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BehaviorManagementSupportSectionY01Summer2025CO-6122025-1226PM.zipModule 7 Overview.pdf
Module 7 Overview
Developing a classroom behavior management plan
Module Objectives
• List the core components of a comprehensive classroom behavior
management plan
• Describe the key features of each of those components
• Understand how to develop, teach, and implement these components
• Consider how culture influences student and teacher behavior
• Develop the components of a comprehensive classroom behavior
management plan in a culturally respectful and sustaining manner
• Develop a personalized comprehensive classroom behavior management
plan
The IRIS Center. (2002, 2012, 2021). Classroom behavior management (Part 2,
Elementary): Developing a behavior management plan. Retrieved from
https://iris.peabody.vanderbilt.edu/module/beh2/
The IRIS Center. (2002, 2012, 2021). Classroom behavior management (Part 2,
Secondary): Developing a behavior management plan. Retrieved from
https://iris.peabody.vanderbilt.edu/module/beh2_sec/
Instructions (Links provided below, when needed)
Depending on the grade level you teach, read through all components of the
IRIS Module,
Either
Classroom behavior management (Part 2, Elementary): Developing a behavior
management plan.
OR
Classroom behavior management (Part 2, Secondary): Developing a behavior
management plan.
You will use the knowledge that you gained while reviewing the respective IRIS
Module Developing a behavior management plan either at the elementary or
secondary grade level to develop your own behavior management plan.
Read Classroom Behavior Management Plan Assignment Instructions
Review Classroom Behavior Management Plan Template
You are required to use the provided Classroom Behavior Management
Plan Template (see posted in the module) to write up your own plan. All
components listed below and within the template have to be addressed in
your plan.
Review Classroom Behavior Management Plan Assignment Rubric so you know how
you will be evaluated on this assignment
What is due for the learning module (LM)
Submit Classroom Behavior Management Plan assignment into the assignment box
(on or before Monday, July 8)
Classroom Behavior Management Plan Assignment Instructions.pdf
Classroom Behavior Management Plan Assignment Instructions
You are in charge now! Select the grade level either elementary or secondary
corresponding to the grade level you currently teach and/ or would like to teach
and develop your own comprehensive behavior management plan for the current
or the future classroom. You are required to follow the steps of creating the
classroom behavior management plan as described by the IRIS Module on
Developing a Behavior Management Plan for either elementary or secondary grade
level classroom respectively (Review pages 1-9 of the IRIS Module for all the
details).
You should take into consideration cultural factors (like cultural beliefs, norms
and practices) and how they both can influence student and teacher behaviors
(Refer to Page 2: Cultural Considerations and Behavior of the Module for all the
detail) while developing your own comprehensive behavior management plan for the
current or the future classroom.
You are required to use the provided Classroom Behavior Management Plan
Template (see posted in the module) to write up your own plan. All components
listed below and within the template have to be addressed in your plan.
Core
Components
Description of Each Component
Statement of
Purpose
A statement of purpose is a positive statement that guides the goals, decisions, and
activities in the classroom. It lays the foundation for the classroom management plan.
Rules Rules explicitly state expectations for how students should behave in the classroom.
Clear and consistently enforced rules serve as a reminder to motivate students to
behave as expected and eventually monitor their own behavior.
Procedures Procedures describe the steps required to successfully complete daily routines or
activities. Developing and teaching procedures is critical to the creation of a calm,
consistent classroom environment that maximizes instruction and minimizes disruptive
behaviors.
Consequences Positive consequences are a means by which teachers recognize students who follow
classroom rules and procedures. These consequences encourage desired behaviors
and, in turn, decrease or eliminate unwanted behaviors.
Negative consequences attempt to decrease the probability that an undesired behavior
will occur in the future. These consequences should be administered in a consequence
hierarchy from least-intrusive (e.g., rule reminder) to most-intrusive (e.g., office
referral).
Crisis Plan A crisis plan describes the steps needed to address serious behavioral issues. This
allows teachers to effectively respond and gain control of crisis situations.
Keep in mind that your school may have guidelines in place for developing
behavior crisis plans. If so, make sure your crisis plan aligns accordingly
and/or follows it directly as developed by a school administrator or school
policy. Cite your school Crisis Plan using the APA style.
Action Plan An action plan describes what needs to be done, how it will be done, and when it will
be accomplished. By creating action steps, teachers can effectively implement their
classroom behavior management plan.
