Positive Behavior Interventions and Supports
Consequences for Rules/Policy Infractions
Special Problems/Concerns
- BB~ BAUMSTEIN BUCKS!!
- Despite the corny sound, Baumstein Bucks are da BAUM. When students display admirable behavior, kind actions, and very intellectual comments/discussion topics, they will, on the spot, receive the appropriate amount of BBs. These can be redeemed for homework passes (limit 3) and also extra credit points.
- Constant Encouragement
- I will always remind students of the great work they're doing in classwork, group work, and discussion. It's always important to let students know that they're doing at least something good, for even the smallest bit of positivity may turn a bad day around! This will always be acknowledged.
- Office Hours
- Though not something constantly present in the classroom, I will always make it very clear that I am available before and after school to discuss problems in the classroom regarding academics, behavior, and anything else the students need guidance for. I am a resource readily available to discuss how students can improve to reach their potential.
Consequences for Rules/Policy Infractions
- Minor Interventions
- Everybody has bad days, so some mistakes are understandable.
- With that being said, punishments of minor infractions are, well, minor, but necessary to stop the behavior.
- First Offense
- Actions that infringe upon our rules & procedures, but do not necessarily disrupt the class- such as texting, small conversation out of turn, and sleeping- will simply lead me to approach the student and stand nearby. I may casually remind them to stay on task, but the hope is that my presence and acknowledgement will be enough to curtail their inappropriate behavior. This is simply a verbal warning.
- Disruptive classroom behaviors, such as rude comments, talking out of turn, and the like, will be given a verbal warning. BBs will be collected.
- Subsequent Offenses
- Once these behaviors become habitual or are repeated, participation points for that activity or discussion will be deducted.
- A conference between the student and I will be arranged. We will go over the rules & procedures for our classroom, and we will discuss a plan to curtail these actions. If these actions are a result of underlying issues with the student and/or his/her peers, we will plan and adjust accordingly.
- Major Interventions
- If, following deduction of BBs and one-on-one conferences fail to curtail disruptions, and classroom infractions remain persistent, further action is necessary.
- Students will lose all participation points for the current activity/ discussion.
- Students will receive an office referral.
- Following these actions, if this misbehavior continues, a conference will be organized with the student and his/her parents. We will collectively create a plan-to-action to help end this misbehavior and create an environment/system in which they feel comfortable and ready to learn
Special Problems/Concerns
- IEPs will be carefully referred to and followed in the classroom. These will be considered when evaluating behaviors.
- Traumatic events and special circumstances will also be considered. This includes family deaths and emergencies, sicknesses, and any other special circumstance that may arise. This does not give students permission to simply act out, but their behavior may be evaluated a little bit more leniently.
- Ineffective rules and consequences will be evaluated. If something isn't working in our classroom, it has to be changed. I am very flexible when it comes to restructuring our classroom's rules and procedures to make sure they're the best for what we all need.
Fighting the negative with negative is not a war teachers will win, and it benefits nobody. So, I feel like there should be a positive approach to managing misbehavior. Incentives are a great way to help students keep on track with what they're supposed to be doing and how, especially in the middle grades. I think the idea of "Baumstein Bucks" is a great way to incentivize good behavior, active and thoughtful classroom participation, and great work. Also, the fact that these can be taken away will hopefully be a way to keep them in line. I also know that encouragement is huge factor in a positive behavioral environment. We focus so much on the negatives, and we put them as top priority as they have an immediate disruptive impact in our classroom. However, teachers should really focus on the positive and congratulate students on a job well done so that the classroom environment seems so much more lively and not scary with all of the negativity. Finally, students deserve a right to speak to me about whatever may be on their mind. As long as I advertise the fact that I am available for discussion, I hope it makes me seem approachable as an educator. Being open to their questions, comments, and concerns- about schoolwork or possibly even behavior or social concerns- will hopefully foster a very approachable, positive environment.
I do know that everyone makes mistakes. Sometimes, students can't help their behaviors, and sometimes they are simply just having a bad day. This is why tiered disciplinary plans are important- so students aren't hit with a crazy punishment for simply making a mistake. They should not be publicly embarrassed in front of the class or even punished by their parents for maybe sending a text or carrying on a conversation with a friend for far too long.
Once these misbehaviors become a habit, however, things will start to get more serious. Students must know that these behaviors are unacceptable, so their grades and opportunities (via Baumstein Bucks) will reflect this disrespect of the classroom's rules. I particularly find one-on-one conferences with me very important. This will give me a chance to hear out what the student has to say, a potential excuse, and it will allow them to understand my reasoning for punishing them. In these conferences, the goal is to create some sort of plan that will help the student fix these misbehaviors. It gives them a voice in the acknowledgment and fixing of their actions. "Breaking the Cycle of Student Misbehavior" featured on Conscious Teaching discusses of misbehavior forms and contracts, "These forms won’t necessarily end conflict, but they will allow the student some reflection time where he can slow down and be more prepared to squarely and positively address his behavior". Instead of me simply preaching at the student, lecturing away while they roll their eyes, this shows that I care about what they have to say. If these behavior plans require some kind of incentive, then so be it. Together, students and I will help them get back on track.
Like everything, there are exceptions and caveats to behavior management. Sometimes there is simply a good enough excuse for certain behaviors. Students with learning and behavioral disabilities will have a somewhat more lenient behavioral management plan. Their IEPs will be carefully referred to and followed. Also, everyone has bad days. Sometimes when really unfortunate events happen, we don't act like ourselves. So, I will also be a little bit more lenient when special or traumatic events happen. I simply need to know at some point what is going on.
Reference: http://www.consciousteaching.com/web/wp-content/uploads/CH-13.Breaking-Cycle.CCM_1.pdf