Classroom/Behavioral Management
Published on Nov 26, 2015
UNE presentation
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PRESENTATION OUTLINE
Classroom/Behavioral Management
by Phil Day
This presentation will describe Elisabeth C. Adams's Positive Classroom/Behavioral Management plan, Adams CARES.
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Adams CARES is...
- a program designed by teachers and administrators, with student input
- CARES recognizes student behavior and habits that create meaningful, safe school experiences
Our school has a CARES committee, which consists of teachers, a vice-principal, and students. The CARES committee meets throughout the school year to plan events and discuss progress towards attaining the goals set forth through CARES.
Photo by Viktor Hertz
How is CARES communicated?
- School-wide assemblies
- Team and grade-level activities such as Team Building Days
- Learning activities that focus on our school's namesake, Dr. Elisabeth C Adams
- Guest speakers (e.g., autism roundtable, internet bullying, drug abuse)
Students are made aware of CARES on the very first day of school, and throughout the year, we host an array of school activities that focus on CARES. Parents are notified of CARES via our student handbook and a letter sent home the first day of school.
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Community
Behavioral expectations: Takes proper care of school property; follows school & classroom rules/routines; helps others; polite to others; cooperates with others
Academic expectations: Actively participates in classroom talk; listens attentively; elaborates and builds on each other's ideas; works to clarify or expand on ideas
Academic expectations: Actively participates in classroom talk; listens attentively; elaborates and builds on each other's ideas; works to clarify or expand on ideas
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Attitude
Behavioral expectations: Enthusiastic about learning; motivated to learn; willing to try new strategies; cooperative
Academic expectations: "I have the right and obligation to understand and make things work"; "I am capable of analyzing problems"; Habits of mind: tries actively to analyze problems, ask questions, and get information
Academic expectations: "I have the right and obligation to understand and make things work"; "I am capable of analyzing problems"; Habits of mind: tries actively to analyze problems, ask questions, and get information
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Respect
Behavioral expectations: Respect the opinions of others; respect other's feelings and space; respect other's belongings; waits turn to contribute; shows kindness to peers and others
Academic Expectations: Knows how to ask questions, seek help, and get enough information to solve problems; develops a toolkit of problem-solving skills and good intuition when to use them
Academic Expectations: Knows how to ask questions, seek help, and get enough information to solve problems; develops a toolkit of problem-solving skills and good intuition when to use them
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Effort
Behavioral expectations: Prepared for class- on time, right tools, planner; prepared for class- completed assignments; consistent positive effort; persistent
Academic Expectations: Constructs explanations and tests understanding of concepts; formulates conjectures and hypotheses; challenges the quality of evidence and reasoning; plays an active role in monitoring and managing his/her own learning; becomes agent of his/her own learning
Academic Expectations: Constructs explanations and tests understanding of concepts; formulates conjectures and hypotheses; challenges the quality of evidence and reasoning; plays an active role in monitoring and managing his/her own learning; becomes agent of his/her own learning
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Scholarship
Behavioral expectations: Academically honest (no plagiarism); academic integrity- responsible for own work; diligent; develops/uses good study habits
Academic expectations: Accountable to specific, accurate knowledge; uses appropriate evidence for claims and arguments; demonstrates commitment to getting it right; synthesizes several sources of information; creates authentic products and performances; finished work meets public standards of quality
Academic expectations: Accountable to specific, accurate knowledge; uses appropriate evidence for claims and arguments; demonstrates commitment to getting it right; synthesizes several sources of information; creates authentic products and performances; finished work meets public standards of quality
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FEEDBACK/RECOGNITION
1. Teacher feedback, both oral and in writing
2. CARES Coupons, which are entered into drawings for prizes
2. Students' names are recognized on bulletin boards in the hallways
3. Adhering to the principles of CARES can lead to Student of the Month recognition
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Interventions
- Teachers & Student
- Teacher, Student, & Parent
- Teacher, Student, Parent, & Administrator
When CARES expectations aren't met, the teacher and the student will conference. If the behavior/academic issue continues, the teacher will contact the parent and/or the administrator. If the problem continues, the teacher will notify the administrator.
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When we still don't meet our goals?
- Discipline Referral Form (K-12)
A discipline referral form consists of three levels. Level One is an academic violation, such as cheating or plagiarizing for the first time. Disruptive behavior is also considered Level One. Level One referrals can require a conference with an administrator, an after-school detention, etc. Level Two referrals are for disruptive/offensive behavior, such as fighting/assault or chronic disruptive behavior. At Level Two, administrators are required to intervene. Level Three includes weapons, drugs, etc., and may results in suspension/expulsion.
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Additional Inteventions
- Student Action Plan- academic success
A Student Action Plan for academic success involves determining a plan of action that involves the student, parent/guardian, and teacher(s). The plan is completed on a form, and it lists the items that each party will be responsible for. For example, a parent/guardian might be responsible for checking a teacher's website daily. This past year was the first year the Student Action Plan was initiated. The year prior, the teachers worked together to create the document.
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Why is it Effective?
- CARES has given us all a common language
- The Student Action Plan has made teacher/parent communication more focused
Teacher, students, and administrators all have a common language (CARES) that they can use to facilitate discussions about academic or behavior successes or problems.
The Student Action Plan gives all parties a plan to follow and a meeting schedule. At meetings, the form is used to discuss student progress. Since this was the first year of its use, there is no data to support its effectiveness yet.
The Student Action Plan gives all parties a plan to follow and a meeting schedule. At meetings, the form is used to discuss student progress. Since this was the first year of its use, there is no data to support its effectiveness yet.
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