Comprehensive Behavior Management Plan

2

Rules and Consequences Prompt

Luther L Wilkes Jr

Classroom Management EDU-506-1A075, EDU-506-UAO75

Dr. Tammie Brown

Belhaven University

April 1, 2023

Introduction:

Being responsible, orderly, and respectful are three typical student characteristics that are required to ensure that learning and teaching occur, as well as that students and property are safe. Establishing positive rules, a rationale for the rule, and a punishment for disobeying the rule are crucial for each behavior.

Being responsible

Positive Rule: I will assign some responsibilities to students in class tasks so they remain accountable for their duties.

Rationale: I will design this rule to ensure students are accountable for their behavior and academic progress. It will encourage students to accept accountability for their actions and fully participate in the educational process.

Consequence: The consequence will be that students who violate this rule risk receiving a lower mark or losing out on opportunities or privileges like going on field trips.

Being organized

Positive Rule: The rule for students to be prepared for class and keep their things organized. 

Reason: The regulation is required to guarantee that students are prepared to study and have easy access to the required resources. It improves the learning environment by cutting down on distractions.

Consequences: The result of breaking this rule is that the offending student can be required to remain after class to arrange their materials or lose out on a benefit or chance, such as taking part in a class activity.

Being respectful

Positive rule: The rule will be that students will respect others, academic readings and the learning environment.

Rationale: The rule is required to ensure students experience safety and dignity in the classroom. It assists in developing healthy connections among pupils and between students and the instructor and offers an enjoyable, welcoming atmosphere for learning.

Consequences: Students who violate this policy are given a warning and lose their privileges, such as missing a class trip or having to make peace with the person they offended.

Communication: Ensuring pupils grasp the expectations when communicating guidelines to them is crucial. I will explain each rule succinctly and clearly, along with the rationale for its existence and the repercussions of violating it (Levin and Nolan, 2021). My students will benefit from having a higher feeling of ownership and responsibility and an appreciation for the rationale behind the regulations. After going through the rules with the students, it will be beneficial for me to provide a visual aid, such as a poster or handout, that concisely and attractively presents the regulations. It will assist pupils in understanding the significance of the regulations and act as a reference they consult as required.

Obtaining student commitment: To get student buy-in and compliance with the regulations, the instructor and students need to establish a commitment. I will ensure that students verbally commit to obeying the rules and expressing their knowledge (Levin and Nolan, 2021). I will accomplish it through a class discussion or by having each pupil sign a contract outlining the regulations and pledging to abide by them. I know that equally crucial are the teacher's dedication to imparting knowledge of the laws and proper conduct and their regular feedback and encouragement of their students as they acquire and practice these abilities. I will set an example of good behavior, laying out expectations and instructions in detail and giving pupils constructive criticism to help them do better.

Cultural expectations: The cultural expectations from these guidelines are that students will obey the rules and respect each other. They will learn that violation of class rules negatively impacts their personality (The IRIS Center, 2021). Cultural expectations differ and influence how students understand and adhere to the regulations. I will be aware of my student's cultural variations and modify the laws and penalties as appropriate to account for them. Also, I will be aware of my prejudices and seek to foster a culturally responsive learning environment in the classroom.

References

Levin, J., Nolan, J.F. (2021). Principles of classroom management (8th ed.). Pearson Education.

The IRIS Center. (2021). Classroom behavior management (part 1): Key concepts and foundational practices. https://iris.peabody.vanderbilt.edu/module/beh1/