Behavior Modification Curriculum: Action Plan
I
Unit: Curriculum
Theme: Action Plan
Introduction
Liana Davis (Nazaretyan) is a STEM Educator at San Diego County, California, United States. Ms. Davis is the face behind Love Learning Stem, the platform that offers Science and Stem resources for all learners with ease of use for the teacher. Ms. Davis has been in education for a little over ten years as a First Grade and K-6 STEM Educator. She is known for helping teachers that make STEM and Science more accessible and differentiated for English Language Learners and other diverse student groups. Her Action plan is used here to illustrate how to plan for the kind of behaviors teachers need to implement in the classroom to have a healthy learning environment.
II
Learning Objectives
- Understand the importance of Classroom Management
- Explain the structure of the Action Plan
- Gain awareness of the effect the Action Plan has on students' classroom behaviors
- Experience the creation of your own Action Plan
III
Main Lesson
1
Video
2:25 Your Beliefs 5:13 Procedures 11:33 Positive Consequences 14:55 Correcting Behavior 18:23 Putting it all Together
One Classroom Rule
(Schedule)
Minute to Minute
Free and Short term
Intermitten
Monthly and Once a Year
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Action Plan (In detail)
Our Class at a Glance
Introduce your philosophy of teaching
Our Rule
Respect Others
Our Class Procedures
Create Schedule First (Monday - Friday / 8:00 AM - 3:00 PM
Choose from the website the Class Procedures. See how they benefit the child and why.
Positive Consequences
Free and frequent, Intermittent, Strong and Long Term
First Week, First Day - Minute by Minute
Write about every minute that you are accounted for, even class, every procedure, how I teach it
Correcting Behaviors - Behavior Contracts
Crisis Plan
The Finale
Develop: create your resources, make forms, create posters with procedures for students to learn them the procedures
Teach: Videos, books, brochures to learn procedures
Share: with the principle, with students, for yourself
Review: Look at your management plan and see if it has worked
IV
A Note to Remember
The action plan allows the teacher to know exactly what to do every minute of instruction. It helps the teacher to control behaviors and and be able to teach without disruption. It is important to teach these behaviors, reason why the action plan is part of curriculum building.
V
Case Study
Allie’s Action Plan
Our Class at a Glance:
I believe that dance should be a student's opportunity to
emotionally connect with his or her environment. Dance functions as a way for a person to
understand deeper feelings and train the mind to cope with them.
Our Rule:
Respect yourself, your peers, and your teacher
Our Class Procedures:
1. Entering the room: Enter quietly and politely; remove your hat if you're wearing one; don't interrupt other students.
2. Participating in group lessons: Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
3. Obtaining help with assignments: Quietly ask the students near you for help with directions if you need it but wait for me to finish talking; if you are working alone, raise your hand to get help from me.
4. What to do with unfinished work: If we don’t finish learning a new combination, we will finish it as a warm-up for our next class!
5. When and how to use the restroom: If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say "no," wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class promptly.
6. When and how to use the drinking fountain or sink: When I am not teaching the whole group, you may get a drink; you may bring your water bottle if it is empty.
7. Being a classroom helper: The studio could always use some extra helping hands; if you see trash, make sure to pick it up; if you see a friend struggling, you can help them or call me over for guidance. These are just a few examples.
- Signals for attention: When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
9. Helping other students: In a cooperative classroom, it is good to help one another; if someone needs help with directions, help him or her if you are able; if someone needs help with understanding, tell him or her to ask me for help; never put down another student who asks for help.
- What to do during free time: If we have down time, make sure to utilize your break effectively; you may get water, stretch, or mark anything you are struggling with. Feel free to come to me with any questions or concerns.
Schedule: Wednesday 5-6:30 pm
5-5:15 pm: The students arrive and enter the studio dressed and ready to go. We will spend 10 to 15 minutes allowing them to stretch individually and use the bathroom after having to commute to class.
5:15-5:30 pm: The teacher will lead the class in stretches.
5:30-5:35 pm: The students will be given a 5-minute water break before starting to learn a new combination.
5:35-5:40 pm: The students will listen to the teacher’s music selection and carefully watch and mark as the teacher performs the combination.