Sources: Using APA style, cite here all the sources used to help you develop your own
Classroom behavior management Plan.
(Adopted from The IRIS Center, 2002, 2012, 2021, Wrap UP).
(Adopted from The IRIS Center, 2002, 2012, 2021, pp.1-9).
Complete Classroom Behavior Management Plan assignment and submit in into the
corresponding assignment box.
The IRIS Center. (2002, 2012, 2021). Classroom behavior management (Part 2,
Elementary): Developing a behavior management plan. Retrieved from
https://iris.peabody.vanderbilt.edu/module/beh2/
The IRIS Center. (2002, 2012, 2021). Classroom behavior management (Part 2,
Secondary): Developing a behavior management plan. Retrieved from
https://iris.peabody.vanderbilt.edu/module/beh2_sec/
Classroom Behavior Management Plan Template.docx
2
Classroom Behavior Management Plan Template
Use this template to write up your own Classroom Behavior Management Plan. All components listed below have to be addressed in your plan. Feel free to expand and add sections, as needed.
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Core Components |
Description of Each Component |
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Statement of Purpose |
A statement of purpose is a positive statement that guides the goals, decisions, and activities in the classroom. It lays the foundation for the classroom management plan. Refer to Page 3: Statement of Purpose for all the detail and create here your own Statement of Purpose. Your statement of purpose:
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Rules |
Rules explicitly state expectations for how students should behave in the classroom. Clear and consistently enforced rules serve as a reminder to motivate students to behave as expected and eventually monitor their own behavior. Refer to Page 4: Rules for all the detail and create here your own rules. Your own set of rules:
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Procedures |
Procedures describe the steps required to successfully complete daily routines or activities. Developing and teaching procedures is critical to the creation of a calm, consistent classroom environment that maximizes instruction and minimizes disruptive behaviors. Refer to Page 5: Procedures for all the detail and create here your own procedures. Using the questions outlined in the Module—Why? Where? What? Who? When? How? —develop at least three (3) procedures that should be taught to your students to help the classroom run smoother. Your Procedures: Procedure 1:
Procedure 2:
Procedure 3:
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Consequences |
Positive consequences are a means by which teachers recognize students who follow classroom rules and procedures. These consequences encourage desired behaviors and, in turn, decrease or eliminate unwanted behaviors. Refer to Page 6: Positive Consequences for all the detail and create here your own positive consequences. Incorporate the three types of positive consequences : tangible, social, and activity related. Arrange them in levels of intensity and in the levels of effort required : free and frequent, intermittent, and strong and long term. Your list of positive consequence:
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Negative consequences attempt to decrease the probability that an undesired behavior will occur in the future. These consequences should be administered in a consequence hierarchy from least-intrusive (e.g., rule reminder) to most-intrusive (e.g., office referral). Refer to Page 7: Negative Consequences for all the detail and create here your own negative consequences. Remember to include in your list the hierarchy of alternatives from least-intrusive (e.g., rule reminder) to most-intrusive (e.g., office referral). Your list of possible negative consequences for your students:
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Crisis Plan |
A crisis plan describes the steps needed to address serious behavioral issues. This allows teachers to effectively respond and gain control of crisis situations. Refer to Page 8: Crisis Plan for all the detail and create here your own crisis plan or adopt it from your own school. Address the four questions listed below in your crisis plan : Who will seek assistance? 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? Keep in mind that your school may have guidelines in place for developing behavior crisis plans. If so, make sure your crisis plan aligns accordingly and/or follows it directly as developed by a school administrator or school policy. Cite your school Crisis Plan using the APA style. Your crisis plan:
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Action Plan |
An action plan describes what needs to be done, how it will be done, and when it will be accomplished. By creating action steps, teachers can effectively implement their classroom behavior management plan. Refer to Page 9: Action Plan for all the detail and create here your own action plan. Your action plan should discuss: What needs to be done How it will be done When it will be accomplished
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Sources: |
Using APA style, cite here all sources used to help you develop your own Classroom behavior management Plan.
|
(Adopted from The IRIS Center, 2002, 2012, 2021, Wrap UP).
(Adopted from The IRIS Center, 2002, 2012, 2021, pp.1-9).
