Peppermint Pattie
Steph Mignogno
Methods of Instruction
Classroom Management Plan
I.Description of grade level, ages, course content, and issues of diversity
At Parkland High School 9th grade English introduces the students to their first academic year in
high school. 9th grade students range from ages 13-14 years of age. Students will be transitioned into a
new way of learning and create new experiences. During their time in 9th grade English the students will
be introduced to one of two theme-related, literature-based, integrated courses, providing students an
opportunity to read extensively while strengthening skills in composition through literary
study. Students become familiar with a wide range of literary forms, themes, cultures, and periods, with
a concentration on poetry and drama this semester. They analyze various works of literature through
oral discussions and in written compositions. They compose the various types of composition using
different methods of development for various purposes and audiences, building to longer compositions
and research projects using technology. The basic tools needed for research writing are
introduced. These include writing a thesis statement, making an outline, locating resources, preparing
bibliography and note cards, paraphrasing resource materials, and documenting sources using the MLA
format. Teachers also emphasize standardized test preparation, vocabulary skills, and reference
skills. At least three outside readings are required during this course.
The high school consists of a diverse atmosphere. The diverse student population is: 61% White,
10% Black, 25% Hispanic, 1% Asian, 2% Multi-racial, 1% Indian. The school has a 12% exceptional
children population and 12% gifted population. The diverse population creates a welcoming and hate
free environment. The high school is ranked amongst the top 1500 high schools in the state and
continues to improve.
II.Physical arrangement of classroom
The key component to the arrangement of my classroom is the use of tables. This arrangement allows
me as a teacher to be able to view all the students in front of me from my desk. I am able to put
students who may need more help than others closer to my desk and students that are more dependent
further from my desk. The arrangement of tables allows me to walk around and talk around the
classroom from all different angles. Tables allow for group collaboration and more socialization
between the students. The computer, storage, shelving units, sink, and bookstand are all away from the
students so that they do not become a distraction during class. The arrangement allows for open spaces
and socialization between the class. I will be able to pro-actively manage my students and their
behavior with the help of this layout because I can easily walk around the room and also have students
with behavioral issues closer to my desk.
III.Classroom Behavior Expectations
Engaging students in classroom expectations is not an easy process. At the beginning of the
school year the teacher will introduce the classroom expectations through a lecture. After introducing
the expectations to the students the expectations will then need to be reinforced throughout the school
year so that the students continue to follow the classroom rules and to keep the class moving smoothly.
In order to keep the expectations reinforced a token system will be used. For every positive behavior or
at any point a student is following the classroom expectations they will be rewarded with a token. At
the end of the week a token will be pulled from the box and whoever’s name gets draw gets to choose a
prize from the prize box. This form of reinforcement of the expectations is a form of positive
reinforcement. Allowing a student to pick a prize at the end of the week will motivate the students to
follow the expectations for short-term. Also at the end of the month the teacher will count up who has
collected the most tokens and that student will receive the prize of the month, which will be chosen by
the teacher herself. This reinforcement keeps the students engaged long term and makes them want to
follow the classroom expectations.
IV. Establishing Rapport and Building positive behavior with clients
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A rapport is the relationship one has with another person(s). In terms of the classroom, a
rapport would be considered the teachers relationship her students and other teachers in the
room. It is extremely important for a teacher to have a good rapport with each and every one of
their students, even though it might be tough sometimes. Good relationships help foster a
positive classroom environment where students can feel safe and trust the teacher to provide
positive learning experiences. If students feel more comfortable with the teacher then they will
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be more likely to participate and feel more comfortable asking questions when they are
confused or need more information
One way to build good rapport with students is by “staying close”. This first “tool” encourages
teachers to show student they care about them and are interested in what is best for them
beyond the classroom. Tool 1 includes things such as being physically near your students,
getting close to them when inquiring about something so they know you are focusing on them.
