Classroom Behavior Management Plan |
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RULES 1. Listen carefully. 2. Follow directions. 3. Work quietly. Do not disturb others who are working. 4.Respect others. Be kind with your words and actions. 5. Respect school and personal property. 6. Work and play safely. |
Token Money System Classroom Store ![]() This year I have decided to implement a NC objective for second graders in my management plan. The children will be earning "play" money for appropriate behavior. For instance, if I catch a child doing what is expected then they may recieve 10 cents. They will recieve money for doing homework and turning things in on time. On each desk I there will be a list of 10 things to help remind them of what I expect. (See this on the student link page) During the week they may use their money to purchase only a pencil. They will cost 25 cents. All other items will be purchased Friday afternoon. Children will loose money if they choose to misbehave. Their money is to be kept in a cup. They are not to touch any other child's money cup. If they do the result will be a loss of their cup and all the money for up to 2 weeks. I am confident that my money token system will help with not only behavior, but help them with their math objectives in money as well. Email me with questions about this plan. |
Written by Ms. Perry's second
graders. Our Link System On our math meeting board is a string of links. What are they for? The links are there so that each time another teacher or a member of the school staff gives us a good compliment we get to add a link. If our principal, Mr. Dobbin gives us a good compliement we get 5 links!! What is the reward for the links? When the links touch the bottom of the floor our teacher will give us a really nice party with cupcakes and a movie. |
Rewards stickers praise recess star of the week attendance of parties, etc "good news" phone calls |
Consequences lose recess time parent written/ called principal contract choice room miss parties/ exciting school functions loss of computer time/ center time |