Improved Behavior Plan

Good behavior is a necessary condition for effective teaching to take place This is a plan that consists of setting the 4Rs: Rights, Rules, Responsibilities and Routines. Rules that students ust follo! at all ti es

"ositive recognition that students !ill receive for follo!ing the rules #onse$uences that result !hen students choose not to follo! the rules %These conse$uences escalate !hen a student breaks the rules than once in the sa e lesson&. 't is about positive discipline and the i portance of consistency. (.). Tell the student about it and infor the parents. ore

Option 1:
*ach day, all children begin !ith a green card. 'f a child sho!s e+ceptionally good behavior, his card !ill be turned to purple. 'f he is having difficulty follo!ing rules, his card !ill be changed to yello!, and then, if necessary, to red. This is a re inder for the child to rethink their behavior. 'f the behavior i proves, their card !ill be turned back to green. ,t the end of the day children !ill receive the follo!ing: Green: sticker- sta p, big happy face. "urple: s all pri.e /ello!: no sticker or pri.e, ediu happy face

Red: no sticker or pri.e, s all face The guardian is contacted to e+plain as uch as !e can about their day.

0hole !eek of happy faces: special treat1 favorite sho!2 Consequences:

3ccasionally children have difficulty follo!ing class and school rules. ,t these ti es try to redirect the child4s behavior through eye contact, changing the colored cards, or $uiet re inders. 'f this does not help to i prove the child4s behavior, one or ore of the follo!ing !ill be used: 5- Ti e-out at an area in the classroo This gives the child ti e to cal activity. 7- Ti e-out in another teacher4s classroo This !ill be used if the unacceptable behavior is not i proved by a ti e out in the first classroo . 8- 3ffice referral This can be used for behaviors that disrupt instruction or threaten others %hitting, kicking, biting, repeated offences, etc..& 4- (ote, phone call ho e, or conference !ith the parent, teacher, principal after school, behavior agree ent contract1 9- :oss of privileges. 'f the behavior is seen and repeated !eek after !eek !ith no i prove ent, privileges !ill be taken a!ay: 94 playground ti e, 5;4 special progra s, etc1 do!n and get ready to re6oin the class

%"lease cut on line, sign and return in your child4s note pouch&

' have read the infor ation about the school4s ne! behavior plan. '4ll talk to syste y child about these to sho! hi -her that ' kno! about the

and ' approve of it. y child !hat color he or she !as on, '4ll look at y child4s folder

' !ill ask

and talk about their day.

<y na e: ------------------------------- =ate: --------------------

<y child4s na e: ----------------------------------------------

Option 2:

GREEN LIGHT KINDERGARTENERS DO THEIR BEST TO FOLLOW OUR RULES.

(The Sugar Creek Cheetah Challenge: Responsible, Respectful, Ready, and Safe)
Re!"#n!$%le& Re!"e't(ul& Rea)*& + Sa(e (F#ll#, )$re't$#n!& ra$!e han)!& + talk at a""r#"r$ate t$-e!. 2. Good Wor ers Re!"#n!$%le + Rea)* (Tr* the$r %e!t + '#-"lete ,#rk. 3. Good !anners Re!"e't(ul (U!e /"lea!e0& /thank *#u0& + /-a* I0. 4. Good "riends Re!"e't(ul + Sa(e (Share& k$n)& th#ught(ul& + hel"(ul. 5. Good #Resters$ Re!"e't(ul + Sa(e 1.

Good Listeners

(1u$et )ur$ng re!t t$-e.

GREE% LIGHT & GO

'(ild )a es *ood c(oices to follo+ t(e rules all day, '(ild-s na)e re)ains on t(e *reen li*(t, REWARDS 2. Green L$ght all )a* 3 45la*t$-e 4Earn! 67' t#,ar)! /trea!ure %#80 re,ar). 4C#l#r! !t#"l$ght "a"er /green0 t# take h#-e. 4Sta-" #r !t$'ker #n !t#"l$ght "a"er. 4Green -ark #n 'la!! 'hart. 6. Green (#r 9ell#,. L$ght! all ,eek 3 4Green L$ght K$n)ergartener A,ar) g$:en #n Thur!)a*. ;. Green L$ght! all )a* (#r ent$re 'la!! 3 4Cla!! earn! 67'ent! t#,ar)! 'la!! re,ar).

