Running Head: PROBLEM PREVENTION PLAN 1
Introduction
Rules ad classroom procedures, of any kind, are highly favorable and critical in order to
be an effective classroom. The most effective approach to classroom management is effective
instruction (Everston and Pool, 2008). Setting a firm yet rewarding tone at the start of the
academic school year will set the nature for the ongoing school year. This problem prevention
plan will focus on a public elementary school setting primarily composed of a general ed. first
grade class.
List of Rules
No two students are the same, and classrooms are very diverse. Using this approach
Brummel adds, “To create an optimal learning situation, indicate your expectations clearly. “This
indefinitely will be the foundation for the general rules of the classroom. These rules will be
geared toward the class as a whole and will be furnished at the onset of the school year. Since
these rules apply to younger children; simple rules are best. The rules are as follows:
1.Raise your hand (no talking while the teacher or others are talking).
2.Keep your hands, feet and objects to yourself.
3.Follow directions
4.Be respectful and polite
PROBLEM PREVENTION PLAN 2
Being respectful in the classroom is essential in any education environment. Not being
respectful can demonstrate acts of inappropriate classroom behavior and being defiant and
rebellious. A classroom should abide by standards that mimic that of Christian faith. Obviously,
students who enter school are commonly mandated to follow directions. Listening also goes hand
in hand with following directions. Incorporating “be polite” in the classroom rules is
fundamental as well. Children should be polite, receptive, and good-hearted towards one another
along with the instructor at the first grade level. Raising your hand is another rule that is
frequently used throughout school in various grade levels. Students prevent a great deal of chaos
and disruption in the classroom when executing the “raise your hand” rule. Students may raise
their hands as needed such as: using the restroom, or for any other support they may need.
Classroom rules provide for a smooth running classroom setting and allows for any undesirable
behavior to be at a minimum.
Initiating and rewards and consequences in the classroom is vital to the running of a well-
managed classroom. Rewards are used as ways to parade positive acts, whilst, consequences are
used negatively to convey dissatisfactory behavior. Praise and feedback are often considered a
part of rewards. Other rewards can include: homework passes or even special treats. Negative
behavior will result in consequences such as: deduction of points, verbal and non-verbal
warnings or a withdrawal of privileges. In order to render consequences favorably, the severity of
consequences and penalty will be escalated as needed. Consequences will only be used as a way
to halt any unacceptable behavior. Firstly, a warning (verbal or non-verbal) is given and then
penalty will follow, always incorporating fairness and consistency to every student is key.
Appropriate Classroom Environment
PROBLEM PREVENTION PLAN 3
References
I believe classroom management is the key component in any educational setting. I
believe if students are in a safe environment, then learning can take place. This does not
necessarily mean punishing behavior problems, but rather a combination of setting the tone in a
class, preventing behavior problems with interesting and engaging curriculum and effectively
including all students in the classroom so that their needs are met. Having the right environment
to learn is my major goal of implementing good classroom management without it students
would not be able to learn.
Conclusion
As an educator, there is a great emphasis on what is expected of us. Not only on
educators, but on students in the classroom as well. Developing classroom rules is a necessitous
part of direct instruction. Establishing this plan during the first week of school is just as
important as the rules themselves. These rules and procedures will help to adjust a first grader
into their classroom as they learn behavior that is expected in this type of environment.
PROBLEM PREVENTION PLAN 4
Everston, C.M. and Poole, I.R. (2008). Proactive classroom management. In T.L. Good(ed.), 21st
century learning: Vol. 1 (pg. 131-139). Thousand Oaks, CA: Sage.
Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to
learning and teaching (3rd ed.). Colorado Springs, CO: Purposeful Design
