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Classroom Management and Social-Emotional Learning Plan

Emma Galvin

College of Education, Butler University

ED491: Social, Emotional, and Behavioral Learning

Professor Meyer

November 19, 2023

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Statement of Purpose

Why is it important to develop students’ emotional wellbeing, positive social interactions, and

self-determination?

● Developing students’ emotional wellbeing, positive interactions, and self-determination is

key to creating a classroom environment that supports all facets of student learning,

engagement, and success.

○ Emotional wellbeing requires stability and consistency in one’s environment,

which I am dedicated to providing for my students. By creating a safe and

welcoming classroom every day, I will have a foundation set for students to

explore their emotions, cope and regulate themselves, and use their minds to help

others.

○ Positive social interactions include my students trusting me, my responsibility to

build relationships with them, and helping them develop the skills to interact

kindly and respectfully with one another.

○ I believe self-determination is a person’s ability to control their own body, actions,

and path. I will help students develop this ability by allowing them to make

choices about their behaviors, encouraging them to consider healthy habits and

emotional practices, and promoting self-responsibility.

● Positive interactions are built on foundations of respect, safety, and acceptance, which

allow students to thrive in their relationships with one another, and ultimately, it improves

students’ academic and behavioral outcomes in that classroom.

○ Increasing academic and behavioral success in the classroom is directly linked to

creating genuine relationships with students - the more invested you are in
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students’ lives, the more likely they will respond positively to corrections and

feedback (Kris Baker).

● Not only does it improve student performance, but students are able to develop social

skills that last for a lifetime, helping them maintain positive, healthy relationships with

people of all ages.

What is the teacher’s role?

A teacher’s role is to:

● Facilitate the creation of this classroom environment

○ Classroom environment: safe, calm, welcoming, approachable, appropriately

stimulating, offers support and necessary challenges

○ I will do this by utilizing Zaretta Hammond’s “Culturally Responsive Teaching

Framework,” which focuses on embracing and empowering every student based

on their individual needs, culture, and background.

○ I will also intentionally plan my environment around my students, not for myself,

which means limiting visual distractions, considering high-traffic areas and

seating arrangements, and creating consistent locations for materials (Kris Baker).

● Instruct and offer constant opportunities for students to practice social-emotional skills

○ I will integrate social-emotional learning into academic instruction, like I saw

occur at the International School with Kate Brimmer.

○ At the beginning of the year and when necessary (as situations arise), my class

will practice procedures as a whole group, which also prevents humiliation and

shame for individual challenging behaviors (while still instructing a redirection of

behavior).
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● Provide genuine, consistent feedback on behaviors and support students’ emotional needs

as they progress

● Provide constant scaffolding, instruction, and modeling

○ Allows students to form healthy emotional and behavioral habits

● Structure classroom and curriculum according to students’ social-emotional needs

Social, Emotional, and Behavioral Learning

How will I develop my students’ emotional intelligence?

● Emotional intelligence is a practice that requires development over one’s entire life.

○ If it is not created and strengthened at a young age, it creates difficulties in one’s

ability to process emotions, maintain relationships, succeed in academia and life

skills, and stabilize one’s mental health.

○ I believe even the youngest child can develop a basic emotional intelligence,

understanding the differences between emotions, how to express them safely, and

how to calm down or regulate when necessary.

● Developing students’ emotional intelligence requires:

○ Intentional practices: mood trackers, weekly in-depth student check-ins, modeling

and implementing emotional/behavioral procedures

○ Curriculum: connecting social-emotional lessons into content areas, constantly

reviewing and practicing social-emotional procedures when necessary

■ Example: At the International School, Kate Brimmer was able to teach a

social-emotional lesson on appropriate classroom behaviors during art

class, while relating it to the students’ work.

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○ Teaching: explicitly showing students strategies and procedures for emotional

regulation, defining clear expectations for the classroom and how to use

regulation materials (like the “Quiet Corner”)

○ Guidance: providing constant, constructive feedback, reminding students of

strategies and procedures, modeling effective practices consistently

○ Utilizing strategies that follow the social-emotional competencies:

communication, self-awareness, self-management, social awareness, responsible

decision making and relationship skills/management

■ I will rely on Indiana’s (for now) Social-Emotional Competencies and

Learning Standards, as well as professionals and scholars’ evolving

research in the field to determine best practices.

● My starting point:

https://www.schoolmentalhealth.org/media/som/microsites/ncsmh/

documents/archives/asmh-2019/presentations-2019/CS412I~1.PD

○ Developing my students’ sensory-motor skills and integration:

■ Brain breaks: deep breathing exercises (Vienna from Class Catalyst), yoga

poses and stretches, one-song dance parties

■ Physical activities: around-the-room games, creating rhythm patterns with

the body (International School), capability chants (Indiana Council for

Exceptional Children)

■ Morning meetings (Dr. Harris Garad): describing feelings through

charades (Amy Ertel)

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■ Dramatic play: acting out procedures and expectations (Ms. Maras at

Butler Lab School #55)

■ By understanding how their bodies function and becoming aware of

sensations, they will be able to focus on alertness and regulation of not just

their bodies, but their emotions as well.

● Example: I will teach a simple explanation of the parts of the brain

to help students understand how their emotions affect their

functioning.

(Sara Smith)

■ This increases each student’s self-awareness, as they learn about how they

move throughout the world, what their body feels like and experiences

throughout a day at school, and how to regulate their behavioral

movements.

○ Developing my students’ ability to recognize emotions and their effects builds

self-confidence, self-esteem, and empathy

■ I must provide visuals that show what different emotions can look like.
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● Students, especially students with lower amounts of verbal

communication, can view to help them determine which feeling

they identify with at a certain time

● By practicing this comparison, students will soon be able to

identify their emotions on their own.

