CLASSROOM MANAGEMENT PLAN
Identify a specific behavior or set of
behaviors that appear to interfere with
learning;
Describe proactive social skills or
routines you’re planning to use to change
these behaviors. Consider, too, the A-B-
C of these behaviors.
This student exhibits several behaviors that
disrupts his learning, as well as the learning of
others.
First, the student has difficulties listening to the
teacher and following directions, especially
multi-step directions. Even explicit, one-step
directions are difficult for him to initiate and
complete. The behavior looks like his eyes
wandering around the classroom or playing
with his shoes and clothes while the teacher is
giving directions (which often occurs on the
rug). This interferes with the student’s learning
because he is frequently confused on what to
do once the class begins independent work
time. I plan to implement two routines that give
students incentives and practice with the social
skills of listening and following multi-step
directions: the Listening Game and the
Morning Song.
Second, the student exhibits avoidance
behavior during independent work time in
reading, writing, and math. This occurs when
the student is at his desk and is given a task to
complete. He talks to others about topics
unrelated to the learning task, which often
involves him using a loud voice and getting up
to walk around the classroom to talk to others
not in his desk group. The consequence is the
student escapes the academic task. A
replacement behavior would be for him to ask
CLASSROOM MANAGEMENT PLAN-SPRING, 2013
Describe steps of the classroom
management plan to include the
materials & reinforcers to be used
(visuals, charts, tokens, stickers,
special activities….) to replace the
behavior
The first social skill requires no
materials, only our bodies and an
adequate amount of space. The
Listening Game uses competition and
the incentive of a leadership opportunity
to reinforce good listening skills. When
students are accurately following the
numbered movements (5 jumping jacks,
2 toe touches, etc.), I chose one to lead
the game and give out directions. The
Morning Song requires the teacher to
memorize the lyrics, the actions that go
along with them, and adequate space for
students. Similar to the Listening Game,
the teacher will choose an especially
good listener to lead the class in song.
Here are the lyrics:
Good morning everyone!
Good morning everyone!
Good morning everyone!
Are you ready for some fun?
Stand up and turn around.
Sit down onto the ground.
Give me a great big clap.
Put your hands in your lap!
The replacement behavior for the
student’s avoidance behavior during
independent work time requires letter-
sound flash cards and a timer. He will be
What data collection
system (pre-post data,
observational, checklist) will
you be using to determine if
this strategy is working?
How & when data be taken?
For the listening activities, data
will be collected informally
through teacher observation. I
will use a class checklist to mark
which students are successfully
listening and following
directions during the Listening
Game and the Morning Song. I
will will also mark who I chose
to lead activities, which
indicates their
proficient/advanced listening
skills. This data will be taken
every time the listening activities
are done (which are about 2-4
times a week). The data can
factor into students’ listening
grades.
The focal student’s behavior
during independent work time
will be recorded through a
weekly chart that tracks his
successful behaviors with a
sticker. If I observe him going
through the whole day staying
focused on independent tasks
and successfully using the
flashcard break to refocus, he
will receive a sticker for that
day. This data is collected daily.
(The student will be allowed
How did you know if this
strategy worked?
What was the outcome
of your plan?
I will know that teaching
and reinforcing listening
skills worked by the
students’ success in
following single and multi-
directions. This will be
observed during both
independent and group
learning tasks that required
students to listen to
directions from the teacher.
The teacher will also look at
the class checklist for the
Listening Game and the
Morning Song to see which
students are successful (are
often chosen to lead
activities) and which need
more support.
The flashcard break strategy
will be successful if the
student can earn stickers for
every day of the week for
focused behaviors during
independent work time. The
teacher should see more
academic tasks completed.
The strategy will be 100%
successful if the student can
decrease the amount of
flashcard breaks to once a
for a flashcard break, spend one minute doing
an enjoyable activity to take a break from the
learning task, and then have the teacher re-
explain directions in order to continue the
original academic task.
Third, the student dances and does cartwheels
during transitions in the hallways when the
class is supposed to be walking in two lines at a
Level Zero voice (silently). His loud voice and
large movements disrupts the learning of
nearby classrooms, interrupts smooth
transitions, and raises the chance of another
student getting bumped or shoved. The function
of his behavior is to gain the attention of his
peers and the teacher. A replacement behavior
could be for the student to walk next to the
teacher in order to receive positive attention
such as encouraging remarks and narrating
good behavior. The teacher can also
incorporate more dancing and movement
breaks for the whole class in the classroom
during lessons.
CLASSROOM MANAGEMENT PLAN-SPRING, 2013
allowed a one-minute flashcard break
during which he will practice his letter
sounds (a familiar and fun intervention
activity he can do independently). After
his time is up, the teacher will re-explain
directions and he will continue the
original academic task. He will collect a
sticker on a weekly chart every day that
he remains on task and successfully uses
this break to refocus.
The replacement behavior for transitions
doesn’t need materials. However,
movement breaks in the classroom often
involve the projector and a video from
Go Noodle or UNICEF Kid Power
Bands. The teacher can also look into
Calm Classroom as a resource to teach
mindfulness and mental focus.
three flashcard breaks
throughout the day, and this
amount will decrease after
several weeks at teacher
discretion.)
I will collect informal
observational data of the
student’s behavior during
transitions in the hallways. I will
write a brief summary of his
behavior during the week and
whether his behavior improved,
remained the same, or worsened.
This can remain in the same
folder as the data collected for
listening.
day or even once a week
and still remain focused
during independent work
time.
The strategy for hallway
transitions will have worked
when the teacher can
consistently lead the class in
the hallway with everyone
in two lines at a Level Zero
without many reminders and
positive reinforcements.