ABC Chart

Date/Time Activity Antecedent Behavior Consequence

When did the What activity was What happened What did the What happened
behavior occur? going on when right before the behavior look right after the
the behavior behavior that like? Sound like? behavior and/or
occurred? Who might have Use objective the result of the
was there? triggered the terms to describe behavior?
behavior? the behavior.

09/25/2018 The class was A student from As the student Mrs. Dentlinger
@ 1:13 p.m. transitioning into the other room was about to use stepped in. She
Read Aloud – came in an the new chair, explained to
students were grabbed the new Student T said, Student T that the
switching to chair. The use of “you can’t use other student
different rooms, the chair was that here.” In an wasn’t in the
Student T was discussed earlier aggressive, bossy room for the chair
sitting on the to the homeroom way. Student T directions. She
floor in the front class but not the glared at the asked Student T
of the room. Mrs. others. other student. what a nicer way
Dentlinger was was to tell the
next to him. other student the
chair was only for
work time.
Student T did not
respond. Mrs.
Dentlinger told
the other student
the rules.

09/25/2018 The class was The group Student T ripped Student T finished
@ 1:30 p.m. broken up into members each the pencil out of drawing the other
groups for a picked a state to his classmates students state.
group project. draw that was in hand while saying The other student
They were their region. One “Oh my god, no!” did not say
working on a of the girls was He grabbed the anything. Student
poster to present not complying pencil T immediately
to the rest of the with the rest of aggressively and calmed down
class. There were the group. She had an angry and once he had
three other was not sure how annoyed tone to gotten his way.
students in to draw a certain his voice.
Student T’s group part and was
(two girls, one confused to what
boy) the other
members were
saying.
 The class was Mrs. Dentlinger Student T told Mrs. Dentlinger
10/02/2018 working on their had told the Student K, “That’s came over to the
@ 11:12 a.m. to-do lists during students to start not what you’re two students. She
Math Workshop. with supposed to be told Tyson that
accomplishing doing.” Student K she asked Student
their green lights responded by K to start with his
on Zearn for the glaring at Student lessons instead of
day. Student K T. Student T then the green light.
was working on a stated in a bossy She continued
lesson instead. tone, “Do your and asked
green light Student T to focus
Student K.” on his work and if
he has concerns
to talk to her.

The class was Two students Student T shouted Student M told

10/09/2018 finishing up snack. wipe down the across the room Student T he was
@ 9:02 a.m. Part of the class tables with a to Student M in a able to wipe
was heading Clorox wipe after bossy and down the tables
outside for recess. snack. It was aggressive in his jacket.
Student T and manner, “You can Student M
Student M’s turn go outside yet explained he was
to wipe them Student M!” getting ready so
down. Student M Student M he could get
was putting on his responded by outside faster.
jacket while the saying “I’m not.” Student T glared
rest of the Student T at Student M for a
students were aggressively told second and went
finishing snack. Student M, “Take to wipe down
your jacket off. tables.
You need to help
wipe off tables.”

Class was Student T sat Student T looked Student L came

10/09/2018 transitioning into down on the at Student P. over to the two
@ 2:07 p.m. the classroom couch. Student P Student T boys. He told
from specials. The came and sat on scrunched his Student P that
students came the couldn’t next eyebrows and Student T already
into class to find a to Student T. The stated said he could sit
spot at home base couch only sat aggressively on the couch with
to listen to Mrs. two people. “Move Student P, him. Student T
Dentlinger during you can’t sit gave Student P a
Read Aloud. here.” “told you so”
look. Student P
got up and moved
to the floor.
 Action Plan
Describe your plan (provide details such as when, how often, what you will say or do;
approximately ½ page):
My behavior plan consists of multiple steps. To begin, I will take Student T aside during

Reading Workshop (9:15 a.m.). Because Reading Workshop allows students to use flexible

seating, the classroom will be too chaotic during this time. We will go to the collab lab or the

work room to explore the lesson. During the lesson, I will have Student T watch Chester’s Way

on storylineonline.com. After the book is read, we will discuss what happened, how choices

affect others feelings, how to be open to others ideas, and how we can use this information in

everyday life. I will focus on using guided discovery through open ended questions that will help

Student T discover different perspectives and how actions can be seen in different ways. I will

end this lesson be encouraging Student T to use what we discussed and apply it in the classroom

when working with other classmates. In the classroom, if Student T becomes rude, bossy, or

aggressive with his words towards his classmates, I will ask him to rephrase the statement or

question to be nicer. For example, “Student T, can you say that in a nicer way?” If he does not

respond, I will rephrase the words for him.