● EX: coreboards

(Kristin Parisi)

■ I must help them develop strategies to mitigate classroom disruptions and

encourage individual regulation by:

● Modeling what a student should and should not do when they feel

angry

● Creating a “calm/quiet space” in my classroom where students can

recuperate for 5 minutes

● Working one-on-one with students through a situation

■ I must help students feel emotionally and physically safe and secure.

● Allows their higher needs to be met, according to Maslow’s

Hierarchy of Needs
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● Allows students to acknowledge their emotions, learn how to

regulate them, and feel loved

● Examples: POP checks (Vienna from Class Catalyst), providing a

consistent, organized environment, developing my knowledge of

brain science (Sara Smith)

How will I develop social behaviors and skills?

● I can encourage and model more complex emotional regulation skills:

○ Communication strategy: Collaboration and connection with peers on a deeper

level

■ I will model expected behaviors and skills in my relationships with other

teachers, paraprofessionals, and staff.

○ Self-awareness strategy: Protecting and being aware of how emotions affect

others’ wellbeing

■ I will leave my outside burdens at the classroom door every day (to the

best of my ability), which will allow me to focus on modeling positive

behavior.

■ Self-management strategy: I also think it is important to show students

how to handle negative emotions, so I will be careful to model regulating

feelings like sadness without projecting those emotions in my words or

actions.

○ Relationship skills/management strategy: Broadening their conflict management

skills so that they are able to create and maintain meaningful relationships within

the classroom
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■ Builds a community based on respect and kindness

○ Requires a commitment to inclusivity and diversity

■ I have to establish procedures that show that everyone is welcome and that

discrimination is never welcome in the classroom (HLP 8+22)

● Providing social stories about classmates’ religion, culture, or

identity features

● Including diverse perspectives in curriculum (Culturally

Responsive Teaching - Zaretta Hammond)

● Social awareness strategy: Encouraging students to broaden their

horizons by reading and exploring the world around them

■ Vygotsky emphasized the importance of learning in a cultural context -

creating opportunities for students to experience unfamiliar backgrounds,

cultures, and identities allows them to learn just beyond their knowledge

level.

● Known as the Zone of Proximal Development, Vygotsky stresses

that this is necessary to successful academic growth.

○ It also allows conflict management to occur more naturally

and helps students develop their relationship skills.

■ Helps my students to empathize and connect with each other, no matter

their background or culture

Theory-to-Practice Strategies

1. Bruner conceptualized spiral curriculum, which means subject matter should be revisited

periodically to help students learn and understand at a deeper level. As a strategy, this looks like
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ensuring lessons include review of previous material, make connections to students’ prior

knowledge, and encourage them to make inferences on their own.

How does it relate to social, emotional, and behavioral learning?

● Spiral curriculum does not have to just be used for academics - when I looked at the

theory, I actually found more ties to social-emotional learning:

○ Constant review of procedures

○ Connecting new emotional experiences to procedures and expectations

○ Allowing students to work through emotional problems with guidance and on

their own

■ Consistently returning to procedures, expectations, and common conflict

resolution strategies is key to helping students develop social and

emotional skills on a deeper level, which connects to Bruner’s goal.

Why did you choose this strategy?

● I chose this strategy because this was a fundamental reason I am able to succeed in my

classes - if I don’t make intentional efforts to connect concepts across lessons and

lectures, I can never remember or make meaning of the content

● I want to make sure this strategy becomes a habit for my future students, especially

because social-emotional habits (good or bad) can shape a child’s trajectory in their

education.

○ Revisiting and reviewing how to regulate oneself, manage emotions under stress

or pressure, and work kindly and respectfully with peers will allow students to:

■ Realize the importance of this learning: healthy, good habits must be

developed for emotional intelligence to grow

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■ Begin to apply it to their lives: skills will carry over into other subjects,

grades, ages, and life stages

■ Grow in their relationships with others

How do you envision a classroom with these strategies in practice?

● I envision using anchor charts, mind maps, and graphic organizers that:

○ I provide and my students create, that identify emotions, and that connect

strategies together

○ Helps visualize skills from social-emotional learning lessons

○ Providing small reviews of procedures at the beginning of activities

○ Asking students to reflect on their emotional state at the start of the day: mood

trackers (Amy Ertel), thumbs up-middle-down, personal journals

○ Incorporating prompts into assignments that allows students to connect their

emotional intelligence work into learning new things

2. B.F. Skinner proposed that learning happens when certain skills are practiced and rewarded,

which builds on ideas from Edward Thorndike. Part of the social-emotional learning practices I

am going to implement in my classroom is genuine, consistent, timely feedback, which is also

supported by High-Leverage Practices #8 and #22.

How does it relate to social, emotional, and behavioral learning?

● For students to know if their behavior is appropriate, they have to be given feedback

immediately (or close to the event).

○ Without this, they will build incorrect understandings about things they may be

doing
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○ It will be more difficult to break negative behavior habits

○ Feedback also acts as positive reinforcement - increases positive behaviors by

giving students something pleasant

○ If constructive and respectful, it also boosts students’ willingness to contribute

positively to the classroom environment

○ Alternative to punishment, which often leads to increased misbehavior because of

shame and humiliation

Why did you choose this strategy?

● I chose this strategy because:

○ It was implemented very well in my childhood by my parents

○ It helped me consistently grow my social-emotional intelligence, which includes

skills I use to this day

○ I want to do the same for my students…

■ Helps them develop the tools they need to feel safe and secure in their

emotions as they move through life.

How do you envision a classroom with these strategies in practice?

● I envision creating a system for feedback (HLP #8+22), which could take the form of

multiple ideas:

○ Tickets given for positive behavior and lead to rewards

○ Small feedback letters given to each student at the end of the week

○ Individual behavior charts for students with disabilities that I can sign off on after

each part of the day

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○ Class-wide rewards: cookies for behaving well for a substitute, extra free time for

treating each other kindly all week, etc.

