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Template for Behavior Management Plan
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Estimated reading time: 7 minutes
In teaching, a well-crafted student behavior management plan is a vital tool. When a student’s behavior undergoes shifts due to various factors such as home life, social interactions, or personal challenges, it can significantly impact their learning journey and personal growth.
This blog post will equip educators with a sample student behavior management plan template.
This tool is designed to address and navigate behavioral challenges that may arise in the classroom, ensuring a conducive environment for both teaching and learning.
What to include in a student behavior management plan.
- Student Profile
- Goals
- Target Replacement Behaviours
- Student Feedback
- Methods to Monitor
- Family Communication
- Follow Through
Behavior Management Plan Example
Overview
Date: December 13th, 2021 Duration of Intervention: 4 Weeks
Student: DeSean Class/Grade: High School- Grade 9
Student Profile
- DeSean is 16 years old and three grade levels behind his current study grade.
- He has struggled with academics since middle school.
- He was moved from a teacher he liked and his friends to a new class because of administrative issues.
- He is currently exhibiting low performance and low results in his academic studies.
- He is currently on suspension from school for repeatedly breaking school rules, using foul language with his algebra teacher, and has seen the vice principal seven times in the past four weeks.
- His home life has changed, although not new, with his mother marrying his stepfather.
- His parents are dissatisfied with how the school manages DeSean’s behavior and are disengaged as they cannot leave work to attend parent meetings.
- DeSean, his mother, and his stepfather all live with his grandparents due to the family’s financial situation.
Goals
| 1. Re-Engage DeSean in learning an algebra class. 2. Establish a respectful relationship with DeSean and his teachers. 3. Develop trust-building opportunities for DeSean to express himself and complete required lessons and homework activities. |
Target Replacement Behaviors
| Target Behavior: DeSean breaks school rules. Target Replacement Behavior: DeSean will respect and follow the school rules. Target Behavior: DeSean swears at his algebra teacher. Target Replacement Behavior: DeSean will speak to his teachers with respect. Target Behavior: DeSean skips algebra class. Target Replacement Behavior: DeSean will attend all of these algebra classes. Target Behavior: DeSean has difficulty coping with life changes at home and school. Target Replacement Behavior: DeSean will use coping strategies to manage the change in his life at home and school. Target Behavior: DeSean has low performance and low outcomes and results in his classes. Target Replacement Behavior: DeSean will apply himself to increase class outputs and grades. To achieve the Target Replacement Behavior, the Assistant Principal, Principal, Teachers, and Parents have agreed to work collaboratively with DeSean to understand the underlying issues. They will all participate in a Family Group Conference, similar to a justice healing circle, where DeSean has an opportunity to present his own observations about his behavior, and those directly impacted can present how his behavior has affected them. A trained facilitator contracted by the school will facilitate the Family Group Conference in week one of this behavior management plan. At the end of the facilitation, it became clear that DeSean’s behavior stems from his ability to adapt to changes and his need to feel connection, belonging, and security at home and school to perform and follow the rules. The Methods to Monitor in this plan are a summary of the conclusions from the Family Group Conference. |
Student Feedback
| DeSean is still periodically late for algebra class because he is with friends at their lunchtime. When in class, he has difficulty focusing and settling into the lesson and lesson activities. The algebra teacher has moved his desk to the front of the class by the door so that he can attend to DeSean for one-on-one help. This is also a solution for the algebra teacher and DeSean to build a healthy teacher-student relationship. With DeSean’s most recent suspension, the Assistant Principal made it clear that they would be forced to expel him if he continued to behave in the way he was behaving. This would mean not only missing his friends and favorite teachers for his classes but the entire school day as he would not be able to attend school. DeSean was willing to abide by school rules once he felt heard and understood about his grievances with school changes and has been following the school rules for three consecutive weeks. The school administration has decided to have the school psychologist work with DeSean for two purposes: 1. To help him develop coping strategies for changing situations. 2. Conduct a learning assessment to uncover any barriers to his learning. Teachers in other core subjects have provided specific worksheets and homework for DeSean in a differentiated instruction model. DeSean has responded well to this as the lesson content and outcomes are presented to him in a variety of ways for him to complete the necessary tasks for assessments. He has taken longer and sometimes does not complete his worksheets. However, he is relatively consistent when given class time and short homework or after-school tasks to complete for fifteen minutes while the teacher closes the classroom for the day. This interaction has also helped DeSean build relationships with his teachers, and he feels connected. DeSean can tell his trusted teacher he likes when he struggles with a change event. He enjoys spending time with his friends, and because he moved in with his grandparents, he lives farther away from the school, so the only time he sees his friends is when he is in school. School is the social hub for DeSean. He has had to adjust his social schedule by moving and changing classes. His teacher helps him by reminding him to use the strategies he is learning from the school psychologist and asking him with curiosity how he is feeling about using the strategies and what he could do to help himself feel connected to his friends. DeSean likes the school psychologist and feels seen and heard about his issues adapting to change. He sees the school psychologist twice weekly: once for change management strategies and once for learning assessments. They have developed a trusting relationship, and DeSean looks forward to the meetings. He does, however, have difficulty relating real-world examples to use the strategies at the moment but is willing to keep trying because he sees the results with how he feels. DeSean has taken an interest in English class and will ask the teacher for extra worksheets to help him with grammar, vocabulary, or spelling. This usually follows a formative assessment for a project they are working on in class. As DeSean can see from the teacher’s comments, he needs to work on different areas of English to be at grade level in class. He is also reaching out in group work and paired activities with other students, participating and developing relationships in his other classes away from friends. |
Methods to Monitor
| Teachers will keep a collaborative Day One Journal entry for DeSean’s performance, attitude, behavior, and results of assessments in each class. This collaboration will be in place for the first four weeks of this behavior management plan. Then a new behavior management plan will be created from the results and outcomes of this initial plan. This is set up to monitor his performance and behavior in each class. Parents are provided with the access link to view the Day One Journal entries from DeSean’s teachers so they can be aware of his days at school and the challenges he has faced. This will help the parents to address the behavior in discussion at home and celebrate his successes with him. Parents and the Teachers are set up with a Google Doc to provide notes about any changes at home or what they have seen in his behavior at home. They will also note that DeSean has completed his homework on the days he has to finish it at home rather than in the fifteen minutes after school. |
Family Communication
| 1. Progress will be noted in the Day One Journal application for parents to view. 2. Daily WeChat messages will be sent to DeSean’s mother containing a recap of the highlight moments from his day along with pictures. The teacher will ask DeSean what his highlight moment was so he can discuss it with his family when he is home. 3. Daily WeChat message will be sent from DeSean’s mother to the teacher to share his behavior at home, particularly his homework progress. 4. Face-to-face meetings will take place as needed, and the school administration and school psychologist have a review meeting planned for week 5. |
Follow Through
| The teaching team, administration, and school psychologist are meeting with the parents in week 5 to discuss the outcomes of his learning assessments. The teaching team will develop a new behavioral management plan following the next meeting. Hence, it is relevant and updated as this plan is for intervening with situational behaviors based on DeSean’s current challenges and experience at school and in classes. The parents have agreed that they like the current communication within this plan, and a new communication plan will be developed to ensure information is shared collaboratively between the parents and the teachers about DeSean’s performance and behavior at home and school. |
Thanks for stopping by!
Until next time,
Suzanne
