Behavior+Management+Systems

Each year, the class decides what the classroom rules will be. The students have an opportunity to add their input on what they feel would make appropriate rules, so that they have ownership over the rules. Once the rules are decided, the students make posters representing each rule and they are posted in the room.
 * __ Behavior Management __**

Our classroom uses a three-tier approach when it comes to behavior management. Our system works as follows:

__**Tier 1-Class Behavior**__ Students work as a group to earn points on a large point chart. Once a certain amount of points are earned, students are rewarded, as a group. The students choose what they would like to receive for rewards in the beginning of the year.

__**Tier 2-General Individual Behavior**__ The students follow a “card system” throughout the day. There are three different colored cards, green, yellow and red. Green cards are awarded when a student makes a good choice, such as, doing something nice for someone or working really hard on an assignment. Yellow cards are given as a visual warning. When a student receives a yellow card, he/she knows that he/she is making a bad choice and needs to change his/her behavior before consequences are given. Some examples are putting his/her head down, or talking out of turn. Red cards are given when a student continues to make a bad choice after a yellow card has been given, or when the behavior is more severe. Ways in which a student might earn a red card would be using inappropriate language or being disrespectful towards others. There are large green, yellow and red posters hung in the room to serve as reminders to the students. These help make the expectations clear.

When a student has more specific needs in the area of behavior management, we create an individual behavior chart for that student. This chart addresses the specific skills we want the student to learn. The chart may be part of a more formal Behavior Management Plan, or may be something less formal that we feel is necessary in order for the student to be successful in his/her environment. These charts play into the interests of the student and the reward for good behavior is something unique to that student. The student decides what he/she wants to earn, so that he/she is more willing to make a positive change. These charts are often modified as the needs and the interests of the student change.
 * __Tier 3-Specific Individual Behavior__**