish to analyze an article about a topic until we have covered that topic in class. 

BackgroundIn order to engage productively with research, it can be helpful to reflect on our past research and research-writing experiences. PurposeIn this Writer’s Journal, you will have the opportunity to reflect on past research and research-writing experiences and consider how they may or may not align with what you are learning in this course. Additionally, you will be able to consider whether your CRQ should be revised in light of your reflections in this journal.Skills and OutcomesRecall a past research project (Processes)Recognize your approach to sources in a previous research project and compare that approach to what you have been learning in English 102 (Critical Thinking, Reading, and Composing; Processes)Infer how your CRQ might be revised in light of what you have learned so far in English 102 (Critical Thinking, Reading, and Composing; Processes)Habits of Mind PracticedOpennessEngagementPersistenceMetacognition TasksIn your journal entry, you should describe a past research project. What were you exploring? How did it progress? What was the conclusion?Next, think about how you approached your work with sources in that project. Was it an inquiry-based project, was your research directed at finding data to back up an already-help position, or was it somewhere in between? Finally, describe if and how your reflections in this journal and what you have been learning in our course affect your CRQ. Is your scope too broad? Are you setting out to prove an already-help opinion? How might you revise your CRQ at this point?*NOTE: There are many different ways to approach these tasks, but you should aim to be as thorough as possible in your response (approximately 500 words is a good target length).Criteria for SuccessIn each Writer's Journal, you should: clearly address each question or task;employ many details, examples, and explanations in answering each question or task; and,create an internally organized text, employing sentences (or notes where applicable) that clearly relate to one another.