The IRIS Center. (2002, 2012, 2021). Classroom behavior management (Part 2, Elementary): Developing a behavior
management plan. Retrieved from https://iris.peabody.vanderbilt.edu/module/beh2/
management plan. Retrieved from https://iris.peabody.vanderbilt.edu/module/beh2_sec/
Classroom Behavior Management Plan Assignment Rubric.pdf
Classroom Behavior Management Plan Assignment Rubric
Classroom Behavior Management Plan Assignment Rubric (Maximum 100 pts.)
Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
10 8 5
Statement of Purpose ALL elements below
clearly addressed:
Specifically identifies
the purpose of the
classroom.
Pinpoints the desired
expectations for
students.
Is brief (three sentences
or fewer).
Avoids vague or
imprecise language. States expectations in
positive language.
Is culturally respectful.
Avoids jargon or terms
unique to educational
professionals.
Avoids excessive use of
adjectives.
Most (2or 3 incorrect or
missing) elements
below clearly
addressed:
Specifically identifies
the purpose of the
classroom.
Pinpoints the desired
expectations for
students.
Is brief (three sentences
or fewer).
Avoids vague or
imprecise language.
States expectations in
positive language.
Is culturally respectful.
Avoids jargon or terms
unique to educational
professionals.
Avoids excessive use of
adjectives.
Many (4 or more
incorrect or missing)
elements below clearly
addressed:
Specifically identifies
the purpose of the
classroom.
Pinpoints the desired
expectations for
students.
Is brief (three sentences
or fewer).
Avoids vague or
imprecise language.
States expectations in
positive language.
Is culturally respectful.
Avoids jargon or terms
unique to educational
professionals.
Avoids excessive use of
adjectives.
10
8 5
Rules ALL guidelines below
clearly addressed:
No more than five.
Convey the expected
behavior. Stated positively.
Use simple, specific
terms.
Make observable and
measurable.
Most (1or 2 incorrect or
missing) guidelines
below clearly
addressed:
No more than five.
Convey the expected
behavior. Stated positively.
Use simple, specific
terms.
Make observable and
measurable.
Many (3 or more
incorrect or missing)
guidelines below
clearly addressed:
No more than five.
Convey the expected
behavior. Stated positively.
Use simple, specific
terms.
Make observable and
measurable.
20
15 10
Procedures All procedures are
simple and easy to
follow.
Describe the steps
required to successfully
complete daily routines
or activities.
Most procedures are
simple and easy to
follow.
Describe the steps
required to successfully
complete daily routines
or activities.
Few procedures are
simple and easy to
follow.
Describe the steps
required to successfully
complete daily routines
or activities.
10
8 5
Positive Consequences ALL elements below
clearly addressed:
Positive consequences
are means to recognize
students who follow
classroom rules and
procedures. These consequences
encourage desired
behaviors.
They are:
Clear and specific. Directly related to rules
and procedures.
Arranged in levels of
intensity or as a
hierarchy of
alternatives.
Natural and logical to
the school environment.
Incorporate the three
types of positive
consequences: tangible,
social, and activity
related. Vary in terms of
intensity and in the
levels of effort
required: free and
frequent, intermittent,
and strong and long
term.
Most (2or 3 incorrect or
missing) elements
below clearly
addressed:
Positive consequences
are means to recognize
students who follow
classroom rules and
procedures. These consequences
encourage desired
behaviors.
They are:
Clear and specific. Directly related to rules
and procedures.
Arranged in levels of
intensity or as a
hierarchy of
alternatives.
Natural and logical to
the school environment.
Incorporate the three
types of positive
consequences: tangible,
social, and activity
related. Vary in terms of
intensity and in the
levels of effort
required: free and
frequent, intermittent,
and strong and long
term.
Many (4 or more
incorrect or missing)
elements below clearly
addressed:
Positive consequences
are means to recognize
students who follow
classroom rules and
procedures. These consequences
encourage desired
behaviors.
They are:
Clear and specific. Directly related to rules
and procedures.
Arranged in levels of
intensity or as a
hierarchy of
alternatives.
Natural and logical to
the school environment.
Incorporate the three
types of positive
consequences: tangible,
social, and activity
related. Vary in terms of
intensity and in the
levels of effort
required: free and
frequent, intermittent,
and strong and long
term.
10
8 5
Negative
consequences
ALL elements below
clearly addressed:
Most (1 incorrect or
missing) elements
Many (2 or more
incorrect or missing)
Negative consequences
attempt to decrease the
probability that an
undesired behavior
will occur in the
future.
