Behavior Modification: Action Plan
I
Unit: Behavior Modification
Theme: Action Plan
Introduction
Stoicism is a school of Hellenistic philosophy that flourished in Ancient Greece and Ancient Rome. The Stoics believed that the practice of virtue is enough to achieve eudaimonia: a well-lived, flourishing life.
The Stoics believed that art was a representation of reality and that it should be used to promote virtue and to teach people about the nature of the world. They believed that art should be realistic and should not be used to promote vice or to teach people about the dark side of human nature. Seneca's tragedies, for instance, are creative works of fiction, but it isn't art for art's sake, as they have an underlying moral purpose.
The Stoics believed that virtue was the only good and that behavior in conflict with virtue was the only evil. When one acts with virtue and strives to weave virtue into one's daily life, one is on the path to a life well lived, one of happiness, contentment, and good spirit.
The Stoics were able to articulate four rules to build lasting discipline: the dichotomy of control, the path of virtue, the art of acceptance and mindfulness. How to apply these rules in a practical way when teaching school children in the twenty first century? Liana Davis (Nazaretyan), a STEM Educator at San Diego County, California, United States, shares with us her Action Plan.
II
Learning Objectives
- Understand the importance of Classroom Management
- Explain the structure of the Action Plan
- Gain awareness of the effect the Action Plan has on students' classroom behaviors
- Experience the creation of your own Action Plan
III
Main Lesson
1
Video
The Stoics on Discipline
2
Ms. Davis is the face behind Love Learning Stem, the platform that offers Science and Stem resources for all learners with ease of use for the teacher. Ms. Davis has been in education for a little over ten years as a First Grade and K-6 STEM Educator. She is known for helping teachers that make STEM and Science more accessible and differentiated for English Language Learners and other diverse student groups. Her Action plan is used here to illustrate how to plan for the kind of behaviors teachers need to implement in the classroom to have a healthy learning environment.
2:25 Your Beliefs 5:13 Procedures 11:33 Positive Consequences 14:55 Correcting Behavior 18:23 Putting it all Together
One Classroom Rule
(Schedule)
Minute to Minute
Free and Short term
Intermitten
Monthly and Once a Year
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Action Plan (In detail)
Our Class at a Glance
Introduce your philosophy of teaching
Our Rule
Respect Others
Our Class Procedures
Create Schedule First (Monday - Friday / 8:00 AM - 3:00 PM
Choose from the website the Class Procedures. See how they benefit the child and why.
Positive Consequences
Free and frequent, Intermittent, Strong and Long Term
First Week, First Day - Minute by Minute
Write about every minute that you are accounted for, even class, every procedure, how I teach it
Correcting Behaviors - Behavior Contracts
Crisis Plan
The Finale
Develop: create your resources, make forms, create posters with procedures for students to learn them the procedures
Teach: Videos, books, brochures to learn procedures
Share: with the principle, with students, for yourself
Review: Look at your management plan and see if it has worked
IV
A Note to Remember
The action plan allows the teacher to know exactly what to do every minute of instruction. It helps the teacher to control behaviors and and be able to teach without disruption. It is important to teach these behaviors, reason why the action plan is part of curriculum building.
V
Case Study
A Student's Action Plan
Lindsay Unified School District is empowering and motivating for today and tomorrow. Learn strategies and methods for teaching in a performance based system with lessons from LUSD professionals. In this video, Ms. Martin works with Michael on his action plan to reach his smart goal.
VI
Discussion Questions
After watching Ms. Davis' video on how to create an Action Plan, why is classroom management important?
Briefly explain the structure of the action plan.
How does the action plan affect students' classroom behavior?
VII
Activity
Team up with your group and create your own action plan. Integrate your action plan with the general curriculum you have created and the Mind -Up initiative.
VIII
Journaling
IX
Glossary
X
Sources
Love Learning STEM. https://lovelearningstem.com/
XI
Allie’s Action Plan
Our Class at a Glance:
I believe that dance should be a student's opportunity to
emotionally connect with his or her environment. Dance functions as a way for a person to
understand deeper feelings and train the mind to cope with them.
Our Rule:
Respect yourself, your peers, and your teacher
Our Class Procedures:
1. Entering the room: Enter quietly and politely; remove your hat if you're wearing one; don't interrupt other students.
2. Participating in group lessons: Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
3. Obtaining help with assignments: Quietly ask the students near you for help with directions if you need it but wait for me to finish talking; if you are working alone, raise your hand to get help from me.
4. What to do with unfinished work: If we don’t finish learning a new combination, we will finish it as a warm-up for our next class!
5. When and how to use the restroom: If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say "no," wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class promptly.
6. When and how to use the drinking fountain or sink: When I am not teaching the whole group, you may get a drink; you may bring your water bottle if it is empty.
7. Being a classroom helper: The studio could always use some extra helping hands; if you see trash, make sure to pick it up; if you see a friend struggling, you can help them or call me over for guidance. These are just a few examples.
- Signals for attention: When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
9. Helping other students: In a cooperative classroom, it is good to help one another; if someone needs help with directions, help him or her if you are able; if someone needs help with understanding, tell him or her to ask me for help; never put down another student who asks for help.
- What to do during free time: If we have down time, make sure to utilize your break effectively; you may get water, stretch, or mark anything you are struggling with. Feel free to come to me with any questions or concerns.
Schedule: Wednesday 5-6:30 pm
5-5:15 pm: The students arrive and enter the studio dressed and ready to go. We will spend 10 to 15 minutes allowing them to stretch individually and use the bathroom after having to commute to class.
5:15-5:30 pm: The teacher will lead the class in stretches.
5:30-5:35 pm: The students will be given a 5-minute water break before starting to learn a new combination.
5:35-5:40 pm: The students will listen to the teacher’s music selection and carefully watch and mark as the teacher performs the combination.
5:40-6:00 pm: The students will learn the combination piece by piece, adding on a new movement to what they already learned.
6:00-6:05 pm: The students will be given a 5-minute water break before wrapping up and performing the combination in its entirety.
6:05-6:20 pm: The students will perform the entire combination with and without the teacher.
6:20-6:25 pm: The teacher will guide the students in a cool down.
6:25-6:30 pm: The teacher
will remain with the students until each one is properly picked up by a parent
or guardian.
Positive Consequences:
*Free and frequent: I will always
offer a smile, fist bump, or high five.
My class as a whole or individual students will be verbally recognized
when appropriate.
*Intermittent: Saving time for a dance-related game, like freeze dance, if a particularly challenging class runs smoothly.
*Strong
and long term: I will award a student of the month for their behavior and hard
work. He or she will be recognized in
front of the class
Correcting Behaviors:
Behavior crisis plan:
1. Alert another teacher working in a studio that I will be sending my students in and to have a game prepared to combine the classes.
2. Send the rest of the class to another room with the teacher I notified.
3. If possible, help the student in crisis to reestablish self-control.
4. Bring the rest of the students back to class once the crisis has been addressed.
5. Call home. If not possible, send the student home with a note warning the parent or guardian of the extreme behavior. It would be ideal to speak to the parent or guardian picking up the student in-person.
6. If the offense is repeated, schedule a meeting with the parent or guardian along with the student to go over a behavior contract that the student must sign and maintain. Make sure to go over any consequences if the contract should be broken.
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