3. John Dewey believed education should be child-centered and inquiry-driven. In relation to

social-emotional teaching strategies, I believe this looks like including students in procedure and

expectation creation throughout the year.

How does it relate to social, emotional, and behavioral learning?

● This strategy:

○ Creates accountability

○ Helps the students feel more connected to the classroom environment, as they had

a hand in creating it

○ Helps create procedures and expectations that focus on the students’ specific

needs

○ Allows them to edit procedures throughout the year

■ Encourages them to reflect on their social-emotional needs within the

classroom community

Why did you choose this strategy?

I chose this strategy because it was very much supported by High-Leverage Practice #7, and I

have seen it successfully implemented in my COE classes.

● Examples: Dr. Harris Garad in ED199 and ED206 allowed us to help develop

expectations and procedures, honored our feedback and provided consistent feedback on

our work, and provided so many opportunities to respond in every class.

How do you envision a classroom with these strategies in practice?

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● I envision:

○ My class spending the first week or two of school working on creating procedures

and expectations together

■ I will use those to help facilitate social-emotional learning.

■ I will make sure procedures honor diversity, allow for many opportunities

for students to respond within processes, and encourage creativity to spark

engagement.

■ I will create routines throughout the first few weeks that are consistent,

organized, and give students with disabilities daily structure.

(Kristin Parisi)

● Help the class understand their expectations on a daily basis

(Kris Baker)
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4. Carol Dweck created the idea of a growth mindset, which was the opposite of a fixed mindset.

Students are often going to come into classrooms with fixed mindsets in regards to academics

and emotional intelligence, which, if ignored, can lead to misbehavior and difficulties

succeeding.

How does it relate to social, emotional, and behavioral learning?

● Implementing this theory into my classroom looks like constantly reminding students of

their capabilities, encouraging them to reflect on their strengths, and building a classroom

environment that cultivates growth.

○ Example: Reggio image of the whole child

● By developing growth mindsets, my students can feel supported in their work, understand

that emotional intelligence takes a lifetime to expand, make improvements throughout a

year, and know that they are strong enough to handle social-emotional challenges.

Why did you choose this strategy?

I chose this strategy because it was the foundation for ED199 and ED299, so I feel prepared to

implement it using Evidence-Based Practices and HLPs. All strategies I have mentioned earlier

in this plan will help to develop a classroom environment that encourages students to build and

strengthen a growth mindset.

How do you envision a classroom with these strategies in practice?

● I envision implementing:

○ Quiet journaling time

○ “I Wish My Teacher Knew” (Professor Meyer and Kyle Schwartz)

○ Class chants that remind students they are capable

■ A class chant I created:

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“I am strong (flex arms)

I am smart (point to brain)

I can push through to do hard things (push hands forward)

With my brain (both hands touch head)

And my heart (both hands over heart)

Nothing can ever stop me (move pointer finger back and forth – ‘no’)”

○ Allowing students to explore their interests during learning time

○ Reflecting students’ identities in classroom decorations

5. Erikson created the 8 Stages of Man, which address the conflicts we go through and how the

resolutions shape our personalities. Implemented as a strategy, this looks like teaching students

how to healthily work through all kinds of conflicts and develop procedures for how to respond

when a conflict arises.

How does it relate to social, emotional, and behavioral learning?

● I will help students learn how to work through trouble on their own, how to maintain

relationships, and how to mitigate behavior problems

● It looks like me helping students recognize their emotions, helping them learn how to

regulate emotions, and helping them learn how to realize when and how to use emotional

intelligence skills to reduce or resolve conflict with their peers.

Why did you choose this strategy?

I chose this strategy because conflict resolution is key to any stage of life, and without positive

resolution practices, the students’ identities, personalities, and relationships are harmed, which

hurts the classroom environment.

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How do you envision a classroom with these strategies in practice?

● I envision this strategy implemented into my classroom through:

○ Dramatic play:

■ Allows students to act out situations in a stress and pressure-free

environment

■ Helps them to recognize and practice what tools and skills they can use

during emotional conflicts before the situation actually arises

■ Increases confidence in their abilities to work through problems healthily

Learning Environment, Classroom Culture, and Classroom Engagement

How will you create a culturally responsive learning environment?

● The basis of a culturally responsive learning environment is one that teaches all students

how to learn, helping them to transition from dependent to independent learning (based

on Zaretta Hammond’s research).

○ I must identify my implicit biases, work through why I have them, and constantly

reevaluate my perspective of my students, which should always be positive and

focused on inclusivity.

○ I have to recognize what conditions and actions make my students feel unsafe.

■ Develop ways to prevent those triggers, which keeps their amygdalas

regulated (Sara Smith)

■ Implementing physical and emotional safety measures allows students to

build trust, which forms the foundation of positive relationships (Kris

Baker).
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■ Positive relationships between students and/or students and teachers are an

absolute necessity for learning

● I can prove that I am their ally in education by always fighting for

their success.

● I can provide support, active listening time, and appropriate

challenges.

● Examples:

○ Celebrating diversity everyday through classroom activities, holiday

representation, social stories, and procedures that are focused on respect

○ Providing timely, consistent, and genuine feedback for every individual student

○ Creating scaffolds within lessons that can be slowly removed as learning

progresses

○ Reminding students constantly of their capabilities and their strengths

○ Encouraging students to develop their own goals (that supplement the teacher’s

plans) to improve their academic and/or social-emotional performance (HLP #11)

How will you get to know your learners?

● I will ask students to write “I Wish My Teacher Knew” letters at the beginning of the

year, as well as periodically throughout the first and second semesters.

