Ms. Shumate’s 1st
Grade “BEE” Successful Plan
My belief is that first graders can be expected to make the right
behavior choices. I also believe that
children should be held accountable for their choices, both appropriate &
inappropriate. My behavior plan focuses
on recognizing & rewarding students when they choose to make appropriate
behavior choices in & out of the classroom. My plan also has specific consequences for when a child chooses
an inappropriate behavior.
Class
Rules:
Using
the school’s “Bee-Attitudes” as a foundation, our class will develop a list of
behaviors that represent the school rules.
Through book read-alouds, role-playing, and other activities, the
students and I will establish the expectations for classroom behavior that is
recognized and rewarded.
|
OUR CLASS & SCHOOL RULES: |
BEHAVIOR EXPECTATIONS: |
|
1.
Be Respectful |
Have a positive attitude, show effort, cooperate with others, keep
hands to self, speak politely, listen to others, demonstrate self-control,
take care of property, etc. |
|
2.
Be Responsible |
Follow directions, work hard, stay on task,
be organized, finish work, etc. |
|
3.
Be Prepared |
Be on time, bring B.E.A.R. folder each
day, turn in notes & money, finish and turn in homework, sign in, make
lunch choice, etc. |
|
4.
Be Safe |
Walk quietly in school, follow playground
rules, etc. |
Super
Star Sticks:
Good
behavior choices are recognized with Super Star sticks that are handed out
individually to students or to a whole table group. At the end of the week, the table group with the most Super Star sticks
will receive a special privilege. As a
class we will make a list of privileges, which might include : popsicles at
recess, personal phone call home to report success, child’s name on afternoon
announcements, extra computer time, extra visit to the media center, or popcorn
treat. Each member of the table group
with the most Super Star sticks for the week will choose which privilege they
would like.
Consequences:
Each
day a child will start the day with 4 “bees”.
During the day if a child is not making appropriate behavior choices,
then the child will pull a bee. At the
earliest possible moment, I will discuss with the child why they had to pull a
bee and what a more appropriate choice would be. Time-outs are also utilized.
If a child is being exceptionally disruptive, then the following
time-out schedule will be used:
1.
1st
Time-out: 10 minute time-out in the class & completion of a time-out sheet
to be signed by parent
2.
2nd
Time-out: 30 minute time-out in a neighboring classroom & phone call to
parent
3.
3rd
Time-out: In-class separation in a neighboring classroom up to 1 day &
creation of an individualized behavior plan
Behavior Calendar:
To keep
you informed of your child’s behavior, a daily behavior chart will come home in
your child’s B.E.A.R. folder. Please
review it each night and discuss any problems with your child. The four school & class rules will be
listed and if a child had a problem with a rule, then the rule will be
circled. If a student had a good day,
then a sticker will be on the chart.
Each
day is a “fresh” beginning for each child, but repeated behavior problems will
lead to a parent conference with the teacher and child. Thanks for your support
as our class works to develop an environment rich with learning and minimal behavior
disruptions.
One last note:
As
children test the limits to see how far they can take things, you may see many
broken rules or comments written on your child’s behavior chart at the
beginning of the school year. In many
cases, these occurrences will lessen as the student realizes & accepts the
class expectations for appropriate behavior.