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Behavior management course for pre-service credential programs

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Behavior management course for pre-service credential programs

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Content BEHAVIOR MANAGEMENT COURSE FOR PRE-SERVICE CREDENTIAL PROGRAMS
by
Vidalia Resendes
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2020
Copyright 2020 Vidalia Resendes
ii
DEDICATION
I dedicate this dissertation to my fearless Tia Celia who left our native home of São
Miguel in search of a better life in the United States not just for herself but also for her family.
Tia Celia, without you sponsoring us to come to America and constantly encouraging us to stay
in school, I do not believe I would be where I am today, standing before you graduating from the
University of Southern California as a doctor of education. Thank you for your heroism.
Tia Mary, Pradinho Antonio and Madrinha Isaura, your endless hugs, kisses and love has
carried me through in life.
My sisters (Linda, Maria, Joyce) who know the good, the bad, and the ugly and love me
in spite of it: thank you.
Mom and Dad Miga, who stepped into my life and loved me as if I am your very own.
Thank you for always being there to listen, guide, support, and love me.
There was a time in my life not even I realized how alone I was, but I was blessed with
not one but two deans of students at Jacksonville University who stepped in and made sure I was
taken care of. The faith you had in me as a student, leader, and person transcended into the very
core of who I am today. Although Dean Kelly is no longer with us, Mr. Mark Ertel continues to
be a beacon in my life.

iii
ACKNOWLEDGMENTS
Words will never express how grateful I am to my dissertation chair Dr. Yates and my
committee members Dr. Seli and Dr. Cash for their willingness to be a part of my journey. I
appreciate the time you all took to mentor and guide me through this process. In particular, a
special thank you to Dr. Yates, for challenging me to go outside my comfort zone, pushing me to
not settle for less than what I can give, and encouraging me to believe in my work.
I would also like to extend my gratitude to both my superintendent Dr. Miyashiro and my
principal Justin Goodrich, who took the chance in hiring me knowing I was about to embark on
my doctoral program journey; thank you for all your support, understanding, and faith in me.
A special thank you to a few people whose contributions to this dissertation process was
very much appreciated. First, to my editor Guadalupe Montano, who went beyond ensuring my
words sounded good and I met all APA requirements. She was always ready with encouraging
words to get me through this process; thank you. Ernie Mendes, whom I have had the pleasure of
learning from in his workshops and books and who took time out of his busy schedule to call me
and talk me through my lesson on building relationships. Michelle Orren and Dhara Levers, my
back-up editors, thank you for editing my class papers and being the greatest best friends anyone
can have. Carmen Madrigal and Amy Marcoullier, we started this doctoral program as
colleagues and now we are ending it as family; I couldn’t have made this journey without you.
Lastly, I want to thank all the students, mentors, and school communities that helped
shape me as an educator. Thank you to everyone who has been a part of my journey and has
played a part in shaping who I am and helping me to constantly evolve, find my truth and
become my best self.

iv
TABLE OF CONTENTS
Dedication ....................................................................................................................................... ii

Acknowledgments.......................................................................................................................... iii

List of Tables ................................................................................................................................. vi

List of Figures ............................................................................................................................... vii

Abstract ........................................................................................................................................ viii

Chapter One: Introduction ...............................................................................................................1
The Problem of Practice.......................................................................................................1
Goal ..........................................................................................................................4
Evidence for the Problem of Practice ......................................................................4
Importance of the Problem.......................................................................................5
Instructional Needs Assessment ..........................................................................................7
Analysis....................................................................................................................7
Curriculum Description and Purpose .......................................................................8
Curriculum Goal, Outcomes and Capstone Assessment..........................................9
Definition of Terms..............................................................................................................9
Designer’s Positionality .....................................................................................................11
Organization of the Design Blueprint ................................................................................13

Chapter Two: Review of the Literature .........................................................................................14
Background of the Problem ...............................................................................................14
Neurological Perspective of Adolescent Development .........................................14
Cognitive Perspective of Adolescent Development ..............................................15
Emotional Perspective of Adolescent Development..............................................16
Social Perspective of Adolescent Development ....................................................17
Factors Affecting Behavior and Strategies for Behavior Management .............................18
Biases .....................................................................................................................19
Trauma ...................................................................................................................20
Psychological Safety ..............................................................................................21
Understanding Behaviors .......................................................................................22
Consequences .........................................................................................................27
Analysis of Prior Attempts.....................................................................................33
Approaches to the Design of the Curriculum ....................................................................33
Theoretical Foundations to the Curriculum Design ...............................................33

Chapter Three: The Learners and Learning Context .....................................................................35
Learner Profile ...................................................................................................................35
Abilities ..................................................................................................................35
Self-Efficacy ..........................................................................................................36
Affective Characteristics ........................................................................................37
v
Social Characteristics .............................................................................................37
Prior Knowledge ....................................................................................................38
Description of the Learning Environment .........................................................................39
Facilitator Characteristics ......................................................................................39
Existing Curricula/Programs ..................................................................................40
Available Equipment and Technology...................................................................40
Classroom Facilities and Learning Climate ...........................................................40

Chapter Four: The Curriculum.......................................................................................................42
Overall Curriculum Goal, Outcomes, and Summative Assessment ..................................42
Curriculum Goal ....................................................................................................42
Curriculum Outcomes ............................................................................................42
Summative Assessment .........................................................................................43
Cognitive Task Analysis (Information Processing Analysis) ............................................44
General Instructional Methods Approach ..........................................................................46
Unit and Lesson Breakdown ..................................................................................49
Overview of the Units ........................................................................................................50
Unit 1: What factors contribute to student behavior? ............................................50
Unit 2 Antecedents and Function of Behaviors .....................................................52
Unit 3: Alternative Strategies to Support Students in Reshaping Their Own
Behavior .................................................................................................................54
Delivery Media Selection ..................................................................................................57
General Instructional Platform Selection ...............................................................58

Chapter Five: Implementation and Evaluation Plan ......................................................................60
Implementation of the Course ............................................................................................60
Implementation of the Evaluation Plan..............................................................................61
Curriculum Purpose, Need and Expectations ........................................................61
Evaluation Framework ...........................................................................................62
Level 4: Results and Leading Indicators ................................................................63
Level 3: Behavior ...................................................................................................65
Level 2: Learning ...................................................................................................68
Level 1: Reaction ...................................................................................................71
Evaluation Tools ....................................................................................................72
Conclusion to the Curriculum Design................................................................................73

References ......................................................................................................................................74

Appendices .....................................................................................................................................81
Appendix A Beginning, Mid, and Immediately After Course Evaluation Instrument ......81
Appendix B Delayed Evaluation Instrument .....................................................................84
Appendix C Course Overview, Unit Lesson Plans, Curriculum Materials and
Assessments .......................................................................................................................86

vi
LIST OF TABLES
Table 1: CTA Steps Organized into Corresponding Units ........................................................... 48
Table 2: Scope and Sequence for Behavior Management Curriculum ......................................... 56
Table 3: Key Considerations In Choosing Media ......................................................................... 58
Table 4: Specific Media Choices .................................................................................................. 59
Table 5: Indicators, Metrics, and Methods for External and Internal Outcomes .......................... 63
Table 6: Critical Behaviors, Metrics, Methods, and Timing for Evaluation ................................ 65
Table 7: Required Drivers to Support Critical Behaviors ............................................................. 67
Table 8: Evaluation of the Components of Learning for the Program. ........................................ 70
Table 9: Components to Measure Reactions to the Program ........................................................ 71

vii
LIST OF FIGURES
Figure 1: Cycle of trauma. ............................................................................................................ 21
Figure 2: Acting out cycle. ............................................................................................................ 24

viii
ABSTRACT
Managing behavior is one area many pre-service teachers state they are not confident in
addressing when they first start teaching. Often, teachers misinterpret behavior, particularly those
of minority students, resulting in a disproportionate number of these students receiving severe
consequences for low-level incidents. The purpose of this curriculum is to provide pre-service
teachers the knowledge and skills to understand and manage student behavior. By applying a
social cognitive, specifically and self-efficacy, approach, teachers will build confidence and
fluency when addressing behavior through the use of observations, role-plays, and case studies.
The curriculum presents the factors that contribute to negative behavior, allows for
understanding misbehavior, presents strategies to manage it, and explores alternative solutions to
support students in identifying and reshaping their own behavior. As a summative assessment,
pre-service teachers will create a classroom management portfolio consisting of strategies and
tools learned in this course. The Kirkpatrick New World Model (2016) of evaluation is
embedded throughout the curriculum to support the desired outcomes of greater teacher job
satisfaction and reduced student referrals.

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CHAPTER ONE: INTRODUCTION
The mission of colleges and universities’ educator preparation programs is to produce
highly effective teachers who are skilled in creating an equitable classroom environment
(Harvard Teacher Fellows, 2017; USC Rossier School of Education, 2019; Stanford University
Graduate School of Education, 2019). An equitable classroom environment allows learning to
take place for all students. An environment that limits distractions enables educators to teach
engaging lessons, address students’ individual needs, and build relationships with their students.
For this reason, most pre-service teaching programs require a course in classroom management.
Butler and Monda-Amaya (2016) introduced the concept of three levels of classroom
management, and, to be an effective teacher, one must learn all three. Butler and Monda-Amaya
stated the following topics must be taught in the first level of classroom management:
establishing overall environment structures, creating rules and routines, generating student
engagement, and using strategies to increase appropriate and decrease inappropriate behavior.
The second level is behavior management which “focuses on the specific strategies and supports
for students who may have difficulty with certain aspects of the classroom” (Butler & Monda-
Amaya, 2016, p. 279). Challenging behaviors is the final level and addresses behaviors that are
harmful to students, the classroom environment, and relationships (Butler & Monda-Amaya,
2016). Butler and Monda-Amaya found that behaviors deemed minor can escalate, so pre-service
teachers must learn proactive strategies to adequately manage challenging behaviors.
The Problem of Practice
The topics covered in an introductory classroom management course are necessary to
creating an equitable classroom environment, but they are only part of the solution. Pre-service
programs are not preparing new teachers to understand and manage behavior (Butler & Monda-

2
Amaya, 2016). Veenman, Cooper and He (1984, 2012) found that new teachers reported feeling
underprepared to deal with challenging behavior in their classrooms. This creates a two-prong
problem affecting teacher retention and student equity. First, almost 50% of teachers leave the
profession within the first five years of their career, which means high-needs classrooms are
regularly staffed by inexperienced teachers (Picower, 2011).
In a study on teacher retention and attrition, Buchanan et al. (2013) found early classroom
teachers reported behavior management was a considerable concern. The participants also stated
being “unprepared by both their theoretical studies at University and their Professional
Experiences (practicums) for the problems of managing unruly classrooms” (Buchanan et al.,
2013, p. 119). Second, classroom management also affects equity in education, particularly for
students at high-needs schools. A teacher’s struggle to manage classroom behavior impedes
learning for all students (McNeal &Dunbar, 2010). Liu and Myer (2005) suggested that student
discipline issues are a primary cause of job dissatisfaction and contribute to teacher attrition.
Hastings and Bham (2003) associated behaviors with high levels of stress and burnout for
teachers. Similarly, Smith and Smith (2006) found that threat of violence in urban schools
contributed to high levels of stress, which was a deciding factor in teachers’ leaving those
schools.
Equity in the classroom is also affected by classroom behavior (Dunbar & Villarruel,
2002). The stakeholders most affected by poor classroom management skills are the students,
particularly those in high-needs schools. Ithaca College defines high-needs schools as students
who live below the poverty line, high teacher turnover and/or a high percentage of unlicensed
teachers (Ithaca College, 2020). These students are in most need of quality teachers, yet they are
more often taught by inexperienced teachers. In their study, McNeal and Dunbar (2010) found

3
that students noticed disruptive students adversely affected their learning. Additionally, Dunbar
and Villarruel (2002) highlighted zero tolerance policies and the consequences of removing
students deemed disruptive disproportionately affect African Americans, which contributes to
the disparity in suspension rates (Dunbar & Villarruel, 2002). McIntosh, Girvan, and Horner
(2014) also noted that African American students receive more referrals for behaviors
subjectively labeled disruptive while White students receive referrals for objective issues such as
vandalism.
Barnes and Motz’s (2018) research further examined how inequalities in school
discipline contribute to the school-to-prison pipeline. They suggested that students labeled
troublemakers have difficulty discarding that reputation and may engage in more risky behaviors
or disengage from their education (Barnes & Motz, 2018). Barnes and Motz also reported that
Black students receive more suspensions and expulsions than White students, causing these
students to miss instruction time and fall further behind academically. For many of these
students, constant discipline, especially for low-level incident behaviors, affects their self-
esteem, creates apathy towards school, and, for some, becomes the pipeline to jail (Skiba,
Arredondo, & Williams, 2014).
Consequently, it is the responsibility of colleges and universities aiming to train highly
effective teachers to ensure their graduates have the knowledge and strategies to create a
classroom environment that is safe, fosters learning, and is equitable. Pre-service programs most
often address the topics mentioned above in the classroom management course, but they omit
behavior management and challenging behaviors. The proposed curriculum topics for this pre-
service teachers’ course are understanding factors that affect behavior, identifying antecedents

4
and the function of the behavior, and using alternative strategies to support students in reshaping
their behaviors.
Goal
The goal of this curriculum design is to create a pre-service college course that provides
new teachers the knowledge and skills to understand students’ challenging behaviors and better
manage them in their classrooms. This curriculum design will specifically focus on steps two and
three of classroom management: behavior management and challenging behaviors. Teachers
develop knowledge and strategies to better manage student behavior by understanding the factors
that affect this behavior, identifying antecedents and functions of behavior, and using alternative
strategies to manage behavior with the focus of intervention before the behavior negatively
affects learning, the classroom environment, and relationships. Teachers who complete this pre-
service course will be better prepared to manage student behavior as measured by fewer referrals
written and longevity in teaching in high-needs settings.
Evidence for the Problem of Practice
Liu and Myer (2005) found discipline problems contribute to teachers’ dissatisfaction,
which is a leading reason for teachers’ leaving the profession. Many who become teachers do so
thinking they will change the lives of children for the better until they encounter the difficulties
of student discipline (Liu & Myer, 2005). Liu and Myer noted a deficiency in teacher training
programs because they do not provide the knowledge and resources necessary to deal with
discipline problems (Liu & Myer, 2005). One former teacher stated, “I entered the profession
completely unprepared for discipline problems” (Kopkowski, 2008, p. 4). Smith and Smith
(2006) addressed the effect of perceptions of violence on teacher attrition, as participants voiced
that violence within the community seeped into the school environment and was a “tangible

5
threat to their safety” (Smith & Smith, 2006, p. 40). Smith and Smith found a need for teachers
to be trained in dealing with discipline issues. Similarly, Cooper and He (2012) found that, after
completing their student teaching assignment, teachers struggled with their ideal image of
teaching and the reality of their classrooms. The participants in Cooper and He’s study reported
classroom management as one of their main concerns.
Research shows the issues behind teachers’ high attrition rates relate to discipline and
skills to address students’ diverse needs (Cooper & He, 2012). Veenman (1984) also noted the
“reality shock” experienced by first-year teachers: “missionary ideals formed during teacher
training by the hard and rude reality of everyday classroom life” (p. 143). Veenman coincided
with Cooper and He (2012) in that a leading concern is classroom discipline. Veenman
advocated for pre-service teacher training to be lengthened to ensure the development of the
skills and knowledge to be effective teachers. High teacher turnover continues to be a significant
problem in education, and an area that has yet to be addressed is the credentialing programs
(Smith & Smith, 2006). Finding a solution to this problem is an urgent matter because of its
impact on students’ success.
Importance of the Problem
In light of all the skills a new teacher requires, the most important is establishing a
classroom environment that promotes social, emotional and academic success. Often, however,
teacher candidates graduate from credential programs inadequately prepared to address student
behavior while maintaining a positive classroom culture, especially in high-needs schools. This
problem is important to address because it affects both teachers and students. Although there is
little research that directly examines the effects of behavior on teachers’ longevity, Smith and
Smith (2006) and Hastings and Bham (2003) associated student behavior with teacher stress and

6
burnout. Liu and Meyer (2005) found student discipline problems are second only to
compensation issues in terms of teachers’ dissatisfaction. Ingersoll and Smith (2003) noted that
the teaching profession loses 40% 50% of new hires with their first five years. This attrition can
harm the school environment and student performance (Ingersoll & Smith, 2003).
Pre-service credential programs need to align their curriculum with student behavioral
needs to better prepare future teachers to manage them (Butler & Monda-Amaya, 2016). In
addition, students will benefit as equity is built by reducing behavior distractions. Learning will
best take place when teachers have alternatives to punitive measures, reducing suspensions and
expulsions that predominantly affect minority students (Villarruel & Verdugo, 2002).
Creating a curriculum that will provide pre-service teachers the knowledge and skills to
address challenging student behavior will enable them to foster a classroom environment that
promotes all students’ success. Guin (2004) found that chronic teacher turnover has a negative
effect on class size, scheduling, and curriculum planning, adding a significant degree of
complexity to school operations and harming student learning. Teacher turnover also makes it
difficult to close the educational gap, as schools with high teacher turnover tend to have higher
minority enrollment and lower scores on standardized tests (Guin, 2004). Teacher turnover
continues to be an issue for high-needs schools that affects students’ success, costs districts
money, and costs new teachers time. As such, credentialing programs may consider adjusting
their curriculum to ensure preservice teachers have the knowledge and skills to be effective in
high-needs schools.

7
Instructional Needs Assessment
Analysis
A course in classroom management is required in most pre-service credential programs,
yet over 40% of new teachers leave high-needs schools or the profession altogether within the
first five years of their career. Many of these teachers cite classroom management issues (Liu &
Myer, 2005) and the disconnect between the theory pre-service teachers learn and the reality of
student behavior (Veenman, 1984). Given the research, high-needs schools require interventions
related to addressing student behavior to reduce teacher turnover. Therefore, this curriculum
design will use Smith and Ragan’s (2005) innovation needs assessment model to design a pre-
service teaching course on understanding and managing student behavior to build an equitable
classroom. Smith and Ragan’s (2005) innovation model calls for an examination of changes in
the educational system and if new goals have to be added to the curriculum. Changes in
education have occurred within the curriculum itself, as it is student behavior and perceptions of
how best to deal with it that have changed. The traditional curriculum has not accommodated
these changes, and, therefore, teachers feel unprepared to manage student behavior. Smith and
Ragan (2005) challenge the curriculum designer to incorporate the knowledge and skills
necessary for new teachers to identify the source of the challenging behavior and apply
appropriate strategies to support the student and create an equitable classroom environment.
They suggest that the designer consider three issues: the problem, those affected by the problem,
and the pervasiveness of the problem.
The problem. O’Neill and Stephenson (2012) found principals and experienced teachers
believe managing a classroom is an essential skill. Although pre-service and beginning teachers
state they lack the confidence in this area (O’Neill & Stephenson, 2012). They further noted that

8
insufficient preparation for classroom and behavior management is a cause of this lack of
confidence (O’Neill & Stephenson, 2012).
Those affected by the problem. Everyone is affected by behavior management issues in
the classroom: teachers, students, school districts, and society. The fact that a third of new
teachers leave the profession has a great financial impact on districts (Kopkowski, 2008) and on
student achievement (McNeal & Dunbar, 2010). Dunbar and Villarruel (2002) also found that
poor classroom management can lead to inequitable consequences like suspension or expulsion.
Education is central to advancing a society, and if our educational systems are failing students,
then they are failing our society.
Pervasiveness of the problem. Statistics show teacher attrition is a pervasive problem.
Rinke (2007) provided data from the School and Staffing Survey and Teacher Follow-up Survey
showing that 40% to 50% of new teachers leave the profession within five years. Statistics also
show the inequitable distribution of suspensions and expulsions, as the National Center for
Education Statistics (2019) reported that, during the 2013–2014 term, Black students’ suspension
rate was 13.75% while that of their White peers was 3.4%. Verdugo (2002) cited statistics
gathered by the US Department of Education showing that, in 1997, Black students’ suspension
rate was 13% and that of White students was 5.5%.
Curriculum Description and Purpose
The purpose of this course is to prepare pre-service teachers to manage discipline and
establish a classroom environment that is an academically, socially, and emotionally equitable
community. The course will include three units comprising nine lessons on behavior
management to better prevent and/or address discipline. The course is designed to cover topics
necessary to help teachers cultivate an equitable classroom. This course will give new teachers a

9
better understanding of factors that affect behavior, how to identify antecedents and function of
behavior, and how to use alternative strategies to support the student in identifying and reshaping
their own behavior.
Throughout the course, pre-service teachers will apply theory through observations and
practice. They will also create a portfolio of strategies to reference when addressing issues in
their classroom. The portfolio also serves as evidence of achieving the course goal. This course
will give learners the practical tools to effectively address student behavior.
Curriculum Goal, Outcomes and Capstone Assessment
The goal of this course is to provide pre-service teachers the knowledge, skills and
attitudes necessary to demonstrate effective equitable behavior management. The outcome of this
course should lead to teacher longevity in high-needs schools, lower teacher turnover, and more
equitable discipline practices among minority students, ultimately leading to a lower number of
student referrals and increased student achievement. Teachers will demonstrate achievement of
the curriculum goals by developing an ongoing portfolio with work samples they create. This
portfolio can serve as a reference for them to use in their classrooms.
Definition of Terms
Behavior cycle. Continuum of behavior that can escalate through seven different stages;
calm, trigger, agitation, acceleration, peak, de-escalation, recovery (PBS & WGBH Educational
Foundation, 2020).
CBUPO theory. To be motivated, people need to feel satisfied in the areas of
Competence, Belonging, Usefulness, Potency, and Optimism. (ASCD, 2020)

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Classroom management. “Methods and processes through which a teacher controls
their classroom environment so that student learning prevails because student misbehavior is
effectively minimized and redirected” (CPI, 2020, para. 2).
Collaborative & proactive solutions (CPS). Non-punitive, non-adversarial, trauma-
informed model of care. (Greene, 2020)
Empty the cup theory. Relationship-Building Activities to Promote Effective Learning
Environments by creating mental and emotional space for learning (Mendes, 2003).
Fluency. Degree to which a teacher responds in a planned way, automatically and
smoothly to certain situations (Colvin, 2010).
High-needs students. According to the U.S. Department of Education (n.d.), high-needs
students are students at risk of educational failure or otherwise in need of special assistance and
support, such as students who are living in poverty, who attend high-minority schools (as defined
in the Race to the Top application), who are far below grade level, who have left school before
receiving a regular high school diploma, who are at risk of not graduating with a diploma on
time, who are homeless, who are in foster care, who have been incarcerated, who have
disabilities, or who are English learners. (para. 10)
Restorative practice. “Informal and formal processes that precede wrongdoing, those
that proactively build relationships and a sense of community to prevent conflict and
wrongdoing” (International Institute for Restorative, 2019, pg. 2).
Social Emotional Learning (SEL). According to the Collaborative for Academic,
Social, and Emotional Learning (n.d.), SEL is “the process through which children and adults
understand and manage emotions, set and achieve positive goals, feel and show empathy for
others, establish and maintain positive relationships, and make responsible decisions” (para. 1).