It is good to use close proximity within 15 seconds of the conversation and move to about arm’s
length. Staying close is more than just being close though. It is speaking with a tone that is
appropriate for the situation that shows emotion. When Staying Close to my students I will not
be sure to speak in a way that shows I am interested in what they are saying. It is important not
to sound monotone or forced. Furthermore I will make sure my face expresses the same amount
of excitement or concern for a given situation. Students are smart and can pick up on when a
teacher is actually concerned and when they are not. Even when speaking to a group I will make
sure I sound happy to be. If a teacher doesn’t sound exited to start class then the students will
not be excited either. When asking students questions I will be sure to ask them things that
require more than one word. For example I can ask “What did you do this weekend” instead of
“How was your weekend” since the first one requires an explanation and the other just needs a
simple “good”. Staying Close also requires the teacher to look relaxed and listen attentively
when talking to students. I will not look tense or like I am waiting for the child to hurry up and
finish speaking. I will make sure they have my full attention and watch that I do not interrupt or
abruptly change the topic. Teachers should use appropriate forms of touch as well. Staying close
includes a gentle pat on a student’s on the back if they did well and rub their shoulders when
they are feeling down. If I see a student who seems down I will put my hand gently on their
shoulder and ask if they are alright. Is also important to reflect the students experience to show
you care about what they say. To do this I will say things such as “I understand what you are
going through” or “____is a hard situation, I am here if you need any help” etc. Of course it is
important to stay cool throughout the process. Little things such as twirling hair or swinging a
foot may seem annoying to me but it doesn’t mean I have to make the student stop. Student
comfort always comes first to me so this type of junk behavior will be avoided. Coercive
behavior will also be avoided. I am a teacher, but that doesn’t mean I am a dictator in my
classroom. If all these parts of Tool one are used in a classroom students will be likely to listen
more, trust more, and take advise.
Tool 2 is another great way to show students you care. When a student does something good it
is really important that the teacher acknowledges it so students can see they are on the right
track. This is also important because the student is likely to repeat he behavior again in hopes of
getting more positive reinforcement. In order to use this tool teachers need to tell the child
what the behavior is, so they know what they did. For example, in my classroom if a student
repeatedly forgets push their chair in when leaving class I will be sure to say something like
“Jimmy You remembered to push your chair in!” When doing this it is also very important to use
the Stay Close principles mentions above. Be near the student when you catch them being good,
and be sure to look and sound excited and happy. It is also important to give a positive
consequence. For example I can say “Jimmy you remembered to push in your chair…great job!”
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and then pat him gently on the back. This should be done within three seconds of the behavior
so the student can connect the two. And of course staying cool is important. We don’t want to
look too excited and make the student feel uncomfortable.
These tools can also help those who are “At Risk” for chronic problem behavior. If we show
these students that we care and reward them when they do well then they will feel good about
themselves and comfortable in the classroom. For example, if students exhibit problem
behaviors all the time such as not sitting in their seat and calling out answers I can make them
feel really good when they do sit in their seat and raise their hands by using Tool 1 and Tool2. By
showing them that I care about them and truly want them to succeed students will trust me and
understand why I have certain expectations for them. If I continually give them verbal praise
when they do something good it will build up the behavior for them and they will learn to do it
all the time.
V. Structuring the Learning Process in my Classroom
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I think it is really important to incorporate group work and individual work. Individual work
helps the student to think independently and rely on only themselves. I think this can also build
confidence because when a student does well on independent work (such as a paper or poster
etc.) the student will know that they are capable of having such an achievement all on their
own. Individual work is also important because students can strive to do better when they don’t
do well, and are forced to take full responsibility. I like to give out projects such as collages and
posters so students can visually see what they can accomplish alone, and so they can see and
appreciate the work of other students. Group work is also important because students will learn
how to work with others, when to take the lead and when to listen. I think it is a good idea to
give students big projects to work on in groups so they can see what can be accomplished when
we work with others. I also like to use group discussions, where I give each group a different
discussion questions. Each group discusses for a few minutes and then tells the class what they
talked about. This teaches students to think about questions in more than one way. They also
give credit to the things everyone in the group brought up when explaining to the class. This is
important because it teaches students to give credit when credit is due.
