Behavior Management Plan

Dear Parents,
My name is Miss Carlson and I would like to welcome your child to my class! I am looking forward to getting to know both you and your child this year. Students will achieve much this year in terms of academic growth, greater self-confidence, and improved social skills. Good communication between parents, teachers and students is very important for your child’s academic growth.
I would like to briefly discuss how our classroom will be run this year in terms of classroom management. I feel that everyone’s voice is important in our class and that students as well as teachers can learn a great deal from each other. Therefore, our classroom will be organized with desks grouped together to encourage peer interactions. In many circumstances, students will work with peers and neighbors to clarify directions and solve academic problems, before coming to me for questions.
The classroom agreements/rules are stated positively, are concrete and simple. Rules are posted, modeled, practiced and reviewed daily. We agree to:
1. Raise a quiet hand
2. Keep hands, feet and things to yourself
3. Only one person talks at a time
4. Use walking feet at all times
5. Use kind words and actions
6. Use listening eyes, ears, voice and body
Following the guidelines of “1-2-3 Magic,”
 The first and second time one of the above agreements/rules is not followed, the student receives a warning (Teacher or assistant will say, “That’s a 1, and That’s a 2”).
 The third time the same rule is not followed, the student is removed from the group for up to a five-minute “time-out” of reflection at a designated area in the room. This is a time of reflection and/or apology on the part of the student. The student will move his/her clothespin down the “Path of Success,” which is a behavior continuum ranging in color from purple (at the top) to red (at the bottom). The goal is to stay at the green level (no time-outs/following all rules) and seek to excel to a higher blue or purple level (caught being good/doing kind things for others). Students can voluntarily return to the group once they have acknowledged, reflected and/or apologized for the behavior.
 After each activity in our schedule, the child’s level returns to zero so that there is greater chance for future success in that day. Warnings do not accumulate throughout the day. Even if a student moves from the green level to the yellow or orange levels, he/she has a chance to improve behavior and move back up the continuum. The concentration is on the good behavior and choices.
 Three time-outs in one day will warrant removal from the classroom for a conference with the teacher/assistant and a phone call to a parent. More than three time outs will require a conference with Mr. Karl Singleton, our Dean of Students.
 Fighting, intimidation/threats, leaving the room without permission, defacing/destroying property, stealing, and use of obscene remarks/gestures are reasons for immediate removal from the classroom, completion of a misconduct report, and a conference between child, teacher, parent, and administrator.
 In order to keep the lines of communication open, a report of daily behavior will be sent home each night on their daily homework sheet.




Should you need to contact me I can be reached at 232-9220 or email me at tcarlson@shscs.org. If you should call please call before 8:15 or after 3:45. During the school day I cannot guarantee that I will be available to speak with you.
If you have any questions or concerns, don’t hesitate to contact me. I look forward to getting to know you and your children!
Sincerely,

Miss Carlson

Home-Classroom Communication

Communication between home and school is a key element of student success! Please know that you can contact me by phone (232-9220 ext. 104) from 8:00-8:15 or 3:45-4:00. I also check my email several times a day, so please feel free to email me at tcarlson@shscs.org and I will get back to you promptly.

I will keep my Wikispace http://misscarlson.wikispaces.com updated so please check that out to see what is happening in the classroom.

Each day I will send home a homework coversheet that will describe what we covered in class and will have a space for your child to record his/her behavior. On the coversheet I will list the “essential question” of the day for each subject area. These questions do not need to be answered and submitted by the student. They are provided as conversation starters for you to talk with your child about his/her day at school. Sometimes your child will not be able to answer your questions completely the first day.
Building Community in the Classroom
2nd Step
It is crucial that students feel a sense of comfort and safety in their learning environment. They need to feel respected as well as cared for. There are many situations or circumstances that may come between a child and their learning.
One of the situations is “Bullying” in the classroom. Obviously it is near impossible for the teacher to prevent the bullying that may occur when they leave the room. Once the students return, it is the teacher’s job to help them feel safe. One way to assist the child in becoming comfortable in the classroom surroundings is to conduct classroom meetings. It can really make a difference if the students have an outlet to express their feelings for them to refocus on their academic work. Through these meetings, the students are ensured that people care about them and want them safe and happy. This ensures their emotional and psychological safety.
School is a social place. In order for our students to succeed they need the skills to get along with others and cooperate in group settings. We will be using the 2nd Step Program to help implement these life skills. 2nd step program teaches students skills in:
• Learning skills---students learn skills to help them focus and become empowered in their learning.
• Empathy-----Students learn “walk in others shoes” and to show compassion to other students.
• Emotion Management---Students learn skills to identify what causes them to become upset and how to calm down
• Problem Solving---Students learn to solve their own problems in a positive way.

Class Meetings

Students will be given the opportunity to greet and share with one another. This will also be a time when any classroom announcements are made. Team building exercises will be used to help build a community in the classroom. Morning meeting is important to the classroom dynamic as it promotes community, listening skills and social interaction.



Routines
-Morning Meeting: Students will be given the opportunity to greet and share with one another. This will also be a time when any classroom announcements are made. Team building exercises will be used to help build a community in the classroom. Morning meeting is important to the classroom dynamic as it promotes community, listening skills and social interaction.
-Lining Up: Students will line up in number order (alphabetical). There will be a line leader to lead the class when leaving the room and a door holder to open up and hold any doors. The door holder will be right behind the line leader. Students will be cued to line up when a song is played, this will be their signal to get in the learning position and sit quietly.
-Hand Signals: Students will have cues to quiet down. Clapping patterns will be used. Also another silent signal will be used for students to repeat back to teacher. Routine may change as teacher feels needed.
-Morning Routine: Students will come in the room quietly, empty and hang up their backpacks, put up their lunch card, hand in homework and work quietly on their morning work.
-End of the day routine: Students will be signaled for the end of the day song. The students will race in table order to beat the end of the song. However, each table cannot go until the table before them is packed. Students also need to be sitting quietly or they will not earn a clothespin when the song is finished.


Homework:
Positive Reinforcement

Sticking with the baseball theme, in a week’s time students will work to earn a home run or a grand slam. For each day that a student turns in her/his homework they will move a base on the baseball diamond (chart in classroom). If they get a home run (4 days) or a grand slam (5 days) they will get to choose a reward. Note: If we have a short week of school students will receive free bases (like a walk in baseball).

Home Run o Pick out of prize box
o Extra Recess
Grand Slam o Anything from Home Run choices
o Lunch with teacher
o Free homework pass

In addition to the above individual rewards, students will work in small classroom teams to earn various rewards throughout the year such as earning time for extra recess, picking a prize from the prize box, earning time for a group game, etc.

Finally, throughout the day the classroom teacher and other building staff will recognize students that are making good behavior choices.


Please read the above behavior plan to your child, discuss it, then sign and date the form. It needs to be returned to me by Monday, August 29, 2011.

Student: I understand the classroom behavior policy changes and will do my best to follow it.

Student Signature Date

Parents: My child and I have discussed the classroom behavior policy changes, which I understand and will support.

Parent Signature _ Date _

Teacher: I will be fair and consistent in administering the behavior plan for second graders.

Signature _ Date ___


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