Discipline Plan

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Project B: Striving for Personal Excellence in Classroom Management

This manual does not include test items or answers for because the content doesn’t lend itself to customary testing

methods. Instead, evaluate the students’ ability to identify themes in the discipline plans in the chapter and review the

students’ individual discipline plans, which should reflect their thinking in regard to the fundamental questions.

Following, you’ll see the rubric that students have used to craft their plan; use it to guide your assessment of their

accomplishment.

Considerations that Should Be Included in Students’ Individual Discipline Plans

Topic 1: My Philosophy of Classroom Management

• What is my definition of classroom management?

• What is the primary purpose of a classroom management plan?

• How do I want my classroom to look and feel, behaviorally speaking? What aspects of classroom functioning are most important to me?

• What are my main responsibilities in classroom management?

• What are my students’ main responsibilities with regard to behavior and classroom management?

Topic 2: My Theory of Classroom Management

• What are the necessary components of a classroom management system?

• What is the purpose of each component?

Topic 3. The Professional and Ethical Demeanor I Will Display

• How will I comply with the legal, professional, and ethical obligations associated with classroom management?

• What will I do to establish positive relations and develop trust with my students, my colleagues, and my students’ caregivers?

Topic 4. The Kind of Behavior I Will Promote and the Rules That Support It

• What behaviors, generally speaking, will I promote in my classes?

• What specific rules, if any, will I use to guide student behavior?

• What procedures (routines) do I want to use to manage the complexity of the school day?

Topic 5. What I Will Do Proactively to Prevent or Reduce Misbehavior

• What steps will I take to prevent or limit the known causes of misbehavior that might otherwise influence my classes?

Topic 6. How I Will Support My Students’ Efforts to Participate and Persevere

• How will I speak with and interact with my students?

• How will I make sure students know what they are expected to do?

• What types of activities will I emphasize in teaching?

• How will I engage students actively when I am providing instruction?

• How will I monitor and help students when they are doing independent work?

• How will I use my personal charisma to influence behavior?

• How will I use my body language to influence behavior?

• How will I influence students to do high-quality work?

Topic 7. How I Will Redirect Students When They Misbehave

• How will I use influence and positive tactics that preserve students’ personal dignity?

• How will I stop misbehavior and help students return willingly to appropriate behavior?

• How will I deal with minor misbehavior such as talking or distracting others?

• How will I deal with more problematic behavior such as disrespect and apathy?

• How will I deal with students’ refusal to comply with directions or do acceptable work?

Topic 8. How and When I Will Communicate My Classroom Management Approach to

Students, Administrators, and Students’ Caregivers

• How and when will I explain my classroom management plan to students?

• How and when will I communicate my classroom management plan to my administrator?

• How will I seek administrative support?

• How and when will I communicate my plan to students’ caregivers?

• How will I request support from my students’ families/caregivers?

Classroom Discipline Plan EDU506 Classroom Management

Total Points: 350

Advanced Proficient Basic Minimal

Philosophy of

Classroom

Management InTASC 9

Paper clearly, concisely and

thoroughly states writer's

personal definition of discipline,

its primary purpose, the writer's

main duties in discipline, and the

student's main duties in

discipline. Length of response:

125 – 250 words

Paper clearly states writer's

personal definition of discipline,

its primary purpose, the writer's

main duties in discipline, and the

student's main duties in discipline.

Length of response: 125 – 250

words

Paper states writer's personal

definition of discipline, its

primary purpose, the writer's

main duties in discipline,

and/or the student's main duties

in discipline (either 3 out of 4,

or minimally develops all 4).

Length of response: 125 – 250

words

Paper states writer's personal

definition of discipline, its

primary purpose, the writer's

main duties in discipline, and/or

the student's main duties in

discipline (either 2 or fewer, or

minimally develops 3). Length

of response is inadequate for the

topic.

Points 35 30 25 20

Theory of

Classroom

Management InTASC 9

Paper clearly, concisely and

thoroughly describes the process

for preventing misbehavior,

supporting proper behavior, and

redirecting inappropriate

behavior in a manner that

maintains student dignity.

