Classroom and behavior management plans create a set of expectations used in an organized classroom environment to reduce misbehavior in the classroom.

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Assignment Question

Classroom and behavior management plans create a set of expectations used in an organized classroom environment to reduce misbehavior in the classroom. Such plans include expectations, routines, procedures, and consequences. Teachers who consistently execute their classroom and behavior management plans will find their students are better prepared to engage in learning activities. For this assignment, create a classroom behavior management plan that uses motivation and instructional interventions to support students with disabilities in day-to-day interactions and crises. Reference the content created in the Topics 1, 2, and 5 assignments. Consider the instructor feedback you received on these assignments and make necessary changes to the content for this assignment. The plan should be appropriate for a class size of 5-8 students with moderate to severe disabilities in the grade band with which you are most interested in working (i.e., K-5, 6-8, 9-12) and should include the following. Philosophy of Classroom Management: Consider what you have learned from collaborating with your mentor teacher and completing the field interviews during your Clinical Field Experiences in this course. Summarize your classroom management philosophy and describe your preferred classroom management models. Include discussion about how you will create a safe, inclusive, culturally responsive learning environments to engage individuals and how tenets of the Christian worldview values of compassion, promoting human flourishing, and behaving legally and ethically are reflected in your philosophy. (250-500 words) Behavioral Expectations: List and explain your classroom behavior expectations from the Topic 1 assignment. Include a rationale that explains how these expectations will help to create opportunities for students’ active engagement in learning, self-motivation, positive social interaction, and supportive learning environments. Describe how you have worked collaboratively with others to develop and share your classroom rules. (150-200 words) Classroom Routines: Include five routines from the Topic 2 assignment and indicate how you will systematically teach classroom routines consistent with principles of effective classroom management and human motivation and behavior. Include a rationale that explains how the routines will help to create opportunities for students’ active engagement in learning, self-motivation, positive social interaction, and supportive learning environments. (150-200 words) Behavior Support Plan (BSP): Using the BSP from Topic 5, discuss how you plan to collect data for the BSP. Include a summary of your behavior management systems, and an overview of how they meet the needs of all students through motivation and active engagement in learning, self-motivation, and positive social interaction. (150-200 words) Motivation and Instruction: Describe three motivational and instructional intervention strategies to teach individuals with disabilities how to adapt to different environments. Explain why it is important to maintain a positive, collaborative relationship to promote the intellectual, social, emotional, and physical growth and well-being of students. (250-500 words) Intervention Strategies: Create whole class intervention techniques or strategies to be used for the following behaviors: screaming, hitting peers, hitting staff, biting, and throwing objects. For each behavior, describe a safe and appropriate intervention technique for students with disabilities, a consequence for the behavior, and an explanation of who is responsible for implementing the consequence. (200-250 words) Annual Reflection: Describe why it is important to evaluate the classroom, behavior, and crisis management plan annually. Include discussion related to considering the needs of new students and the importance and value of tracking your evolution as a teacher. Reflect on how your philosophy about teaching has changed since you began your program of study and identify factors that can cause your philosophy to change over time. (150-200 words) While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using the documentation guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. MA Special Education: Moderate to Severe 2.1: Through collaboration with general educators and other colleagues, teacher candidates create safe, inclusive, culturally responsive learning environments to engage individuals with disabilities in meaningful learning activities and social interactions. [CEC 2.1, ICSI.2.K1, ICSI.2.K2, ICSI.2.K3, ICSI.2.K4, ICSI.2.K5, ICSI.2.S1, ICSI.2.S4, ICSI.2.S15, ICSI.7.S6, IIC.1.K4, IIC.2.K3, IIC.2.K4, IIC.2.S3; InTASC 3(a), 3(c), 3(f), 3(k); GCU Mission Critical 1, 3, 4, 5] 2.2: Use motivational and instructional interventions to teach individuals with disabilities how to adapt to different environments. [CEC 2.2, ICSI.2.K5, ICSI.2.S2, ICSI.2.S3, IIC.2.K3, IIC.2.S3; InTASC 3(d), 3(e), 3(l); GCU Mission Critical 1, 2] 2.3: Explain how to intervene safely and appropriately with individuals with disabilities in crises. [CEC 2.3, ICSI.2.K6, ICSI.2.S10, IIC.2.S3; InTASC 2(h); GCU Mission Critical 2, 4, 5]

Assignment Answer

Classroom and Behavior Management Plan for Students with Disabilities

Philosophy of Classroom Management

Classroom management is a fundamental aspect of effective teaching, especially when working with students with disabilities. My philosophy of classroom management is rooted in the belief that every student, regardless of their abilities or disabilities, deserves a safe, inclusive, and culturally responsive learning environment. This philosophy aligns with the tenets of the Christian worldview, emphasizing compassion, promoting human flourishing, and behaving legally and ethically.

