Classroom Behaviour Management Plan

Jennifer Awad S00113828

ISSUE STRATEGY TIME
PERIOD
CONSEQUENCES POSITIVE CHANGE EVALUATION
Peer conflict Teaching of
bullying in lessons
A buddy system.
Whole group
reminders.
Circle time.
Class intervention-
interviewing the
perpetrators to
determine what the
core problem is
then finding a
solution.
Classroom
contracts.
Talking to
individuals to find
out the problem
and determine any
Short
term
goal: 1
month
The students will feel
excluded from their
social group which
may lead in the future
to mental health
issues. E.g.
depression (Everston
& Weinstein, 2011).
Students may become
withdrawn from the
classroom and fall
back in school.
A safe
environment is
created for the
students in which
they feel
comfortable in
attending.
They will feel that
they are welcome
and belong to
their year group.
Students will be
comfortable in
completing group
work and no one
gets left out from
the learning
process.
Positive
Anecdotal
record.- focus
on childs
progress
Peer feedback
and
observation.
Classroom Behaviour Management Plan
Jennifer Awad S00113828

solutions. friendship
groups.
Attention
seeking
behaviour
Reward
system/positive
reinforcement.
Establish
classroom rules,
routines and
consequences.
Explicit expectation.
Following through
in consequences.
Integrating activities
with students
interests.
Creating
investigative work/
Inquiry learning.
Separating
disruptive students
and placing them in
Short
Term
goal- 3
weeks -
2
months
Children begin to
disrupt the other
students therefore
learning their is
minimised.
If students
misbehaviour is not
looked after
immediately, then it
becomes a bigger
issue because
teacher will lose
control on that
behaviour (Roffey,
2011).
Students may then
require a behaviour
management/
intervention plan.
Students display
less disruptive
behaviour.
Responding well
to teacher
instruction.
Willingness to
learn.
Students are
contributing
positively to class
discussions and
demonstrate the
ability to work
independently.
Duration
recording- how
long a child is
engaged in this
type of
behaviour.
Frequency
counts- how
many times
has the child
displayed
attention
seeking
behaviour.
Time sampling.
Functional
behavioural
assessment.
ABC chart/
Classroom Behaviour Management Plan
Jennifer Awad S00113828

teacher selected
groupings.
Keeping students
within teacher
proximity.
Teach social skills
and self control
through teacher
modelling.
Behavioural
contracts/ Individual
positive behaviour
plan.
This attention seeking
behaviour will develop
of a period of time if
not immediately
managed.
STAR chart-
students take
ownership of
their
behaviours.
Struggle for
students to
work
independently
and not
completing
tasks
Reward
system/positive
reinforcement
Team
teaching/peer
teaching.
Monitor completion
of tasks.
Short
term
goal: 1
month-3
months
Students will be
unable to focus in
completing tasks,
leading to it becoming
incomplete.
Students will lack the
social skills to work
independently
Students listen
and follow
instructions.
Students will be
able to settle and
complete
activities
independently.
Latency
recording- How
long it takes for
the child get
back on to
task.
Formative and
summative
Classroom Behaviour Management Plan
Jennifer Awad S00113828


Modified/
interesting
homework tasks.
Using multiple
intelligences to
create lessons.
Roving
Non verbal cues
Time management
Behavioural
contracts/ Individual
positive behaviour
plan.
(Rogers, 2009).
Their behaviour
worsens over time if
the issue is not
addressed.
Students tasks
will be
completed.
assessments.
Checklists-
cumulate the
behaviour of a
long period of
time.
Time sampling-
the amount of
time the
behaviour
occurs of a
specific time
period.
ABC chart/
STAR chart-
students
monitor their
own behaviour.