5:40-6:00 pm: The students will learn the combination piece by piece, adding on a new movement to what they already learned.
6:00-6:05 pm: The students will be given a 5-minute water break before wrapping up and performing the combination in its entirety.
6:05-6:20 pm: The students will perform the entire combination with and without the teacher.
6:20-6:25 pm: The teacher will guide the students in a cool down.
6:25-6:30 pm: The teacher
will remain with the students until each one is properly picked up by a parent
or guardian.
Positive Consequences:
*Free and frequent: I will always
offer a smile, fist bump, or high five.
My class as a whole or individual students will be verbally recognized
when appropriate.
*Intermittent: Saving time for a dance-related game, like freeze dance, if a particularly challenging class runs smoothly.
*Strong
and long term: I will award a student of the month for their behavior and hard
work. He or she will be recognized in
front of the class
Correcting Behaviors:
Behavior crisis plan:
1. Alert another teacher working in a studio that I will be sending my students in and to have a game prepared to combine the classes.
2. Send the rest of the class to another room with the teacher I notified.
3. If possible, help the student in crisis to reestablish self-control.
4. Bring the rest of the students back to class once the crisis has been addressed.
5. Call home. If not possible, send the student home with a note warning the parent or guardian of the extreme behavior. It would be ideal to speak to the parent or guardian picking up the student in-person.
6. If the offense is repeated, schedule a meeting with the parent or guardian along with the student to go over a behavior contract that the student must sign and maintain. Make sure to go over any consequences if the contract should be broken.
VI
Discussion Questions
After watching Ms. Davis' video on how to create an Action Plan, why is classroom management important?
Briefly explain the structure of the action plan.
How does the action plan affect students' classroom behavior?
VII
Activity
Team up with your group and create your own action plan. Integrate your action plan with the general curriculum you have created and the Mind -Up initiative.
VIII
Journaling
IX
Glossary
X
Sources
Love Learning STEM. https://lovelearningstem.com/
XI
Students' Work
ACTION PLAN
Maya, Alex, Yadi, Isa
Our Class At a Glance:
Our classroom is an inclusive and safe space where students can embrace their own unique skills and abilities. These students will feel motivated and accepted by their classmates, who will respect and treat each other with kindness.
Rule of the Classroom: Respect (for themselves, each other, the teacher)
Monday Schedule:
8 am - enter the classroom
8-8:15 am - affirmations of the day and quiet journaling time about their expectations for the day
8:15-9 am - stretching
9-10 am - morning interactive dance at the gym
10-10:15 am - snack time
10:15-11 am - music & dance
11-11:30 am - reading about dance
11:30-11:45 am - watch short dance video
11:45-12 pm - prep for lunch and walk over to cafeteria
12 -12:45 pm - lunch
12:45-1 pm - class free time
1-2 pm - afternoon interactive dance at the gym
2-2:45 pm - art & dance
2:45-3 pm - class discussion (fav part of the day)
3 pm - students leave the classroom
Class Procedures:
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Getting help with assignments — Quietly ask the students at your table for help with directions if you need it; if you are working alone, raise your hand to get help from me; if you are working with a group, ask them for help in understanding how you do the assignment.
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Getting into work groups — Take all the materials you will need; greet each other; complete the task doing your personal best; make sure each person signs the project; thank the others in your group.
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Helping other students — In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able; if someone needs help with understanding the problem, tell him or her to ask me for help; never put down another student who asks for help.
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Preparing for lunch — Wait quietly at your desk; when your lunch number is called, get your lunch or lunch money and line up in order; take everything with you, as you will not be allowed to come back to the classroom after we leave for lunch; while you’re waiting in line, think about the way you need to behave in the lunchroom and on the playground; while you’re at lunch and at recess, find one person who is behaving responsibly and be prepared to tell the class what you noticed.
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Signals for attention — When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
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Taking out/putting away/caring for supplies — Share group supplies; recap markers and glue; check the number written on the supplies to make sure they belong in your group basket; if something belongs to another group, return it to them quietly.
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Using the school bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say “no,” wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).
