Communication between stakeholders plays a vital role in my classroom management profile.
To communicate with all stakeholders I have organized who I need to communicate with, which situations need to be communicated, how I plan to communicate, and how frequently the communication will occur. I have a set method of communication for everyone who is invested in my classroom. Parents, fellow teachers, and principals are extremely invested in the behavior student behavior because it directly influences the overall amount of learning.
Communication Chart S= Students, PA=Parent, PR=Principal, T=Teachers, SM= Student Mentor (older sibling or positive role model), AM= Adult Mentor (Coach, or teacher they admire)
After Negative behaviors Method of Communication /Supporting document Behavior Improvement plan form Student Letter to parent template Frequency of Communication After Positive Behavior Method of Communicati on/Supporti ng document Teacher written letter to Parent Template Behavior improvement award template Frequency of Communication
Behavior improvement Plan Student written letter to parent
For negative behavior I will send a letter when I decide the student needs parent involvement
Verbal praise to positively reinforce the behavior Give award for behavior improvement
Verbal praise will be either immediately after spoken directly to the student or later or and spoken to the entire class depending on what is most appropriate. Award behavior improvement awards at half way mark and end of the year.
PA
Letter, Email, or Phone call depending on how frequency of the childs misbehaviors.
Parent letter template for disruptive behavior. Students behavior improvement plan or students written letter to their parent Failed behavior I improvement plans
When I decide the situation has gotten out of control and the parent needs to be involved.
letter home to reinforce positive behavior
Letter home template
Once a month for positive behavior Twice a year at the half way mark and end of the year.
PR
Explain the continuous decline in the students behavior by
After three failed behavior improvement plans. When the
Share positive Student behavior of awards students during meetings and casual
Share casually positive behaviors during monthly meetings. Share award
showing the failed behavior improvement plans
situation has escalated to violence or is disrupting the class and hindering other students learning. Verbally inform co- workers during prep hours or by a phone call. If I feel the behavior may continue into their classroom.
conversation. Share reports of successful behavior plans and award recipients.
recipients at the halfway mark and end of the year.
Inform other teachers to give them a heads up on the behavior problems in case they carry into their classrooms.
Share positive behaviors during faculty meetings. Share when I have noticed improvement in behaviors during casual conversation. Share student awards.
Student awards
Share names of award recipients at the half way mark and end of the year.
SM
If there is a sibling in the same school building I can communicate with them about encouraging the student to change their behavior Explain to the coach the misbehavior and ask for support in through their extra-curricular activities. (Ask the coach to make the connection between paying attention in practice to paying attention during class).
Direct conversation during school hours.
If I see an opportunity for them to help improve the behavior of the disruptive student.
Share positive behavior during causal conversation throughout the school day.
Intentional/C asual Conversation
When opportunities arise
AM
Phone call or email sent to the coach explaining the behavior and asking for support in improving the behavior.
If I feel the student needs to hear from someone who is not a coach.
Provide updates on behavior improvements and comments about wellbehaved students on their team or involved in their extracurricular program.
Email Phone call Casual conversation
After behavior improvement After noticing consistent positive behavior
