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Chris Pena #16

Plan Title: Problem-Solving Polly


Behavior Contingency Plan (BCP)
Undesirable Behavior Targeted:
The class inappropriately engages in the actions of other students by tattling (Billy said a bad word. / Ava hit
me! / Isaac cut me in line.) This behavior interferes with learning due to the parade of students interrupting
the teacher while trying to teach and also contributes to time lost during transitions.
Desirable (expected) Behavior Targeted: Report vs. Tattle
Tell teacher when
- Purpose is to keep people safe
- Need help from an adult
- Harmful, dangerous, or threatening
- Important
Types of positive reinforcements:
1. Immediate R+: When students demonstrate the desired behavior, they will earn a feather (color hand cut-out) for
Polly (3 rows, 3-4 feathers each Row 1-orange, Row 2-green, Row 3-blue).
2. Ongoing R+: Students will connect expected behavior as they observe Polly develop his colorful wings and
through linked activities.
3. Overall R+: When students have filled all 3 rows of Polly, they earn a puppet show in which they may bring a
small or backpack sized puppet/stuffed animal.
4. The teacher will keep tally as the students perform the desired outcome and will follow up with the tangible
(feather) reinforcer at the end of each school day. Other activities when earned will be administered during
designated time the following day.
Interactive Learning Activity:
When the 3rd and final row of Polly is completed (blue feathers), the students will put on a puppet show using the
puppet or stuffed animal they brought. Students will be paired up and given different scenarios of Reporting vs.
Tattling, that they will act out using their characters. Students will rotate turns performing and acting as audience.
Audience will determine using previously used response cards if the scenario is reporting or tattling?
K.8 (A) recognize and describe individual differences and communicate appropriately and respectfully with all
individuals; (B) explain the importance of showing consideration and respect for teachers, family members, friends,
peers, and other individuals; and (C) recognize and explain the importance of manners and rules for healthy
communication and treating others with respect.
Explain HOW you will Teach the Desired Behaviors:
The topic will be introduced by reading the book, Don't Squeal Unless It's A Big Deal by Jeanie Franz Ransom and
discussing what it means to squeal and what classifies as a big deal. Student suggestions will be facilitated to
create a Report vs. Tattle behavior chart. After the 1 st row is complete, a game referencing the previously read story
will be played using response cards (labeled Reporting/Tattling). When the 2 nd row is complete, students will use
the same response cards as a similar book is read.
Explain HOW you will Teach the Plan:
Polly will be introduced. Class this is Pollyyou know how parrots like to repeat things, well thats kind of like
tattling. But Polly here is no ordinary parrot; hes a problem-solver. Tie in problem-solver with expectations
(desirable behavior) and how they will earn feathers for meeting those expectations.
Provide options:
The teacher could introduce the behavior using a different book, A Bad Case of Tattle Tongue by Julia Cook. The
bulletin board could look like the cover of the book and spots from the tongue could be taken off for demonstrating
desired behavior (Immediate R+). Then earn the interactive learning activity when all sports have disappeared
(Overall R+).
Demonstrate all Necessary Items:
- Colored hand cut-outs
- Response cards
- Situational cards
- Puppets/stuffed animals for students that do not have any on day of show
- Puppet show stage

Chris Pena #16


Plan Title: Problem-Solving Polly

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