Creating a Culture for Learning: Classroom and Behavior Management Plans that Work

This is course teaches how to design classroom and behavior management plans that create orderly classrooms where students can and want to do the hard work that is required to succeed. This course discusses what motivates students to ensure what is communicated to them is relevant and meaningful (motivation theory). In addition to designing a classroom management plan that will work in the classroom, participants will learn two verbal techniques that help keep behaviors optimal and in line with the expectations in the classroom. The techniques are constructed to teach students about making choices and the likely outcomes that result from their choices. Successfully implementing a classroom management plan that works to create clarity of expectations, order (not regimentation), respect and the rewards of hard work and learning is essential to students’ academic achievement and psychosocial development. It is also essential in creating an effective and rewarding work environment for teachers where their efforts are rewarded with active learning, positive outcomes and a respectful and collegial classroom.

  • Evaluate theories on student motivation
  • Understand and implement the Safety, Order, and Rights Value Set®
  • Understand the application of choice theory as it applies in their classroom environment
  • Implement and use the four-step and five-step verbal skills for giving instructions that will be followed and interrupting undesirable behaviors.
  • Create and implement a classroom management plan, using the tools and strategies provided in this course.

Teachers who have taken this course have this to say about it:

“I really got a lot out of this course. Behavioral management has always been a strength of mine, however I always had a hard time dealing with extreme cases and also being consistent in my efforts. The 4-step technique have been a valuable component for me in this course. I found that using the technique was great for helping me take away the sense of a consequence being “personal” with the student. I like the fact that there is consistency in repeating the wording and the students are able to adjust and foresee what I will say next in the future. The 5-step technique has been a great lesson as well. I like how it’s explained to us that their verbal response isn’t what’s the most important but it’s what they are thinking in response instead. I’ve always gotten myself upset with the sarcastic or inappropriate responses students have given me, but it’s great to see the research that shows it’s the thinking that matters. The techniques have both been a success for me during my summer school classes. The 4-step has helped eliminate a lot of petty problems while the 5-step has been very helpful in grounding 2 students in particular. I do believe the Safety, Order and Rights, value set is helpful in my classroom. They’re very basic in nature but they encompass a lot of concepts that are important to building a successful culture in the classroom. I like how the value set presents itself in a very attainable fashion by simplifying what the focus needs to be and why. I am very excited after taking this class to see how what I’ve learned will affect my management in September.”

“I really like the foundation of Safety, Order, and Rights. It’s a solid, logical base from which to teach. I like that it really just centers around the goal of students learning. It isn’t personal, it’s just about having kids get what they have a right to receive. If someone is being disruptive, it isn’t about me, or that student, it’s about everyone being able to learn. There are certain things that teachers have to set as non-negotiables, and I think Safety, Order, and Rights is a good trifecta. I think Safety, Order, and Rights will affect my perspective, teaching, and classroom by returning to the positive goal of having students learn.”

“I found the 4 step verbal technique and 5 step skill set to be the most valuable ideas presented in this course, along with the behavior-consequence worksheet. The worksheet is great because every student can fill it out at the start of the year, and as a class we can decide on what an appropriate response is for the behavior, and add any behaviors the students can think of. This gives the kids ownership over the rules, and allows them to see the behaviors for each action is fair. I haven’t been able to utilize any of the techniques because it is the summer right now, but look forward to starting the school year off with these techniques. I also found the idea of consequences being CTA – certain, timely, and appropriate to be very useful; because mine were usually lacking all three. The Safety, Order and Rights value set will definitely be help in the classroom. It aligns perfectly with our school-wide PBIS program, and is child-centric and restorative, instead of punitive. The goal is to motivate and reward good behavior, instead of punishing bad behavior. The SOR value set allows students to review their behavior, think on it, and then make better decisions. Students know what the consequences of their actions are, and they are empowered because they were the ones to create the appropriate consequences for the behavior, and they have the choice to change their behavior and “get on with the day” or to continue knowing what will happen.”

“I found the 5-Step Verbal Technique most valuable. Being a speech-language therapist who works with kindergarten through 8th graders, clear, consistent steps are what works best for them. My students would have difficulty processing anything that is too wordy or involved. These techniques have really helped me stay calm and have really helped my students follow basic rules in our speech room as well as when I push into classrooms throughout the day. In the past, other teachers would express their frustration with my students (who, as a rule behaved well in my class) when they were in their classrooms. Now, that I have shared what I learned in this class and some of them have been utilizing the skill (in a modified way), they have told me that they really see a difference in their behavior. I definitely believe the Safety, Order and Rights value set will be helpful in my speech-language room because I am empowering my students to make their own decisions about their behavior choices. As they get older and are tempted by their peers to act improperly, hopefully they will remember what they learned about choices in the speech room. I learned so much about my own classroom management skills through this course.”

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