This paper will provide a detailed Behavior Management Plan for a fictitious 5th Grade student presented as having an Oppositional Defiant Disorder.
4 Main Theorists * Barbara Coloroso: * Main goal: To teach students self-control, responsibility, and acceptable behavior. * Students are responsible for their own decision making and managing the outcomes of their decisions. * Process in helping students learn inner discipline: * Restitution: The student makes sure the harm done is corrected. * Resolution: Pinpointing and remedying the cause for misbehavior. * Reconciliation: Begins positive relationships with the people that are hurt by the student’s actions. * Teachers do not nag, rescue, warn, or make decisions for students. Instead, teachers offer support and suggestions. * Fred Jones: * Main reasons for student misbehavior: “student passivity, general aimlessness, and massive time wasting” (Jones, p.120). * 6 things effective teachers perform: * Make maximum use of classroom time: establish routine, structure, rules and responsibility training (Jones, p. 123). * Room arrangement: desks should be arranged so the teacher can “work the crowd” (Jones, 124). * Firmly establish expectations and procedures for class routine. * Classroom chores * Opening routines: Students work on “bell work” while teacher is taking attendance (Jones, 125). * Make students aware that they mean business. * “Meaning business”: communication strategy the focuses on body language, including bodily carriage, eye contact, and tone of voice (Jones, 125). * Outline limits on behavior very clearly. * Setting limits: “clarifies the line that separates the acceptable behavior from unacceptable behavior (Jones, 125). * Physical Proximity: Use body language to set limits. * Ensure that students are actively engaged in learning. * Say, See, Do teaching: teacher says, students see, and the students do (Jones, 125). * Visual instructional plans: use a graphic or picture prompt to help guide students through completing activities or assignments (Jones, p. 127). * Use incentives to promote responsible behavior and motivation. * Incentives must be instructional. * PAT (Preferred Activity Time): Activities “such as art, games for learning review, viewing a video, or having time to pursue personal interests with friends” (Jones, 129). * Genuine incentives: Students are rewarded based on cooperation, responsibility (Jones, 129). * Provide efficient use of time when helping students. * Spencer Kagan: * Win-Win Discipline: Involves same side chats, collaborative solutions, and learned responsibility (Kagan, p. 158). * ABCD of disruptive behavior: aggression, confrontations, disengagement, breaking rules (Kagan, p.158). * Be aware of student’s position (physical/emotional state). * Structures: “Procedures – steps teachers can take to deal with misbehavior when it occurs” (Kagan, p. 159). Teacher applies the correct structure based on the student’s behavior. Applied at the moment of disruption. * Follow-up structures: Used when at the moment disruption structures do not correct the behavior (Kagan, p.159). * Come up with a preventative structure. * Same side chat * Personal Improvement Plan * Marvin Marshall: * Students learn responsible behavior best when they are internally motivated. * Teachers cannot control students’ behavior. * Positivity: Optimism