In my classroom, I envision a safe space where students with disabilities can thrive academically and socially. This safe environment is not only physically secure but also emotionally and culturally welcoming. Students must feel valued, respected, and included, regardless of their background, abilities, or disabilities. To achieve this, I will employ a combination of classroom management models, including the Positive Behavioral Interventions and Supports (PBIS) framework and the Responsive Classroom approach.

PBIS focuses on establishing clear behavioral expectations, teaching and reinforcing positive behaviors, and consistently applying consequences for inappropriate behavior. This aligns with my goal of creating a positive and structured classroom environment. The Responsive Classroom approach emphasizes the importance of building strong teacher-student relationships, fostering a sense of belonging, and promoting social and emotional growth. I believe that combining these approaches will help me create a classroom where students with disabilities can flourish academically and personally.

Furthermore, my classroom management philosophy will be rooted in the Christian worldview, emphasizing compassion and promoting human flourishing. I will strive to treat each student with kindness and empathy, recognizing their unique strengths and challenges. By providing individualized support and accommodations, I aim to help students with disabilities reach their full potential.

Finally, behaving legally and ethically is paramount in my philosophy of classroom management. I will ensure that my actions align with all applicable laws and regulations related to special education. This includes providing students with disabilities access to a free and appropriate public education (FAPE) and upholding their rights under the Individuals with Disabilities Education Act (IDEA). Additionally, I will adhere to ethical principles, maintaining confidentiality and respecting the dignity of each student.

Behavioral Expectations

To create a positive and supportive learning environment, I have established clear behavioral expectations for my classroom. These expectations are as follows:

Respect: We treat everyone with kindness and consideration, valuing each other’s differences and opinions.
Responsibility: We take ownership of our actions and our learning, completing assignments and tasks to the best of our abilities.
Safety: We prioritize the safety of ourselves and others, following safety rules and procedures.
Cooperation: We work together as a team, supporting and helping one another to achieve our goals.
Effort: We give our best effort in everything we do, even when faced with challenges.

These behavioral expectations are essential for creating opportunities for students’ active engagement in learning, self-motivation, positive social interaction, and a supportive learning environment. By fostering an environment where these expectations are consistently reinforced, students will feel empowered to participate in their education and interact positively with their peers.

I developed these expectations through collaboration with my mentor teacher and other colleagues during my Clinical Field Experiences. We discussed the specific needs and characteristics of our students with disabilities and agreed on these expectations to promote a harmonious and productive classroom atmosphere.

Classroom Routines

To ensure that my classroom runs smoothly and efficiently, I have identified five key routines:

Morning Routine: This routine includes students arriving, unpacking their belongings, and engaging in a morning activity to transition into the school day smoothly.
Transitions: Smooth transitions between activities and locations within the classroom are crucial. We will have clear procedures and signals for transitioning between activities to minimize disruptions and maximize instructional time.
Independent Work Time: Students will have designated independent work time, during which they can work on tasks at their own pace. This routine promotes self-motivation and task independence.
Group Work: Collaborative group work is essential for social interaction and peer learning. Clear procedures for group work will be established to ensure students know how to work effectively in teams.
End-of-Day Routine: This routine includes packing up, reflecting on the day’s accomplishments, and preparing for dismissal in an orderly manner.

These routines will be systematically taught to students, consistent with principles of effective classroom management and human motivation and behavior. Teaching these routines will involve clear modeling, practice, and reinforcement. These routines will create opportunities for students’ active engagement in learning, self-motivation, positive social interaction, and supportive learning environments.

Behavior Support Plan (BSP)

The Behavior Support Plan (BSP) is a critical component of managing behavior for students with disabilities. To collect data for the BSP, I will implement a systematic approach that includes the following elements:

Functional Behavior Assessment (FBA): Before developing the BSP, I will conduct an FBA to understand the underlying causes and triggers of challenging behaviors. This assessment will involve observations, interviews, and data collection to identify patterns and antecedents.
Data Collection: To track student behavior and progress, I will employ a combination of methods, including direct observation, behavior charts, and anecdotal records. Consistent and accurate data collection is essential for assessing the effectiveness of interventions.
Behavior Management Systems: The BSP will outline specific interventions and strategies tailored to each student’s needs. These interventions will include positive behavior supports, such as reinforcement of desired behaviors, and strategies to address challenging behaviors.
Team Collaboration: Collaboration with other professionals, including special education staff, therapists, and parents, is crucial for developing and implementing effective behavior support plans. Regular meetings and communication will ensure a holistic approach to managing behavior.

The BSP will meet the needs of all students by promoting motivation, active engagement in learning, self-motivation, and positive social interaction. It is a dynamic document that will be adjusted based on ongoing data analysis and assessment of the effectiveness of interventions.

