Managing Expectations

Classroom Expectations Management – Broyer

Classroom Management Plan – Expectations

I. CLASSROOM EXPECTATIONS:

Click Here for the extended classroom expectations .PDF document.

Before the first day of school, I create a set of expectations utilizing a combination of Glasser’s choice theory and Kagan’s win-win “we” discipline (Charles & Senter, 2012). My goal is to implement a set of initial classroom rules, then invite students to discuss, share ideas, and explain why expectations keep us safe. Also, I believe the teacher takes accountability to teach and guide students’ transition to behavior self-accountability. Furthermore, classroom behavior expectations are in addition to the code of conduct within the school district handbook concerning actions and consequences.

a. Classroom Behavior Expectations:

1. Be RESPECTFUL – We RESPECT our teacher, ourselves, others, personal and school property.
• We will raise our hands to speak.
• We will keep our hands and feet to ourselves.
• We will ask before touching or taking other’s personal property or school property.

2. Be RESPONSIBLE – We take RESPONSIBILITY for our learning and behavior.
• We are accountable for our actions and behavior.
• We will listen and follow directions.
• We will have our supplies ready and organized.

3. Be REFLECTIVE – We will THINK before we act.
• We will think and reflect before we make a poor behavior choice.
• We will think about how our actions affect others.

4. Be our BEST – We will support our classmates, participate, and have a positive attitude.
• We will be kind and help our classmates.
• We will have positive attitudes.

5. Be SAFE – We will ensure the safety of ourselves and others.

II. REWARDS:

While I believe teaching and modeling positive classroom behaviors lead to intrinsic motivation and positive behavior, like adults, students need reinforcement regarding a “job well done.” I believe in classroom positive behavior intervention supports (PBIS) guide students to cognitively reflect and make good behavior choices. I use Skinner’s reinforcement behavior modification theory to support Kagan’s learned behavioral responses. Thus, I integrate whole-class praise and individual rewards.

III. CONSEQUENCES:

Despite my goal to reduce negative behaviors through trust-based relationship intervention (TBRI) and positive behavioral intervention strategies (PBIS), I acknowledge student diversity and behavioral challenges. In my experience working in full-inclusion classrooms, students with behavioral (IEPs), and high-risk social-behavioral students, some students may require additional personal behavior action plans (BAPs). Nevertheless, even our best students have “off” days, and unacceptable behaviors can occur.

In dealing with student consequences, I refer to school and district guidelines as to what level of behavior elicits additional support outside the classroom. I believe in the same way we want our children to learn positive behaviors and make good choices; we want students to refrain from poor decisions. Also, I believe in being consistent, firm, and fair because most poor behavior choices quickly resolve in the classroom. Furthermore, to keep student dignity intact, it’s essential to explicitly and consistently teach and model what unacceptable behaviors lead to consequences.

CONCLUSION:

Taking into consideration my personal experience, core beliefs, and classroom management philosophy, I incorporate a variety of components I can utilize per varying grade levels and maintain a flexible management plan. by addressing a variety of diverse student needs, procedures, and environments. I feel flexibility is essential to achieve balance, respect, relationships, consistency, communication, and a safe, positive learning environment. Thus, my philosophy supports strong relationships to promote mutual respect, create an open environment to encourage social-cognitive development and learning motivation, and reduce possible disruptive behaviors.

“I learned to listen and listen very well.” ~ Jackie Joyner-Kersee