Included are positions on class

rules as well as preventive,

supportive and redirective

tactics. Length of response: 250

words

Paper clearly describes the

process for preventing

misbehavior, supporting proper

behavior, and redirecting

inappropriate behavior in a

manner that maintains student

dignity. Included are positions on

class rules as well as preventive,

supportive and redirective tactics.

Length of response: 250 words

Paper describes the process for

preventing misbehavior,

supporting proper behavior,

and redirecting inappropriate

behavior in a manner that

maintains student dignity

(either 3 out of 4, or minimally

develops all 4). Included are

positions on class rules as well

as preventive, supportive and

redirective tactics. Length of

response: 250 words

Paper describes the process for

preventing misbehavior,

supporting proper behavior, and

redirecting inappropriate

behavior in a manner that

maintains student dignity (either

2 or fewer, or minimally

develops 3). Included are

positions on class rules as well

as preventive, supportive and

redirective tactics. Length of

response inadequate for the

topic.

Points 35 30 25 20

Professional and

Ethical

Demeanor InTASC 9

CAEP A1.1.f

Paper clearly, concisely and

thoroughly describes the legal,

professional, and ethical

obligations the writer will face

as a teacher, and what the writer

will do to develop trust with

students, families of students,

and colleagues. Length of

response: 125 – 250 words

Paper clearly describes the legal,

professional, and ethical

obligations the writer will face as

a teacher, and what the writer will

do to develop trust with students,

families of students, and

colleagues. Length of response:

125 – 250 words

Paper describes the legal,

professional, and ethical

obligations the writer will face

as a teacher, and what the

writer will do to develop trust

with students, families of

students, and colleagues (either

2 out of 3, or minimally

develops all 3).

Length of response: 125 – 250

words

Paper describes the legal,

professional, and ethical

obligations the writer will face

as a teacher, and what the writer

will do to develop trust with

students, families of students,

and colleagues (either 1 out of 3,

or minimally develops 2).

Length of response inadequate

for the topic.

Points 35 30 25 20

Promoting

Positive Student

Behaviors InTASC 3

Paper clearly, concisely and

thoroughly lists the rules the

writer wants students to follow,

along with rationales for

selecting those particular rules.

The number of rules is

appropriate for the age range of

the targeted students and the

class setting. Length of

response: 125 words

Paper clearly lists the rules the

writer wants students to follow,

along with rationales for selecting

those particular rules. The

number of rules is appropriate for

the age range of the targeted

students and the class setting.

Length of response: 125 words

Paper lists the rules the writer

wants students to follow, along

with rationales for selecting

many of those particular rules.

The number of rules is too

many or too few for the age

range of the students or the

class setting. Length of

response: 125 words

Paper lists the rules the writer

wants students to follow, along

with some rationales. The

number of rules is too many or

too few for the age range of the

students or the class setting.

Length of response: 125 words

Points 35 30 25 20

Preventing /

Reducing

Misbehavior InTASC 2

The paper clearly, concisely

and thoroughly indicates what

the writer will do, in advance,

to prevent or reduce factors

that are known to promote

misbehavior. Included are

plans to make learning more

enjoyable for students while

reducing factors that produce

frustration, plans for

informing students about class

expectations and rules, plans

for interacting with students

and demonstrating

appreciation for their efforts,

plans for communicating with

students to promote positive

results. Length of response:

250 – 500 words

The paper clearly indicates

what the writer will do, in

advance, to prevent or reduce

factors that are known to

promote misbehavior.

Included are plans to make

learning more enjoyable for

students while reducing

factors that produce

frustration, plans for

informing students about class

expectations and rules, plans

for interacting with students

and demonstrating

appreciation for their efforts,

plans for communicating with

students to promote positive

results. Length of response:

250 – 500 words

The paper indicates what the

writer will do, in advance, to

prevent or reduce factors that

are known to promote

misbehavior. Included are

plans for 3 of the following:

to make learning more

enjoyable for students while

reducing factors that produce

frustration, plans for

informing students about class

expectations and rules, plans

for interacting with students

and demonstrating

appreciation for their efforts,

plans for communicating with

students to promote positive

results. Length of response:

250 – 500 words

The paper indicates what the

writer will do, in advance, to

prevent or reduce factors that

are known to promote

misbehavior. Included are

plans for 1-2 of the following:

to make learning more

enjoyable for students while

reducing factors that produce

frustration, plans for

informing students about class

expectations and rules, plans

for interacting with students

and demonstrating

appreciation for their efforts,

plans for communicating with

students to promote positive

results. Length of response:

inadequate for the topic

Points 35 30 25 20

Supporting

Students'

Efforts

InTASC 2

Paper clearly, concisely and

thoroughly indicates what the

writer plans to do as part of

normal behavior to help

students remain engaged in

lessons and refrain from

misbehaving. Length of

response: 250 words

Paper clearly indicates what

the writer plans to do as part

of normal behavior to help

students remain engaged in

lessons and refrain from

misbehaving. Length of

response: 250 words

Paper minimally indicates

what the writer plans to do as

part of normal behavior to

help students remain engaged

in lessons and refrain from

misbehaving. Length of

response: 250 words

Paper fails to indicate what

the writer plans to do as part

of normal behavior to help

students remain engaged in

lessons or refrain from

misbehaving. Length of

response: 250 words

Points 35 30 25 20

Redirecting

Misbehaving

Students InTASC 2

Paper clearly, concisely and

thoroughly describes how the

writer will stop misbehavior

of different degrees of

seriousness when it occurs

and how the writer will help

students willingly return to

appropriate behavior. Length

of response: 250 – 500 words

Paper clearly describes how

the writer will stop

misbehavior of different

degrees of seriousness when it

occurs and how the writer will

help students willingly return

to appropriate behavior.

Length of response: 250 – 500

words

Paper describes how the

writer will stop misbehavior

of different degrees of

seriousness when it occurs

and/or how the writer will

help students willingly return

to appropriate behavior.

Length of response: 250 – 500

words

Paper inadequately describes

how the writer will stop

misbehavior of different

degrees of seriousness when it

occurs or how the writer will

help students willingly return

to appropriate behavior.

Length of response:

inadequate for topic

Points 35 30 25 20

Communicating

Your Plan to

Others InTASC 10

CAEP A1.1.d

Paper clearly, concisely and

thoroughly describes how the

writer will communicate the

discipline plan to the

administrator, the students

and the students' caregivers.

Length of response: 125 – 250

words

Paper clearly describes how

the writer will communicate

the discipline plan to the

administrator, the students

and the students' caregivers.

Length of response:125 – 250

words

Paper briefly describes how

the writer will communicate

the discipline plan to the

administrator, the students

and/or the students' caregivers

(2 out of 3 items). Length of

response: 125 – 250 words

Paper briefly describes how

the writer will communicate

the discipline plan to the

administrator, the students or

the students' caregivers.

Length of response:

inadequate for topic

Points 35 30 25 20

Christian

Worldview

Integration

Thorough integration of

multiple scriptural references

(minimum of 3), clearly

applied to the Christian

worldview integration

Substantial integration of

multiple scriptural references

(minimum of 3), clearly

applied to the Christian

worldview integration

General integration of

multiple scriptural references

(minimum of 3), clearly

applied to the Christian

worldview integration

Inadequate, insignificant or

unrelated integration of

Christian worldview; lacking

specific scriptural references

Points 30 25.5 21 16.5

APA

Formatting

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (NO errors)

Consistently follows APA

format. There is a properly

formatted and accurate

reference page (1-2 MINOR errors).

Limited (3-5) APA errors in

APA format including title

page, running heads,

citations, quotations or

references.

More than 5 APA errors in

format including title page,

running heads, citations,

quotations or references.

Points 20 17 14 11

Control of

Conventions

The presentation demonstrates

exceptional use of standard

English conventions

(mechanics, usage, grammar

and syntax).

The presentation demonstrates

consistent use of standard

English conventions

(mechanics, usage, grammar

and syntax). NO ERRORS.

The presentation demonstrates

inconsistent use of standard

English conventions

(mechanics, usage, grammar

and syntax).

The presentation does NOT

demonstrate use of standard

English conventions

(mechanics, usage, grammar

and syntax).

Points 20 17 14 11