● I will intentionally interact with students each morning and throughout every day,

working to make “positive deposits” that build strong relationships (Kris Baker).

○ This could look like small chats with kids as they enter the classroom, checking in

on students’ extracurricular activities, offering genuine compliments, and doing

student surveys during morning meetings.

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● I will create assignments that allow students to reveal and explore their interests while

connecting with academic content.

○ Through arts-integrated approaches, culturally responsive teaching, and

intentional planning, I will allow students’ creativity and personalities to flourish

and expand through their work.

How will you create a positive, safe, and inclusive learning environment?

● Creating a positive, safe, and inclusive learning environment (HLP #7) starts with

establishing the expectation that everyone should be treated with dignity, respect, and

kindness because every person is human, deserving of that treatment

○ I will ask the students how they like to be treated.

○ I will brainstorm a list of actions students can participate in to protect each other’s

wellbeing.

○ I will use those to guide the creation of procedures, expectations, and a classroom

agreement as a group.

● By including students (and encouraging them to take charge of the process), they are

more likely to become the leaders of establishing this environment

○ The teacher should always be facilitating this process.

○ Students should have a primary role in creating classroom boundaries.

○ I will also create plans for crisis situations of all kinds.

■ The students will be able to know and understand these so that they feel

more comfortable and safe.

○ I am also committed to never shaming or humiliating a child with words, actions,

or punishment.
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■ I am going to focus on always using learning as a tool for redirecting

misbehavior.

● I will focus on keeping my tone light and positive, and in times of stress, I will remain

calm by focusing on my breathing and zoning in on the child’s needs first.

● When creating expectations with the class, I will ask them to consider how their

expectations affect the mood of the class.

○ However, I will acknowledge and remind the class that it is ok to experience and

feel negative emotions. As long as we use positive social-emotional tools during

those times, they will be able to feel those emotions without negatively impacting

the wellbeing of others.

How will you design the physical space?

● While the design of the physical space in my classroom will depend on the school, its

resources, and the room I am given (its size, shape, desks or tables, etc.), I do have

several ideas that I want to include in my classroom no matter what.

○ A “Quiet Corner” available for students to use when they are feeling

overstimulated, overwhelmed, progressing in the Acting-Out Cycle, or just need a

break (HLP#18 - helps maintain active student engagement):

■ Comfy chair or small couch

■ A small tent

■ Regulation tools:

● Homemade ice and heating packs

● Fidget toys

● Sensory Tools (see picture below)

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● Noise-reducing headphones

● A stuffed animal

● Blanket

● Allergy-free scented lotion or oils (depending on the age of my

students)

(Theresa Meyer and Amy Ertel)

● Flexible seating arrangements (HLP #17) - multiple types of seating, including a carpet

space that can be used for whole-group activities and engagement:

○ For the carpet:

■ Cushions or pillows to make sitting on the floor more comfortable,

especially for students with physical disabilities

○ For desk/table arrangements:

■ Group and individual seating available that can be easily moved to fit each

class’s needs, an individual student’s needs, and the needs of a particular

lesson if necessary

■ Lighter chairs and tables on wheels that can be moved without extreme

effort
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■ At least one standing desk for students with ADHD or ADD, or any

student that needs to move around/change position in order to stay

focused.

● Decorated by the students:

○ Some decorations or designs up before the students arrive

○ Classroom walls filled with students’ work

■ Not too much stimulation - have designated areas for students’ work (Kris

Baker)

○ I want the students’ identities and interests to be represented.

● Gentle lighting:

○ Harsh lighting is very hard on the eyes, tends to make a classroom feel less

welcoming, and can be distracting.

○ I will utilize natural light if windows are a part of my classroom.

○ I will use colored filters that can go over the light panes in the ceiling.

○ Alternative lighting options:

■ String lights

■ Lamps (Jen Mehl at Clay Middle School)

■ Lightly colored LEDs

● Chair adaptations that make chairs more comfortable for long-term use:

○ Cushions

○ Pillows

○ Gel seat covers (Lakeshore Learning Store)

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○ One of the things that prevented me from focusing well in high school was sitting

for hours in stiff metal chairs that didn’t support my body.

○ Especially for students with physical disabilities, this is key to making the

classroom more accessible for everyone.

What instructional considerations will you make that will promote a positive classroom with

engaged learners?

● I will use flexible grouping, following characteristics of HLP #17:

○ This allows for differentiation, intensification, and individualization of material,

gives me the opportunity to base groups on lessons’ goals and objectives, and

allows for more efficient teaching.

■ Examples: grouping based on academic level, grouping by pairing

struggling students with confident students

○ Using this HLP also boosts levels of student engagement, which is key for

classroom management, teaches interpersonal skills, helps students collaborate,

builds community, and develops skills that can be transferred to conflict

resolution (clear communication, equal effort, respect, and kindness).

● Cognitive and metacognitive strategies, following characteristics of HLP #14:

○ Allows students to address the application of an approach to problem solving

○ Focuses on students’ self-evaluation of the strategy’s effectiveness

○ Leads to less frustration and increased independence

○ Helps students stay focused and work on self-regulation

○ I will teach these strategies explicitly according to the content area, providing

guidance and modeling how to use them for a specific problem or area.
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○ For new or more difficult strategies, I may print them so students can keep them

at their desks for further referencing.

■ For students with disabilities, using these printed strategies on tests and

quizzes may be an appropriate accommodation to consider.

○ Example: “Solve It!”

1. Read the problem.

2. Paraphrase what the problem is saying in your own words.

3. Draw a diagram or picture to represent the problem.

4. Plan out what steps you think should be used to solve the problem.

5. Estimate your answer.

6. Do the problem using your planning, estimate, and diagram.

7. Check your answer.

● Goal setting for students with and without disabilities, based on HLP #11:

○ I believe that students, with enough guidance and modeling, can learn how to

create goals for themselves that are reasonable.

