Classroom Behavior Plan
First Grade
2008-2009

This year’s behavior plan is structured to consistently reward positive behavior and to constructively acknowledge, re-direct and/or problem solve to change other behaviors. I plan to practice all class procedures the first few days of school so that students know what my expectations are. My goal is to prompt students to be conscious of their behavior and its effect on themselves and others. I plan to teach as well as encourage behavior that is respectful and is also in accordance with the LISD’s Ten Ethical Principles. Listed below are the components of the plan.

• Social Contract: During the first couple days of class the students and I will create a social contract. This will contract will outline the four questions:
o How do you (the students) wish to be treated by the teacher?
o How do you think the teacher wants to be treated by the students?
o How should we treat each other?
o How should we handle problems and/or conflicts that come between us?

• Class Rules: Because I think it is important to conduct my classroom as a democratic learning environment, the students will help me write out the class rules. This list will be about 3-5 rules that they think are the most important to have in order to keep the classroom a safe and comfortable learning environment.

• Excellent Behavior Clothespin Chart: This chart will be a visual aid for students to see where their behavior is at for the day. It will be hung in the front of the room with a clothespin with each child’s name on it. The chart is divided into the following categories: Excellent, First Warning, Think Time, Beware, and Danger Zone. Each day the students will start fresh with their clip hanging on the Excellent category. Their clothespin will be moved if they break one of the agreed upon class rules. Students will have the ability to move their clip back up to Excellent if their behavior improves. However, if a student’s clip is moved to the Beware category, they will get a note sent home or a phone call home even if their behavior improves. In addition, if a student moves to the Danger Zone, they will not be able to move up to Excellent. Explanation of each category is as follows:
1. Excellent (green): student is showing exceptional behavior through out the day
2. First Warning (blue): verbal warning from the teacher
3. Think Time (yellow): student will go to the designated area of the classroom to sit and reflect on their choices or sit out 10 minutes during recess.
4. Beware (orange): a note will be sent home by the teacher or the teacher will call home and notify parents of the child’s behavior. The student will also sit out 15 minutes during recess.
5. Danger Zone (red): student will be referred to the office

• Individual Reward System: At the end of the day if students’ clips are on green they will receive a green dot in their daily folder. At the end of each month, each student receiving 15 or more green dots that month will be allowed to go to the treasure chest. In addition, tickets will be given out for positive behavior. After saving up 15, 20 or 25 tickets, the student will get to choose a special reward. It will be the students’ responsibility to save and keep track of their tickets.

• Class Reward System: I will keep a “caught you being good” jar in the classroom. Whenever students are exhibiting excellent behavior I will add a marble to the jar. If we receive a compliment from an administrator or another teacher, I will add two marbles to the jar. Once the jar is full, the class will get to vote on a special treat, such as a popcorn or pajama party.

• Daily Behavior Chart: In each students’ daily folder there will be a behavior chart where I will indicate which category on the Excellent Behavior Chart the child finished the day on. Please sign this chart every night and return it with your child to school the following morning. I would like for you to take a look at your child’s behavior so that we can have an open communication system, and also you can continuously encourage your child.

• Teacher Discretion: If a student continues to break the class rules, various methods may be employed to assist the student in controlling his or her behavior and being successful in the classroom. These methods could include: phone calls home, parent conferences, referrals to the office and/or counselor, lost recess time, individual behavior contracts, etc.

• Classroom Meetings: These meetings are a time for the entire class to positively interact, discuss issues, problem solve, share feelings, and give affirmations/compliments. Classroom meetings are done on a regular basis.