Classroom Management
Mrs. Murphey’s Classroom Management Plan
My Classroom management consists of several components. The students will help to generate appropriate classroom commitments & rules together during the first full week of school. Students will listen and read books about good manners and discuss what type of behaviors will be expected in our classroom and while at school. Classroom commitments will be similar to the following:
Classroom Commitments –
1. My actions will keep myself and others around me safe.
2. My actions will not stop the learning of others around me.
3. I will use my big voice and listen when others use a big voice.
4. I will see the best in myself and others.
Behavior Systems -
This year our classroom will be participating in Class Dojo as part of our behavior incentive system. Families will receive a letter explaining how this program works and how to receive updates/participate from home. This positive incentive system will allow for daily communication between home and school.
We will also use a school-wide token economy as an incentive for positive behavior. Students will be given opportunities to earn Paws Tickets as part of our school-wide "Paws"itive intervention system. Paws tickets are drawn through a raffle on a random basis. Student's tickets that are drawn will receive various reward prizes that may include small tangible items (i.e, stickers, small toys, pencils, etc...) or opportunities to engage in a special activity, (i.e., Popsicle party, extra recess, etc...).
Another token economy system that may be implemented in our classroom is the “Token Board” system. Token boards are more visual in nature and provide individual students that may benefit, a more immediate and tangible reinforcement system. In the classroom, we use pennies on a board to allow each student to see the “how and when” to earn their reinforcer (e.g., when all the pennies are earned and each put on the board, the reinforcer is earned). A visual photo of the tangible item (or image of a preferred activity) is included on the board as well for the individual students to view.
1-2-3 Magic and time for time methods may be used as needed when positive incentives are not effective. Your child may be using another behavior system as indicated in their IEP. Please contact me if you are unsure of your child’s specific behavior system.
Thank you so much for your help and support in your child’s education!
My Classroom management consists of several components. The students will help to generate appropriate classroom commitments & rules together during the first full week of school. Students will listen and read books about good manners and discuss what type of behaviors will be expected in our classroom and while at school. Classroom commitments will be similar to the following:
Classroom Commitments –
1. My actions will keep myself and others around me safe.
2. My actions will not stop the learning of others around me.
3. I will use my big voice and listen when others use a big voice.
4. I will see the best in myself and others.
Behavior Systems -
This year our classroom will be participating in Class Dojo as part of our behavior incentive system. Families will receive a letter explaining how this program works and how to receive updates/participate from home. This positive incentive system will allow for daily communication between home and school.
We will also use a school-wide token economy as an incentive for positive behavior. Students will be given opportunities to earn Paws Tickets as part of our school-wide "Paws"itive intervention system. Paws tickets are drawn through a raffle on a random basis. Student's tickets that are drawn will receive various reward prizes that may include small tangible items (i.e, stickers, small toys, pencils, etc...) or opportunities to engage in a special activity, (i.e., Popsicle party, extra recess, etc...).
Another token economy system that may be implemented in our classroom is the “Token Board” system. Token boards are more visual in nature and provide individual students that may benefit, a more immediate and tangible reinforcement system. In the classroom, we use pennies on a board to allow each student to see the “how and when” to earn their reinforcer (e.g., when all the pennies are earned and each put on the board, the reinforcer is earned). A visual photo of the tangible item (or image of a preferred activity) is included on the board as well for the individual students to view.
1-2-3 Magic and time for time methods may be used as needed when positive incentives are not effective. Your child may be using another behavior system as indicated in their IEP. Please contact me if you are unsure of your child’s specific behavior system.
Thank you so much for your help and support in your child’s education!