○ Encourage students to be in charge of their education

○ Allows teachers to see which students who need intensive help and divide

attention accordingly

○ Helps general education teachers maintain a free, appropriate public education in

the least restrictive environment for students with disabilities

○ Helps all students become independent learners and progress along their

developmental trajectory
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○ I will provide goal-setting worksheets for individual students, but I will first

model goal setting with the whole class multiple times. Hopefully, as this practice

becomes habitual, students will begin to set goals for themselves without

prompting.

Feedback to Guide Behavior (all based on HLP #8+22)

How will you provide feedback to guide behavior, increase motivation, engagement, and

independence?

● This is how I will guide behavior:

○ “I” statements: “I like how you took a deep breath before using respectful words

to address the conflict with your friend.”

○ Use a form of the ticket system when using specific procedures:

■ Students exhibiting the correct behavior will receive a ticket that can be

collected over time for a reward

○ Encourage students to look at their created procedures and expectations when

starting an activity, lesson, or transition:

■ General procedures will be posted near the front of the room

■ Special procedures will be posted at an area that has a specific purpose

○ Provide a small journal entry in response to students’ self-evaluation of their

behavior at the end of each week

■ Helps them see what to improve on and what their strengths are

○ Provide a personal chart that has visuals and language explaining procedures for

each part of the daily routine for students with learning, emotional, or behavioral

disabilities
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● This is how I will increase motivation:

○ The ticket system’s reward will most likely include:

■ Individual prizes: stickers, fun erasers, and gender-neutral bracelets

■ Class prizes: dance parties, a special treat, or 10 minutes extra of free time

● This is how I will increase engagement:

○ Always provide specific examples of students’ strengths and improvements on

their work

○ Teach metacognitive strategies that students can use to evaluate their work

○ Have students evaluate their behavior at the end of each week (which will be

responded to by the teacher in their individual journals)

● This is how I will encourage independence:

○ Provide instructional rubrics with every assignment (that would benefit from it):

■ Lessens student questions

■ Encourages them to evaluate their progress and meet criteria on their own

■ Makes goals clear

■ Seen to be effective at Butler Lab School #55 in 1st-4th grade

○ Appoint student leaders for certain procedures (clean-up, lining up to go to a

special, lunch time, recess, morning/closing meeting if possible)

■ Reinforces correct behavior

■ Allows students to focus on their goals

■ Creates a responsible community that works together

What proactive measures will you take?

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● I will focus on procedures and expectations in the first two weeks of school, rather than

pushing curriculum on students immediately.

○ Prevents misunderstandings of correct behavior, which can lead to distractions

and challenging behavior habits in the future if not addressed at the start

○ Encourages the students to understand each other’s needs and desires for the

classroom

■ Builds community

■ Establishes trust and respect

■ Creates environment of acceptance

○ It will provide me with opportunities to talk about equity vs. equality - why some

students may receive more assistance, extra time on tests, frequent snacks, get to

take more breaks, or any other noticeable accommodations that lead to

whole-class conversation.

■ Creates mutual understanding and respect between students

■ Establishes expectation that students will participate in inclusivity in the

classroom

■ May lead to education about certain conditions or circumstances that

prevents misunderstandings about other students’ needs

● May utilize Social Stories here (I saw this to be effective for a

disabled student at Butler Lab School #55)

● I will encourage students to use the “Quiet Corner” when they first start feeling

overwhelmed or dysregulated.

○ Prevents progression in the Acting Out Cycle

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○ Encourages students to remain aware of their emotions and to be proactive in

building their emotional intelligence

○ Prevents disruptions and distractions during learning time

○ Establishes the classroom as a safe, welcoming, comforting space

● I will have crisis plans developed for all possible events, even for specific students if

necessary.

○ Inform students of plans and practice the safety procedures for applicable crises

○ Model appropriate behavior, especially calmness

○ Allow students to ask questions about possible crises

○ Establishes expectation that everyone looks out for one another

● I will be knowledgeable about students’ IEPs and BIPs, staying up to date on new

changes or concerns.

What are examples of classroom expectations (norms, agreements, rules) and consequences that

will promote safe, inclusive, culturally responsive learning environments so that all students

become active and effective learners?

● “We treat everyone that comes into our classroom with kindness and love.”

○ Promotes inclusivity, emotional awareness, and responsibility

● “Everyone is welcome, just as they are.”

○ Acknowledges that the classroom is a safe space always, no matter what

■ I believe this is essential for students to have successful educational

experiences.

○ Encourages respectful and inclusive behavior

○ Creates a foundation for the class’s social-emotional learning

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● “We are responsible with our materials, using gentleness and care, both when using them

and returning them.”

○ Encourages physical safety

○ Promotes awareness of surroundings

○ Builds classroom and individual responsibility

■ I believe that understanding responsibility and working to fulfill it helps

students to also take care of their bodies and minds, which is key to

social-emotional learning.

● “When we line up for recess, we keep our hands to ourselves, silence our voices, and pay

attention to the people around us.”

○ Focuses on physical awareness

○ Creates a consistent set of procedures that can be remembered and followed easily

○ Focuses on keeping the classroom community safe

● “Carpet time looks like…(examples), sounds like…(examples), and feels

like…(examples)”

○ Can be applied or reused for any environment/situation

Carpet Time…

Looks Like 👀 Sounds Like 👂 Feels Like 🙂

Still bodies Quiet bodies Calming
Hands to yourself Talk with partners at level 1 Peaceful
Focus on Ms. Galvin Talk to the whole group at level 2 Relaxing
Listening at level 0 Encouraging
(Adapted from Ms. Maras’ 4th grade class at Butler Lab School #55)

How will you develop the expectations?