It is also important for students to engage in active learning activities. I like to use Think Pair
Share as a form of active learning because it gives students a chance to talk intimately to a
partner about their answers. I can also walk around the room and make sure both students are
taking a part. Another active learning activity is simple asking the class a question. This can serve
as a good review of what was just read. For example I can see things such as, “How many
brothers did Antigone have?” and the class can respond with two”. Another great active
learning activity is using white boards. I can use this for vocab review by saying a definition and
having students write the word on the white board. I say quotes from books or plays we are
reading in class and have students write the name of the character who said it on the white
boards. Active learning activities not only keep students engaged, but they also serve as
formative assessments. I can see who is struggling or answering incorrectly and decide if I need
to review more or if OK to move on is. When using active learning, group work, and individual
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work it is important to clearly explain how each lesson builds on one another and to monitor
students to and reteach as needed. It is also important to match pace to student’s performance.
There are also other aspects of the learning environment that I feel relevant to effective
instruction and preventative behavior management. I think it is a good idea to separate students
when testing and have them put up test guards on their desks. I think this is a good idea because
students will not be tempted to copy another students test. I also think it is a good idea because
students who tend to zone out and look around the room mindlessly will not be mistaken for
cheating. It will also help those students stay engaged and focus on the test since looking at test
guards is as interesting as looking out a window or in the hallway.
VI. Responding to Inappropriate Behavior
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There are two types of inappropriate behavior. The first is called “junk behavior”. This is
behavior that can be ignored such as tapping a pencil or fingers on a desk, twirling hair, and day
dreaming. The other type of inappropriate behavior is problem behavior. There are things that
cannot be ignored and could cause potential harm to the specific student or others or will result
in damaging property (throwing or kicking objects etc.). Problem behavior also occurs when the
student wants attention and or help and ignoring the behavior does not teach them the correct
ways to ask for help or receive attention.
When responding to “junk behavior” it is important to use Tool 3, which is the pivot. When
using this tool I will not acknowledge the “junk behavior”. In order to do this I will not say or do
anything different when the behavior occurs. This means not rolling my eyes, sighing, looking at
the child, or stomping out of the room. Instead I will give a positive consequence to another
child who is doing the correct behavior while still ignoring the junk behavior of others. This
includes all of the rules of Tool 2, such as looking relaxed and speaking with an appropriate tone.
When the other students stop the “junk behavior” I will then give them a positive consequence
as well, three seconds after they being the appropriate behavior so they can associate the
behavior with the positive consequence. For example, In my own class I will tell students “Okay
the bell has rung please put your cell phones away and take out your homework from last
night”. John and Mike are still playing games on their phone but Kyle puts his away and beings
to take out his homework. I will say, “Kyle thank you so much for putting your phone away and
getting your homework out, I really appreciate it”. I will be staying close and talking so others
can hear me, but not so it is a big show. It is important to avoid things such as “See everyone
Kyle listens. After John and Mike put their phones away I will go up to them and say “that you
Mike and John for putting your phones away and getting out your homework”. After that I will
begin the lesson.
Responding to behavior that cannot be ignored, “problem behavior”, requires a different tactic.
This involves redirecting the child and then giving them positive consequences. This is used
when pivoting (Tool 3) does not work. For example, I ask “Ok class, please get out your
vocabulary books and turn to page 15” and Jenny refuses, even after the pivot. Instead she
pokes the child next to her. In this case Tool 4 should be used. I will begin by getting in arms
reach of Jenny before I say anything, I will then tell then tell her to stop the problem behavior by
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saying “Jenny you need to stop poking Alex”. If she does not stop I can use gentle physical
guidance as necessary. Then I would tell Jenny to do something else, in this case I will say, “Ok
now please get out your vocabulary book and turn to page 15”. If she does this right away then I
will give her a positive consequence such as “Thank for listening to me Jenny” and give her a
light tap on the shoulder. However, if Jenny doesn’t listen and instead throws her book or
continues to refuse to get out her book then I will gently guide her to do the activity. I could also
model the activity by borrowing another student’s book and opening it to the correct page. In
the case of Jenny throwing her vocabulary book, I will simple put it back on her desk and open it.