Provide rationale for your plan (WHY you selected this strategy):
Student T struggles with seeing other individual’s perspective. When he is not getting his

way, or wants something done a specific way, he uses rude, bossy, or aggressive statements to

get his point across. I chose the book, Chester’s Way, because of the theme. Chester and his best

friend do everything the same, and they like doing everything a certain way. When a new mouse,

Lily, moves into town, Chester and Wilson do not like anything she does because it is different

from how they do it. In the end, Chester and Wilson realize they like some of the things Lily

does better than what they originally do. By choosing this book, I was able to take the theme and
use guided discovery to help Student T come to a conclusion that having an open-mind allows

everyone to share ideas and create one greater one as a whole. Taking this into the classroom, it

will help Student T have an open-mind on his classmates decisions. I will also ask Student T to

rephrase statements and questions if I feel they are rude, bossy, or aggressive. Student T may not

realize the tone and word phrases are negative. By asking him to rephrase it to be nicer, he will

recognize how they statements can be taken negatively from another classmate. If he is unsure

how to rephrase it, I will give him ideas. He can take this information and apply it the next time

he has something to share with a classmate.

Implementation (describe your actions and the results; minimum one page):
The lesson with Student T went well. Because the collab lab was in use, I decided to do

the lesson in the work room. I had Student T bring his laptop to watch Chester’s Way on it.

Introducing the story, I found out Student T had already listened to the story before. I asked him

to really focus on Chester and Wilson’s action and what changes throughout the story. The story

took about ____ minutes. After the story ended, I asked him a series of questions including what

happened throughout the story, what he felt about Chester and Wilson’s actions, what Chester

and Wilson could have done differently to better include Lily, how this story relates to being in

the classroom, and what strategies he uses when working with a group and different ideas and

choices. Student T answered these questions and seemed to understand how to work with a group

and different ideas – he answered the last question by explaining that each person in a group

explains their idea and whatever the group thinks is the best idea, goes. I am not sure that he

grasped the understanding of being openminded to other individuals decisions and choices

though outside of a group setting. Back in the classroom, there were still situations where

Student T would become rude, bossy, and aggressive. This would mainly happen when a
classmate was not following a rule. One day another student did not put a flexible seating scoop

chair back where it was supposed to go. Student T used an aggressive tone and told the child,

“Hey, you need to put that back. It’s against the rules!” The other student stared back at Student

T and in the same tone Student T say, “Put it back!” I walked over and told Student T to please

use a calm voice and explain to the other student why the child needs to put it back in order to

follow the “rules.” Student T responded in a calmer voice and told the student flexible seating

needs to be put away after your done using it otherwise it get taken away. After a few times of

doing this Tuesday and asking Mrs. Dentlinger to implement this action, we have slowly noticed

Student T approaching situations with a calmer demeanor. Although he has become better, there

are still moments when we have to remind him to make his words and tone nicer.

Reflection (share your thoughts about the success or lack thereof, thoughts about the
child’s future as well as your future teaching; approximately one page):
The lesson with Chester’s Way did not end the way I expected it to but it did give me

some better understanding of Student T I wanted to use the book and guided instruction to help

Student T realize perspective and how his words and tones affected others. Instead, the lesson

clarified that he knew how to work in a group setting by sharing ideas and making a decision as a

whole. Because I did not get what I was hoping out of the first lesson, I decided to implement a

consequence. When his words became rude, aggressive, or bossy to another classmate I would

ask him to rephrase his words to be nicer. In the beginning, Student T would just stare back at

me. I was not sure if it was going to work. I would have to rephrase his words for him and ask

him to use a calmer tone the next time he had something to say. This slowly turned into him

restating his words into calmer tone. By the end of Tuesday, November 13, Student T was only

needed to be corrected twice. This was an improvement from the first couple weeks of school.
By correcting Student T, he is slowly becoming aware of his word choice and tone. Although

Student T still needs to be corrected every now and again, I would say my behavior plan was a

success. If Mrs. Dentlinger follows through with this, I do believe that Student T will become

fully aware of his words and affect they have on others. This will allow him to grow better

relationships in the future with his classmates and others he meets throughout life. Student T is a

bright child, and the more he focuses on his words and tone I do believe that he will connect and

talk things through with more maturity. Perspective is very important as a child, and I am sure I

will run into more common situations like this as I enter the education field. Before

implementing a behavior plan, I will take notes on observations of the child’s behaviors. If

questions arise, I will be sure to ask fellow colleagues to give advice and input. I will then take

my background knowledge from this behavior plan and tweak it depending on the specific

child’s needs. The behavior plan has been interesting to see the long term effects and action can

have on a child.