1. Behavior Management Plan Elementary classrooms can become better learning environments when teachers have rules, classroom management skills, and a belief that each child can be successful… Rules help create a predictable atmosphere that limit classroom disruptions and encourage students to use self-control. Students need to be taught that it is their responsibility to make appropriate choices and that they will be held accountable for their actions.

2. The students will assist in formulating the class rules The students will brainstorm as a class or in small groups why they come to school and their goals for learning. They will be asked to name rules that will help them achieve their goals. Examples: Come to school on time. Bring what you need with you. Listen to the teacher. Follow directions. Be kind to others. Use manners. Work hard. Do your best. Keep your hands and feet to yourself. Follow playground rules. Rules should be stated in a positive way.

3. The teacher will assist them in consolidating their list into three to five basic rules: Treat others as you would be treated; Respect other’s property and person; Laugh with anyone, but never laugh at anyone; Come to class and hand in assignments on time; and Do not disturb people who are working. After the rules are decided upon, the students will sign a copy. The rules will be displayed on a poster in the classroom.

4. After deciding what rules the class will use; the class will discuss the consequences for broken rules. Example of consequences: 1st infraction: Name on board. 2nd: Student writes down the rule that he/she broke. 3rd: Student loses ten minutes of recess 4th: A parent is called or a note is sent home for the parent to sign and return. 5th: The student is sent to the principal.

5. Classroom management procedures will be explained, practiced often and followed consistently, so they will become routine. Examples: what to do upon entering the classroom; what signal will be used to get their attention; what to do when it is group time; what to do if they want to speak; what to do if they need to use the restroom; what to do if they need to sharpen their pencil; what to do when they need help; what to do when they are finished with their work; how to line up; how to walk in the hall; what to do in the cafeteria; what to do if a visitor is in the classroom; what to do if the teacher is not in the room; what to do when the fire alarm rings; and what to do before being dismissed. The teachers will anticipate and deal with problem behaviors before they escalate.

6. By enforcing the classroom behavior plan and building a positive relationship with the students, the teacher creates an environment where the student will more likely develop self-discipline and learning will take place. Academic Engagement through Insistence: the Warm Demanding Teacher Engages the students in the lesson, challenging behavior is minimized because the learner’s minds are being challenged. Has high expectations for each student. Creates a first-rate environment for learning, characterized by respectful interactions, a calm tone, minimal student resistance and a clear academic focus. Will help achieve increased student engagement and decreased task avoidance. …building a positive relationship with the students…

7. One key strategy in creating a positive psychological environment is the teacher’s ability to “insist” that the students meet established academic and behavioral standards. The purpose of insistence is to create a supportive environment that is conducive to student engagement and achievement. four classroom attributes that promote academic engagement and result in high achievement. These four attributes are effectively used by what educators today are referring to as a warm demanding teacher; an educator who cares about the student and has high expectations. four attributes of classrooms that scaffold high achievement: 1)a strong, caring, respectful relationship between each student and the teacher 2)a caring, respectful relationships among peers, creating a culture in which everyone feels safe enough to take risks 3) a task-focused, calm environment that enables everyone to concentrate and learn. 4) high and clear expectations for academic performance.

8. a strong, caring, respectful relationship between each student and the teacher The teacher has to establish a strong, respectful relationship with each student. When students feel valued and respected, they are more likely to display good behaviors and show respect for the teacher. Teachers show they care about the students and believe in their potential to become successful, productive members of society. Gain the trust and respect from the students.

9. a caring, respectful relationships among peers The teacher needs to create a classroom where every student feels safe enough to take risks. Students need to feel protected and secure in the environment before learning can take place. The learners deserve an environment where they aren’t afraid to make mistakes, because we learn from making mistakes. Set the students up for success. Establishing procedures that become routines. A good classroom manager discusses the behavior expected before an activity and encourages student input. If the students knows what to expect and can express their opinions, there will be no surprises and bad behavior is minimized making the classroom safer.

10. a task-focused, calm environment The classroom must be a task-focused, tranquil environment where everyone can think and learn. Good teaching is a critical component in behavior management and a good deal of challenging behavior occurs because students are not engaged in the lesson being taught. Good classroom behavior can be proactively managed by the teacher who has good lesson plans and well planned activities. By proactively engaging the students in the lesson teachers can effectively manage the instructional environment, increase positive academic and behavioral results. Classroom management is vital for creating a learning environment that will engage the student and may be the most important and most difficult task a teacher faces. However, if the teacher is dynamic and entertaining in her/his presentation it shows the teacher is excited about teaching and that is the best way to get student’s excited about learning.

11. high and clear expectations The insistent teacher: has high and clear expectations for academic and behavioral performance. recognizes the effort of the student more than correctness of the product. believes each student has unlimited potential. model and insist on achievement and respect. gives every child an equal opportunity to learn. is resolute that class members try hard, encourage their classmates to try hard, and give their best effort every day. works hard and consistently to ensure that the learner’s efforts are successful. insists that students never give up on themselves and they never give up on the students.

12. Authoritative vs Authoritarian Teacher A psychologically supportive environment for student success the authoritative teac her models personal power, sets standards, pushes students to meet the standards and believes all students can learn. authoritative teacher has a communicative style that captures the students’ attention to maintain order finds ways to allow students to vent their frustrations and disagreements A non-supportive environment increases student resistance and undermines engagement achievement motivation the authoritarian teacher is not direct in expressing expectations and expects obedience from students without justification. authoritarian environment that communicates a “because I said so” attitude. authoritarian could care less what the students think.

14. For the warm demanding teacher the primary purpose of insistence is to create a supportive psychological environment that scaffolds student engagement and achievement.