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What to do during free time — If you finish an assignment, first work on any unfinished assignments that are in the front pocket of your work notebook; when you finish those, you may choose to do your classroom job, read a book, write a story, illustrate a book, make up math problems, work on a research project, peer-tutor someone who needs your help, or create a song about what the class is studying.
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End of the day — Clean off your desk; leave out your work notebook; pick up any trash within three feet of your desk; stack your chair; collect your mail; wait quietly to be dismissed.
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Guests in the classroom — When guests enter the room, let the designated classroom “host” or “hostess” greet them; when the host or hostess rings the chimes, get ready to listen to and look at the visitor — a smile is great!; when the host or hostess introduces the visitor, say, “Welcome to our class, __________”; remember, most guests are here to watch you learn, so be ready to explain what you are working on; treat guests respectfully.
Minute By Minute:
Schedule with Procedures
8 am - enter the classroom
-
PROCEDURE: Guests in the classroom
8-8:15 am - affirmations of the day and quiet journaling time about their expectations for the day
-
PROCEDURE: Taking out/putting away/caring for supplies
8:15-9 am - stretching
9-10 am - morning interactive dance at the gym
-
PROCEDURE: Helping other students
-
PROCEDURE: Getting into work groups
-
PROCEDURE: Signals for attention
10-10:15 am - snack time
-
PROCEDURE: Using the school bathroom
10:15-11 am - music & dance
11-11:30 am - reading about dance
-
PROCEDURE: Getting help with assignments
11:30-11:45 am - watch short dance video
11:45-12 pm - prep for lunch and walk over to cafeteria
-
PROCEDURE: Preparing for lunch
12 -12:45 pm - lunch
12:45-1 pm - class free time
-
PROCEDURE: What to do during free time
1-2 pm - afternoon interactive dance at the gym
2-2:45 pm - art & dance
2:45-3 pm - class discussion (fav part of the day)
-
PROCEDURE: End of the day
3 pm - students leave the classroom
Positive Consequences:
Free and frequent:
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smile
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fist bump
-
high-five
-
verbal praises
Intermittent:
-
emails home
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student choice for dance music
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special student snacks for snack time
Strong and long-term:
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monthly awards to students
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star student breakfast
-
certificates
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Correcting Behaviors - Behavior Contracts
Correcting Behavior
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student warning: alert the student that what they are doing is a problem causing behavior
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student meeting: pull student aside in the classroom and have a one-on-one discussion (student and teacher addressing their behavior) and providing alternative behavior
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student teacher agreement: work on on one with the student to make an agreement of positive behaviors, including an agreed upon consequences
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student home call: call home and try to see what might be causing the behavior
Behavior Crisis Plan:
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student crisis: give the student a card so that they can be sent to the office or to other faculty member so that they can address their behavior
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B. Team 1st Grade / Teaching Dance Only
Action plan:
Nicole & Trishika
Our Class at a Glance
Our class will be a fun environment where students can learn how to move their body.
Our Rule
Respect Others
Our Class Procedures
Monday
8:00 - 8:15 ~ Breakfast
8:15 - 8:20 ~ Enter the Class
8:20 - 8:35 ~Warm up
8:35 - 9:00 ~ Show dance video
9:00 - 10:00 Teach dance
10:00 - 10:50 ~ Get into groups & practice dance
10:50 - 11:00 ~ Meditation break
11:00 - 12:00 ~ Lunch
12:00 - 12:10 ~ Enter the class
12:10 - 12:40 ~ Get into groups & practice dance
12:40 - 1:25 ~Helping other students
1:25 - 1:30 ~ Signal for attention
1:30 - 2:00 ~ Present dance to class
2:00 - 2:25 ~ Gratitude journaling
2:25 - 2:30 ~ Meditation break
2:30 - 2:45 ~ Good behavior appreciation
2:45 - 3:00 ~ End of the Day
Positive Consequences
Compliement the children, Give high fives, Pass out stickers for good behavior, give out cady/chocolate at end of the week.