11
Designer’s Positionality
The designer is an educator with over 15 years of experience, mostly in high-needs
schools. For the last four years, the designer has served as an administrator whose primary
responsibility is fostering a positive school culture and addressing discipline issues. The designer
has supervised new teachers who are unprepared to deal with discipline issues and has seen the
negative impact it had predominantly on minority students. Throughout the years it has been
difficult to see effective teachers leave the profession or transfer to a different school because
they lacked the knowledge and skills to manage student behavior. A situation even more difficult
has been disciplining students for minor offenses that could have been resolved with the right
behavior management strategies. These situations have been the catalyst for creating this
curriculum project to address this two-prong problem.
The driving force for this curriculum is the designer’s belief that a student does not get up
in the morning to get in trouble; something has occurred to lead up to the negative interaction,
and it is the job of an educator to learn the cause. In addition, educators do not enter the field to
become frustrated and dissatisfied with their job to the point that they quit the profession or give
up on the students who need them the most. Therefore, pre-service programs have to better equip
learners with the skills and knowledge necessary to support students in finding positive ways to
express their emotions and use coping strategies to self-regulate. The designer believes that
fostering a psychologically safe classroom environment is at the core of being an effective
teacher.
Sagor’s (2003) competence, belonging, usefulness, potency, and optimism theory
incorporates key elements students and teachers need to help them succeed. Perry’s (2007)
research is grounded in the effects of trauma on brain development and a person’s behavior.

12
Students who have been affected by trauma do not necessarily have full control of their behavior
(Perry, 2007). Greene (2008) offers a step-by-step collaborative approach to working with
students who have one or more underdeveloped, or lagging, skills which prevent them from
being successful in school. The collaborative problem solving theory plan is a how-to for
teachers and administrators to work with students for whom traditional consequences have had
little impact in supporting the student in reshaping their behavior (Greene, 2008). The premise of
Greene’s research is the belief that all students want to do and behave well, and some students
struggle because they do not have the skills to do and behave well.
Human nature drives individuals to seek belonging and increased competence. This
curriculum designer is no different, as she is obtaining a doctorate because she wants to feel as
intelligent as her colleagues at work and school. Students are no different, as they need to feel
they belong, are competent, and that their ideas and work are useful and accepted by their peers
and teacher (Sagor, 2003). Many students give up or self-sabotage before they give themselves
the chance to prove they belong and are as good as those around them. Dreikurs’ (1998)
classroom management theory provides insight into managing students’ difficult behaviors not
addressed in traditional pre-service courses.
Often, students perceive that teachers only care about teaching their content and not the
student. With the pressures of meeting curriculum timelines and achievement rates on
standardized testing, students’ perceptions are not entirely incorrect. Teachers can also
misperceive student behaviors. Teachers often read a disengaged student as not caring, and this is
an area in which teachers need better preparation. All students want to be an “A” student, and, if
they are not, an effective teacher will find out why. The designer believes that building
relationships is central to being an effective educator who creates an equitable classroom. Setting

13
the curriculum aside to address a student’s need lets the student know s/he is more important
than getting through the curriculum. For many students, this is a turning point in behavior.
Mendes’(2003) empty the cup theory offers strategies for creating mental and emotional space
for learning. Mendes’ work gives teachers an understanding of how emotions drive motivation,
as well as supplies practical tools teachers can implement in their classrooms to engage students,
help them to redirect focus on learning to reduce misbehavior, and build relationships. In sum,
both the personal life experiences and the theories the designer has learned throughout her
academic and professional career laid the foundation for this curriculum.
Organization of the Design Blueprint
The capstone curriculum project is outlined in five chapters. The first chapter states the
global problem supported by evidence of the importance of the problem. In addition, it reviews
the instructional needs assessment process, identifying key terms. Chapter Two is a review of
literature that lays the groundwork for the reason and purpose of the curriculum design. Chapter
Three discusses the learners and the learning context. Chapter Four is the curriculum itself. It
includes a description of each unit’s activities with learning goals, outcomes, and assessments in
support of the purpose of the curriculum project. The last chapter establishes the implementation
of the curriculum and how its efficacy will be measured.

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CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review is presented in two parts. The first addresses the historical
background of the problem of practice and supports the need for the curriculum. The second part
focuses on the curriculum’s content and theoretical approaches. In addition, this chapter presents
a review of prior attempts to address the problem of practice as well as the areas of need this
curriculum was designed to address.
Background of the Problem
There is a natural progression in adolescent development. For the purpose of this
curriculum, we will examine neurological, cognitive, social and emotional adolescent
development as well as their effects on adaptive adolescent behaviors. This curriculum will also
explore strategies to effectively manage these behaviors.
Neurological Perspective of Adolescent Development
Griffin (2017) stated that, by the time an individual reaches adolescence, the brain has
predominantly been formed. However, during adolescence, the brain “undergoes extensive
remodeling” wherein the proliferation of neurons gives way to strengthening the network of
connections between them (Griffin, 2017, p. 3). During this brain development, adolescents will
show changes in cognitive, emotional, and behavioral functions (Griffin, 2017). Griffin stated
that, although decision making is a cognitive function of the brain, it is influenced by emotions.
During adolescence, individuals struggle with controlling their emotions and the desire for social
acceptance by their peers. Risk-taking behavior increases, particularly if individuals know they
have an audience of their peers (Griffin, 2017). Another emotion present during this brain
development is sensitivity to stressors. This is especially seen in adolescents who have been
exposed to chronic stressors such as trauma and abuse (Griffin, 2017). Griffin explained that

15
these stressors affect the development of neuroregulatory systems, making it harder for
adolescents to “exercise cognitive control and to regulate their emotions and behaviours” (p. 4).
During adolescence, the brain goes through a rewiring process called pruning during
which the brain strengthens connections between neurons that are being used and throws away
connections that are not being used, hence making the brain more efficient (Spano, 2003). The
areas of the brain that are responsible for the functions of self-control, judgement, emotions, and
organization are most affected (Spano, 2003). Adolescents and adults use different parts of the
brain when reading facial expressions, and, often, adolescents’ interpretations of the expressions
are incorrect in (Spano, 2003). Spano (2003) suggested that this could explain
miscommunication between adolescents and adults, which affects how adolescents respond
behaviourally. Spano discussed empowering adolescents by informing them they can hardwire
their brain the way they want through their choices. Adults and peers can influence the decisions
an adolescent makes by encouraging healthy decisions (Spano, 2003).
Cognitive Perspective of Adolescent Development
Powell and Kalina (2009) explained Piaget’s cognitive constructivism in that humans
cannot immediately understand knowledge presented to them; rather, they must construct their
knowledge through assimilation and accommodation. Powell and Kalina (2009) further
explained that these schemas are constructed through Piaget’s four stages of development. From
birth to age two, a child is in the sensorimotor stage. Between ages two and seven, the child is in
the preoperational stage. The concrete operational stage takes place between seven and nine
years of age, and the formal operational stage occurs from age 11 to adulthood. Powell and
Kalina (2009) further explain the processes of assimilation, which entails taking in new
knowledge, and accommodation, which changing prior schemas to allow new information to fit

16
with that which is currently held. Understanding the cognitive stages can help to facilitate the
knowledge adjustment process for a child’s effective learning (Powell & Kalina, 2009).
Spano (2004) stated that adolescence is a time of change in cognitive, social, emotional,
physical and interpersonal areas, and all are influenced by outside social factors with the aim of
independence. Spano identified the similarities of several theories in five areas of feelings and
behaviors: independence, future interests and cognitive development, sexuality, physical change,
ethics and self-direction. Spano recognized that each individual is unique but contends that these
feelings and behaviors in general are typical for each of the three adolescence stages: early (ages
10–14), middle (ages 15–16), and late (ages 17–21). Early adolescence identity, over time, will
be shaped by internal and external influences. In middle adolescence, individuals become more
self-involved, concerned about failing, and focused on social peer groups while, in late
adolescence, they have developed a firmer sense of identity, start to make independent decisions,
and have greater emotional stability (Spano, 2004).
Emotional Perspective of Adolescent Development
Emotional impairments can negatively affect development, and, if traumatic enough, can
scar individuals (Nadel & Muir, 2004). Nadel and Muir (2004) found that emotions play a key
role in the ability to adapt. Results of a study on infants’ ability to discriminate between
emotional expressions such as happy and anger determined infants have this capability starting at
three to four months of age. As individuals develop, so does the capacity to regulate emotions
and to develop behavior strategies to “cope with emotionally challenging events” (Nadel & Muir,
2004, p. 1).
Mendes (2003) observed emotions can aid or impede learning. After a review of research
conducted in the 1990s on the effects of emotions on human behavior, “the one major theme that

17
resulted from the research, was the critical role of emotions in human behavior and human
learning” (Mendes, 2003, p. 19). Mendes also stated that emotions take precedence in ensuring
our survival, and emotional expression can negatively or positively affect our immune systems.
As educators, it is important to understand the impact emotions have on student learning, as they
can either enhance or obstruct the learning process despite the teacher’s best intentions (Mendes,
2003). Mendes (2003) explained that everyone carries “stuff with them based on daily
experiences, thoughts, beliefs, expectations, past experiences, past learning, and hopes,” and we
often do not take the time to process these encounters (p. 24). Mendes’ empty the cup theory is
based on people’s need to elicit positive emotions and process negative ones by expressing
thoughts and feelings to free up mental energy to focus and engage. As humans, we need to
connect, feel safe and have a sense of belonging before we can address our cognitive needs
(Mendes, 2003). Mendes stated relationships are the foundation of success in everything we do.
Educators can teach emotional intelligence by integrating examples and exercises into the
curriculum to address students’ social and emotional needs (Mendes, 2003).
Social Perspective of Adolescent Development
Chaudhury, Blakemore, and Charman (2006) described adolescence as a time between
late childhood and adulthood marking the beginning of the sexual reproductive period.
Chaudhury et al. discussed Coleman and Hendry’s (1990) description of this developmental
period as one in which adolescents develop their self-identity and consolidate their social self-
identity with the understanding of self within the social world. During this period of change,
adolescents’ relationships with peers, family and society go through distinct changes, as
adolescents assert more autonomy over their decisions and actions and start to disengage from
authoritative, typically parental, control (Chaudhury et al., 2006). Chaudhury et al. stated

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environmental and biological changes during adolescence lead to more social interaction and
interest in meeting new people. During this time, adolescents become more aware of the
perceptions of peers, teachers, and other societal influences (Chaudhury et al., 2006). The
authors discuss perspective taking as learning to process the emotional perspective of others,
which is central to social communication.
Bandura and Walters’ (1977) research supports that most behaviors are learned from
example either deliberately or inadvertently. Their research also shows that humans can regulate
their behavior by anticipating the consequences of their actions. When appropriate behavior is
not clearly defined, it is learned through observation and reinforcement (Bandura & Walters,
1977). Bandura and Walters stated, “while it is true that implicit rules govern behavior, the rules
themselves are partly fashioned out of the reinforcement experiences (p. 39). They explained that
behavior is a continuous reciprocal interaction, using the example of a child who wants her
mother’s attention and displays more intense behaviors until she receives the attention sought.
The mother and child entered into a reciprocal interaction in which the child is getting attention
and the mother is getting relief from the behavior, although the mother inadvertently reinforced
the child’s adverse behavior (Bandura & Walters, 1977).
Not all children experience the textbook adolescent development. When a child lags in
their adolescence development, do teachers have the knowledge and skills necessary to address
their needs?
Factors Affecting Behavior and Strategies for Behavior Management
There are several factors that impede adolescent development and malaptaviely impact
behaviors. For the purpose of this curriculum, we will examine several behavior management

19
strategies that teach teachers how to manage behaviors. These strategies can also support
students in re-shaping their own behavior.
Biases
Staats (2014) addressed the disparity between disciplinary measures used for minority
students and those used for their non-minority peers. Minority students received referrals at
double the rate of their White peers in elementary school and at four times the rate in middle
school (Staats, 2014). Staats found that most referrals or discipline actions given to minority
students are for subjective behavior, and White students are predominantly disciplined for
objective behavior. Staats stated the mismatch between the mostly White female teaching force
and the increasingly diverse student body contributes to the unconscious bias that can affect how
teachers perceive and interpret minority students’ behavior.
Downey and Pribesh’s (2004) study addressed whether Black students act out more when
placed with White teachers than with Black teachers and whether White teachers rate Black
students more harshly than they deserve (p. 267). Downey and Pribesh introduced oppositional
culture theory, which predicts Black students’ resistance to school stems from their oppressed
position; therefore, it is to be expected that they misbehave more with White teachers than with
Black teachers. The counter-argument is that White teachers’ biases result in their evaluating
Black students worse than Black teachers do (Downey & Pribesh, 2004). White teachers often
misread Black students’ behaviors as defiance, and scholars believe this results from a
misinterpretation of Black culture (Downey & Pribesh, 2004). The findings in Downey and
Pribesh’s study do not yield a concrete answer to their research question but do relate to the
power a relationship has on a student’s future.

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Trauma
Some factors interrupt the natural progression of adolescence development and impede
adolescents’ ability to behave within social norms. Perry (2008) focused on trauma theory and
how traumatic events affect a child’s mental development. Perry (2008) drew a parallel between
human beings’ physical and mental development. Physically, human development occurs
linearly from birth through adolescence, while brain development is 90% complete by the age of
four (Perry, 2008). These initial years are when children are most vulnerable as experiences are
shaping the neural networks (Perry, 2008). Perry called this period a “time of great opportunity
for the developing child: for safe, predictable, nurturing, and repetitive experiences” although it
can have a destructive impact if the child is neglected, feels threatened, or experiences trauma
(p. 247). Perry explained that humans are social beings, and one of the most traumatic
experiences for a child is having the human connection broken through neglect or abandonment,
leaving the child feeling unsafe and unvalued. According to Perry, the loss of a one-on-one
relationship can negatively affect a child’s development, but a one-on-one relationship can also
help a child recover from trauma, as this relationship can help a child regain trust, security,
confidence, and love.
Bloom (1999) defined safety beyond physical terms: humans need to also feel safe
psychologically, socially, and morally. Children are traumatized whenever they feel fear for their
lives and the lives of those they love, and this traumatic experience impacts the whole person:
thoughts, learning, memory, feelings about self, feelings about other people, and the way the
person makes sense of the world (Bloom, 1999). Also, McInerney and McKlindon (2015) wrote
that trauma has a direct impact on a child’s ability to learn, and children in urban environments
are exposed to higher rates of violence internalized as traumatic events. To support children in

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breaking the cycle of trauma, one first needs to understand it (McInerney & McKlindon, 2015).
McInerney and McKlindon explained that students may display behaviors they learned through
prior traumatic events and become re-traumatized through the punishment they receive for those
behaviors.

Figure 1. Cycle of trauma.
Psychological Safety
Sagor (2003) argued that students need to have their basic psychological needs met in the
classroom before they are motivated to learn. The author identified the CBUPO theory
comprising five needs that people need to satisfy: competence, belonging, usefulness, potency,
and optimism (Sagor, 2003). Each need interacts with the others, and teachers need to focus on
meeting all needs to achieve optimism, as Sagor noted that many students feel rejected by
classmates or out of place in school. Sometimes, teachers inadvertently foster these feelings
through instructional practices consisting of rigor beyond the student’s cognitive ability and lack
of relevance. Sagor warned students who consistently leave school feeling incompetent,
alienated, useless, and impotent expect their future endeavors to contain more of the same. Even
students who receive CBUPO in their educational experience can still struggle to be optimistic
about their future, and teachers can help these students to find reasons to be optimistic (Sagor,
2003).

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Beamon (2001) tasked educators with creating a learning environment that goes beyond
being physically safe to also meet students’ social, emotional, and academic needs, urging that
adolescents today need more social and emotional guidance to cope with social pressures.
Beamon (2001) referenced Sagor’s four motivational areas supporting a psychologically safe
classroom environment. Skilled and caring teachers can cultivate an environment that supports
students in becoming responsible self-motivated learners able to navigate a complex society
(Beamon, 2001). Understanding the factors that affect students’ behavior can build empathy,
shifting one’s perspective on behavior and increasing willingness to incorporate strategies to help
students transform their behavior.
Understanding Behaviors
To be an effective teacher, one must first try to understand why students behave the way
they do. Dreikurs, Grunwald, and Pepper (1998) stated all behaviors are oriented to goals
relating to attention, power, revenge, or inadequacy (Dreikurs et al., 1998). Dreikurs et al. (1998)
explained these goals affect a teacher’s reaction to the child’s misbehavior, and a common error
teachers make is to ask a child why they are misbehaving because most children do not know.
Children’s behavior is based on the assumption they have of themselves and which is rooted in
their biased perspective of the world, therefore affecting all their actions, thoughts, emotions, and
choices in an attempt to achieve their end goal of finding their place in society (Dreikurs et al.,
1998). Dreikurs et al. wrote a “trained educator has to help the child understand himself, his way
of thinking, and his goals” (p. 9) to support students in reshaping their mistaken goal, which, in
turn, changes their behavior.
The most common philosophy on behavior is that children will do well if they want to,
but Green (2009) challenges this view: “kids do well if they can” (p. 10). Greene stated that

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children already know how they are expected to behave; they know they are not supposed to
disrupt class, hit people, or swear. Challenging students are motivated to behave in the right way
but lack the skills to navigate “through life’s social, emotional, and behavioral challenges
(Greene, 2009, p. 8). Greene stated we lose many students and teachers because challenging
children are viewed the wrong way and their needs are not addressed. Greene found the function
of challenging behavior is for a child to communicate they do not have the skills to manage the
demands of a given situation. These behaviors can range from mild crying, whining, and
withdrawal to the more difficult screaming, swearing, hitting, and truancy to the extreme, such as
injury to others or self or abusing drugs (Greene, 2009). Greene stated that understanding why a
child is challenging is the “first and most important part of helping him” (p. 11).
Colvin (2010) writes that problem behaviors may still occur, in spite of a teacher’s best-
practice, due to factors outside the control of the classroom. How teachers respond to these
behaviors is the focus of Colvin’s (2010) research. Covin (2010) outlines three main goals in
correcting problem behaviors: (1) interrupt problem behavior, and engage student in the expected
behavior; (2) ensure student/s exhibit expected behavior in future similar situations; (3) avoid
escalating the situation to more serious behaviors (pg. 7). Colvin (2010) further describes the
interaction-pathway which is the responses between a teacher and students interactions with each
other. A classroom behavior can either be escalated or defused depending on a teacher’s
response to a student’s response or action (Colvin, 2010). Colvin’s (2010) research aims to
support teachers in building fluency to defuse disruptive classroom behaviors.
Wehby and Lane (2019) stated that teachers need effective strategies to support
challenging behavior. Wehby and Lane recommended every teacher create a comprehensive

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behavior management plan as the first step to preventing misbehavior. Even the best plan may
not prevent behaviors for students who
● “are experiencing temporary stressors in their lives (e.g., divorce, death in the family)
● Can be considered at-risk (e.g., high poverty background, linguistically diverse)
● Have certain disabilities (e.g., emotional or behavioral disorders, learning disabilities)”
(Wehby & Lane, 2019, slide 4).
These stressors can cause students to swear, yell, fight, and destroy school property (Wehby &
Lane, 2019). Wehby and Lane described an “Acting Out Cycle” (slide 5) that details the
escalation and de-escalation cycle of behavior.