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● Classroom brainstorming - I will ask students what they believe to be the most important

expectations we should have for each other.

○ I will act as facilitator and final rule on any disagreements.

● Final agreement - Students will sign the actual expectation documents or a different piece

of paper.

○ Creates accountability

● I will add expectations that are necessary or ones the class may not think of.

○ I will present these as an addition to their work, not as a takeover of their work.

● I will design expectations based on each class’s needs, which means they should change

over years of teaching to reflect the classroom identity.

What will you do when students don’t meet expectations?

● I will review procedures and expectations with the entire class (multiple times if

necessary) to ensure understanding and reinforce positive behavior choices.

● If students’ needs have outgrown certain procedures or expectations, we will create new

ones as a group, using the same process from the beginning of the year.

● I will be extra diligent in modeling expectations in my behavior, actions, and words.

● If a certain event is leading to escalation, I will ask the student(s) to utilize the “Quiet

Corner” responsibly before the behavior or emotions progress further.

● I will increase amounts of feedback to increase motivation, reinforce redirected

behaviors, and point students back to established procedures (HLP #20).

Procedures

What procedures will be in place to promote a positive, effective, and efficient learning

environment?
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● Clean-up routine - To encourage responsibility with materials and each other, I will need

to implement clean-up procedures.

● Transition to centers - To make centers/group work more effective and efficient, I will

need a consistent, organized way to do centers that students can follow to participate

fully.

● Morning routine - I plan on having morning meeting every day, so as students enter the

classroom, I would like to have a set of procedures that helps them set up for the day.

(Kris Baker)

● Transition back into the classroom from specials - I loved the way the International

School’s art teacher used a rhythm body pattern to calm students before entering a new

space, so especially after gym class or music, I want to implement something similar to

help my students regulate their bodies and emotions before transitioning back to

classroom learning.

● Lunch/snack time - I want to create a calm, peaceful routine for transitioning to lunch or

snack time, which can be times where kids get overly excited and loud.

Offer three examples.

*written from the students’ perspective

1. Snack time
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● We place all materials back where they belong, clean up anything that fell on the floor,

and sit in our seats quietly, with bodies still.

● Ms. Galvin dismisses one table at a time to go to their backpack for their snack.

● Once that table is seated, Ms. Galvin will dismiss another table, until all have their snack.

● Snack time is for 15 minutes, and we are free to have conversations with one another at

Level 1 volume. Please remain seated until the end of snack time.

● When 15 minutes is up, one student from each table will collect the trash from their peers

to be thrown away. Two other students will take a Clorox wipe from Ms. Galvin and wipe

down their tables.

● The remaining students will transition to the carpet, and may continue to chat at Level 1

once seated.

● Once all students are seated, we will begin our next activity.

2. Transition back into the classroom (based off of International School observation)

● We line up outside the classroom door.

● We will sit against the wall in a straight line, and Ms. Galvin will sit across from the

students.

● Ms. Galvin will create a simple pattern, and we will mirror her movements while sitting

quietly.

● Ms. Galvin will nod at one student at a time, signaling that we are free to go into the

classroom with our belongings.

● When we enter the classroom, we will follow the instructions on the board at Level 0

volume.

3. Transition to centers/group work

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● Ms. Galvin will choose four volunteers to set up organized materials (that have already

been prepared) on every table being used for centers.

● The rest of us will remain seated on the carpet discussing center instructions and

procedures.

● When the centers are ready, Ms. Galvin will put the instructions for each center and the

groupings on the board.

● Ms. Galvin will dismiss each group to begin working. When we go to our first center, we

are at a Level 0 until reaching our table.

Explain how you will teach these procedures.

● Procedures will be developed as a class, with my guidance to help create a basic structure

and provide assistance when needed.

● Once created, I will begin by modeling the appropriate behaviors and processes with

student involvement.

○ This may involve dramatic play, especially for specialized procedures (like for

field trips).

■ This was successfully modeled for me at Butler Lab School #55 - the 4th

grade students really enjoyed practicing procedures this way.

● Especially for younger students who are still learning to read, I will post visuals along

with the procedures to help expectations become more accessible.

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(Kristin Parisi)

● At every possible chance, we will practice procedures as a class, working through issues

and questions when they arise.

What procedures will you have in place when students have challenging behaviors?

● Students may retreat to the “Quiet Corner” for 5 minutes when they feel overwhelmed

and/or distressed.

○ At the beginning of the year, I will signal when I believe a student needs to take a

moment to themselves, until they are able to recognize physical and mental signs

on their own.

○ I will still signal a student to take a break if they are rapidly escalating without

taking any action to calm themselves down.

○ I will teach students about different kinds of stress so that they are better prepared

to recognize when they are experiencing negative emotional effects.

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(Sara Smith)

● When challenging behavior occurs, but it is not harmful to the students’ or classroom’s

safety, I will take that opportunity to review procedures as a whole class, rather than

singling out the student.

● When it occurs on an individual basis, I may ask the student to redirect by using specific

statements.

○ Example: A student groans loudly when I redirect them to their work. I would say

something like, “Please take a deep breath and respond respectfully when you are

ready.” I would wait a few seconds before asking the student to try again.

■ I saw this approach used in a 4th grade classroom at Lab School #55, and

it worked really well. After the first occurrence, the student did not repeat

the behavior.

● For more extreme behaviors, I will focus on students’ behavior intervention plans and

focus on staying calm and collected.

○ I will not use a lot of words - instead, I will rely on visuals and giving the student

space.
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○ If absolutely necessary, I will evacuate the classroom, but I will avoid this action

unless the situation desperately calls for it.

○ I will have a debrief worksheet available for the students to complete after going

through the Acting-Out Cycle that will form the basis of self-reflection and

redirection we will do together at a separate time.