It is important not to give the inappropriate behavior and more attention than it deserves,
which is why I would not make it a big deal and force her to pick it up. Once she opens the book
like I asked her to do then I can give her a positive consequence such as “Thank you for listening
Jenny”. It is important not to say things such as “see that wasn’t so hard” or “did that have to
take so long?” As a teacher I need to stay cool and not be sarcastic or judgmental.
For some students Tools 3 and 4 will not be enough to stop problem behavior. This when
behavior contracts comes into play. These involve picking a target behavior for a student and
monitoring how often they exhibit the behavior. Students are reinforced for completing the
behavior and even get bonus points when they go above and beyond what is listed in the
contract. Students are told if they complete a target behavior so many times a week than they
get a reward. The student can track their behavior so they can see how they are doing for that
week usually a chart is used. A behavior contract can be used for more than one class as well, if
the child is acting up in more than one class. If this is the case then all of the teachers need to
sign the contract because it must have everyone who is involved signature on it. The method of
collecting data and reinforcement procedures also must be displayed as well as how the student
is supposed to earn the reinforcement. The consequences if expectations are not met also must
be specified as well as positive consequence for when the child does more than required.
VII. Self-Monitoring of Distribution of Positives (Tool 2) vs. Corrective Feedback (Tool 4).
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When giving corrective feedback to students it is important to use a 4:1 ratio. This means for
every one time I have to use Tool 4 for students, I should have used Tool 2 four times. Each time
I have to correct and redirect a student I should have four instances of positive reinforcement.
Here is an example chart that shows the differential rates od reinforcement among different
students:
Student
Corrective Feedback
(Tool 4)
I
Ratio
Jenny
Positive Consequences
(Tool 2)
III
Mark
II
III
2:3
John
III III III
III III
9:6 or 3:2
Annie
II
III II
2:5
Kyle
IIII IIII
II
8:2 or 4:1
Mike
III
III III
3:6 or 1:2
Katie
IIII IIII IIII
III
12:3 or 4:1
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3:1
In the above chart, not every student has been given the 4:1 ratio. Some students such as John
and Mike have received more corrective feedback than positive consequences. In order to avoid
cases like this it is important for teachers to monitor themselves and the feedback they give. A
way I will do this is keeping an index card for each of my students. The 3 inch side will represent
corrective feedback the 5 inch side will represent positive consequences. I will make little tears
as on each side as I use the Tool 2 and Tool 4. At the end of each class I will put the tears into
the chart and see the ratio for each child. This will allow me to see how I incorporate the ratio
with each child, and who I should give more positive consequences to. This is also a good
strategy because as I am making the tears for each student during class I will be see if some
students have more tears in the 3 inch side than the 5 inch. If this is the case then I will know
right away, before I chart the results that I need to use Tool 2 on this student more before class
ends. Another way to monitor myself is by putting popcorn seeds in my pocket. The right
pocket will represent Tool 4 and the left pocket will represent Tool 2. Each time I use one of the
tools I will take a seed out of the pocket it represents. I will put the seen in a can that represents
either of the tools. At the end of the class the seeds in my pockets should tally to a 4:1 ratio.
Whereas the notecards track my use of the 4:1 ratio for each individual student, the popcorn
seeds track my use of it for the entire class.
VII. Screening for a student behavioral contract
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There are many tools that can be used in the classroom that help with a teacher to student
relationship. Students respond the best to teachers who are positive and encouraging. When a
teacher makes a student feel important or that they care about them as an individual the
students behavior changes drastically. Using the tools of encouraging words and getting close
to a student when talking to them shows the student that you care and you have noticed their
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positive behavior. When students receive positive feedback they continue their behavior
because of how it makes them feel and how it pushes them. When a teacher yells at a student
or shows that he or she is upset students react in a negative way. It encourages the students
bad behavior to continue. Using tool four, calmly telling the student to stop what he or she is
doing show the student that the teacher is in charge and a change must be made.
Problem behavior adversely impacts teacher’s achievement of the 4 to 1 ratio in many ways.