Figure 2. Acting out cycle.
Wehby and Lane (2019) outline the stages of the cycle as follows:
1. Calm phase. The student is compliant, cooperative, and engaged. One way to prevent
misbehavior from occurring is to keep a student in the calm stage by creating classroom
structure, explicit teaching behavior expectations, and giving students attention for
meeting expectations.
2. Trigger phase. A concern that is left unaddressed can trigger misbehavior. Triggers can
be school-based (negative interaction with teacher, argument with peers, or confusion

25
about an assignment) or non-school based (hungry, tired, or stressful home situation).
Non-school based triggers can be difficult to manage because they are beyond the
teacher’s control. “Fortunately, teachers can use formal problem-solving strategies and
precorrection plans to help students anticipate and prevent, or effectively respond to,
these triggers to prevent misbehavior from escalating into more serious phases of the
acting-out cycle” (slide 8).
3. Agitation phase. Students disconnect from the learning experience. Students can display
increased misbehavior such as darting eyes, tapping, and moving in and out of groups, or
they can display contrasting behaviors such as withdrawing from groups, staring off into
space, or reducing involvement in academic activities. Wehby and Lane recommend
interrupting the acting-out cycle before or during the Agitation Phase, or the student’s
behavior will most likely become more verbally and physically aggressive. Wehby and
Lane (2019) also state that a good lesson plan can prevent agitation behaviors that derive
from boredom or frustration.
4. Acceleration phase. A long phase in which students’ behavior is focused to engage the
teacher and disrupt instruction through questioning, arguing, refusing to work or minor
property destruction. This phase indicates that the behavior concern has been building but
teachers only first recognize the problem when the student accelerated. Wehby and Lane
remind teachers that, when a student is in the acceleration phase, they must put away
their pride and allow the student to exhibit some inappropriate behaviors to occur in order
for the situation to de-escalate; if a teacher engages in a power struggle, it can escalate
the behavior to the peak phase.

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5. Peak phase. Short phase in which the behavior is out of control, explosive; student may
physically assault others, hurt themselves, cry, destroy property. The teacher is forced to
deal with the problem at this point until it abruptly ends. This phase of the escalation
cycle is very serious as it impacts everyone emotionally and could cause serious harm.
Keeping everyone safe is a priority during the Peak Phase. Wehby and Lane recommend
having a plan and knowing how to implement the plan if the Peak Phase should occur.
Wehby and Lane (2019) also recommend taking control of the next phase, de-escalation,
to support reintegrating the student back into the classroom community.
6. De-escalation phase. Students may be disoriented, confused, and less agitated when they
come out of the Peak Phase. Students may deny responsibility, blame others, withdraw
and/or reconcile with those involved. Students in the de-escalation phase begin to
respond to directions but may not yet be ready to discuss the incident. Once the
classroom environment has been restored back to calm and the student is now fully de-
escalated the teacher can implement the recovery phase.
7. Recovery phase. In the final phase of the acting-out behavior cycle, students are calm and
may or may not want to discuss the incident. Wehby and Lane stated that debriefing is a
necessary part of the recovery phase, and avoiding it can signify to the student that they
“got away with the misbehavior” (slide 13). Wehby and Lane noted that the recovery
phase is difficult, as the teacher has to deal with the misbehaving student and with the
impact the incident had on the class. Also, this is the time in which teachers have to be
honest with themselves and own their part in contributing to the incident.
Wehby and Lane stressed that the goal of the acting out behavior cycle is “to create a healthier
learning environment” (slide 13).

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Understanding students’ needs is the first step in effectively addressing their
behavior. Once teachers understand the function of a behavior, they can employ strategies to
support students in changing their behavior.
Consequences
When misbehavior begins, a teacher has the option of using punitive measures or
alternative strategies to help the student identify why they are misbehaving and collaboratively
work towards extinguishing that behavior. Dreikurs, Grunwald, and Pepper (1998) cited Adler’s
social interest theory, which states that individuals have a need to belong in society. This interest
may take a positive or negative direction based on the social feelings that derive from
interactions with others (Dreikurs et al., 1998). Dreikurs et al. suggest motivating a child to use
acceptable behavior by using logical consequences versus traditional punishment. When
traditional punishments such as spanking, humiliating, or depriving are used, the result is
generally that the child retaliates because there is no correlation between their behavior and their
punishment (Dreikurs et al., 1998). Dreikurs et al. suggested using logical consequences that
invite the child to be part of the process and allow the child to understand and accept the
consequences; this, in turn, motivates the child to use socially appropriate behavior. The key to
using logical consequences is a good relationship between adult and child, as, if there is a power
conflict, the consequences can be perceived as punishment (Dreikurs et al., 1998). Dreikurs et al.
stated that consequences are a method for dealing with a situation but not an end. Adults must
help the child to understand why he is behaving as he does, how the behavior has brought him
success from the child’s perspective, how the behavior affects other people, and how the child
can obtain status through acceptable behavior (Dreikurs et al., 1998). Dreikurs et al. wrote that

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adults need to learn new methods to regain adolescents’ confidence and that people’s behavior
can change, but it does take time for patterns of behavior to change.
Marzano (2007) stated that, without rules and procedures, learning is impeded, and
consequences are the other side of rules and procedures. Marzano referenced Stage and Quiroz’s
(1997) research on consequences in four categories: reinforcements involving straight positive
consequences for adherence to rules and procedures, punishment in terms of negative
consequences for lack of adherence to rules and procedures, no immediate consequences using
non-intrusive consequences, and punishment and reinforcement using a combination of both
positive and negative consequences. The results determined that all four categories worked, and
a combination was the optimal approach when used in an appropriate manner (Marzano, 2007).
Marzano offered action steps to reinforce behaviors that do and do not acknowledge the rules
and procedures. The first three steps acknowledge adherence, and the last six address lack of
adherence to rules and procedures: acknowledgment either verbal or nonverbal, tangible
recognition when appropriate, involving home when acknowledging positive recognition, being
with-it, meaning being aware of potential problems, using direct-cost consequences, using group
contingency, using home contingency, having a strategy for high-intensity situations, and
designing an overall plan for disciplinary problems.
Marzano (2007) uses Glasser’s (2003) approach in designing a disciplinary plan in which
a teacher self-reflects on their reactions to student behavior, analyzes the effectiveness of those
reactions, continues to improve relationships with disruptive students, ensures the students
understand their offending behavior, helps students to develop a plan to curtail their behavior,
and, if the behavior persists, then implements more punitive consequences.

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O’Ferrall, Green, and Hanna (2010) cited Decker, Dona, and Christenson (2007) whose
research suggests that students who develop relationships with their teachers have less
misbehavior and better academic performance. O’Ferrall et al. offered several strategies to build
relationships with students. O’Ferrall et al. cite Adler’s (1956) definition of empathy as “seeing
with the eyes of another, hearing with the ears of another, and feeling with heart of another” (p.
135) According to O’Ferrall et al., empathy is the most important element in a relationship; it
results in the student feeling understood. O’Ferrall et al. cite Bernstein (1996) and Mordock
(1991) in stating that empathy is especially important for difficult adolescents.
The next strategy O’Ferrall et al. (2010) discussed is admiring negative attitudes and
behaviors as a skill students have been refining for years. O’Ferrall et al. state “disruptive
behaviors, when displayed by a student who takes charge in his or her own way, can sometimes
be reframed as great leadership skills” (pg. 7). O’Ferrall et al. recommended, instead of fighting
or punishing the attitude, acknowledging the skill, reframing the skill, and redirecting the skill.
The third strategy to employ is leaving the ego at the door, challenging adults to manage
their own issues that might be flared up by a student’s actions. Teachers often believe they have
to have absolute authority that comes automatically and is not earned, so students’ challenging
this authority may trigger an emotional reaction (O’Ferrall et al., 2010). Teachers who are self-
aware of their own triggers can address misbehavior using effective strategies rather than
reacting emotionally.
The last strategy O’Ferrall et al. (2010) introduced is multicultural connections. Teachers
need to be aware of how their racial and cultural heritage affects their classroom (O’Ferrall et al.,
2010). O’Ferrall et al. suggest relationships are built when teachers develop a curriculum that has

30
meaning to students’ lives. To develop multicultural competence, teachers first must overcome
their fears of cultural differences (O’Ferrall et al., 2010).
Greene (2009) discussed the concept of consequences being positive rewards (stickers,
special privileges, points) and negative punishment (detentions, suspensions, loss of privileges)
and how consequences are ineffective for students with challenging behavior. Greene introduced
a collaborative and proactive solutions (CPS) model to help children with social, emotional, and
behavioral challenges. The CPS plan is rooted in the foundational belief that “kids do well if they
can” and challenging students do not have the lack the skills to adaptively manage the demands
being placed on them (Greene, 2009, p. 54). Greene described three different plans on how to
manage a challenging student: Plan A, Plan B, and Plan C.
Plan A usually begins with the words “I’ve decided;” it is a unilateral, uninformed, adult-
imposed solution to a problem and does not work for very long (Greene, 2009). Plan C
recognizes that most children have several unsolved problems at any given time; therefore,
employing Plan C allows both the adult and child to agree to set aside one of the problems
temporarily to focus on a higher priority problem (Greene, 2009). Plan B is the focal point of the
CPS model. Plan B helps the adult understand the perspective and concerns of the child, helps
the child understand the adult’s perspective and concerns, and allows for teaching the child
lagging skills through collaboration between the adult and child to find a mutually satisfactory
solution to the problem while building relationships (Greene, 2009). Plan B uses the Assessment
of Lagging Skills & Unsolved Problems tool to identify a child’s lagging skills and decide which
skill to teach first (Greene, 2009). The next step is to follow a three-step dialogue process in
which the adult demonstrates empathy while explaining the problem, defines their concern
regarding the problem, and invites the child to collaboratively find a solution to the problem

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(Green, 2009). Greene (2009) noted that supporting students with behavior problems is not easy,
that it is time-consuming, and that there is “no single solution for any challenge” (p. 281). Green
wrote, “solutions to persistent problems lie outside existing repertoires and therefore require
outside-the-box thinking” (p. 235).
Social emotional learning (SEL) builds a student's capacity to manage daily challenges
effectively by integrating skills, attitudes, and behaviors (CASEL, 2019). Collaborative for
Academic, Social, and Emotional Learning (CASEL) framework for social emotional learning
consists of five core competencies:
1. Self-awareness. The ability to accurately recognize one’s emotions and thoughts and their
influence on behavior. This includes accurately assessing one’s strengths and limitations
and possessing a well-grounded sense of confidence and optimism.
2. Self-management. The ability to regulate one’s emotions, thoughts, and behaviors
effectively in different situations. This includes managing stress, controlling impulses,
motivating oneself, and setting and working toward achieving personal and academic
goals.
3. Social awareness. The ability to take the perspective of and empathize with others from
diverse backgrounds and cultures, to understand social and ethical norms for behavior,
and to recognize family, school, and community resources and supports.
4. Relationships skills. The ability to establish and maintain healthy and rewarding
relationships with diverse individuals and groups. This includes communicating clearly,
listening actively, cooperating, resisting inappropriate social pressure, negotiating
conflict constructively, and seeking and offering help when needed.

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5. Responsible decision-making. The ability to make constructive and respectful choices
about personal behavior and social interactions based on consideration of ethical
standards, safety concerns, social norms, the realistic evaluation of consequences of
various actions, and the well-being of self and others. (CASEL, 2019, para. 2-6).
The framework aims to teach “the process through which children and adults understand and
manage emotions, set and achieve positive goals, feel and show empathy for others, establish and
maintain positive relationships, and make responsible decisions” (CASEL, 2019, para. ?).
Weissberg, Durlak, Domitrovich, and Gullotta (2015) write that SEL has been around for
two decades. Weissberg et.al (2015) highlights the Collaborative for Academic, Social, and
Emotional Learning (CASEL) framework for SEL education. CASEL is an organization with a
mission to establish evidence base SEL pre-K-12 grade curriculum (Weissberg et.al., 2015).
Weissberg et. al (2015) write that CASEL’s inclusion of the word “learning” in the term “social
and Emotional learning” was purposeful and designed to reflect the fact that the acquisition of
the skills and attitudes within the five compentency domains is a process and schools are one of
hte primary places where this learning process takes place (pg. 7). The framework aims to
promote social and emotional competence through these five domains; self-awareness; self-
management; social awareness; relationships; responsible decision making (Weissberg et.al.,
2015). CASEL’s organizational goals are to advance the science of SEL, expand SEL practice,
and improve federal and state policies that support implementation of SEL (Weissberg et.al.,
2015). More importantly CASEL is a tangible, evidence base framework that can support
teachers in teaching these skills to their students (Weissberg, Durlak, Domitrovich, & Gullotta,
2015).

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Using alternative methods to address misbehavior will allow new teachers to build
relationships with their students while supporting them to recognize and re-shape their behavior.
When teachers understand and effectively support students’ behavior, they can create a
classroom environment that supports their students’ social and emotional needs, leading to
academic success.
Analysis of Prior Attempts
The designer of the curriculum contacted several small and large universities in Southern
California, and none could confirm they specifically address the topic of behavior management
in their pre-service course of study. In addition, the literature calls for teaching pre-service
teachers to address classroom behaviors. However, the designer was unable to find a study in
which a course focused on behavior management knowledge and strategies.
Approaches to the Design of the Curriculum
Theoretical Foundations to the Curriculum Design
The theories that drive this curriculum design are social cognitive theory, self-efficacy
theory, and cognitive load theory. The ultimate goal of this curriculum is to teach the learner to
manage student misbehavior, as many pre-service teachers are not confident in managing
misbehavior (O’Neill and Stephenson, 2012). Dunbar and Villarruel (2002) found that teachers’
inability to manage misbehavior results in inequitable distribution of discipline among students,
as African American students receive the most suspension for disruptive behaviors. Theoretical
foundations that best support the learning goals and objectives of this curriculum are social
cognitive theory, self-efficacy theory, and cognitive load theory.
Social cognitive theory. Given that many pre-service teachers are not confident in
managing student misbehavior, building self-efficacy will be instrumental in maintaining

34
motivation for the learner. Denler, Wolters, and Benzon (2009) suggested demonstrating and
modeling behavior management strategies to help learners acquire the knowledge and improve
their self-efficacy. It is also important to provide opportunities for the learner to transfer the
knowledge learned into real-life scenarios to evaluate their progress and adjust their learning
strategies as needed (Denler et al., 2009).
Self-efficacy theory. To support the learners’ self-efficacy, the curriculum is scaffolded
to allow the learner to master the knowledge and skills prior to layering additional information.
Pajares (2006) suggested demonstrating the curriculum content increases its functional value to
the learner. Demonstration of knowledge and skills also allows learners to observe techniques
used in managing misbehavior for the learner to model. In addition, Pajares suggested that
practice and feedback help the learner build self-efficacy. The learner will have opportunities to
practice the knowledge and skills learned during their class through goal-directed practice such
as role-playing, scenarios, and observations that allow the learner to receive frequent and
targeted feedback to increase self-efficacy. As self-efficacy increases, the learners will be able to
perform the task in their classrooms.
Cognitive load theory. Most pre-service teachers will have little to no experience with
behavior management. Therefore, the curriculum will be scaffolded to prevent overloading
learners’ working memory capacity (Kirshner, Kirshner, & Paas, 2006). The curriculum has been
divided into three segmented units, slowly introducing knowledge concepts followed by learning
activities that give the learner opportunities to transfer their knowledge and receive feedback to
enhance learning (Kirshner et al., 2006). Kirshner et al., (2006) recommended guidance via
modeling the material as another strategy to avoid overloading the learner.

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CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
This course is designed to teach pre-service teachers about behavior management in the
classroom. The learner will learn factors that affect behavior, identify the antecedent and
function of behavior, and employ effective strategies to address misbehavior within a positive
classroom environment. In this chapter, both the learner and the learning environment will be
examined. Understanding the learner’s cognitive and physiological characteristics, self-efficacy
and knowledge about the subject matter will help the designer develop lessons to challenge the
learner’s frame of reference while broadening their knowledge and skills throughout the course.
This chapter will also describe the physical learning environment for this curriculum and the
resources that support learners in meeting their learning objectives while enhancing the
educational experience.
Learner Profile
Abilities
Both cognitive and physiological characteristics need to be addressed to design a
curriculum that meets the learning objective of teaching pre-service teachers about behavior
management. Reading level, general world knowledge, and visual literacy are some of the
cognitive characteristics a designer would consider as they create their curriculum (Smith &
Regan, 2005). Physiological characteristics would consist of age, general health and sensory
perception (Smith & Regan, 2005).
Cognitive characteristics. As research shows, pre-service teachers are concerned with
their ability to manage classroom misbehavior (Veenman, Cooper, & He, 1984; 2012). Many
pre-service teachers have the aptitude to manage misbehavior but lack the knowledge and skills
necessary to do so effectively. These units are designed for a college level course; therefore, the

36
learner should be able to comprehend and participate with a reading level of tenth grade or
higher. In addition, the learner’s developmental level should be, as Piaget (1952) describes, at a
formal operational stage in which the learner will be able to think abstractly, reason about
hypothetical problems, and use deductive logic. The learner will have general knowledge about
behavior management as it relates to classroom management but will have minimal to no specific
behavior knowledge nor knowledge on the strategies necessary to manage behaviors. The learner
will have some specific prior knowledge of behavior management as it relates to their own
personal experience but mostly centered around what the behavior looked like and the
consequences of the behavior. Learners will be enrolled in an undergraduate or graduate pre-
service teaching program. This course will be taken in conjunction with student teaching,
allowing for pre-service teacher to apply theory learned in the classroom to their student teaching
practice.
Physiological characteristics. The course is designed for pre-service teachers who can
range in age, gender, and ethnicity. These factors can influence bias based on their own life
experiences in matters of discipline. Learners should be in general good health and have at least
limited mobility for them to move about the classroom and participate in small group or project
based learning. The course is focused on behavior management and, typically, behaviors are seen
and/or heard prior to adult intervention. Therefore, learners who have visual or auditory
impairments may have some difficulty with certain aspects of the course depending on the
severity of their impairment.
Self-Efficacy
Bandura (1994) explained that self-efficacy is one’s beliefs about one’s capabilities to
accomplish a task. These beliefs can affect how a person feels and thinks about the task and their

37
motivation to attempt and/or complete it (Bandura, 1994). Butler and Monda-Amaya (2016)
reported that pre-service teachers are not confident in addressing behavior management during
their student teaching. Buchanan (2016) referenced Bandura’s belief that self-efficacy can be
strengthened through modeling and mastery. Pre-service teachers will be motivated to learn this
curriculum to help build their self-efficacy to help manage misbehavior successfully. According
to Kopkowski (2008,) pre-service teachers do not feel prepared to manage misbehavior, so the
designer of the curriculum will infuse learning opportunities to increase the learner’s self-
efficacy as it relates to behavior management.
Affective Characteristics
These units will be embedded in the pre-service teaching credential behavior
management course that is required for graduation for all pre-service teachers. The units can
serve as a stand-alone one credit course on behavior management or as a three-day workshop
delivered over the course of one to three months. As stated above, managing misbehavior is one
area in which pre-service teachers do not feel prepared and lack the confidence to address
(Kopkowski, 2008). Smith and Smith (2006) found that managing classroom behavior is a source
of stress for teachers. In addition, fear for one’s safety and the safety of the other students can
take an emotional toll on a teacher. These demands can affect motivation as pre-service teachers
progress along the continuum of course content.
Social Characteristics
Given that the class is made up of pre-service teachers ranging in race, gender,
socioeconomic status, and age, learners will begin this course with prior knowledge as it relates
to their own personal experiences. Learners will also have general knowledge about behaviors as
portrayed in the media. The challenge for instructors will be to balance learners’ preconceived

38
notions of behaviors and help learners to be open to others’ beliefs, values, and perspectives and
employ respect and sensitivity during class discussions.
Prior Knowledge
Given that the objective of the course is to rewire the perception of behavior and how
best to manage it. Learners will not be expected to have clinical or theoretical knowledge relating
to behavior management, but learners will be able to reflect on behavior management strategies
used when they were in secondary school. These strategies often become the default knowledge
educators use when managing behavior in their classrooms.
General world knowledge. Through personal experiences at home and at school, every
pre-service teacher has some knowledge of behavior and concept of discipline. The media has
also brought to light extreme misbehaviors such as school shootings and riots as well as
educators’ response or lack of ability to manage these incidents. In addition, some states, in an
effort to enhance school accountability, have used misbehavior and consequences as a
measurement to educate the public on the quality of education a school delivers to its students.
All of these knowledge vehicles tend to give pre-service teachers surface general knowledge
about student behavior and very little in-depth information about the skills necessary to
effectively manage it.
Specific prior knowledge. Pre-service teachers should have a basic understanding that
classroom management is a key element of an effective classroom. Adversely, ineffective
classroom management can halt learning and negatively affect student progress. Pre-service
teachers might have some understanding of typical behavior and be self-aware of how they feel
about that behavior, how confident they are in addressing it, and evaluate if their strategy is

39
effective in managing student behavior. Pre-service teachers will have an understanding of their
own feelings and thoughts about student behavior prior to this class.
Description of the Learning Environment
Smith and Ragan (2005) described the learning environment as the second major
component in the curriculum design process and challenged the designer to home in on the
specific environment the curriculum will be designed for. This curriculum is designed for pre-
service teachers to understand student behavior and learn strategies to address it to maintain an
equitable classroom environment. For the purpose of this curriculum design, the environment
will consist of a required pre-service teacher credential course that must be completed to meet
university graduation and state licensure requirements.
The course will be delivered in a classroom at the university. Curriculum will be
supplemented with media and technology to simulate classroom scenarios to allow for modeling
of strategies used in managing student behavior to build learners’ self-efficacy (Bandura, 1994).
Learners will also apply the knowledge and strategies learned in their student teaching
classrooms and will share their experiences with the class to help problem-solve student
misbehavior situations.
Facilitator Characteristics
The facilitator should have practical experience in dealing with behavior management
and challenging behavior. The facilitator must be a champion of transforming behavior to better
support the student, the teacher, the classroom environment, and the school. The objective of
these units is to give pre-service teachers the knowledge and skills necessary to address student
misbehavior, and the most effective mode to teach these objectives is practical experience in a
real-life classroom. Since the facilitator will not have a real-life classroom of students to model

40
behavior and management strategies, the facilitator needs to be versed in using media sources to
share case studies and/or videos to process knowledge and strategies with the students.
Existing Curricula/Programs
These units will be taught in addition to the traditional classroom management course
that most pre-service teachers take, or they can serve as a stand-alone one-credit course on
behavior management. They can also be taught in a four-day workshop delivered over one to
three months. Pre-service teachers will continue to learn university established topics such as
environment structures, policies and procedures, and student engagement. They will also gain
knowledge on asset model strategies, such as restorative practice, PBIS, and growth mindset, to
help reduce inappropriate behavior and encourage positive behavior.
Available Equipment and Technology
The equipment necessary to deliver the course will vary from week to week depending on
the objective of the lesson. Some lessons will predominantly use technology therefore a
computer, speakers, computer adaptors to eliminate issues with the PC versus Mac technology, a
projector, a screen and/or white board will be needed in order to to project lessons, PowerPoint
presentations, and student presentations. Other lessons will use little to no technology,
eliminating the need for equipment.
Classroom Facilities and Learning Climate
The curriculum will be delivered in undergraduate and graduate pre-service teaching
credential programs. Elements of the curriculum can also be added to an administrative
credential program as well as stand-alone professional development workshops. The curriculum
will be delivered in a traditional classroom setting at the university. The curriculum will align
with a school of education that shares the value of equity and transforming student behavior to

41
support the child and teacher as well as create a learning environment in which all students can
succeed.

