Positive Behavior Planning

  Positive Behavior Planning

This discussion is your opportunity to demonstrate your understanding of the objective: Compare positive proactive classroom behavior strategies.  The discussion represents an introduction to Course Learning Outcome 3 and the MASE Program Learning Outcome 1.

In an authentic classroom environment, discipline procedures can either be proactive or reactive.  Proactive discipline focuses on classroom management that is “designed to promote student self-control by focusing teacher intervention as the cause of discipline problems…” (Henley, Ramsey & Algozzine, 2009, p. 288).  Reactive discipline, on the other hand, is where the teacher is responding to discipline problems instead of proactively predicting potential situations.  Teachers who anticipate and plan for student behaviors have long-term classroom management success.

You notice that when Mr. Franklin tells the class it is time to stop their work and move to the next activity, it takes a long time for the class to complete their current activities, gather their materials, and transition to the next class.  Because of this lag time, the students are often late to their next class, which makes Mr. Franklin feel frustrated.  Responding to this ongoing issue, Mr. Franklin tells the class they will miss 5 minutes of their lunch time to make up for their lateness.

Initial Post: Create an initial response that explains how Mr. Franklin’s response was reactive instead of proactive.  Describe at least three proactive strategies Mr. Franklin can use for a smoother transition process.  Include in your description how this strategy would be implemented with supporting evidence from the readings and Week Four’s Instructor Guidance.

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