These consequences are
arranged in levels of
intensity or as a
hierarchy of
alternatives from least-
intrusive (e.g., rule
reminder) to most-
intrusive (e.g., office
referral).
below clearly
addressed:
Negative consequences
attempt to decrease the
probability that an
undesired behavior
will occur in the
future.
These consequences are
arranged in levels of
intensity or as a
hierarchy of
alternatives from least-
intrusive (e.g., rule
reminder) to most-
intrusive (e.g., office
referral).
elements below clearly
addressed:
Negative consequences
attempt to decrease the
probability that an
undesired behavior
will occur in the
future.
These consequences are
arranged in levels of
intensity or as a
hierarchy of
alternatives from least-
intrusive (e.g., rule
reminder) to most-
intrusive (e.g., office
referral).
10 8 5
Crisis Plan
ALL elements below
clearly addressed:
Crisis plan—is
preplanned and
includes well-thought-
out set of strategies for
obtaining immediate
assistance in the event
of severe behavioral
situations.
Addresses the four
questions listed below:
Who will seek
assistance?
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?
Crisis plan aligns
accordingly and
follows directly school
policy.
Most (2or 3 incorrect or
missing) elements
below clearly
addressed:
Crisis plan—is
preplanned and
includes well-thought-
out set of strategies for
obtaining immediate
assistance in the event
of severe behavioral
situations.
Addresses the four
questions listed below:
Who will seek
assistance?
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?
Crisis plan aligns
accordingly and
follows directly school
policy.
Many (4 or more
incorrect or missing)
elements below clearly
addressed:
Crisis plan—is
preplanned and
includes well-thought-
out set of strategies for
obtaining immediate
assistance in the event
of severe behavioral
situations.
Addresses the four
questions listed below:
Who will seek
assistance?
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?
Crisis plan aligns
accordingly and
follows directly school
policy.
20
15 10
Action Plan ALL elements below
clearly addressed:
The action plan
includes:
Most (2or 3 incorrect or
missing) elements
below clearly
addressed:
Many (4 or more
incorrect or missing)
elements below clearly
addressed:
What needs to be done
How it will be done
When it will be
accomplished.
Outlines and describes
listed below teacher
actions related to what
needs to be done:
Develop a toolkit
Teach the plan to
students
Share the plan with
others
Review the plan with
students.
The action plan
includes:
What needs to be done
How it will be done
When it will be
accomplished.
Outlines and describes
listed below teacher
actions related to what
needs to be done:
Develop a toolkit
Teach the plan to
students
Share the plan with
others
Review the plan with
students.
The action plan
includes:
What needs to be done
How it will be done
When it will be
accomplished.
Outlines and describes
listed below teacher
actions related to what
needs to be done:
Develop a toolkit
Teach the plan to
students
Share the plan with
others
Review the plan with
students.
10
8 5
Completeness of
Classroom Behavior
Management Plan
and Mechanics and
APA
ALL Core
Components of Classroom Behavior
Management Plan
addressed (use of n/a
where appropriate).
Correct use of person
first language. No
errors in grammar,
spelling, capitalization
and abbreviations
correctly provided.
Overall presentation of
information easy to
read and presented
coherently.
Cites correctly all
sources used to
develop the plan.
Most Core Components
of Classroom Behavior
Management Plan
addressed (May be one
component without use
of n/a where
appropriate). Correct
use of person first
language. No errors
(several errors) in
grammar, spelling,
capitalization and
abbreviations correctly
provided. Overall
presentation of
information easy to
read and presented
coherently.
Cites correctly most
sources used to develop
the plan.
Most Core Components
of Classroom Behavior
Management Plan
addressed (May be two
or more component
without use of n/a
where appropriate).
Correct use of person
first language. No
errors (many errors) in
grammar, spelling,
capitalization and
abbreviations correctly
provided. Overall
presentation of
information easy to
read and presented
coherently.
Cites correctly only few
sources used to develop
the plan.
Total 100
Table of Contents.html
| Behavior Management Support Section Y01 Summer 2025 CO - Module 7 Developing a classroom behavior management plan
2. Classroom Behavior Management Plan Assignment Instructions 3. Classroom Behavior Management Plan Template 4. Classroom Behavior Management Plan Assignment Rubric |