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CHAPTER FOUR: THE CURRICULUM
Overall Curriculum Goal, Outcomes, and Summative Assessment
Behavior Management for Pre-Service Credential Programs is a curriculum to help pre-
service teachers address student misbehavior in the classroom. In this chapter, we will introduce
the curriculum goal, curriculum objectives, and summative assessments for the course. We will
further review the objectives, activities, and assessments for each unit. This chapter will also
include chosen instructional methods that best support optimal cognitive processing to attain
desired learning outcomes (Clark, Yates, Early, & Moulton, 2010).
Curriculum Goal
The goal of this curriculum is to educate pre-service teachers on the ABCs (antecedents,
behaviors, and consequences) of behaviors. Teachers will have the knowledge and skills to
manage behaviour effectively. In turn they will be able to establish an equitable classroom
environment that fosters academic, social, and emotional support for both the students and the
teacher. .
Curriculum Outcomes
After completion of these three units, the learner will be able to
● Create an equitable classroom environment in which students’ academic, social, and
emotional needs are being met, and, therefore, students are engaged and motivated to
learn
● Describe the factors that contribute to students’ inappropriate behavior
● Identify their own biases and the impact it may have on student success as it relates to
misbehavior
● Understand how trauma can affect development and classroom misbehavior

43
● Create a psychologically safe classroom environment
● Recognize different types of behavior
● Identify the antecedent to the misbehavior
● Distinguish the function of behavior
● Determine appropriate consequences
● Recognize when and how to use punitive and logical consequences appropriately
● Learn how to build relationships
● Create a collaborative plan to support students in reshaping their behavior
● Use social emotional learning to support students in recognizing and reshaping their own
behavior
Summative Assessment
Learners will create a portfolio that will allow them to demonstrate knowledge and
strategies learned throughout these units, the portfolio will consist of
● A revised lesson plan that is aligned with creating a psychologically safe classroom
environment
● A list of 20 questions to begin restorative community circles
● 9 hours of behavior observations with a focus on 3 students
● ABC behavior chart on one of the three students observed
● A scenario written by the learner and shared with the class for role-play with feedback
● A list of 10 activities to build relationships
● Assessment of lagging skills and unsolved problems (ALSUP Plan)
● Classroom manual (policies, and procedures, and crisis plan)
● 3 Learner self-reflection journals (beginning, middle, end) on managing behaviors

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Cognitive Task Analysis (Information Processing Analysis)
A cognitive task analysis (CTA) was conducted with two professionals who work with
students who display challenging behavior. The goal of the CTA was to determine if the
professionals’ practical experience aligned with the literature on behavior management as well as
what topics needed to be included in the behavior management units to ensure the curriculum’s
goal was achieved (Smith & Regan, 2005). Both the literature and the CTAs agree on two major
points. The first is that teachers are not taught behavior management. The second is that, if the
discipline gap is to close, there needs to be a better understanding of behavior. As one CTA
stated, a mind-shift needs to occur before effective behavior management can take place. The
interviews yielded similar topics that needed to be included in the overall curriculum. Both
interviewees agreed that, for misbehavior to be addressed in the classroom, pre-service teachers
first need to be aware of their own biases. The second condition is that pre-service teachers be
willing to “get messy,” and, as one interviewee stated, “it’s not for the faint of heart.” Lastly,
both agreed that a shift in attitudes regarding behavior needs to occur prior to learning how to
manage misbehavior. Analysis of CTA interviews yielded several recommendations for the
curriculum:
1. Evaluate your own biases to employ strategies to overcome these bias when addressing
behavior
2. Understand factors that affect behaviors to create a classroom environment that builds the
capacity for empathy and supports students’ social, emotional, and academic success.
● Biases
● Trauma
● Psychological safe classroom environment

45
● Mind and attitude shift: those who can behave, will, and, those who don’t behave,
can’t
3. Identify behavior outside the social norm
4. Identify antecedents to employ appropriate strategies to address the behavior
5. Determine the function of behavior
6. Employ strategies that deescalate and address the specific behavior
7. Use consequences and strategies to help students reshape behavior
These topics will be incorporated into three units comprised of nine hour and a half lessons.
The ABCs of behavior management is a scaffolded curriculum using several of Gagne’s
learning outcomes (Smith & Regan, 2005). Declarative knowledge exposes the learner to
different factors that cause students to misbehave in order to understand what the function of that
behavior is and to shift their attitude toward managing that behavior (Smith & Regan, 2005). The
next step in the curriculum is to allow the learner to exercise their intellectual skills through
activities that will allow the learner to identify the function of a behavior, strategies to manage
that behavior, and the consequences to reshape the behavior. (Smith & Regan, 2005).
The scaffolding of the declarative knowledge and intellectual skills supports learning the
knowledge and skills necessary to successfully manage students behavior by building self-
efficacy while avoiding cognitive overload as the learner acquires new knowledge (Smith &
Regan, 2005). Smith and Regan (2005) state that the ultimate goal in teaching is for the learner
to be able to transfer the knowledge and skills learned. This curriculum will allow the learners to
transfer their knowledge and skills of behavior management into their own classrooms.
The curriculum is divided into three units comprising nine lessons: three lessons per unit.
The units are delivered sequentially, allowing the learner to build a solid understanding of the

46
ABCs of behavior management. The pre-service teaching course will include the following unit
and topics to be taught within each unit:
Unit 1: Understanding the Factors That Affect Behavior
● Evaluate our own bias;
● Understand how trauma affects a student's development and behavior (lagging skills);
● Create a psychologically safe classroom environment.
Unit 2: Antecedents and Function of Behavior
● Identifying antecedents, function of behavior, and how consequences can positively or
negatively reinforce behavior
● Understanding the behavior cycle
● Managing common classroom behaviors with fluency
Unit 3: Alternative Solutions to Support Students in Reshaping Their Behavior
● Punitive and logical consequences versus building relationships
● CPS theory, learning to work collaboratively with students and other stakeholders to
reshape behavior practicing the CPS ALSUP.
● Emotional intelligence/social emotional learning: teaching students to become self-aware
of their own emotions in order to implement strategies to appropriately manage their
behaviors.
General Instructional Methods Approach
Smith and Regan (2005) highlight Gagne’s nine events of instruction. Gagne’s nine steps
consist of giving the learners attention, informing them of the objective, stimulating prior
knowledge, presenting stimulus material, providing learning guidance, eliciting performance,
providing feedback, assessing performance, and allowing for retention and transfer of the

47
material (Smith & Regan, 2005). These nine steps are the predominant method of delivering
instruction in these three units (Smith & Regan, 2005).
Most learners will be novices in managing behavior, therefore, most of the curriculum
will be scaffolded using supplantive methods of segmented content (Smith & Regan, 2005).
Smith and Regan (2005) found that these strategies allow learners to absorb new content, reduce
performance anxiety, and increase motivation. Once the learners have foundational knowledge of
behavior management, learning activities will be introduced to allow them to exercise their
generative knowledge through role-playing scenarios and/or real-life situations to transfer the
learning to practical real-life examples (Smith & Regan, 2005). These learning opportunities will
be supported through the cognitive load theory strategy of signaling, meaning the learner will be
provided cues in advance to help support the processing demands of the material and/or skill
they are about to demonstrate (Smith & Regan, 2005). The concept of behavior is universal, yet
each behavioral incident is unique, and there are many ways to address behavior. Therefore,
learners will receive immediate feedback, allowing them to self-correct where needed. Learners
will have the opportunity to solicit feedback from the instructor, classroom cooperative teachers,
and colleagues. They will also reflect on their own classroom behavioral experiences, their
reaction to the situation, and assess if the approach used was appropriate. If the approach was not
appropriate, then learners will reflect on what can be done differently when addressing a similar
behavior in the future. The more exposure the learners have to the ABCs of behavior, the more
confident they will feel in their knowledge and ability to manage student behavior.
The units for this curriculum are organized using Gagne’s nine events of instruction.
Learning activities are designed to grab the learners’ attention, assess prior knowledge, supplant
new information, and incorporate new material into practice through guided instruction and

48
immediate feedback to support them in transfer knowledge to real-life situations (Smith &
Regan, 2005). Learning objectives, terminal behaviors, learning activities and assessment have
been outlined to support the learners in meeting the learning outcomes as well as transfer
knowledge from declarative to procedural, shape their attitude and allow them to transfer
learning to classroom practices (Smith & Regan, 2005).
Unit Overviews
Overall, the pacing of the curriculum is based on cognitive load theory. Only the most
relevant information is presented to learners so that they will not be overwhelmed with
unnecessary information. Given the information gathered from the CTA the designer organized
the seven recommended topics into three units as shown in Table 1.
Table 1
CTA Steps Organized into Corresponding Units
Unit CTA Steps
Unit 1: Understanding Factors
that Impact Behaviors

1.Understand the factors that affect behavior
2, Evaluate your own biases
3. Understand how trauma can impact brain development and
behaviors
4. Understand how a psychologically safe classroom environment
can affect behaviors

Unit 2: Identifying Antecedents,
the Function of the Behavior
and Consequences
5. Recognize behaviors outside the norm
6. Identify antecedents
7. Determine the function of a behavior
8. Learn strategies to de-escalate and address the specific behavior
Unit 3: Alternative Actions to
Support Students in Reshaping
student Behavior

9. Use alternative strategies to help students reshape behavior

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Unit and Lesson Breakdown
Unit 1
Understanding Factors that Impact Behavior
Lesson
1.1 Biases: How They Impact Behavior
Management
1.2 Trauma: & the impact it has on behaviors
1.3 Psychologically Safe: Elements of a
Psychologically Safe Classroom Environment
classroom environment or lack thereof can
impact student behaviors
Unit 2
Identifying Antecedents and the Function of
the Behavior
Lesson
2.1 Identifying and Understanding Behaviors

2.2 Behavior Cycle

2.3 Building Fluency Managing Common
Classroom Behaviors

Unit 3
Alternative Actions to Support Students in
Reshaping student Behavior
Lesson
3.1 Punitive and Logical Consequences vs.
Building Relationships
3.2 CPS Theory-Learning to work collaboratively
with a student and other stakeholders to
reshape behavior- practice the CPS ALSUP

3.3 Emotional Intelligence Learning to support
students to recognize and re-shape their own
behavior

50
Overview of the Units
The following topics will be incorporated into the three units comprising of nine 90-
minute lessons.
Unit 1: What factors contribute to student behavior?
Terminal learning objectives
● Given their interests and experiences, learners will evaluate their own biases
towards classroom behavior through a self-assessment observation and feedback
tool.
● Learners will also understand how trauma affects brain development and behavior
through case studies.
● Learners will understand the elements necessary to create a psychologically safe
classroom environment.
● Learners will describe different factors that impact child development and
behaviors. As the culminating project, learners will begin creating a behavior
management portfolio.

Prerequisite analysis (enabling objectives).
● Know what bias means
● Know personal beliefs and values as they relate to behavior
● Know what trauma means
● Know effects trauma has on the body, brain, psyche, relationships
● Know what psychologically safe means and what the learner needs to be
psychologically safe in an academic setting
● Be able to evaluate their own biases toward classroom behaviors
● Be able to understand how trauma impacts brain development and behaviors
● Be able to use strategies to help support students who experienced trauma in the
classroom
● Be able to understand the elements of a psychologically safe classroom
● Be able to describe the factors that impact behaviors
● Be able to create a classroom manual that fosters engagement and motivation for
learning through supporting students’ academic, social, and emotional needs

Learning activities
● After introductions and attention activities, assess prior knowledge about the
factors that contribute to student behaviors.
● Teach any necessary prerequisite knowledge of bias by providing definitions,
examples, and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples of biases.

51
● Model the procedure for evaluating their own biases.
● Provide opportunities for learners to practice evaluating their own biases through
observations, scenarios, videos, and class discussions in the learners’ classrooms.
● Teach any necessary prerequisite knowledge of trauma on a child’s development
and impact on behavior by providing definitions, examples, and nonexamples of
trauma.
● Provide opportunities for learners to generate their own examples and
nonexamples.
● Model the procedure for identifying behaviors affected by trauma.
● Provide opportunities for learners to practice for identifying behaviors affected by
trauma through observations, scenarios, videos, and class discussions in the
learners’ classrooms.
● Teach any necessary prerequisite knowledge of creating a psychologically safe
classroom environment by providing definitions, examples, and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples of a psychologically safe classroom environment.
● Model the procedure for creating activities that foster a psychologically safe
classroom environment.
● Provide opportunities for learners to practice activities that foster a
psychologically safe classroom environment through observations, scenarios,
videos, and class discussions in the learners classroom.

Learning assessment
● After each lesson, learners write a reflection journal entry to summarize what they
have learned and evaluate how the new knowledge and skills will help them be
more effective in managing student behavior.
● Learners will receive a picture of a student, evaluate their own biases, and apply
strategies to overcome those biases.
● Learners will be given a case study to identify key behaviors due to the effects of
trauma and describe what strategies they would use to support this student.
● Learners will take a summative multiple choice assessment demonstrating their
knowledge of the elements of a psychologically safe classroom environment as
well as lesson plan that fosters a safe classroom environment.

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Unit 2 Antecedents and Function of Behaviors
Terminal learning objectives
● Given their interests and experiences, learners will recognize behaviors that are
out of the social classroom norm.
● Learners will identify the antecedent and function of a behavior.
● Learners will learn that consequences can positively or negatively reinforce a
behavior.
● Learners will understand a behavior cycle.
● Learners will build fluency in managing common classroom behaviors. .

Prerequisite analysis (enabling objectives)
● Know how to operationally define a behavior
● Know what antecedents, behaviors, and consequences are
● Know consequences positively or negatively reinforced behaviors
● Know how to operationally define a behavior
● Know what escalation & de-escalation means
● Know what the escalation cycle is
● Know what a behavior chain is
● Know what the common classroom behaviors are
● Know what to avoid power struggles
● Know how to clear a room
● Be able to identify appropriate and inappropriate behaviors
● Be able to observe and collect data on a behavior
● Be able to identify the Function of a behavior using ABC data collection:
○ Antecedents
○ Function of a Behavior
○ Consequences as a behavior reinforcer
● Be able to identify the stages of the escalation cycle
● Be able to implement strategies for each stage of the escalation cycle
● Be able to implement appropriate strategies for each common classroom behavior

Learning activities
● After introductions and attention activities, assess prior knowledge about
identifying, understanding function and strategies to manage
behaviors.
● Teach any necessary prerequisite knowledge of antecedents, function of behavior,
and consequences by providing definitions, examples, and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples of antecedents, function of behaviors and consequences.
● Model the procedure for identifying antecedents, function of behavior,
appropriate consequences.

53
● Provide opportunities for learners to practice for identifying antecedents, function
of behavior, appropriate consequences. through observations, scenarios, videos,
and class discussions in the learners classroom.
● Teach any necessary prerequisite knowledge of behavior escalation cycle by
providing definitions and examples and nonexamples.
● Provide opportunities for learners to generate their own examples and
nonexamples of a behavior escalation cycle.
● Model the procedure for identifying different stages of a behavior escalation
cycle.
● Provide opportunities for learners to practice identifying different stages of a
behavior escalation cycle through observations, scenarios, videos, and class
discussions in the learners classroom.
● Teach any necessary prerequisite knowledge of common classroom behaviors by
providing definitions and examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples of common classroom behaviors.
● Model the procedure of building fluency to manage common classroom behaviors
● Provide opportunities for learners to practice building fluency to manage common
classroom behaviors through observations, role-play scenarios, videos, and class
discussions in the learners classroom.

Learning assessment
● After each lesson learners will have a reflection journal that will help them
summarize what they have learned and evaluate how the new knowledge and skill
will help them be more effective in managing behaviors
● Learners will be given a behavior observation video to identify appropriate and
inappropriate behaviors, operationally define a behavior, identify the antecedent
and function of a behavior, consequence that is reinforcing the behaviors and
recommend replacement behavior.
● Learners will be given a behavior observation video to identify where the student
is on the escalation cycle, what behaviors are they displaying, can they determine
the trigger (antecedent) or function of the behavior, evaluate if the teacher de-
escalated the behavior or contributed to the escalation of the behavior, and finally
offer recommendations on strategies that could have supported in de-escalating
the student’s behavior.
● Learners will be given a behavior observation video and describe the behaviors
occurring, identify what common behavior is being displayed, where the
strategies that the teacher use effective, and evaluate how they would have
managed the behavior differently, what strategies would they have used?

54
Unit 3: Alternative Strategies to Support Students in Reshaping Their Own Behavior
Terminal learning objectives
● Given their interests and experiences, learners will understand that there are
punitive consequences to change student behaviors or alternative strategies to
support students in reshaping their own behavior.
● Learner will recognize punitive consequences and the effects they have on
behaviors
● Learner will learn how to build relationships
● Learner will collaboratively work collaboratively with key stakeholders to re-
shape student behavior using CPS strategy.
● Learner will learn how to teach social emotional learning strategies to support
students in understanding and reshaping their own behaviors.

Prerequisite analysis (enabling objectives)
● Know how to use consequences
● Know what punitive consequences are
● Know what logical consequences are
● Know the importance of building relationships with students
● Know what is the Collaborative and Proactive Solutions model
● Know the five competencies of Social Emotional Learning model
● Be able to appropriately use punitive and logical consequences
● Be able to build relationships with students
● Be able to execute the Plan B intervention with students
● Be able to teach strategies for each one of the SEL competencies
● Be able to appropriately used alternative strategies to support students in
recognizing and reshaping their own behaviors

Learning activities
● After introductions and attention activities, assess prior knowledge about
Alternative solutions to support students in reshaping their own behaviors.
● Teach any necessary prerequisite knowledge of punitive and logical consequences
by providing definitions and examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples of punitive and logical consequences .
● Model the procedure for appropriately using punitive and logical consequences to
manage behaviors
● Provide opportunities for learners to practice appropriately using punitive and
logical consequences through observations, scenarios, videos, and class
discussions in the learners classroom.
● Teach any necessary prerequisite knowledge of building relationships by
providing definitions and examples and nonexamples.

55
● Provide opportunities for learners to generate their own examples and
nonexamples of building relationships.
● Model the steps of building relationships.
● Provide opportunities for learners to practice building relationships through
observations, scenarios, videos, and class discussions in the learners classroom.
● Teach any necessary prerequisite knowledge of the CPS Model by providing
definitions and examples and nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples of the CPS Model.
● Model the steps in the CPS Model and how to fill-out the ALSUP
● Provide opportunities for learners to practice completing an ALSUP evaluation
tool and perform the steps of the CPS plan
● Teach any necessary prerequisite knowledge of Social Emotional Learning
Strategies to address behavior providing definitions and examples and
nonexamples
● Provide opportunities for learners to generate their own examples and
nonexamples of Social Emotional Learning Strategies.
● Model the procedure for employing activities to teach Social Emotional Learning
Strategies to students
● Provide opportunities for learners to practice employing activities to teach Social
Emotional Learning Strategies to student through observations, scenarios, videos,
and class discussions in the learners classroom.

Learning assessment.
● After each lesson learners will have a reflection journal that will help them
summarize what they have learned and evaluate how the new knowledge and skill
will help them be more effective in managing behaviors
● Learners will take a summative multiple choice assessment demonstrating their
knowledge of punitive and logical consequences, building relationship techniques.
● Learners will take a summative multiple choice assessment demonstrating their
knowledge of the CPS Plan and how to implement it.
● Learners will take a summative multiple choice assessment demonstrating their
knowledge of the five Social Emotional Competencies

56
Scope and Sequence
Table 2 shows the introduction, reinforcement, and mastery stages of the curriculum.
Table 2
Scope and Sequence for Behavior Management Curriculum
Curriculum Outcomes (Cos)
Introduced (the skill I s first taught)
Reinforced (used again in a
different context)
Mastery (transfer and mastery is
demonstrated)
Unit 1
Understanding
Factors that
Affect Student
Behaviors
Unit 2
Identifying
Antecedents and
the Function of
the Behavior
Unit 3
Alternative
Actions to
Support
Students in
Reshaping Their
Behavior

1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3
Evaluate their own biases and the
impact it may have on student
success as it relates to behaviors
I R R R R R R R M
Understand the factors that
contribute to students’ behaviors

I R R R R R M

Create a psychologically safe
classroom environment

I

R R R M

Recognize different types of
behaviors

I R R R M

Identify the antecedent to the
behavior

I R R M

Distinguish the function of a
behavior

I R R M
Understand consequences can
negatively or positively reinforce a
behavior

I R M

57
Delivery Media Selection
Clark et al. (2010) affirmed that media does not teach the curriculum. Rather, it is a way
of delivering the content to the learner; they assert that the instructional method is what matters
for effective instruction (Clark et al., 2010). The instructional method framework that will best
meet the goals and objectives of this curriculum is guided experiential learning (GEL; Clark et
al., 2010). GEL integrates Merrill’s five principles of instructional methods with CTA, creating
seven sequential elements to a lesson plan (Clark et al., 2010):
1. Specify the objectives.
2. Provide the learner reasons for learning the content.
3. Give an overview of what will be learned in the lesson.
4. Use examples and analogies to help learner conceptual knowledge and support learning.
5. Demonstrate the procedure providing a “how to” for all elements of the task.
6. Provide part and whole-task practice of procedure with corrective feedback.
7. Develop challenging competency-based tests that include reactions and learning
performance.
To aid in selecting the most effective sources to deliver content to the learner, there are
three key considerations: conceptual authenticity, immediate feedback, and sensory
requirements. Table 3 shows how each delivery method reinforces the learning of specific
content and/or skills.