When teachers have a problem student who does not behave well in the classroom and is a
constant distraction teachers tend to put up a wall and begin to dislike the student. Having a
grudge against a student has an effect on the teacher’s use of the 4 to 1 ratio because the
teacher will begin to stop encouraging that student for his positive behavior and only point out
the student’s negative behavior. Only pointing out a student’s negative behavior will only
discourage the student and increase his problem behaviors. Teachers need to make sure that
just because they may have a problem student they do not put up a wall for that student by
ignoring him or her and stop using the 4 to 1 ratio. The 4 to 1 ratio has a major effect on
student behavior and teachers need to make sure they use this procedure for all students.
A student and teacher relationship is very important. If a student does not respond to the 4 to 1
ratio and continues to have problem behaviors a behavior contract or further action must be
taken. A response to intervention for a student with a problem behavior would be to make a
behavior contract. A teacher should monitor the student as much as possible and take all the
correct steps of including the 4 to 1 ratio in the student’s daily routine. If the student continues
to have a problem behavior in the classroom then response to intervention will need to be
perused.
SCENERIO
Annie is a 9th grader at Parkland high school. She is having trouble staying on task during lecture
time for her five classes (Math, Science, English, History, and Spanish). For the past couple of weeks she
has been a distraction to both herself and other students. She frequently leaves the classroom to “go to the
bathroom”, but teachers have been informed by the hall monitors that she used that time to wander around
the building or meet her up with her boyfriend. She has to most difficulty taking notes during lecture, and
keeping her hands to herself. She often pokes the students next to her or talks to them about things other
than what is being discussed in the current class. When she is not doing these things she is reading other
material not related to class instead of listening to the teacher.
BEHAVIORAL CONTRACT
Student Name
Relevant Staff Name(s)
Today’s Date
Annie Smith
Stephanie Mignogno
November 19, 2012
Rachel Watson
Bob Johnson
Jennifer Marshal
Jacob Emerson
Target Behavior (Behavioral Expectation(s))
Stay On Task:
(During Lecture):
Take notes on important material
Avoid talking to neighbors
Listen tentatively to the teacher
Data Collection Procedure
Annie will receive either a
* (star) when she does or a – (minus) when she does not meet the expectations. She
will be evaluated twice during a class period, once in the middle of class and again at the end of class. She will also
be evaluating herself twice so she can redeem herself if she realizes in the middle of class that she is not earning a
*.
Reinforcement Procedure (What and How Often?)
At the end of each class period Annie will discuss how she feels she did with the teacher. She will earn one star for
each period she meets the behavior expectation. The goal is for Annie to receive at least 20 stars per week. If she
reaches this goal then she gets to pick out of the “treasure chest” which includes homework passes, snack passes for
the cafeteria, and candy.
What Student Must Do To Earn Reinforcement
Stay On Task:
(During Lecture):
Take notes on important material
Avoid talking to neighbors
Listen tentatively to the teacher
Earn 20 out of 25 at the end of each week (80%)
Consequences for Failure to Meet Behavioral Expectations
Annie will not get a star for that class period.
If Annie fails to get 20 stars for a given week than she will not get to pick out of the treasure chest
Other relevant consequences deemed necessary by teacher(s)
Bonus for Exceptional Behavioral Performance
When Annie receives 20 stars of 25 for 3 consecutive weeks, She will get to pick out of the other treasure chest,
which has gift cards to Starbucks, Sheets, ITunes, and Amazon.com
Signatures of All Relevant People
Data Collection Sheet(Secondary Level)
Focus Student/Client:
Target Behaviors:
Broad: Stay on Task
Specific: Take notes on important material
Avoid talking to neighbors
Listen tentatively to the teacher
Coding: Met Expectation:
*
Did Not Meet Expectation: -Not Applicable: N/A
Time Interval
Day 1
Day 2
Day 3
Day 4
Day 5
Totals
Period 1
*
*
*
*
*
5
Period 2
*
*
*
*
*
5
Period 3
*
*
*
-
*
4
Period 4
*
-
-
*
-
2
Period 5
*
*
-
*
*
4
Totals
5
4
3
4
4
20
Total * =_____20________ you can choose from the Treasure Box!