Running head: PROBLEM PREVENTION PLAN
Problem Prevention Plan
Carrie Templeton
Liberty University
1
Problem Prevention Plan
PROBLEM PREVENTION PLAN 2
Setting the Guidelines
Most elementary school classrooms are generally orderly, teacher and student
relationships are positive, and learning goes on without major disruptions. However,
emphasizing the importance of foundations in learning, and boundaries in behavior must be
established from the beginning of the school year. Teachers in orderly classrooms recognize the
importance of problem prevention plans, while effectively utilizing fundamental prevention
tools. Such prevention tools include engaging instruction, effective classroom management, and
positive relationships with the students in the classroom (Marzano, 2011).
Explicit attention is currently given to improving student’s academic success, while
addressing issues of curriculum, strategies incorporated into instructional time, and interventions
for students who are not achieving on grade level. Even after acknowledging the given issues,
barriers still remain for many students. According to research, one-third of students fail to learn
because of psychological problems that interfere with the ability to learn based on engagement in
the classroom (Allen, 2010). Educational based boundaries have suggested new directions for
addressing barriers of learning within the classroom. The approaches surpass academic
interventions to embrace learning challenges posed by student problematic negative behavior,
and in the manner that schools deal with the problems. Approaches that target improving
classroom environments, enhance student’s ability to learn, and the teacher’s ability to
effectively educate based on curriculum.
PROBLEM PREVENTION PLAN 3
During the first week of school in a fifth grade class, rules and expectations should be
clearly expressed by the teacher. The purpose of discussing and informing the students of
the rules of the classroom coincides with teacher proactivity. Some teachers have
classrooms in which students display defiant, negative, disruptive, and oppositional
behaviors. The behaviors create a negative environment which impedes on other student’s
ability to learn. In cases where a teacher has followed procedures, developed a problem
prevention plan, and have exhausted all classroom management strategies, other
interventions may be deemed necessary. Other approaches involve resources within the
school, however outside of the classroom. Teachers often are confronted with problems
where guidance, support, and expertise is required from specialists in the school. For
example, problematic students may require assistance from guidance counselors, school
psychologists, social workers, and of utmost importance school administrators. Importantly
noted, school administrators play a crucial role in enabling guidance and joint opportunities
for the professional staff of the school. Also noting, that acknowledging the negative
behavioral and social environment of the individual classrooms reflect the environment of
the entire school.
Understanding what cues and reinforces negative behaviors is an influential tool for
preventing or reducing the negative effects of problematic behaviors. Teachers should put
forth an effort to gather information regarding the problem behaviors within the classroom.
For example, note negative behaviors, the effects that it has on learning, and how often the
specific behaviors occur. The collected data has the ability to provide information on the
underlying
cause of the problematic behaviors, while providing a foundation to develop an effective
plan of action. At the point where teachers have the ability to understand when and why the
problems are existing, allows the teacher to develop strategies to change the environment
of the classroom. For
PROBLEM PREVENTION PLAN 4
example, teachers can change instructional pairings or groupings of students, seating
arrangements, and the pace of instructional time which includes reading and math at the highest
priority. The changes aid in the reduction and contribution to factors leading to problematic
classroom behaviors (Allen, 2010).
Establishing the Classroom Environment
The first week of school, the classroom environment is established for the students and
the teacher. Establishing effective classroom management skills is essential to student’s well-
being, success, and motivation to learn. Students should feel that the classroom is a safe, warm,
inviting place to learn. Additionally, students should develop self-discipline, exemplary work
habits, conflict resolution skills, and the ability to engage in learning independently in the fifth
grade. For these reasons alone, I have chosen a classroom management plan to include important
and effective components. Students will learn the main goal of the classroom is to work and learn
as a team while growing and behaving appropriately. The classroom rules will protect each
student’s respect and safety, while outlining the responsibilities that each student must adhere to
while in the classroom. The expectations that each student must respect and follow include:
1.I will listen and follow instructions or directions.
2.I will politely raise my hand and wait to be called on to speak.
3.I will always remain seated, unless otherwise asked to differently.
4.I will always respect others.
5.I will work quietly when asked.
6.I will always do my best.
7.I will respect the property of the school.
8.I will come to class prepared and ready to learn.
PROBLEM PREVENTION PLAN 5
9.I will take my education seriously.
10.I understand there will be consequences to problematic behavior.
Consequences and rewards are an important aspect of the problem prevention plan.
Students must always have consequences for his or her actions while in the classroom or in any
part of the school, such as the cafeteria. An excellent way to provide consequences is to detail
each within the classroom, so that the students are aware of what will happen in reference to
negative behaviors, not turning in work, or not coming to class prepared. On the other hand,
rewards are given for students who follow the provided guidelines and rules set forth by the
teacher. Rewards include positive notes sent home to the parents, quarterly parties to
acknowledge well-behaved students, administration acknowledgement, followed by an end of the
year celebration.
Conclusion
Teaching is a very rewarding career, however it can be difficult at times. Understanding
effective classroom management skills, prevention strategies, problematic behaviors, and the
foundations of an efficient classroom will make for a successful classroom environment. Getting
the school year off to a good start begins on day one. Rules, expectations, and guidelines must
clearly be expressed. These rules are often displayed throughout classrooms, as well as the
school. Utilizing effective classroom management skills and problem prevention plans, provides
a positive learning environment for each student in the classroom and the school as a whole.
Reference
Allen, J.D. (2010). Classroom management: students' perspectives, goals, and strategies.
American Educational Research Journal, 23, 437-459.
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Marzano, R. (2011). "The Key to Classroom Management". Educational Leadership. 61 (1): 6–
13.