58
Table 3
Key Considerations In Choosing Media
Consideration Relation to the Curriculum
Conceptual Authenticity

Can the media adequately depict the
conditions required for learners to apply new
learning?
A synchronous setting will be the most
effective way to attain conceptual
authenticity.
Immediate Feedback

Is there a need for immediate corrective
feedback?
In a synchronous setting instructors are able to
provide immediate feedback. In an
asynchronous settings, however, feedback can
be provided in a timely manner.
Special Sensory Requirements

Does instruction require sensory information
beyond visual and aural?
Additional sensory requirements for this
curriculum could include touch and smell

General Instructional Platform Selection
The majority of the curriculum will be delivered in class synchronously, allowing
students to ask questions and receive immediate feedback on skills or content. Learners will also
be expected to learn asynchronously through observations and behavior experiences in their
classrooms as well as through video assignments. This blended learning allows for concepts and
skills to be strengthened through learning theory and practical application.
Purpose, benefit, and cost were three of the factors in media selection for the curriculum.
The most significant consideration in selecting a particular medium for instruction delivery was
the effectiveness of supporting learning goals and objectives. Table 4 shows the purpose,
benefit, and cost the curriculum designer considered for each media choice.

59
Table 4
Specific Media Choices
Media Purpose Benefit Cost
Instructor-
Led
The instructor provides
conceptual authenticity
through supplantive
instruction, class discussion,
role-play exercises, and
group-work
Learners are able to receive
immediate feedback on their
interpretation of their knowledge
and skills they have learned.
Learners are able to collaborate
and receive direct feedback with
other colleagues on group tasks.
$$$
Microsoft
PowerPoint
This format visually supports
the curriculum and provides
for asynchronous learning if
a learner should learner miss
a class.
Learners are able to obtain the
curriculum through multiple
modalities which can help in the
processing of new information
$
YouTube/
Video Clips
Videos provide the learner
with opportunities to learn
new knowledge either
synchronously and
asynchronously. It also
allows for practice real-life
examples that cannot be
duplicated in the classroom
ex. evaluating student
behavior in a classroom
Videos provide the learner with
another delivery of supplantive
instruction. In addition learners
will have opportunities to
transfer what they have learned
and exercise their generative
knowledge
$
Research
articles/ Links
to articles
assigned for
reading.
Current research that
supports key topics that will
be addressed in the
curriculum
Articles are easily available
online for students via the course
website and/or minimal printing
costs.
$
Books
assigned for
reading
Allows for learners learn
about relevant theories and
practical application of the
theories discussed
Books are relatively inexpensive
and easy to obtain. The stories of
the selected books will foster
empathy and deliver
opportunities for learners to
transfer their knowledge
$$

60
CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Course
Smith and Regan (2005) discuss six stages to support implementing instruction design as
intended. The six stages are awareness, interest, evaluation, trial, adoption, and integration
(Smith & Regan, 2005). This curriculum is specifically designed to be a synchronous course to
teach pre-service teachers the knowledge, skills, and attitudes to effectively manage student
behavior. This course is also designed to coincide with student teaching to afford pre-service
teachers the opportunity to transfer the knowledge and practice the skills they learn in class into
practical application in their classrooms. Although this course is designed as part of a
credentialing program, it can also be adapted into a 4-day workshop for teachers.
The stages taken to ensure successful implementation of this course will begin with
making pre-service and/or first- and second-year teachers aware that a behavior management
course is available. This will be accomplished by working through the university and county
office of education to disseminate the information to qualified candidates. The next step is to
follow up with interested learners and sharing more in depth information about the course,
allowing them to evaluate if they would like to register for the trial course. During the trial
course, which will be taught by the curriculum designer, data will be collected via observations,
learner work samples, lesson reflections, and class discussions. This data will allow the
curriculum designer to evaluate learner engagement, curriculum relevance, and timing of each
lesson and make adjustments to the curriculum as needed. After the trial course is complete, the
curriculum designer will solicit feedback from the learners through an anonymous course
evaluation to determine if the desired result of the course was achieved.

61
After adjustments to the curriculum have been made, the next step is to adopt the
curriculum and train other instructors to teach the curriculum and monitor the fidelity with which
these instructors teach the curriculum in accordance with the course goals. After the lesson, the
curriculum designer will meet with these instructors to discuss any necessary adjustments to the
curriculum. Again, at the end of this second trial course, feedback from learners will be solicited
and compared to the initial trial course, and adjustments will be made as needed.
Once all adjustments to the curriculum have been completed, the final stage is
integration. During this stage, external and internal stakeholders will evaluate and monitor the
critical behaviors to ensure desired results are achieved (Kirkpatrick & Kirkpatrick, 2016). With
this particular curriculum, internal stakeholders (district and school level leaders) will monitor
teachers’ critical behaviors to ensure they are appropriately managing student behavior, resulting
in fewer suspensions, expulsions and referrals. In turn, the external stakeholder (state department
of education) will monitor the growth or decline in suspensions, expulsions, and referrals
reported. Both internal and external stakeholders will also monitor teacher retention rates with a
specific focus on high needs school.
Implementation of the Evaluation Plan
Curriculum Purpose, Need and Expectations
The purpose of this curriculum is to teach pre-service teachers behavior management.
The curriculum was designed to address two problem areas: the high teacher turnover due to job
dissatisfaction and the inequitable distribution of consequences amongst minority students when
managing behavior. At the end of the course, pre-service teachers will have the knowledge,
skills, and attitudes to appropriately address classroom behavior in order to create an equitable

62
classroom environment. The curriculum also aims at achieving higher job satisfaction, enabling
teachers to stay in the teaching profession longer than five years.
Evaluation Framework
The implementation and evaluation of this curriculum is based on Kirkpatrick and
Kirkpatrick’ (2016) New World Kirkpatrick Model which consists of four levels: reaction,
learning, behavior, and results. The original Kirkpatrick model introduced the evaluation at the
end of the training, focusing on reactions and learning, instead of monitoring changed behaviors
and results. Therefore, there was no evidence of whether the training was effective in achieving
the desired outcomes (Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick and Kirkpatrick’s revision
of the four levels begins with Level 4 Results, clearly defining desired outcomes as the focus of
the evaluation design. Kirkpatrick and Kirkpatrick argue that, in order for the training to be
effective, critical behaviors have to change. Therefore, keeping the outcomes in mind when
planning the curriculum allows the designer to work backwards by defining critical behavior
necessary to achieve the end goal of ensuring learners are obtaining the knowledge and skills
necessary to change their behaviors and feel confident in performing the new behaviors. Learners
must also find value in the training.
Most training fails to fully be implemented due to the lack of monitoring of the
knowledge and skills after the training is done. Kirkpatrick and Kirkpatrick (2016) emphasized
over their original model was the importance of all the stakeholders’ supporting the new
knowledge and skills taught in the training. Kirkpatrick and Kirkpatrick discuss using required
drivers (enforce, encourage, reward, monitor) to ensure successful implementation and
evaluation of the training.

63
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) state that Level 4 results are the summit and purpose
of the training. To determine if the training was effective, Kirkpatrick and Kirkpatrick suggest
identifying key internal and external indicators that can be monitored and measured to determine
if the training has positively changed performance toward the desired results. Indicators are
measured through different methods and metrics and are often already in use by a particular
organization (Kirkpatrick & Kirkpatrick, 2016). The purpose of this curriculum is to teach pre-
service teachers the knowledge, skills, and attitudes to effectively manage student behavior. The
desired Level 4 results for this curriculum is to increase teacher longevity and to effectively
address behavior to create a safe and equitable classroom environment. As seen in Table 5,
external outcomes are measured at the state level. Internal outcomes are measured by individual
school districts and trickle down to school to ultimately measure teacher performance.
Monitoring and measuring these indicators allows for interventions along the way to ensure that
the desired results are achieved (Kirkpatrick & Kirkpatrick, 2016).
Table 5
Indicators, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Increase in the number of
credentialing programs
that require pre-service
teachers to take a course
in behavior management
State will verify in their accreditation
process that institutions offering
teacher credentials have curriculum
embedded in their program to ensure
all future educators are trained in
behavior management

State
accreditation
records of
credentialing
programs
across the nation
have systems
in place to
assist educational
institutions in creating and
requiring a course in
behavior management

64
Table 5, continued
Outcome Metric(s) Method(s)
External Outcomes
2. Decrease in teacher
attrition rates as measured
by the National Center for
Education Statistics
(NCES)
State educational leaders will
analyze the data as it pertains to
their individual state and local
districts annually. They will then
develop a training program in
behavior management to offer to
teachers for individual professional
growth or districts for professional
development
State will offer behavior
management training to be
included as part of a
credential clearing
curriculum or offered as
continuing education
courses or professional
development for teachers
and school districts
3. Decrease the number of
suspensions and
expulsions as measured
by the state accountability
reporting system
State will review annual statewide
data with collectively with district
leaders (superintendents) and
individual district data with each
individual district leader
State will meet with
individual district leader
and collaboratively create
an action plan to support
each district in reducing
their suspension and
expulsion rates
Internal Outcomes
1. Decrease in teacher
attrition rates as measured
by the annual resignations
District leader will analyze the data
as it pertains to teachers resigning
due to behavior issues. They will
then develop professional
development in behavior
management to offer to teachers for
individual professional growth
District will offer behavior
management training to be
included as part of a
credential clearing
curriculum or offered as
continuing education
courses or professional
development for teachers
2. Decrease the number of
suspensions and
expulsions as measured
by the district discipline
reporting system
District leader will review annual
district data collectively with school
leaders (principals) and individual
school data with each individual
principal
District leader will meet
with individual principals
and collaboratively create
an action plan to support
each school in reducing
their suspension and
expulsion rates
3. Decrease the number of
referrals in a school year
for disrespect, disruption,
and defiance as measured
by the district’s discipline
recording system
School level administrators will
review referral data monthly and
identify areas that need to be
addressed with the staff as a whole or
with individual teachers and offer
training to support the staff to further
develop fluency when managing
classroom behaviors in lieu of
writing referrals
Administrators will review
referral data each semester
with the school staff and
with individual teachers as
the data highlights to
collaboratively create action
plans to support the staff or
individual teachers with
managing behaviors and
reduce the number of
referrals

65
Level 3: Behavior
Critical behaviors. Learners will transfer the knowledge learned and apply it to their
own classroom setting after they complete the course. Kirkpatrick and Kirkpatrick’s (2016)
Level 3 evaluates how effectively learners apply what they have learned in the training to their
work. To evaluate the transfer of knowledge into practice, Kirkpatrick and Kirkpatrick suggest
defining observable critical behaviors that will influence the desired Results. Table 6, outlines
the critical behaviors pre-service teachers should display in their classrooms after they complete
this course. Critical behaviors are measured through various metrics, methods, and times
depending on the specific behavior (Kirkpatrick and Kirkpatrick, 2016).
Table 6
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Teacher will stay in
the teaching profession
beyond 5 years
Satisfactory or better
teaching evaluations in
the areas of classroom
and behavior
management
Teaching contract

Teacher evaluation

Observations
by school
administration.
Yearly
2. Teachers will create a
classroom environment
that incorporates the
elements of a
psychologically safe
classroom environment
Classroom procedures,
norms, lesson plans,
restorative circles
community building
activities, building
potency in students
through student
academic conferencing
Class syllabus

Lesson Plans

Observations
by school
administration.
6 weeks
3. Teachers will identify
antecedents, function of
behavior and build
fluency in managing
common classroom
behaviors
Number of referrals
issued
Behavior data collection

Student conferences

Observations
by school
administration.
Every month

66
Table 6, continued
Critical Behavior Metric(s)
Method(s)
Timing
4. Teachers will identify
different stages of the
behavior cycle and use
de-escalation strategies
when a student displays
signs of aggression
Number of referrals,
suspensions, or
expulsions issued
Student conference

Student returns back to baseline

As extreme
behaviors
occur
5. Teachers will build
relationships through
activities and routines
Number of referrals
issued
Lesson Plans

Student conferences

Reduction of student behaviors
as observed by teacher

Observations by school
administrators.
Daily
6. Teachers will
collaboratively work
with students and other
stakeholders to identify
lagging skills and
execute Plan B to
support student in
reshaping their
behaviors
Number of referrals

Teacher observations
and data collection
ALSUP

Plan B Contract
As lagging
skills present
themselves
7. Teachers will
incorporate Social
Emotional Learning
activities to support
students in recognizing
and reshaping their own
behavior
Number of referrals
issued
Lesson Plans

Student conferences

Reduction of student behaviors
as observed by teacher

Observations
by school
administration.
Weekly

Required drivers. Critical behaviors need to be reinforced, encouraged, rewarded and
monitored (Kirkpatrick & Kirkpatrick, 2016). These required drivers ensure critical behaviors
are being performed, contributing to the desired results (Kirkpatrick & Kirkpatrick, 2016). Table
7 highlights the methods used to support each required driver and the time necessary to reinforce,

67
encourage, reward, and monitor to develop each critical behavior (Kirkpatrick & Kirkpatrick,
2016).
Table 7
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Resources given to learners
during their pre-service teaching
curriculum to keep for reference
on the
job.

Within the credential program. 2,3,4,5,6,7
Feedback from formal and
informal
observations

Ongoing formative
End of year summative
1,2,3,45,7
Monthly reflection of referrals
issued
Monthly 1,3,4,5,6,7
Encouraging
Coaching/Mentoring to discuss
specific behaviors and strategies
to address those behaviors
Bi-monthly meetings 1,2,3,4,5,6,7
Relationships build with students daily interactions with students 2,5,6
Rewarding
Student engagement and little to
no behavior issues
daily observations of student
academic and behavior
performance

Student work samples
2,3,4,5
Successful completion of teacher
probationary period
Annual review and receiving
tenure at the end of the 2-3 year
probationary period
1, 2, 5
Monitoring
Formative and summative
teacher evaluations conducted
by administration

Ongoing formative
End of year summative

1,2,3,4,5,6,7
Data Collection on student
behavior and strategies used to
support the student in re-shaping
their behavior
As behaviors arise 3,4,6

68
Organizational support. Kirkpatrick and Kirkpatrick (2016) state that Level 3 is the
most important level of training because training alone will not achieve the desired results. An
organization needs to be prepared with a package of reinforcing, encouraging, rewarding, and
monitoring drivers to implement and evaluate the critical behaviors necessary to create the
desired change. Administrators, mentors, and students will be the support for the learner in
implementing the new knowledge and skills they learned in this course. Administrators and
mentors will be able to formally and informally observe if the learner is implementing the
knowledge and practicing the skills learned when managing behaviors. They can provide
feedback and suggestions to help reinforce and encourage while monitoring teacher-student
interactions. Student engagement, positive relationships, and class culture with few to no
behavioral issues disrupting learning will provide intrinsic and extrinsic rewards to the learner.
Monthly reviews of referrals, student behavior data, and student conferences will afford learners
an opportunity to reflect on practices and evaluate if they are effectively managing behavior or
whether interventions are needed to help reinforce, encourage, reward, and monitor the
development of the critical behaviors learned in the training.
Level 2: Learning
Learning goals. The goal of this curriculum is to teach pre-service teachers the
knowledge, skills and attitudes necessary to address classroom behavior in order to establish an
equitable classroom environment that fosters academic, social, and emotional support for
students and teachers. By the conclusion of this curriculum, learners will be able to:
1. Create an equitable classroom environment in which students’ academic, social, and
emotional needs are being met so that students are engaged and motivated to learn.

69
2. Evaluate their own biases and the effect these may have on student success as it relates to
behavior.
3. Describe the factors that contribute to students’ inappropriate behavior.
4. Understand how trauma can affect development and classroom behavior.
5. Create a psychologically safe classroom environment.
6. Recognize different types of behavior.
7. Identify the antecedent to the behavior.
8. Distinguish the function of a behavior.
9. Determine appropriate consequence/s.
10. Understand when and how to use punitive and logical consequences appropriately.
11. Learn how to build relationships.
12. Create a collaborative plan to support students in reshaping their behavior.
13. Use social emotional learning to support students in recognizing and reshaping their own
behavior.
Components of learning evaluation. Kirkpatrick and Kirkpatrick (2016) discuss the
importance of evaluating knowledge, skill, attitude, confidence/commitment to know if learning
is taking place. Both formative and summative assessments will be utilized to evaluate these four
areas. Summative assessments will be issued after each lesson for learners to demonstrate
mastery of the concepts and skills learned. Class discussions and reflections journals will allow
the instructor to measure the learner’s attitude towards the content. Observations and role-play
scenarios will give the learners an opportunity to practice skills learned to address behaviors
while building confidence in their ability to successfully manage student behavior. The methods
and timing to support learning are outlined in Table 8.

70
Table 8
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Pre, Med, and Post reflection of what the
learner knows about managing behaviors
Beginning of Course, After the first lesson in
Unit 2 and End of Course
Formative assessments of conceptual
knowledge of each lesson

End of each lesson
Partner, small and whole group presentations Throughout course
Group readings, questions, and discussion Throughout course
Procedural Skills “I can do it right now.”
Observations of behavior scenarios Throughout course
Role play scenarios Throughout course
Attitude “I believe this is worthwhile.”
Review of the Risk and Benefits of each topic
at the beginning of each lesson
Before each lesson
Class discussion of behaviors observed and
effectiveness of strategies used
Throughout course
Learners responses to the lesson prompt in their
daily reflection
journal
After each lesson
Confidence “I think I can do it on the job.”
Pre, Med, and Post reflection of how the learner
feels about managing behaviors
Beginning of Course, After the first lesson in
Unit 2 and End of Course
Class discussions of behavior observations and
strategies used
Unit 2 and 3
Practice of behavior management strategies Throughout the course
Commitment “I will do it on the job.”
Practice of behavior management strategies and
applied to learners student teaching classroom
Throughout the course
Final Portfolio Project End of the course

71
Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) state, “Level 1 Reaction: The degree to which
participants find the training favorable, engaging, and relevant to their jobs” (p. 39). They also
suggest that this is done quickly and efficiently to confirm the quality of the program and
instruction through observations, pulse checks, and a dedicated observer (Kirkpatrick and
Kirkpatrick, 2016). The tools used and timeframe to measure the reaction of the learners is
outlined in Table 9.
Table 9
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Attendance Present for each class
Homework completed Completed before each class
Class participation (group activities, role plays
and questions asked)
Throughout each lesson
Reflective journal After each lesson
Relevance
Learners contribution to class discussion and
sharing of experiences with behavior
management
Throughout the lesson

Learners responses to the lesson prompt in their
daily reflection
After each lesson
Customer Satisfaction
Pre, Med, and Post Reflection Beginning of the course, in the middle of the
course and at the end of the course
Course evaluation End of Course

72
Evaluation Tools
Immediately following the program implementation. At the end of the course,
learners will be asked to take a post-survey as seen in Appendix A to be compared with their pre-
and mid-course survey responses to measure reaction and learning growth. It is anticipated that
the learners’ declarative and procedural knowledge and motivation will increase with each stage
of the training as the learner will acquire more knowledge about behavior management. The
survey will also include questions to measure reaction to the curriculum and whether learners
found the course engaging and valuable to their jobs. These surveys will provide the curriculum
designer an immediate response to determine whether adjustments are needed.
Delayed for a period after the program implementation. Kirkpatrick and Kirkpatrick
(2016) suggest that all four levels are evaluated after the initial program. To measure the
effectiveness of the course. Appendix B is an example of the evaluation tool that will be
submitted to learners in November of their first year of teaching and again in April. This will
allow new teachers to reflect and measure if they are transferring the knowledge and skills
learned from the course into their classrooms. Issuing the evaluation tool in November will allow
the learners time to implement the knowledge and skills they learned while offering time to
reinforce and encourage should the learner need it. Throughout the school year, new teachers
tend to become more overwhelmed with other job demands and may not be performing the
critical behaviors with fidelity. Therefore, issuing another survey in April will aid in determining
whether reinforcement and encouragement are needed or whether learners implemented the
critical behaviors well.

73
Conclusion to the Curriculum Design
The driving force behind this curriculum is the belief that students do not get up in the
morning to get in trouble and educators do not enter the field to become frustrated and
dissatisfied with their job to the point of quitting the profession. Butler and Monda-Amaya
(2016) highlight that there are three levels of classroom management: classroom management,
behavior management, and challenging behaviors. Pre-service credential programs address
classroom management, but they fail to teach knowledge and strategies to address behavior and
challenging behavior management (Butler & Monda-Amaya, 2016). Many teachers mismanage
behavior simply because they were never taught appropriate behavior management. By the same
token, many students have developed behaviors unaware of how or why they do what they do.
This mismanagement leads to a high teacher attrition rate, poor academic performance, an
inequitable distribution of consequences, loss of educational time, and contributes to the
education and discipline gap.
Appendix C fully outlines the course overview, unit lesson plans, curriculum materials
and assessments. The hope for this curriculum is to restore job satisfaction to teachers while
supporting students in becoming their best selves. To successfully achieve this goal, pre-service
teachers need to better understand the factors that contribute to student behavior, understand the
ABCs of behaviors, and develop a mind-shift from punitive to restorative consequences.
Teachers need to ask themselves what the end goal is when a child misbehaves. Is it to punish
the student or help them to understand their actions and become a better person? The curriculum
is designed to give pre-service teachers the knowledge, skills, and attitudes to create an equitable
classroom environment that academically, socially, and emotionally supports students to be their
best selves and increases teachers’ job satisfaction.