■ I will set aside time during recess, lunch, or free time to hold this session

with the student, allowing me to check in on their wellbeing and work

through how to make improvements for the future.

(Kris Baker)

Crisis Plan

How will you intervene safely and appropriately in “crisis” situations?

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(Kris Baker)

● I will keep a calm tone and speak slowly with few words to allow for slower processing

time.

● I will rely on my knowledge of brain science to help myself recognize what stage a

student is in and what part of the nervous system is currently affecting their body the

most, so I know which strategies to use to best serve their needs.

(Sarah Smith)

● I will have a consistent management plan between administration and teachers, so if

outside help is needed, everyone is on the same page.

● I will give the student space or walk away if necessary.

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● I will use minimal compliance questions or high-success rate questions.

● I will be willing to let someone else step in - asking for help is important and allowed!

● I will not ask re-engagement questions until the student begins to de-escalate.

○ If they re-escalate, I won’t force the conversation to continue; I will stop talking.

● (Kris Baker) When a student’s behavior gets big, get small:

○ Volume: I will remain around Level 1.

○ Number of words: I will not force conversation to continue.

○ Vocabulary: I will use simple words that the student can easily process.

○ Movements: I will refrain from using large gestures and will try to remain still if

possible.

○ Facial expressions: I will keep a neutral or pleasant facial expression.

○ Cadence: I will have a calm, neutral tone of voice.

○ Body Language/posture: I will try to have relaxed body language to reduce the

possibility of seeming threatening.

Identify 3 different crisis situations and explain how you would respond (necessary mindset,

systematic thought processes, and how they would apply).

1. Student is in peak stage of the Acting Out Cycle

● Zoe was frustrated that she did not get to go to the “learning about money” station until

the very end of center time, so as she progressed through the other centers, she grew more

and more agitated.

● When she made it to the “learning about money” station, she was so overwhelmed with

frustration that she became out of control, throwing the fake money, pencils, and chairs

into the air and on the floor.

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● Necessary mindset:

○ I will stay calm.

○ I will think, “I can handle this.”

○ I will rely on previously developed procedures and evaluate if outside help will be

required.

● Systematic thought processes:

○ I will use the STAR technique: Smile, Take a Breath, and Relax (Rand, 2012, p.

142)

○ I will evaluate if the class is in imminent danger because of the student’s behavior.

If so, I will use evacuation procedures.

● Staying calm and thinking, “I can handle this” alleviates anxiety and negative energy,

allowing my brain to regulate itself and prepare for interventions.

● Relying on previously developed procedures helps me have a plan of action, and if

necessary, helps outside assistants understand how to help.

● The STAR technique allows me to give the student space to finish their outburst - when

Zoe is throwing pointy or heavy objects, getting closer to the situation can be dangerous

for me and other students.

○ Allowing her to release the pent-up energy helps lead to a more productive

de-escalation and learning experience.

● If Zoe was throwing these objects at students, I would have the class line up and go sit in

the hallway, just like they do after specials.

● After Zoe finished her outburst, I would slowly approach her, asking if I could do

anything to help her, rather than chastising or lecturing her.

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2. Tornado is within 20 miles of the school…tornado sirens go off and the school is placed in

lockdown.

● Lockdown includes locking up a classroom and transferring students to the basement,

along with grabbing emergency supplies (first aid kit, radios, water + snacks, and two

flashlights).

● Necessary mindset:

○ I will stay calm.

○ I will realize that students are very scared, so I will be the source of comfort they

need.

○ I will prioritize safety at all times.

● Systematic thought processes:

○ I will make a mental checklist of everything that needs to happen for students to

evacuate to the basement.

○ I will identify the calmest students to help carry materials and lead the line of

students.

○ I will identify the most troubled students to offer them extra support and check in

more frequently.

○ I will determine an all-class regulation exercise (that is quick) to help prepare

students to evacuate.

■ Example: two deep breaths as a group

● I will have necessary materials close to the door and make sure student assistants are still

feeling comfortable helping.

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● I will calmly remind students of tornado procedures as we line up, being careful not to

snap or yell at slight misbehaviors (most likely stemming from overstimulation and fear).

3. Student with Type-1 Diabetes passes out.

● Most likely, this event would be caused by a student’s blood sugar crashing.

● Necessary mindset:

○ I will stay calm.

○ I will work to protect student’s privacy and personal space.

○ I will focus on the student’s well-being and revival first.

● Systematic thought processes:

○ I will remind myself of the instructions outlined for this student in their 504 Plan.

○ I will identify a reliable student (if a paraeducator or aide is not in the room) that

responds quickly and easily to directions, even under pressure.

○ I will identify a way to keep other students safe and out of the way.

● The student’s family may have requested the student’s diagnosis to be shared with the

class - if so, remind the class of the procedures in place when this event occurs.

○ If this is not the case, I will keep terms vague and assure the students that the

affected peer will be okay.

● I will focus on reviving the student and protecting their safety.

○ I will get an ice pack or cold towel from the first aid kit or “Quiet Corner”

(whichever is closer) to place on the student’s neck.

○ I will get water, juice, and a high-sugar snack from the resources that should be

set aside for the student’s diabetic needs.

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○ I will look to see if there are any traumatic injuries to the student’s body at first

glance (cuts, splits, or bumps from falling).

○ I (or paraprofessional, aide, or assisting student) will call 911 so that the student

can receive immediate medical attention.

● I will ask students to step aside (except if help is needed) and remain quiet until the

situation is remedied.

● I will debrief the remaining students after the student is taken care of by medical

professionals, assuring them that their peer is okay.

○ The students and I will take deep breaths, I will ask students to share their

feelings, and encourage them in working through emotions.

○ We may make a get-well card for the student to help boost the class’ morale.

Collaboration

Who will help you?

● In student teaching, I will be helping my sponsor teacher with social-emotional learning

and classroom management.