Motivation and Instruction

Motivating and instructing students with disabilities require a multifaceted approach. Here are three motivational and instructional intervention strategies I will employ:

Differentiated Instruction: Recognizing that students with disabilities have diverse learning needs, I will implement differentiated instruction. This means tailoring instruction to meet individual students’ strengths and challenges. By providing varied learning activities, materials, and assessment methods, I will engage students and promote their intellectual growth.
Positive Reinforcement: Utilizing the principles of behaviorism, I will implement positive reinforcement strategies to motivate and reward students for demonstrating desired behaviors and academic progress. This may include praise, small incentives, or additional privileges for meeting goals.
Peer Tutoring and Collaboration: Peer tutoring and collaborative learning activities can foster positive social interactions and support academic growth. Pairing students with disabilities with peer buddies who can assist them in completing tasks or understanding concepts can promote both social and academic development.

Maintaining a positive, collaborative relationship with students is crucial for their intellectual, social, emotional, and physical growth and well-being. This involves active listening, providing constructive feedback, and creating an atmosphere where students feel valued and respected. By nurturing such relationships, I aim to empower students with disabilities to reach their full potential.

Intervention Strategies

For the following challenging behaviors: screaming, hitting peers, hitting staff, biting, and throwing objects, I have developed intervention techniques tailored to the needs of students with disabilities:

Screaming:
- Intervention Technique: Provide a quiet, calming space for the student to retreat to when they feel overwhelmed. Teach the student calming strategies such as deep breathing.
- Consequence: Encourage the student to use their calming strategies independently. Praise and reinforce their ability to self-regulate.
Hitting Peers:
- Intervention Technique: Implement a social skills training program to teach the student appropriate ways to interact with peers, including conflict resolution strategies.
- Consequence: If the student hits a peer, they will be removed from the social situation and guided through a discussion on appropriate behavior and alternative actions.
Hitting Staff:
- Intervention Technique: Develop a communication system (e.g., picture cards or a communication app) to help the student express their needs and frustrations non-verbally.
- Consequence: If the student hits staff, they will be redirected to use their communication system to express themselves. Staff will respond to their needs promptly.
Biting:
- Intervention Technique: Identify the triggers for biting through the FBA and implement strategies to address these triggers proactively. Teach the student alternative ways to communicate their discomfort.
- Consequence: If the student bites, follow a predetermined procedure to ensure the safety of all students and staff. Provide support for the bitten student and implement the behavior support plan.
Throwing Objects:
- Intervention Technique: Teach the student the appropriate use of objects and the consequences of throwing them. Create visual cues to remind the student of proper behavior.
- Consequence: If the student throws objects, implement a brief time-out procedure to ensure safety. Involve the student in cleaning up and discussing the consequences of their actions.

In all cases, the responsibility for implementing consequences will rest with the classroom staff and support team. Consistency and clear communication will be key in addressing these challenging behaviors effectively.

Annual Reflection

Evaluating the classroom, behavior, and crisis management plan annually is essential for several reasons. First, it allows us to consider the needs of new students who may join the class. Every student is unique, and their needs may change over time, necessitating adjustments to the management plan.

Second, annual reflection provides an opportunity to assess the effectiveness of the strategies and interventions employed in the classroom. By analyzing data, reviewing the progress of individual students, and seeking feedback from colleagues and parents, we can identify what is working well and what needs improvement.

Furthermore, reflecting on our classroom management philosophy is an opportunity to track our evolution as teachers. As we gain experience and encounter different students and situations, our approach to teaching and classroom management may evolve. This evolution is a natural part of professional growth and development.

In my journey as an aspiring special education teacher, I have already witnessed changes in my philosophy about teaching. Through coursework, field experiences, and collaboration with experienced educators, I have come to understand the importance of flexibility, patience, and adaptability in teaching students with disabilities. I have also developed a deeper appreciation for the value of inclusive education and the impact it can have on the lives of individuals with disabilities.

Factors that can cause my philosophy to change over time include ongoing professional development, exposure to new research and best practices, and the evolving needs of my students. As I continue my program of study and embark on my teaching career, I remain committed to learning and growing as an educator, always striving to provide the best possible support and opportunities for students with disabilities.

In conclusion, a well-thought-out classroom and behavior management plan is crucial for creating a positive and effective learning environment for students with disabilities. This plan incorporates clear behavioral expectations, routines, and interventions that are rooted in a philosophy of compassion, human flourishing, and ethical conduct. By consistently applying these strategies and engaging in annual reflection, educators can empower students with disabilities to reach their full potential and lead fulfilling lives.

References

Colvin, G., & Sugai, G. (1989). Good schools for difficult times: Strategies for improving schools. Educational Leadership, 46(7), 49-52.
Emmer, E. T., & Sabornie, E. J. (2015). Classroom management for all teachers: Plans for evidence-based practice. Pearson.
Kern, L., Bambara, L. M., & Fogt, J. (2002). Classwide curriculum modifications: Effects on the problem behavior of students with disabilities. Journal of Emotional and Behavioral Disorders, 10(3), 156-166.
Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1-24.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109-119.