74
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81
APPENDIX A
Beginning, Mid, and Immediately After Course Evaluation Instrument

Name:
Date:
Assignment: Pre-Evaluation on Behavior Management Course

Levels Items Strongly
Disagree
Disagree Somewhat
Agree
Agree Strongly
Agree
Reaction This course
can help me
be more
effective in
managing
behaviors

Learning I know
behavior
management
strategies

Behavior I can
confidently
implement
behavior
management
strategies

Results I use
behavior
management
strategies

Learning
(if so, list known
strategies)

Results
(if so, list strategies
used)

82
Name:
Date:
Assignment: Mid-Evaluation on Behavior Management Course

Levels Items Strongly
Disagree
Disagree Somewhat
Agree
Agree Strongly
Agree
Reaction This course is
helping me be
more
effective in
managing
behaviors

Learning I am learning
behavior
management
strategies

Behavior I am
becoming
more
confident in
implementing
behavior
management
strategies

Results I use
behavior
management
strategies

Learning
(if so, list known
strategies)

Results
(if so, list strategies
used)

83
Name:
Date:
Assignment: Post-Evaluation on Behavior Management Course

Levels Items Strongly
Disagree
Disagree Somewhat
Agree
Agree Strongly
Agree
Reaction This course
helped me be
more
effective in
managing
behaviors

Learning I learned
behavior
management
strategies

Behavior I can
confidently
implement
behavior
management
strategies

Results I use
behavior
management
strategies

Learning
(if so, list known
strategies)

Results
(if so, list strategies
used)

84
APPENDIX B
Delayed Evaluation Instrument

Name:
Date:
Delayed Evaluation Instrument (November)
On a scale of 0 never - 5 always select the number that best describes your response to each
prompt

Levels 0 Never 1 3 3 4 5 Always
I am prepared to
manage behaviors in
my class.

I implement effective
behavior management
strategies that I
learned in my
behavior management
course?

Using strategies
learned in my course I
confidentially
implement effective
behavior management
strategies when
addressing a behavior
issue in my class.

I issue 5 or less
referrals a week due to
using effective
behavior management
skills?

Areas I need support in
are:

Areas I would like to
further develop are:

85
Name:
Date:
Delayed Evaluation Instrument (April)
On a scale of 0 never - 5 always select the number that best describes your response to each
prompt

Levels 0 Never 1 3 3 4 5 Always
I am prepared to
manage behaviors in
my class.

I implement effective
behavior management
strategies that I
learned in my
behavior management
course?

Using strategies
learned in my course I
confidentially
implement effective
behavior management
strategies when
addressing a behavior
issue in my class.

I issue 5 or less
referrals a month due
to using effective
behavior management
skills?

Areas I need support in
are:

Areas I would like to
further develop are:

86
APPENDIX C
Course Overview, Unit Lesson Plans, Curriculum Materials and Assessments

Behavior Management
Course Overview
Plan and Instructor’s Guide

1. Introduction and Course Goal: Behavior management for general education teachers is
a curriculum to support pre-services teachers in addressing classroom be

2. Purpose for the Course: The goal of this curriculum is to educate pre-service teachers on
the ABCs (antecedents, behaviors, and consequences) of behaviors so they have the knowledge
and skills necessary to address behaviors in order to establish an equitable classroom
environment that fosters academic, social, and emotional support for all students and teachers.

3. Course Overview : The curriculum is divided into three units comprising nine lessons, three
lessons per unit. The units are delivered sequentially allowing the learner to build a solid
understanding of the ABCs of behavior management. The pre-service teaching course will
include the following units:
1. Understanding factors that impact behaviors.
a. Evaluate our own bias
b. Understand how trauma impacts a student's development and behaviors
c. Create a psychologically safe classroom environment to foster equity

2. Identifying antecedents and the function of the behavior.
a. Understand the antecedent, function of a behavior and how consequences can can
positively or negatively reinforce behaviors
b. Identify different stages of a behavior on a Behavior Cycle and implement
de-escalation strategies
c. Manage common classroom behaviors
3. Alternative strategies to support students in reshaping their own behavior.
a. Reinforce behaviors with punitive and/or logical consequences verses building
relationships
b. Use the CPS Theory- to learning how to work collaboratively with a student and
other stakeholders to reshape behavior- practice the CPS ALSUP
c. Practice Social Emotional Learning activities to support students in recognizing
and re-shaping their own behavior

Duration: 3 Weeks
Lesson Materials
Books: Boy Raised Like a Dog, Lost At School, Defusing Disruptive Behavior In The Classroom, Empty the Cup,
PowerPts, videos, handouts, articles, Harvard Implicit Bias

Learner Characteristic Accommodations

1

Course Overview and Lesson Plan

The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 10
mins
Instructor will begin the
class by giving a
pre-course evaluation

Introduce the course title

● Behavior
Management

showing the video and
having the learners
respond to the prompt

Slide 1 Pre-Course
Evaluation

Slide 2 Course Title &
Video Response Question

Class G oogle Doc.
Allow time for learners
to take the pre-course
evaluation

Introduce the Course
Title

Show Video
TED TALKS LIVE
Short - Unconscious
Bias

Present prompt and give
learners time to respond
on the Class G oogle Doc.

Learners will
take a
pre-course
evaluation to
establish a
baseline of
knowledge and
self-efficacy

Learners will
watch the video
and respond to
the prompt on
the Class
G oogle Doc.
Course
Goals

3 mins Project visual of engaged
and unengaged students
and Class Google Doc

Introduce the Course Goal
and objectives

Goal:
Instructor will also
project images of an
engaged classroom
versus unengaged

Instructor Presents Link
to Class G oogle Doc.
What I know about
Behavior Management

Learners will
identify 2-3
things they
know about
behavior
management
and add it to the
Class G oogle
Doc.

2

Course Overview and Lesson Plan

This course is designed to
teach the knowledge and
skills to effectively
manage behaviors in your
classroom

Objectives:
● Understand factors
that impact
behaviors.
● Identify
antecedents and
the function of the
behavior.

● Use alternative
strategies to
support students in
reshaping their
behaviors.

Slide 3 DO Now:

Slide 4 Goals and
Objectives

Instructor project the
Course Goal and
Outcomes:

Purpose for
the Course

2 mins
Introduce the purpose
for the course using the
Ted Talk Unconscious
Bias

Benefits:
● Equity
● Engagement
● Relationships
● Student social,
emotional and
academic needs
met
Summarize course
purpose, benefits, and
risks

Instructor projects link to
Class G oogle Doc.
Learners will write
*Burning Questions

Learner will
write down 1-3
questions or
statements they
would like the
course to
address on the
Class G oogle
Doc
*Burning
Questions

3

Course Overview and Lesson Plan

Risks:
● Inequalities
● Unengaged
students
● Chaos
● Negative academic
impact

Project Class Google
Doc: Burning Questions

Slides 4 Benefits & Risks
Class G oogle Doc
Course
Overview

5 mins
Show all the units in the
course visually to provide
a mental model and assist
the learners to organize
their learning. Show that
the sequence is “as
performed” or other
structure.

Provide a description of
the activities, tools, and
artifacts that will be used
in each unit.

Slide 5 Unit 1

Slide 6 Unit 2

Slide 7 Unit 3

Project course units on
the board as learners
follow along on their
handout. Describe each
unit and reasoning for
the sequence to assist the
learner in achieving the
course goal.

Describe how the units
are structured, the
overarching design of
the units, and some of
the common components
and activities that each
unit provides.
Terms
Practice
Feedback
Role plays
Observations
Learners follow
the handout
and make notes
of how each
unit applies to
their personal
goals and
reasons for
taking the
course.

Total Time 20 mins

Visual Overview

4

Course Overview and Lesson Plan

Course Over PowerPT

5

Course Overview and Lesson Plan
Pre-Course Evaluation Introduce the Pre-Course Evaluation Give Learners 10 minutes to complete the evaluation
Behavior
Management After seeing this video, in
your opinion, how can a
teacher alter the outcome
of this child’s life? Introduce and play the video for the learners https://www.youtube.com/watch?v=rspZv2a0Pp8 Facilitate whole class discussion about the video
Do Now: What I know and how I feel
about managing behaviors? Introduce the Do Now, give learners 2 minutes to answer the question https://ikenews.com/1003/opinion/teachers-battle-increasing-disrespect-from-students
/ https://education.seattlepi.com/classroom-management-punishment-vs-discipline-405
1.html
Goal: Educate pre-service teachers on the knowledge and skills to effectively
manage behaviors to establish an equitable classroom environment that
fosters academic, social, and emotional support for all students and
teachers. Objectives: ● Create an equitable classroom environment ● Understand factors that impact behaviors. ● Identify antecedents and the function of the behavior. ● Use alternative strategies to support students in reshaping their behaviors. Review Course Goal and Objectives
Class Google Doc: Burning Questions Benefits ● Equity ● Engagement ● Relationships ● Student social, emotional and
academic needs met Risks ● Inequalities ● Unengaged students ● Chaos ● Negative academic impact Purpose: learn knowledge and skills to
effectively manage behaviors in the classroom Review Purpose of the course Discuss Benefits and Risks Allow Learners 2 minutes to click on the Burning Questions link and write down
questions
Unit 1: Understand
Factors that
Impact Behaviors ● Identifying Biases ● Recognizing effects of trauma ● Creating a psychologically safe
classroom environment Activities ● Review key terms ● Practice identifying biases ● Practice identifying effects of
trauma through case studies ● Feedback on elements of a
psychologically safe classroom
environment ○ lesson plan ○ Policies and routines ● Journal Reflections Review Unit 1
Unit 2: Identify
antecedents and
the function of the
behavior ● Identify behaviors outside the norm ● Identify: ○ antecedents ○ function of a behavior ○ consequences as reinforcers ● Understand behavior cycle ● Build fluency in managing behaviors Activities ● Observing student behaviors
and identifying ○ Age appropriate behaviors ○ Antecedent ○ Function of behavior ● Practice identifying behaviors
on the escalation cycle Review Unit 2
Unit 3: Use
alternative strategies
to support students
in reshaping their
behaviors ● Alternative strategies to help
students reshape behavior ○ Building relationships ○ CPS Plan ○ SEL Activities ● Key Terms ● Practice De-escalating
behaviors ● Practice using alternative
strategies to manage behaviors ○ Emotional Intelligence
activities ○ Plan B (ALSUP) Review Unit 3

Do Now: What I know
and how I feel about
managing behaviors
After seeing this video,
in our opinion, how can
a teacher alter the
outcome of this child’s
life?
Burning Questions

Name:
Date:
Assignment: Pre-Evaluation on Behavior Management

Levels Items Strongly
Disagree
Disagree Somewhat
Agree
Agree Strongly
Agree
Reaction This course
can help me
be more
effective in
managing
behaviors

Learning I know
behavior
management
strategies

Behavior I can
confidently
implement
behavior
management
strategies

Results I use
behavior
management
strategies

Learning
(if so, list known
strategies)

Results
(if so, list strategies
used)

Name:
Date:
Assignment: Mid-Evaluation on Behavior Management

Levels Items Strongly
Disagree
Disagree Somewhat
Agree
Agree Strongly
Agree
Reaction This course is
helping me be
more effective
in managing
behaviors

Learning I am learning
behavior
management
strategies

Behavior I am
becoming
more
confident in
implementing
behavior
management
strategies

Results I use behavior
management
strategies

Learning
(if so, list known
strategies)

Results
(if so, list strategies
used)

Name:
Date:
Assignment: Post-Evaluation on Behavior Management

Levels Items Strongly
Disagree
Disagree Somewhat
Agree
Agree Strongly
Agree
Reaction This course
helped me
be more
effective in
managing
behaviors

Learning I learned
behavior
management
strategies

Behavior I can
confidently
implement
behavior
management
strategies

Results I use
behavior
management
strategies

Learning
(if so, list known
strategies)

Results
(if so, list strategies
used)

Lesson 1.1
Name:
Date:
Topic: Biases

Prompt: Given the day’s lesson, Homework Assignment, Group work, Implicit Bias assessment,
and class discussion….

● Explain if any of your perspectives changed as it relates to biases.
● Were you able to identify any of your own biases?
● Any takeaways from the day’s lesson that will improve your practice,
○ what were they
○ how will they help you to be a more effective teacher in establishing an equitable
classroom environment

Assessments :

1. What are your 1st 3 thoughts about this student who just
walked into your class
2. How will you overcome your biases?

Lesson 1.2

Name:
Date:
Topic: Trauma

Prompt: 3 Takeaways from today’s lesson that will help you:
Become a more empathic teacher
Support children in your classroom
Manage behaviors that foster an equitable classroom environment

Assessments :
Read the case study on SOPHIE and answer the following questions
1. Identify key behaviors
2. Based on the information gathered, what part of her development has been affected by
trauma?
3. What strategies or plan will you develop to help support this student?

Lesson 1.3

Name:
Date:
Topic: Psychologically Safe Classroom Environment

Prompt: How can creating a psychologically safe classroom environment motivate and engage
students?

Lesson 2.1

Name:
Date:
Topic: Identifying and Understanding Behaviors

Prompt: How did today’s lesson change your perception about behaviors, if at all, and how can
this information help you to be more effective at managing behaviors?

Assessments : Watch this video and:
Identify appropriate behaviors
Identify inappropriate behaviors
Operationally Define a behavior
What is the antecedent
What is the function of the behavior
What is the consequence (reinforcement)
What recommendations would you give this teacher to better manage behaviors?

Lesson 2.2

Name:
Date:
Topic: Escalating and De-escalating behaviors

Prompt: 3 Takeaways from today’s lesson that has helped you:

● Be more confident in addressing behaviors
● Manage behaviors that foster an equitable classroom environment

Assessments : Watch this video and:
Given what you have learned today in class, watch this video and collect data on the students
behavior and critique the teacher’s response to the student.
In your observation:
1. Where is the student on the escalation cycle?
2. What behavior is the student displaying?
3. Can you determine the antecedent, trigger and/or function of the behavior?
4. In reviewing the teacher's response, did the teacher de-escalate or escalate the situation?
How?
5. If you were the teacher how would you have approached this situation differently if at
all?

Lesson 2.3
Name:
Date:
Topic: Managing Common Classroom Behaviors

Prompt: 3 Takeaways from today’s lesson that has helped you:

● Be more confident in addressing behaviors
● Manage behaviors that foster an equitable classroom environment

Assessments : Watch this video
Given what you have learned today in class, watch this video and
In your observation:
1. Describe the behaviors occurring in the behavior chain?
2. Identify the common behavior?
3. What strategy did the teacher use to address this behavior, was it effective?
4. Would you have managed this behavior differently? If so, what strategies would you have
used?

Lesson 3.1
Name:
Date:
Topic: Consequences vs. Building Relationships

Prompt: 3 Takeaways from today’s lesson
How can building relationships contribute to creating a positive classroom environment and help
to effectively manage classroom behaviors?

Lesson 3.2

Name:
Date:
Topic: CPS Plan

Prompt: 3 Takeaways of today's lesson
1. How can the CPS plan help you be more effective in managing behaviors ?
2. How can the CPS plan help to support students in changing their behaviors?

Lesson 3.3

Name:
Date:
Topic: Social Emotional Learning

Prompt: 3 Takeaways from today’s lesson
How teaching SEL skills help you be more effective in behavior management?
Course Summative Portfolio
Behavior Management

● A revised lesson plan that is aligned with the competent area of creating a
psychologically safe classroom environment
● A list of 20 questions to begin restorative community circles
● 9 hours of behavior observations with a focus on 3 students
● ABC behavior chart on one student of the three students observed
● A scenario written by the learner and shared with the class for role-play with feedback
● A list of 10 activities to build relationships
● Assessment of Lagging Skills and Unsolved Problems (ALSUP Plan)
● Classroom Manual (Policies, and Procedures, and Crisis Plan)
● Self-Evaluation (beginning, middle, end) knowledge and self-efficacy on managing
behaviors

My
ABCs
For Behavior Management

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

Understanding the factors that impact student behaviors in the classroom

Unit 1: Understand Factors that Impact Behavior
Unit 1 Overview
Includes:
Lesson 1: Biases
Lesson 2: Trauma
Lesson 3: Psychologically Safe Classroom Environment

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to give pre-service teachers an understanding of factors that
impact classroom behaviors.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand different factors
that impact child development and behaviors.
● Learners will evaluate their own biases towards classroom behaviors through a
self-assessment observation and feedback tool.
● Learners will also understand how trauma impacts brain development and
behaviors through case studies.
● Learners will understand the elements necessary to create a psychologically safe
classroom environment through role play practices.
● As the culminating project, learners will begin creating a classroom behavior
management plan
Enabling Objective(s):
● Know what bias means
● Know personal beliefs and values as it relates to behaviors
● Know what trauma means
● Know what psychologically safe means
● Know what students need to be psychologically safe in an academic setting
● Be able to evaluate their own biases toward classroom behaviors
● Be able to understand how trauma impacts brain development and behaviors
● Be able to understand the elements of a psychologically safe classroom
● Be able to describe factors that impact behaviors
● Be able to create a classroom behavior management plan that fosters a safe
environment

Lesson Materials
ac
1

Unit Overview and Lesson Plan
Boy Raised Like a Dog, Lost At School, PowerPts, videos, handouts, articles, Harvard Implicit
Bias

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 factors that leads to
classroom behaviors

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors
Learners will
identify 2-3 things
they know about
factors that lead to
classroom
behaviors.
Classroom Google
Doc.

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Understanding factors that
impact behaviors in the
classroom

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Biases
● Trauma
● Psychologically Safe
Classroom
Environment

Objectives:
● Understand the factors
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
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2

Unit Overview and Lesson Plan
that impact behavior
● Evaluate your own
biases
● Understand how
trauma can impact
brain development and
behaviors
● Understand how a
psychologically safe
classroom
environment can
impact behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Class Google Doc
*Burning
Questions

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3

Unit Overview and Lesson Plan
Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Unit 1 Biases
Slide 6 Unit 2 Trauma
Slide 7 Unit 3 Psychologically
Safe
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
factors that impact
behaviors

Total Time 15 mins

Visual Overview

Unit 1 Overview PowerPt

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4

Unit Overview and Lesson Plan
Unit 1 Understanding
factors that impact
behaviors Unit 1 Understanding
Factors that
Impact
Student
Behaviors Unit 2 Identifying
Antecedents
and the
Function of
the Behavior Unit 3 Alternative
Actions to
Support
Students in
Reshaping
Student
Behaviors 1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 Do Now List 2-3 Factors that lead to classroom behaviors Introduce Unit 1 Review Scope and Sequence Give Learns 2 minutes to answer the Do Now
Goal: Understanding factors that impact behaviors ● Biases ● Trauma ● Psychologically Safe Classroom
Environments Review Unit Goal
Unit Objectives: ● Know what bias means ● Know personal beliefs and values as it relates to behaviors ● Know what trauma means ● Know what psychologically safe means and what the learner
needs to be psychologically safe in an academic setting ● Be able to evaluate their own biases toward classroom behaviors ● Be able to understand how trauma impacts brain development
and behaviors ● Be able to understand the elements of a psychologically safe
classroom ● Be able to describe the factors that impact behaviors ● Be able to create a classroom manual that fosters a safe
environment Review Unit Objectives
Benefits vs. Risks ● Supporting students social,
emotional, and academic
needs ● Building and maintaining
relationships ● Preempting behavior
escalation ● Students needs are not met ● Relationships negatively
affected ● Behavior escalation Burning Questions Review Unit Benefits and Risks
Lesson 1 Biases Activities ● Discuss and evaluate
personal attitudes towards
classroom behaviors ● Learn implicit vs. explicit
biases ● Analyze personal biases ● Learn strategies to
overcome biases ● Understand how biases
impact behaviors Objectives ● Know what bias means ● Know personal beliefs
and values as it relates
to behaviors ● Be able to evaluate own
biases toward
classroom behaviors Review Lesson 1 BIases (Objectives and Activities)
Lesson 2 Trauma Activities ● Understand how trauma
impacts brain development ● Understand how trauma
impacts behaviors ● Learn different types of
trauma, identify effects of
specific trauma, and
strategies to support
students with trauma ● Using a Case study
practice identifying the
trauma signs, determine
the type of trauma, and
devise a plan to support
the student with the trauma Objectives ● Know what trauma
means ● Be able to understand
how trauma impacts
brain development and
behaviors ● Be able to build empathy
when trauma is
understood Review Lesson 2 Trauma (Objectives and Activities)
Lesson #3
Psychologically Safe Activities ● Understand what the
elements are in creating a
psychologically safe
classroom environment ● Discuss and create
classroom rules that foster a
psychologically safe
classroom environment ● Discuss and create a lesson
plan that fosters a
psychologically safe
classroom environment Objectives ● Know what psychologically safe
means and what the learner
needs to be psychologically
safe in an academic setting ● Be able to understand the
elements of a psychologically
safe classroom ● Be able to describe the factors
that impact behaviors ● Be able to create a classroom
manual that fosters a safe
environment Review Lesson 3 Psychologically Safe (Objectives and Activities)
Assessment ● Reflection after each lesson ● Practice problem/s to
demonstrate mastery of
knowledge and skill ● Case studies ● Lesson Plan ● Classroom policies and
routines Culminating ● Begin creating a classroom
manuel with work samples
learned from the course ○ Unit one Samples ■ Reflection on personal
biases as it related to
behaviors ■ Reflection on the impact of
trauma on behaviors ■ Reflection on Psychologically
safe classroom environment ■ Psychologically safe lesson
plan Review Unit Assessment and Culminating Project
Materials and Homework ● Reflection Journals ● Book: Boy Raised Like a Dog ● Readings ● PowerPts ● Videos Review Materials and Homework

List 2-3 Factors that lead to classroom
behaviors
Burning Questions

Understanding the factors that impact student behaviors in the classroom

Unit 1: Understand Factors that Impact Behavior
Unit 1 Overview
Includes:
Lesson 1: Biases
Lesson 2: Trauma
Lesson 3: Psychologically Safe Classroom Environment

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to give pre-service teachers an understanding of factors that
impact classroom behaviors.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand different factors
that impact child development and behaviors.
● Learners will evaluate their own biases towards classroom behaviors through a
self-assessment observation and feedback tool.
● Learners will also understand how trauma impacts brain development and
behaviors through case studies.
● Learners will understand the elements necessary to create a psychologically safe
classroom environment through role play practices.
● As the culminating project, learners will begin creating a classroom behavior
management plan
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1

Unit Overview and Lesson Plan

Enabling Objective(s):
● Know what bias means
● Know personal beliefs and values as it relates to behaviors
● Know what trauma means
● Know what psychologically safe means
● Know what students need to be psychologically safe in an academic setting
● Be able to evaluate their own biases toward classroom behaviors
● Be able to understand how trauma impacts brain development and behaviors
● Be able to understand the elements of a psychologically safe classroom
● Be able to describe factors that impact behaviors
● Be able to create a classroom behavior management plan that fosters a safe
environment

Lesson Materials
Boy Raised Like a Dog, Lost At School, PowerPts, videos, handouts, articles, Harvard Implicit
Bias

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 factors that leads to
classroom behaviors

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors
Learners will
identify 2-3 things
they know about
factors that lead to
classroom
behaviors.
Classroom Google
Doc.