.ELLOW LIGHT & '/0TIO%

'(ild c(ooses to not follo+ a rule durin* t(e day1 '(ild-s na)e )o2es to t(e yello+ li*(t1 WARNING 2. 9ell#, L$ght all )a* 3 45la*t$-e 4C#l#r! !t#"l$ght "a"er /*ell#,0 t# take h#-e 4Sta-" #r !t$'ker #n !t#"l$ght "a"er 49ell#, -ark #n 'la!! 'hart 6. 9ell#, (#r Green. L$ght! all ,eek 3 4Green L$ght K$n)ergartener A,ar) g$:en #n Thur!)a*.

RED LIGHT & STO3

'(ild c(ooses to not follo+ t+o rules in a day1 '(ild-s na)e )o2es to t(e red li*(t1 CONSE1UENCES 1. Re) L$ght 3 47 -$nute! th$nk t$-e 4C#l#r! !t#"l$ght "a"er /re)0 t# take h#-e 4L#!! #( !ta-" #r !t$'ker #n !t#"l$ght "a"er 4Re) -ark #n 'la!! 'hart 4L#!! #( Green L$ght K$n)ergartener A,ar) g$:en #n Thur!)a*. 6. <la'k 3 '(ild c(ooses to not follo+ )ore t(an t+o rules in a day1 '(ild-s na)e )o2es to t(e blac area around t(e stopli*(t1 42= -$nute! th$nk t$-e 4C#l#r! !t#"l$ght "a"er /%la'k0 t# take h#-e 4L#!! #( !ta-" #r !t$'ker #n !t#"l$ght "a"er

4<la'k -ark #n 'la!! 'hart 4L#!! #( Green L$ght K$n)ergartener A,ar) g$:en #n Thur!)a*. 45$nk n#te !ent h#-e t# %e !$gne) %* "arent>'#n(eren'e>l#!! #( "r$:$lege!

%"lease sign and return&

' have read and discussed the classroo

behavior plan !ith

y child.

#hild4s signature: ------------------------------

"arent4s signature: ----------------------------

#o

ents:

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For the teacher:

The key professional in the process is the teacher !ho has the initial responsibility for the child4s !elfare. *arly !arning of concerns should be co unicated to ad in. >o that strategies can be discussed and ore for al steps are re$uired. agreed before

Group punish ent should be avoided as they breed resent ent. There should be a clear distinction bet!een inor and a6or offences.

't should be the behavior rather than the person that is punished. Aims: To create an environ ent !hich encourages and reinforces good behavior

To define acceptable standards of behavior To encourage consistency of response to both positive and negative behavior

To pro ote self-estee , self ?discipline and positive relationships To ensure that the school4s e+pectations and strategies are !idely kno!n and understood

To encourage involve ent of both ho e and school in the i ple entation of this policy.

The adults encountered by the children at school have an i portant responsibility to odel high standards of behavior, both in their dealings !ith the children and !ith each other, as their e+a ple has an i portant influence on the children. Supportive discipline tactic: 't is the 6ob of the teacher to teach these children ho! to behave in school. <any of the classroo classroo have had no school e+perience before. >he controls the but positive anner. >he4s !hat people refer to as the in a fir

cli ate control center for the classroo . >he is responsible for !hat the looks like, sounds like, and produces. >he has the ability to set the tone for the day by a pleasant greeting or start off poorly by being curt !ith the students. @se signals directed to a student needing support :earn to catch student4s eyes and use head shakes, fro!ns and head signals. @se physical pro+i ity !hen signals are ineffective. >ho! interest in student !ork. ,sk cheerful $uestions or favorable co ents ake

>o eti es provide a light challenge: #an you co plete one before !e stop2

ore

Restructure difficult !ork by changing the activity or providing help. Give hints, clues or suggestions to help students get going 'n6ect hu or into lessons that have beco e tiring. Re ove seductive ob6ects such as toys1 Return the later.

,ckno!ledge good behavior in appropriate !ays at appropriate ti es. @se suggestions, hints, and '- essages as students begin to drive to!ard isbehaving.

>ho! that you recogni.e student4s disco fort

These are positive !ays of handling students !ho hate to be signaled out. They shut do!n !hen talked to out of habit. Corrective discipline: >top disruptive behavior. 't4s best not to ignore it. Talk !ith the offending student or invoke a conse$uence in accordance !ith class rules Re ain cal and speak

Aollo! through consistently, the sa e !ay each day. Redirect isbehavior in positive directions isbehavior, ask ho! you can help

Talk !ith students privately about

#.<. #harles, )uilding #lassroo

=iscipline.

Communication and parental partnership: "arental participation in any aspects of school life is encouraged.

This participation assists the develop ent of positive relationships in !hich parents are ore likely to be responsive if the school re$uires their support in dealing !ith difficult issue of unacceptable behavior.