,
First Week, First Day - Minute by Minute
8:00 - 8:15 ~ Breakfast
8:15 - 8:20 ~ Enter the Class : Enter quietly and politely; remove your hat if you’re wearing one; don’t interrupt other students; follow the appropriate procedures for each time of day
8:20 - 8:35 ~Warm up
8:35 - 9:00 ~ Show dance video
9:00 - 10:00 Teach dance
10:00 - 10:50 ~ Get into groups & practice dance
10:50 - 11:00 ~ Meditation break
11:00 - 12:00 ~ Lunch
12:00 - 12:10 ~ Enter the class: Enter quietly and politely; remove your hat if you’re wearing one; don’t interrupt other students; follow the appropriate procedures for each time of day
12:10 - 12:40 ~ Get into groups & practice dance
12:40 - 1:25 ~ Helping other students: In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able; if someone needs help with understanding the problem, tell him or her to ask me for help; never put down another student who asks for help
1:25 - 1:30 ~ Signal for attention : When I need your attention, I will ring the chimes; as soon as you hear the signal, stop what you are doing, look at me, and listen for directions
1:30 - 2:00 ~ Present dance to class
2:00 - 2:25 ~ Gratitude journaling : ask children at the end of class to share their take aways from class including what they liked, didn't like, what was their most valuable take away was
2:25 - 2:30 ~ Meditation break
2:30 - 2:45 ~ Good behavior appreciation
2:45 - 3:00 ~ End of the Day : Clean off your desk; leave out your work notebook; pick up any trash within three feet of your desk; stack your chair; collect your mail; wait quietly to be dismissed.
Correcting Behaviors - Behavior Contracts
Using gratitude journaling, talk to misbehaving students about behavior
Time out for continuing to misbehave
If misbehavior continues, call parents and send student home
The Finale
Develop: Create worksheets, create groups in class, create homework
Teach: Videos
Share: Progress reports
Review: Change any material or procedural teachings if required
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Behavior Modification Curriculum:
Action Plan
Our Class at a Glance
Our One Classroom Rule: Respect the teacher and each other. This is of utmost importance.
Our Beliefs
- Creating a safe space on the first day and making sure each student feels seen; No one is invisible.
- Respecting and trusting students
- All students will be a grown adult one day; establish that you care and demonstrate that honestly can go a long way
- Make each student feel confident about themselves and recognize why they are awesome
Procedures
- Holding students to high expectations so they are aware of what is to come
- Holding them to higher standards shows the class that we believe in them and want what is best for them
- Always forgive and move on when students have trouble reaching expectations
- Some students may need more help and assistance than others
- Do not make the standards unattainable
- Highlight and explain what respect means
- Have each student write down and turn in what respect means to them
- We will then have a conversation about their responses and finalize what respect means to the WHOLE class, and what it means moving forward
- Create an activity where each students writes on a note card "I am _____."
- These attributes may not be physical or anything about their appearance. They must be about their personality / values.
- Example "I am resilient."
- 10 PROCEDURES TO IMPLEMENT
- (1) Beginning the day take 5 minutes to settle into desk and relax / do something to get started
- (2) Classroom library of different dance literature so students can freely read about their interests in dance
- (3) End of the day clean desk and surrounding area ; put away supplies
- (4) Entering the classroom politely and quietly
- (5) Exiting the room; making sure you tell the teacher where you are going
- (6) Finding lost items; help peers find items
- (7) Familiarize them with fire drill
- (8) Getting into working groups; greet each other and treat each other with respect
- (9) Helping other students / peers
- (10) Organizing your desk; a clean work space allows for a clean slate for critical thinking and creativity
Positive Consequences
- Extra relaxation time
- Extra free time to give students a moment to do something that will help them unwind (draw, breathe, listen to music, meditate, etc)
- Always use positive reinforcement
- Offer a fist bump, high five, or even just a smile!
Correcting Behavior
- Always correct behavior that is disrespectful
- We demand respect in the classroom; without respect, no progress will be done
NOTES:
Our group adjusted the daily activities in one-hour intervals, to establish consistency and familiarity with a concrete schedule. This plan is designated for one day but can be applied more heavily (if revision is necessary). Initially, we will start the morning off by treating basic needs, etc. factors that are at the basis of Maslow’s hierarchy. It is imperative to ensure that our students are properly fed and adequately nourished with a breakfast and exercise to kick-start the day.
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