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2

Unit Overview and Lesson Plan

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Understanding factors that
impact behaviors in the
classroom

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Biases
● Trauma
● Psychologically Safe
Classroom
Environment

Objectives:
● Understand the factors
that impact behavior
● Evaluate your own
biases
● Understand how
trauma can impact
brain development and
behaviors
● Understand how a
psychologically safe
classroom
environment can
impact behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address
Learner will
write-in questions
or statements they
would like the unit
to address on the
Class Google Doc
*Burning
Questions

ac
3

Unit Overview and Lesson Plan

relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Unit 1 Biases
Slide 6 Unit 2 Trauma
Slide 7 Unit 3 Psychologically
Safe
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
factors that impact
behaviors

Total Time 15 mins

Visual Overview
Unit 1 Overview PowerPt
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Unit Overview and Lesson Plan

Behavior Management

Unit 1: Understanding The Factors That Contribute To Student Behaviors
Lesson 1: Biases

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers understand how biases can
impact classroom behaviors. It will also give pre-service teachers an opportunity to self-evaluate
their own biases as it relates to classroom behaviors.

Learning Objective(s)
Terminal Objective:
● Assessing personal biases/attitudes towards classroom behaviors
Enabling Objective(s):
● Know what bias means
● Know personal beliefs and values as it relates to behaviors
● Be able to evaluate their own biases toward classroom behaviors

Lesson Materials
PowerPt, Harvard Implicit Bias Assessment, Videos, article

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
Homework Assignment prior to the 1st class:
In order to assess the learners prior knowledge and feelings about behaviors and behavior
management; learners were given several behavior scenarios in which the learner determined
what category classified this behavior, the consequences the learner believe are fair, and how the
learner felt as they observed the behavior.

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5

Unit Overview and Lesson Plan

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
10 mins

Introduce the Do Now: These 5
students walk into your classroom at
the beginning of the year...In your
classroom journal write down 2-3
initial thoughts for each student?

Introduce the group activity to
practice evaluating biases

Facilitate the Whole Group discussion
of the Do Now

Slide 1 Do Now
Slide 2 Pictures of Students and bios
Classroom Google Doc.

Project the Do Now on
the board with the link to
the Classroom Google
Doc.

Small Group Instruction:
Divide the learners into 5
groups, they review their
answers about each
student. Then each group
will be assigned one
particular student to
review their video and
compare their
assumptions to the
student’s actual story (5
mins)

Whole Group Instruction:
Bring the class together to
review their biases in
whole group instruction (2
mins)
(3 mins)
Learners
respond to the
DO Now in
their Classroom
Google Doc.

(5 mins)
In small groups
they share-out
their answers
for each student
and identify
their biases.
Then each
group will be
assigned one
student to
review their
video and
compare their
assumptions to
the students
actual story

2 (mins)
Share out as a
class
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6

Unit Overview and Lesson Plan

Learning
Objectives
2 mins Introduce the lesson

Assess prior knowledge by asking
learners What is implicit and explicit
bias? Name 1 bias that can impact
classroom management

Review the learning objectives:
● What are implicit and
explicit biases
● How do biases impact
managing classroom
behaviors
● Identify your biases
Slide 3 Title & question slide
Slide 4 Objectives and Definitions
Classroom Google Doc.
Project
Title slide with the link to
the question and the
Classroom Google Doc.

Project & Review
learning objectives

Whole Group Instruction:
Bring the class together to
review learners response
to the question
Learners write
their response
on the
Classroom
Google Doc.

share out as a
class
Reasons for
Learning
- Benefits
- Risks
10 Review the benefits of understanding
how biases can affect classroom
behavior management and the risks of
not understanding how biases affect
classroom behavior management

Benefits
● Addressing behavior
equitably
● Building relationships with
students
● Supporting students in
reshaping their behaviors

Risks
● Inequitable response to
behaviors
● Negatively impacting
relationships
● Escalating behaviors in the
classroom

Project the link for students to write
down Burning Questions

Slide 5 Benefits & Risks
Classroom Google Doc.
Project & Review
benefits vs. Risks
of biases and the impact
they have on classroom
behavior management

Allow time for the
learners to write down
Burning Questions on the
Classroom Google Doc.

Learner will
write-in
questions or
statements they
would like
thelessont to
address on the
classroom
Classroom
Google Doc.
Burning
Questions

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7

Unit Overview and Lesson Plan

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 mins Review Lesson Overview

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
○ HW assignment
● New Knowledge
○ Mini lecture on the
impact trauma has
on development and
classroom behaviors
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small
group, and whole
group instruction

Slide 6 Lesson Overview
Slide 1-2 Do Now
Slide 3 Title
Slide 12-20 Mini Lecture
Slide 8-11 HW Assignment
Classroom Google Doc.

● Assess prior
knowledge with
the questions on
the Classroom
Google Doc.

● Deliver mini
lecture on biases

● Explains that
through mini
lectures,
observations,
videos, guided
practice,
individual, small
group
instruction,
whole group
instruction; the
learner will be
able to: analyze
their own biases
as it relates
classroom
behaviors
Learners will
follow the slides
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course.

Learners will
engage in small
group and
whole group
activities to
analyze
classroom
behaviors and
consequences
while
identifying their
biases as it
relates to
classroom
behaviors
Prerequisite
Knowledge
3 mins Explain that Learners will reflect and
draw from their personal experiences
and may have some academic
knowledge about biases, but no
prerequisite knowledge is necessary to
meet the course objectives

● Learners may have some
knowledge of biases

● Learners may not know how
bias influence perceptions of
behaviors and learners
reaction to behaviors

● Learners may draw from their
classroom management
course
Explain
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge on
biases is
necessary to
meet the course
objectives

Review key terms and
concepts by providing
definitions and using
examples and
Learners will
participate by
giving examples
and
nonexamples of
what the key
terms and
concepts
(prerequisite
knowledge) are
and are not

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8

Unit Overview and Lesson Plan

● Review what the following
key terms and concepts are
and what they are not using
examples:
○ Implicit Bias
○ Explicit Bias

Slide 8 Prerequisite Knowledge

nonexamples so the
learner knows what they
are and what they are not
as it relates to the day’s
lesson

Facilitate:
Whole Group discussion
share out what the
prerequisite knowledge
terms are and what they
are not with examples
Learning
Guidance
- Lecture
- Demo.
20 mins Teach and demonstrate:
● what are biases
● how biases impact behavior
management
● strategies to overcome biases
● guided practice to support the
student in identifying their
own biases

Slides 8-11 HW Assignment
Slides 12-20 Mini Lecture

Demonstrate evaluating
your biases toward
classroom behaviors using
HW scenarios 2 & 6

Project and review Power
Pt with mini lecture on
biases ,

Discuss videos and
readings on biases

Model using
behavior scenarios to
identify
biases as it relates to
classroom behaviors
Learners will
take notes
throughout the
lecture and ask
any clarifying
questions or
questions to
help them
develop a
deeper
understanding
of how implicit
bias can affect
classroom
behavior
management

Practice and
Feedback
5 mins Introduce the activities for practice
and feedback throughout the lesson:
● Know how to recognize
stereotypes
● Know how to identify biases
● Be able to identify own
biases
● Be able to identifying biases
when addressing behaviors
● Be able to use strategies to
overcoming biases

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in the
final assessment and journal entry.
Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively practicing
concepts:
● Identifying
biases
● Evaluating own
biases as it
relates to
classroom
behaviors
● using strategies
to overcome
biases
In individual,
small groups
and whole
group
instruction,
learners will
engage in
several guided
practice
activities to
strengthen their
understanding
of the impact
biases have on
identify
classroom
management,
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9

Unit Overview and Lesson Plan

Slides 1-2 Do Now

Slides 8-11 HW Assignment

Slide 14 Identifying stereotypes

Slide 19 Harvard Implicit Bias

Slide 20 Strategies for overcoming
Biases

identify their
own biases, and
learn strategies
to overcome
those biases.

Authentic
Assessment
5 mins Project a picture of a student, learners
will identify their assumptions about
this student and write how they will
overcome their biases

Slide 21 Assessment
Assessment & Reflection Journal
Projects a picture of a
student on the board allow
time for learners to
answer the assessment
prompt in their
Assessment & Reflection
Journal

Learners will
identify 3-5
assumptions
about the
student in the
pictures .
They will also
apply 1 strategy
they learned
from the day’s
lesson of how to
overcome their
biases. Work
will be
submitted in
their
Assessment &
Reflection
Journal

Retention
and Transfer
5mins Explain that the transfer of knowledge
will not really take place until the
learners are in their classroom
observing and addressing behaviors
Explain that everyone has
biases and as learners
begin to encounter
behaviors in the
classroom that they are
student teaching and the
Learners will
have the
opportunity
during their
student teaching
and behavior
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10

Unit Overview and Lesson Plan

classrooms that they will
be observing behaviors it
will afford them the
opportunity to practice
overcoming bias when
addressing behaviors
observation
assignments to
reflect on
student behavior
and evaluate if
their reaction is
influenced by an
implicit and
apply strategies
learned to
overcome their
biases
Big Ideas

3mins Review the lesson objectives and “Big
Ideas”

● Everyone has biases
● Bias can impact how teachers
perceive and manage
classroom behaviors
● Know your biases
● Practice your strategies for
overcoming your biases

Introduce Reflection Journal Prompt:
Given the day’s lesson, Homework
Assignment, Group work, Implicit
Bias assessment, and class
discussion….
● Explain if any of your
perspectives changed as it
relates to biases.
● Were you able to identify any
of your own biases?
● Any takeaways from the
day’s lesson that will improve
your practice,
○ what were they
○ how will they help
you to be a more
effective teacher in
establishing an
equitable classroom
environment

Slide 21 Journal Reflection
Assessment & Reflection Journal
Project journal prompt
and link to Assessment &
Reflection Journal

Giver learners time to
respond to the prompt
Learners will
reflect in their
Assessment &
Reflection
Journal on the
days lesson and
respond to the
prompt

Share-out whole
group
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11

Unit Overview and Lesson Plan

Advance
Organizer for
the Next Unit
5 mins Give a brief introduction to the next
class and explain any pre-work that
needs to be completed prior to class

Slide 22 Next Class
Review any assignments
that need to be completed
prior to class
Learnerst will
take down notes
and ask any
clarifying
questions
Total Time 90 mins

Unit 1 Lesson 1 Biases PowerPt

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12

Unit Overview and Lesson Plan

These 5 students walk into your classroom at the
beginning of the year… Click on the DO NOW link and fill-in 2-3
initial thoughts for each student? (3 minutes) DO NOW: Introduce the Do Now Allow students time to click on the GREEN link and answer the Do Now on the
classroom google doc Click to the next slide to show the pictures of the students
:Practice: Now For The Real Story! 1. 2. 3. 4. 5. A 5. B 1st: Project the pictures of the 5 students and give each learner time to fill-out their
assumptions on the classroom google doc. 2nd: Divide learners into 5 groups Have learners share their assumptions with each other. Identify common biases 3: Assign each group one student. They will click on the BLUE numbered link to view
the video about their assigned student's life Each learner will evaluate their own biases 1. https://www.cnbc.com/2019/01/04/google-engineer-went-from-homeless-to-ra
pper-and-ai-computer-scientist--.html 2. https://www.cnn.com/2012/06/07/us/from-janitor-to-harvard/index.html 3. https://vimeo.com/343557749 4. https://people.com/human-interest/formerly-homeless-teen-who-travels-140-mi
les-for-school-each-day-will-attend-harvard-this-fall/ 5. https://www.universities.com/articles/10-students-who-overcame-massive-obst
acles-to-achieve-their-dream-of-an-education/ https://www.youtube.com/watch?v=4GRqZX_mGEA
Biases: How They Impact Behavior Management What is implicit and explicit
bias? Name 1 bias that can impact
classroom management Introduce the lesson Have learners click on the GREEN link and answer the question on the classroom
google doc.
● What is implicit and
explicit bias ● How do biases impact
managing classroom
behaviors ● Identify your biases Lesson Objectives: Review Lesson Objectives
Benefits vs. Risk Benefit ● Addressing behavior
equitably ● Building relationships with
students ● Supporting students in
reshaping their behaviors Risk ● Inequitable response to
behaviors ● Negatively impacting
relationships ● Escalating behaviors in the
classroom Burning Questions Review benefits and Risks Have learners click on the GREEN link and give learners time to write down burning
questions on the classroom google doc.
Lesson Overview ○ mini lecture ○ videos ○ practice ○ individual, small
group & whole
group instruction ● Assess prior knowledge ● New Knowledge ○ Mini lecture on how biases
impact classroom
management ○ Videos ● Acquire knowledge ○ Observations ○ Practice ○ Individual, small group, and
whole group instruction Review Lesson Overview
Prerequisite
Knowledge Developed through exposure: ■ Direct ■ Vicariously (ex. TV, Books, etc...) EVERYONE HAS BIASES! Implicit Bias “implicit bias” to
describe when we
have attitudes
towards people or
associate
stereotypes with
them without our
conscious
knowledge. Explicit Bias “Explicit bias”
refers to the attitudes
and beliefs we have
about a person or
group on a conscious
level. Review Prerequisite Knowledge Definition of Key Terms Share examples http://catherineonyemelukwe.com/implicit-bias/
Homework Assignment Prior to
Class: You will watch the following classroom
behavior videos. Answer the following questions
for each video & upload them to blackboard
before class 1. What category would you classify this behavior? 2. What consequence do you believe should be issued for this
behavior? 3. How does this behavior make you feel? Review Homework Assignment
1. https://www.youtube.com/watch?v=q0NNQaHLHuA Stop at 45 sec 2. https://www.youtube.com/watch?v=_2dfeVgulAM 3. https://www.youtube.com/watch?v=44SHgG3Cr_Q 4. https://www.youtube.com/watch?v=ix-y26hpsCU 5. https://www.youtube.com/watch?v=wFzkXVopm9A 6. https://www.youtube.com/watch?v=k3h5jcI-MFI Behavior Scenarios Have students pull up their answers to the HW assignment
Whole Group
Discussion Practice: 5 mins ● Discuss overall findings from the
HW assignment ● Examine ex. 2 & 6 ○ Discuss perceptions of this
behavior ○ Identify implicit bias ○ Were consequences
equitable Model Identifying biases Evaluate if biases impact consequences using Video 2 and 6 https://www.youtube.com/watch?v=_2dfeVgulAM https://www.youtube.com/watch?v=k3h5jcI-MFI
Small Group
Instruction Practice: 5 mins ● In your groups you will share your
HW answers ● Note similarities and differences in
perspectives of each of the
behaviors and consequences ● Did you identify any biases
explicit/implicit about yourself? Revert to Homework Divide students into groups of 4 Have students share their perceptions of the behaviors observed Identify biases Evaluate if biases impact consequences
Schemas ● Mental Shortcuts that
help the brain to sort
information into
categories ○ Ex. Chair- you know
you sit in a chair Begin Mini Lecture Review definition of Schema and how schema contributes to biases https://equity.ucla.edu/know/implicit-bias/
Stereotypes ● Trait associated with a group How Do We Sort People? Attitudes ● Get a feeling either Continue Mini Lecture Discuss how biases are impacted by how people make us feel and stereotypes https://equity.ucla.edu/know/implicit-bias/ https://www.pinterest.com/pin/64528207144756334/ https://defense1irpu.files.wordpress.com/2014/06/stereotype_jpg_300x300_q852.jpg
What do you notice about the student stereotypes? As a class examine the group traits Facilitate a class discussion using the question in bright YELLOW Allow students to evaluate their biases https://defense1irpu.files.wordpress.com/2014/06/stereotype_jpg_300x300_q852.jpg
The Impact Begins Early... Continue mini lecture… review impact biases has on students https://preventexpulsion.org/1g-provide-professional-development-and-ongoing-suppo
rt-for-all-program-staff-on-culturally-responsive-practices-and-implicit-bias/ https://news.yale.edu/2016/09/27/implicit-bias-may-explain-high-preschool-expulsion-r
ates-black-children
From the voices of those impacted How are these students impacted by biases? https://www.youtube.com/watch?v=ezZn_N43Jdw Click on the BLUE link and watch the video Facilitate a class discussion based on the question in bright YELLOW https://www.youtube.com/watch?v=ezZn_N43Jdw
Impact on Student Discipline Thoughts? Continue mini lecture… Review discipline data Facilitate class discussion using the question in bright YELLOW https://research.steinhardt.nyu.edu/site/metroblog/files/2019/02/Screen-Shot-2018-11
-12-at-3.47.30-PM.png
Common Misunderstood Behaviors ● Defiant ○ She/he just sits there and does
nothing ○ She/he flat out said NO I’m not doing
it ● Disrespect ○ They cussed in class ○ They refuse to answer me ○ They just walked out of class ● Disruption ○ They keep talking and distracting
other students from learning ○ They exploded in class ● Task-Avoidance ○ Student may be struggling academic ○ Social emotional issue ● Frustration ○ Student may be struggling academic ○ Social emotional issue ○ Student doesn’t feel wanted in class ● Basic Needs are not met ○ Homeless, hungry ○ Safety Violence in the home or
neighborhood ○ Student doesn’t feel they belong Continue mini lecture… review behaviors and discuss function
Example of Positive/Negative Biases Practice: Write 3 pos & neg stereotypes about a group 1st: Continue mini lecture… Review strategy to overcome biases 2nd: Practice strategy in peer groups C https://www.slideshare.net/EPIPNational/epip-ncrp-implicit-bias-in-grantmaking-slides-
webinar
How do we overcome BIASES! Time to Take the Harvard Implicit Bias 1. Acknowledge your biases 2. Focus on seeing people a. Work on consciously
changing your stereotypes. b. Engage in relationship and
partnership buildings c. Adjust your perspective 3. Consistently evaluate progress a. Seek education b. Be intentional 1st: Continue Mini Lecture…. Review other strategies for overcoming biases 2nd: Allow time for students to take the Harvard Implicit Bias, have them click on the
BLUE Harvard Implicit Bias link 3rd: Facilitate class discussion on lewarner results https://brocku.ca/brock-news/2016/06/accessibility-is-a-road-to-be-traveled-not-a-desti
nation/ https://equity.ucla.edu/know/implicit-bias/ https://implicit.harvard.edu/implicit/
Assessments: 1. What are your 1st 3 thoughts about this student who just
walked into your class… a. How will you overcome your biases? b. Watch the video for the real story & evaluate your biases 2. Journal Reflection Given the day’s lesson, Homework Assignment, Group work, Implicit Bias assessment, and class
discussion…. ● Explain if any of your perspectives changed as it relates to biases. ● Were you able to identify any of your own biases? ● Any takeaways from the day’s lesson that will improve your practice, ○ what were they ○ how will they help you to be a more effective teacher in establishing an equitable
classroom environment 1st: Have learners click on the GREEN link to open up the assessment doc and
answer the questions. Then have learners click on the BLUE link to watch the video and evaluate their
biases 2nd: Have learners click on the GREEN link to write their reflection http://www.oprah.com/oprahs-lifeclass/khadijah-williams-story-video
Next Class ● Read your assigned chapters in “Boy Raised Like a Dog”
by Dr. Perry ○ Everyone reads Chpt #5 and pgs 247-250 ○ Group 1 Chp 1 Group 3 Chp 3 Group 5 Chp 8 ○ Group 2 Chp 2 Group 4 Chp 4 Group 6 Chp 6 ● Watch the following 3 videos and take notes on the impact trauma
has on : ○ Academics ○ Behavior ○ Relationships ***Note how trauma impacts each area and specifically what the behavior looks like in a classroom Review Homework for next lesson Explain BLUE links are videos to watch https://www.youtube.com/watch?v=UPwdWLWYqBI https://www.youtube.com/watch?v=dw1R_tlWE04 https://www.youtube.com/watch?v=to8MhwP8zZQ
Video References Slide 2 1. From growing up homeless to coding at Apple and Google—all while rapping... https://www.cnbc.com/2019/01/04/google-engineer-went-from-homeless-to-rapper-and-ai-computer-scientist--.html 2. From scrubbing floors to Ivy League: Homeless student to go to dream colleg3 https://www.cnn.com/2012/06/07/us/from-janitor-to-harvard/index.html 3. Never Give Up- Derrick Ngo, Energy Institute Valedictorian https://vimeo.com/343557749 4. Formerly Homeless Teen Who Travels 140 Miles for School Each Day Will Attend Harvard This Fall https://people.com/human-interest/formerly-homeless-teen-who-travels-140-miles-for-school-each-day-will-attend-ha
rvard-this-fall/ 5. Jeremy Sicile-Kira https://www.universities.com/articles/10-students-who-overcame-massive-obstacles-to-achieve-their-dream-of-an-ed
ucation/ INNER DIMENSIONS JEREMY SICILE-KIRA'S FIRST CURATED SOLO ART SHOW https://www.youtube.com/watch?v=4GRqZX_mGEA Slide 21 Khadijah Williams’ Story http://www.oprah.com/oprahs-lifeclass/khadijah-williams-story-video
More Resources ● https://perception.org/research/implicit-bias/ ● http://www.fixschooldiscipline.org/racialbias/ ● https://www.raceforward.org/ ● https://equity.ucla.edu/know/implicit-bias/ ● https://implicit.harvard.edu/implicit/ ● https://www.bostonglobe.com/magazine/2015/04/09/what-like-poor-iv
y-league-school/xPtql5uzDb6r9AUFER8R0O/story.html ● https://www.cnbc.com/2018/05/25/teen-who-grew-up-in-homeless-sh
elters-earns-full-ride-to-harvard.html ● https://www.universities.com/articles/10-students-who-overcame-mas
sive-obstacles-to-achieve-their-dream-of-an-education/ Explain if they liked the lesson there are additional links they can learn more about
biases