○ They will also help me learn new strategies, model practices, and experiment with

different approaches.

● Once I have my own classroom, I may have a support (or special education) teacher,

paraprofessional, or aide(s) to help with particular students or the class as a whole.

● I will rely on the guidance of mentors, alumni, friends, and other staff members for help

and encouragement.

What perspectives and expertise will you need?

 43

● Especially in the first few years of teaching, I will rely heavily on the knowledge and

perspectives of the more experienced teachers in my school.

● I may also reach out to Butler alumni and previous professors for advice and resources.

● I will also need the expertise of the special education teacher(s) in my school, the

occupational therapist(s), SLP(s), and administration, particularly in IEP and FBA/BIP

meetings.

● Parents’ perspectives are also incredibly valuable, as they know their children better than

anyone. I will be diligent about keeping parents informed and valuing their insight,

especially when it comes to behavior.

○ Examples:

■ Weekly newsletter (email, hard copy, or on social media) that covers class

activities, tips on how to best support students’ wellbeing and academics,

and requests for assistance or materials

■ Students will journal (I will provide social-emotional focused prompts),

and it will also count towards their writing skills. I will respond weekly to

their writing, and if necessary, I will share with parents. (from Mrs. Stiller,

my second grade teacher)

■ X (Twitter) account: I will share pictures, videos, and text about students’

work each day (or every other day) that parents can view.

What might you learn from your collaborators?

● How to handle a tricky behavior that doesn’t fit any experience or knowledge I have

● More efficient and successful ways to teach and implement procedures

● How to reach out for help and be a helper to others

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● How to more effectively collaborate or co-teach

How will you collaborate/communicate with parents or caregivers about ways they can support

students’ growth?

● I will send home a newsletter every week that covers the students’ learning, discusses any

difficulties that may require extra support from home, and provides tips for how

caregivers can best support their child in at-home work.

● If there are persistent challenges or concerns with an individual student, I will call and

email the caregivers as soon as possible to begin the process of making an action plan.

● Every month, I will email caregivers with updates about their student (no matter what)

and offer to call if they prefer or have questions.

Action Plan

How will you put these ideals in practice?

● I will diligently continue to learn throughout my career, referencing new research, using

evidence-based practices, and developing my skills alongside other educators.

● I will rely on the experience of mentors and coworkers for guidance, assistance, and

examples of how to better support students’ social-emotional learning.

● I will maintain my social-emotional health by setting boundaries, knowing my limits, and

taking care of myself, which will allow me to be a strong example for my students.

● I will keep my focus on integrating social-emotional learning into every aspect of my

classroom and making sure that I don’t compromise developing students’ emotional

intelligence for the sake of getting through more curriculum.

What will you do next as an educator to enact this plan or continue to learn? What is your plan?

What are your next steps?

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● Since I am still two years away from student teaching, I will continue to learn about

social-emotional practices, build my understanding of how to support students’

wellbeing, and practice evidence-based practices in my own life and in practicum

settings.

● When I reach student teaching, I will be on the lookout for ways to implement this plan

into my learning and practices, working alongside my sponsor teacher.

○ I will be open to new experiences, be willing to take charge, and value

social-emotional learning just as much as academic learning.

○ I will not be afraid to ask questions, make suggestions, or add to this plan

throughout that year.

● I want to read many recommended books to help prepare myself for future classes in the

COE and to deepen my understanding of social-emotional practices,

emotional/behavioral challenges, and how to promote wellbeing in a classroom setting.

○ Reading list:

■ Help for Billy by Heather T. Forbes, LCSW (ISBN #978-0-9777-0409-5)

■ Taking Social Emotional Learning Schoolwide by Thomas R. Hoerr (ISBN

#978-1-4166-2837-8)

■ All Learning is Social and Emotional by Nancy Frey, Douglas Fisher, and

Dominique Smith (ISBN #978-1-4166-2707-4)

■ Classroom Instruction that Works - 2nd Edition (ISBN

#978-1-4166-1362-6)

■ Your Students, My Students, Our Students by Lee Ann Jung, Nancy Frey,

Douglas Fisher, and Julie Kroener (ISBN #978-1-4166-2809-5)

 46

■ Learning to Choose, Choosing to Learn by Mike Anderson (ISBN

#978-1-4166-2183-6)

■ We Belong: 50 Strategies to Create Community and Revolutionize

Classroom Management by Laurie Barron and Patti Kinney (ISBN

#978-1-4166-3026-5)

■ The EQ Intervention by Adam L. Saenz, Ph.D. (ISBN

#978-1-62634-678-9)

■ Discipline with Dignity - 4th Edition by Richard L. Curwin, Allen N.

Mendler, and Brian D. Mendler (ISBN #978-1-4166-2581-0)

■ Eyes are Never Quiet by Lori L. Desautels, Ph.D., and Michael McKnight,

M.A. (ISBN #978-1-9480-1841-8)

■ Fostering Resilient Learners by Kristen Souers with Pete Hall (ISBN

#978-1-4166-2107-2)

■ Improve Every Lesson Plan with SEL by Jeffery Benson (ISBN

#978-1-4166-3001-2)

■ Unwritten: The Story of a Living System by Lori Desautels, Ph.D. and

Michael McKnight, M.A. (ISBN #978-1-942545-10-1)

■ Born for Love by Maia Szalavitz and Bruce D. Perry, M.D., Ph.D. (ISBN

#978-0-0616-5679-8)

■ The Boy who was Raised as a Dog by Bruce D. Perry, M.D., Ph.D. and

Maia Szalavitz (ISBN #978-0-4650-5653-8)

■ The Classroom Instruction Book by Harry K. Wong and Rosemary T.

Wong, with Sarah Powley (ISBN #978-0-9963350-9-6)