Do Now: 2-3 Assumptions about each student What is an
Implicit &
Explicit Bias?
Burning
Questions
Student 1 Student 2` Student 3 Student 4 Student 5

Understanding the factors that impact student behaviors in the classroom

Unit 1: Understand Factors that Impact Behavior
Unit 1 Overview
Includes:
Lesson 1: Biases
Lesson 2: Trauma
Lesson 3: Psychologically Safe Classroom Environment

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to give pre-service teachers an understanding of factors that
impact classroom behaviors.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand different factors
that impact child development and behaviors.
● Learners will evaluate their own biases towards classroom behaviors through a
self-assessment observation and feedback tool.
● Learners will also understand how trauma impacts brain development and
behaviors through case studies.
● Learners will understand the elements necessary to create a psychologically safe
classroom environment through role play practices.
● As the culminating project, learners will begin creating a classroom behavior
management plan
Enabling Objective(s):
● Know what bias means
● Know personal beliefs and values as it relates to behaviors
● Know what trauma means
● Know what psychologically safe means
● Know what students need to be psychologically safe in an academic setting
● Be able to evaluate their own biases toward classroom behaviors
● Be able to understand how trauma impacts brain development and behaviors
● Be able to understand the elements of a psychologically safe classroom
● Be able to describe factors that impact behaviors
● Be able to create a classroom behavior management plan that fosters a safe
environment

Lesson Materials

1

Unit Overview and Lesson Plan
Boy Raised Like a Dog, Lost At School, PowerPts, videos, handouts, articles, Harvard Implicit
Bias

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 factors that leads to
classroom behaviors

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors
Learners will
identify 2-3 things
they know about
factors that lead to
classroom
behaviors.
Classroom Google
Doc.

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Understanding factors that
impact behaviors in the
classroom

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Biases
● Trauma
● Psychologically Safe
Classroom
Environment

Objectives:
● Understand the factors
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.

2

Unit Overview and Lesson Plan
that impact behavior
● Evaluate your own
biases
● Understand how
trauma can impact
brain development and
behaviors
● Understand how a
psychologically safe
classroom
environment can
impact behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Class Google Doc
*Burning
Questions

3

Unit Overview and Lesson Plan
Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Unit 1 Biases
Slide 6 Unit 2 Trauma
Slide 7 Unit 3 Psychologically
Safe
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
factors that impact
behaviors

Total Time 15 mins

Visual Overview

Unit 1 Overview PowerPt

4

Unit Overview and Lesson Plan
Behavior Management
Unit 1: Understanding factors that contribute to student behaviors
Lesson 2: Trauma
Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers understand how trauma can
impact classroom behaviors. It will also teach pre-service teachers strategies to use when
working with students who have been exposed to trauma

Learning Objective(s)
Terminal Objective:
● Identifying how trauma impacts child development and classroom behaviors (lagging
skills)
Enabling Objective(s):
● Define trauma
● Understand how trauma impacts brain development and behaviors
● Effects trauma has on the body, brain, psyche, relationships
● Use strategies to help support students who experienced trauma in the classroom

Lesson Materials
Book: Boy Raised Like A Dog, Videos, article

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To better prepare the learner for the days lesson, prior to class they watched 3 videos explaining
how trauma impacts academics, behaviors and relationships; and what those behaviors look like.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
5 mins Introduce the Do Now: Think of an
event that occurred in your life that
continues to impact you today?

Facilitate the Whole Group discussion
of the Do Now
Project the Do Now on
the board with the link to
the Classroom Google
Doc.

(2 moms)
Learners
respond to the
DO Now on the
Classroom
Google Doc

5

Unit Overview and Lesson Plan
Slide 1 Do Now

Classroom Google Doc.
Model by sharing a
personal traumatic
experience with the class

Whole Group Instruction
Instructor brings the class
together to share their
personal experiences with
the class if they feel
comfortable to do so

(3mins)
whole group
instruction
learners share
their
experiences
Learning
Objectives
5 mins Introduce the lesson

Assess prior knowledge of trauma by
asking learners to define trauma

Instructor reviews the learning
objectives:
● Understand how
trauma impacts brain
development and
behaviors
● Effects trauma has
on the body, brain,
psyche, relationships
● Use strategies to
help support
students who
experienced trauma
in the classroom
Slide 2 Title & question slide
Slide 3 Learning Objectives
Classroom Google Doc.
Project
Title slide with the link to
the question and the
Classroom Google Doc.

Project
learning objectives
Instructor reviews
learning objectives

Whole Group Instruction:
Instructor brings the class
together to review
learners response to the
question
Learners will
write their
response to the
question on the
Classroom
Google Doc.

share out as a
class
Reasons for
Learning
- Benefits
- Risks
5 Review the benefits of understanding
trauma and the risks of not
understanding trauma

Benefits
● Meeting students’ needs
● Building relationships
● Empathy to understand the
behavior and support the
student in reshaping that
behavior
● Addressing behaviors
appropriately and safely

Risks
● Not meeting students’ needs
● Negatively impacting
relationships
● Misinterpreting behavior
Project
benefits vs. Risks
Instructor reviews
benefits and risks
of the course

Allow time for the
learners to write down
Burning Questions on the
Classroom Google Doc.
Learners will
write-in
questions or
statements they
would like
thelessont to
address on the
classroom
Google Doc.
Burning
Questions

6

Unit Overview and Lesson Plan
● Triggering and escalating
behaviors in the classroom

Project the link for students to write
down Burning Questions

Slide 4 Benefits and Risks
Classroom Google Doc.

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 mins Review lesson overview

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
● New Knowledge
○ Mini lecture on the
impact trauma has
on development and
classroom behaviors
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small
group, and whole
group instruction

Slide 5 Lesson Overview
Slide 6 Pre-Requisite Knowledge
Slide 7 Different Types of Trauma
Slides 8-23 Mini Lecture
Slide 16 Whole Group Practice
(identifying effects of trauma)e
Slide 22 Whole Group Practice
(Building Empathy)
Classroom Google Doc.
● Assess prior
knowledge with
questions on the
Classroom
Google Doc.

● Delivery mini
lecture on how
trauma impacts
development and
classroom
behaviors

● Explains that
through mini
lectures,
observations,
videos, guided
practice,
individual, small
group
instruction,
whole group
instruction; the
learner will be
able to:
understand the
impact trauma
has on
development,
identify
classroom
behaviors that
can be an effect
of trauma, and
learn strategies to
employ with
students who
have experienced
trauma.
Learners will
share out their
answers on the
Learners will
follow the slides
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course

Learners will
engage in small
group and
whole group
activities to
analyze how
trauma impacts
classroom
behaviors
Prerequisite
Knowledge
5 mins Explain that most learners will draw
from their own personal experiences
Explain: Learners will
participate by

7

Unit Overview and Lesson Plan
with traumatic events in school or at
home and/or may have some academic
knowledge about trauma but no
prerequisite knowledge is necessary to
meet the course objectives

Explain that Learners will reflect and
draw from their personal experiences
and academic courses
● Learners may have some
knowledge of trauma and the
impacts it has on
development and behaviors
● Learners may draw from their
classroom management
course
● Review what the following
key terms and concepts are
and what they are not using
examples;
○ Trauma

Slide 6 & 7 Prerequisite Knowledge
and Types of Trauma
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge
about how
trauma impacts
development and
behaviors in the
classroom is
necessary to
meet the lesson
objectives

Review key terms and
concepts by providing
definitions and using
examples and
nonexamples so the
learner knows what they
are and what they are not
as it relates to the day’s
lesson

Facilitate:

Whole Group discussion
share out what the
prerequisite knowledge
terms are and what they
are not with examples
giving examples
and
nonexamples of
what the key
terms and
concepts
(prerequisite
knowledge) are
and are not

Learning
Guidance
- Lecture
- Demo.
10 mins Teach and demonstrate: :
● Impact trauma has on the
development of the brain
● Social and emotional effects
Trauma has on development
● Impact trauma has on
Classroom behaviors
● Review case studies to
strengthen the knowledge of
identifying effects trauma has
on behaviors
● Whole group instruction,
model each element of a
classroom environment will
be demonstrated with a
practice
Demonstrate:
● identifying the
effects of trauma
on behaviors
using case
studies
● understanding
trauma and
building empathy
using a case
study from “Boy
Raised Like a
Dog” (Chpt. 5)

Learners will
take notes
throughout the
lecture and ask
any clarifying
questions or
questions to
help them
develop a
deeper
understanding
of how trauma
can affect
classroom
behavior
management

8

Unit Overview and Lesson Plan
○ Demonstrate
Identifying effects of
trauma on behaviors
○ Building the
capacity of empathy
to manage these
behaviors
○ Using strategies to
support students
who have suffered
trauma
●
Slides 8-23 Mini Lecture
Slide 16 Whole Group Practice
(identifying effects of trauma)e
Slide 22 Whole Group Practice
(Building Empathy)
Project and review Power
Pt with mini lecture on
trauma,

Discuss videos and
readings on trauma

Facilitate a class
discussion reviewing case
study in Boy Raised Like
a Dog (Chp 5)

Model how to identify
the effects of trauma on
classroom behaviors using
case studies

Practice and
Feedback
25 mins Introduce the activities for practice
and feedback throughout the lesson:

● Know how trauma impacts
development and behaviors
● Know the social and
emotional effects Trauma has
on development
● Know how to identify the
impact trauma has on
Classroom behaviors
● Be able to identify effects of
trauma on behaviors
● Be able to build the capacity
of empathy to manage these
behaviors
● Be able to use strategies to
support students who have
suffered trauma

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in the
final assessment and journal entry.

Slide 16 Trauma Effects

Slide 20 Strategies for managing
trauma
Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively practicing
concepts:
● identifying
effects of trauma
on behaviors
● building the
capacity of
empathy to
manage these
behaviors
● using strategies
to support
students who
have suffered
trauma

In individual,
small groups
and whole
group
instruction,
learners will
engage in
several guided
practice
activities to
strengthen their
understanding
of the effects of
trauma on
development
and behaviors;
and learn
strategies to
support student
behaviors, and
build capacity
for empathy in
order to foster
an equitable
classroom
environment
that supports
students
academic, social
and emotional
needs

9

Unit Overview and Lesson Plan

Slide 22 Small Group Practice
Building Empathy

Authentic
Assessment
10 mins Introduce a case study

Introduce Reflection journal

Slide 24 Assessment Case Study
Assessment & Reflection Journal
Introduce a case study in
which the learner will
identify key behaviors,
what part of development
was affected by the
trauma, and strategies to
support this student.
allow time for learners to
answer the assessment
prompt in their
Assessment & Reflection
Journal
Learners will
review the case
study and apply
what they have
learned in their
Assessment &
Reflection
Journal :
1.identify key
behaviors
2. identify what
part of the
development
has been
affected by the
trauma
3. attempt to
identify what
trauma the
student may
have suffered
4. what
strategies to use
in supporting
this student
Retention
and Transfer
5mins Explain that the transfer of knowledge
will not take place until the learners
are in a classroom observing and
addressing behaviors; unless they are
personally dealing with a child/person
who has been effective by trauma

Explain that the behaviors
in the classroom that they
are student teaching and
the classrooms that they
will be observing will
afford them the
opportunity to practice
strategies learned to
support students’
behaviors affected by
trauma
Learners s will
have the
opportunity
during their
student teaching
and behavior
observation
assignments to
observe and
identify
behaviors
associated with
trauma and
evaluate if the
strategies used
were effective
Big Ideas

5mins Review the lesson objectives and “Big
Ideas”
Trauma is:
● Prevalent
Project journal prompt
and link to Assessment &
Reflection Journal
Reflection Journal

Learners will
reflect in their
Assessment &
Reflection
Journal on the

10

Unit Overview and Lesson Plan
● Impacts physical and
emotional development
● Impacts behaviors
● Strategies to best support a
student who has experienced
trauma

Introduce Journal Prompt: 3
Takeaways from today’s lesson that
will help you:
● Become a more empathic
teacher
● Support children in your
classroom
● Manage behaviors that foster
an equitable classroom
environment

Slide 24 Reflection Journal
Assessment & Reflection Journal
Giver learners time to
respond to the prompt
days lesson and
respond to the
prompt

Share-out whole
group
Advance
Organizer for
the Next Unit
5 mins Give a brief introduction to the next
class and explain any pre-work that
needs to be completed prior to class

Slide 25 Next Class
Review any assignments
that need to be completed
prior to class
Learners will
take down notes
and ask any
clarifying
questions
Total Time 90 mins

Unit 1 Lesson 2 Trauma PowerPt

11

Unit Overview and Lesson Plan
DO NOW: Think of an event that occurred in
your life that continues to impact you today? 1. How does remembering this event physically make you
feel? (Stomach, head, etc…) 2. How does it emotionally make you feel? (nervous, scared,
happy, etc…) 3. How does it impact your psyche? (what are the voices
saying, replay, etc...) 4. How does it impact your behavior (avoidance, anger, ect...) Introduce the Do Now Allow students time to click on the GREEN link and answer the Do Now on the
classroom google doc
Trauma & the impact it has on
behaviors Define trauma Introduce the lesson Have learners click on the GREEN link and answer the question on the classroom
google doc.
Lesson Objectives ● Understand how
trauma impacts brain
development and
behaviors ● Understand how
trauma affects the
body, brain, psyche,
relationships ● Use strategies to help
support students who
experienced trauma in
the classroom Review Lesson Objectives
Benefits & Risks Benefits ● Meeting students’ needs ● Building relationships ● Empathy to understand the
behavior and support the
student in reshaping that
behavior ● Addressing behaviors
appropriately and safely Risks ● Not meeting students’ needs ● Negatively impacting
relationships ● Misinterpreting behavior ● Triggering and escalating
behaviors in the classroom Burning
Questions Review benefits and Risks Have learners click on the GREEN link and give learners time to write down burning
questions on the classroom google doc.
Lesson Overview ● Assess prior knowledge ● New Knowledge ○ Mini lecture on the impact
trauma has on
development and
classroom behaviors ○ Videos ○ Readings ● Acquire knowledge ○ Guided Practice ○ Individual, small group,
and whole group
instruction ○ mini lecture ○ videos ○ practice ○ role play ○ individual, small
group & whole
group instruction Review Lesson Overview
Prerequisite
Knowledge ● Trauma Definition of trauma Merriam-Webster a. an injury (such as a wound) to
living tissue caused by an extrinsic
agent b. a disordered psychic or
behavioral state resulting from
severe mental or emotional
stress or physical injury c. an emotional upset Review Prerequisite Knowledge Definition of Key Terms Share examples https://www.merriam-webster.com/dictionary/trauma
Different Types of
Trauma ● Community Violence ● Domestic Violence ● Early Childhood ● Physical Abuse ● Sexual Abuse ● Grief ● Neglect ● Refugee ● Terrorism ● Complex Trauma Begin Mini Lecture Review different types of trauma https://www.childtrends.org/publications/how-to-implement-trauma-informed-care-to-b
uild-resilience-to-childhood-trauma
The Brain Continue mini lecture...review different parts of the brain and their function https://www.southernmarylandchronicle.com/2019/02/18/mammalian-brain-like-youve-
never-seen-it-before/ https://www.google.com/search?q=limbic+system&rlz=1C1CHBF_enUS801US801&s
ource=lnms&tbm=isch&sa=X&ved=0ahUKEwjqt8yFpt_lAhWCMH0KHffTDQcQ_AUIEi
gB&biw=1600&bih=722#imgrc=u4SAt7A_HnqUdM:
How can trauma affect the brain? Continue mini lecture… review how trauma does impact the brain https://www.lcsun-news.com/story/news/local/new-mexico/2018/01/21/severe-childho
od-trauma-alter-developing-brain-create-lifetime-risk/1039104001/ https://news.yale.edu/2017/07/17/new-ptsd-study-identifies-potential-path-treatment
Brainstem Function: breathing, body
temperature, blood pressure and
heart rate Trauma impacts the brain’s wiring to
cause excessive reactions to threats. Fight or Flight instinct Continue mini lecture… .review different parts of the brain and their function https://lakesidelink.com/blog/lakeside/a-childs-brain-on-trauma/ https://www.proprofs.com/quiz-school/story.php?title=brain-stem-i
Function: is to immediately
assess whether incoming
sensory information (i.e. all the
information we take in by sight,
hearing, touch, taste and smell)
IS A THREAT OR NOT. Trauma changes in the amygdala
(react to triggers, experience
emotional extremes, struggle to
regulate emotions). Amygdala Continue mini lecture… .review different parts of the brain and their function https://lakesidelink.com/blog/lakeside/a-childs-brain-on-trauma/ https://www.neuroscientificallychallenged.com/blog/know-your-brain-amygdala
Hippocampus Function: memory, motivation and
how we experience emotions such
as fear and anger.
*Part of the brain’s limbic system. Trauma can cause the Hippocampus
to becomes smaller; affecting
attention, learning, & memory Continue mini lecture… .review different parts of the brain and their function https://lakesidelink.com/blog/lakeside/a-childs-brain-on-trauma/ https://www.neuroscientificallychallenged.com/blog/2014/5/23/know-your-brain-hippoc
ampus
Cortex Function: Cognition Concentration Higher brain functions Trauma reduces activity in different
parts of cortex (triggering survival
response even in absence of danger) Continue mini lecture… .review different parts of the brain and their function https://lakesidelink.com/blog/lakeside/a-childs-brain-on-trauma/ https://www.inner-light-in.com/2015/12/how-to-increase-prefrontal-cortex-activity/
Impact of Trauma: Continue mini lecture… .review how trauma impacts development vs. typical
development https://www.catholiccharitiesfortworth.org/poverty-and-brain-science/
Continue mini lecture… .review how trauma impacts different areas of a child’s life https://www.childtrends.org/publications/how-to-implement-trauma-informed-care-to-b
uild-resilience-to-childhood-trauma
Whole Group & Small Group Practice:
Different types of trauma & effects it has on our
bodies, brain, psyche, relationships ● Each Group will be assigned an example of a trauma effect ● They will create a visual which includes: ○ The part of a person’s development (body, brain, psyche, relationships)
has been affected by trauma ○ Identify the behaviors that are associated with this effect ○ List ways to support students with this trauma ● Share Out 1st: Model using a case study identifying different types of trauma by examining the
behaviors and evaluating the effects it has on different areas of a person’s life 2nd: Divide class into groups of 4 and give each group a case study to repeat activity 3rd: Have each group click on the GREEN link and write their finding 4th: Share out their findings https://drive.google.com/drive/u/1/folders/1F2yasyFbzkXIIwtzZZXfvHvQ78qABLDs
Often mistaken for high flyers Continue Mini lecture… review the cycle of trauma https://teachplus.org/sites/default/files/publication/pdf/t_il_sel_toolkit.pdf
Creating Trauma Informed Classroom Environment Whole Group Practice: As a group we will review A sample classroom
manuel: rules Policies procedures How do these rules,
policies, and procedures
establish a trauma informed
classroom environment? 1st: Click on the BLUE link and watch the video 2nd: Model classroom rules, policies, and procedures that can support or negatively
impact students 3rd: In peer groups have students share their class rules, policies, and procedures
they created for their class and give each other feedback if it supports students who
suffer from trauma https://www.youtube.com/watch?v=KoqaUANGvpA
Trauma Informed Care Strategies Continue mini lecture….review trauma care strategies https://slideplayer.com/slide/13520826/
Small Group Practice:
Strategies to support trauma exposed students Small Group Instruction ● Read the following article “How can trauma affect the
brain” ● In peers groups, create a list of strategies teachers can
employ in their classrooms/schools to support students ○ Use the video, the tips from the article and today’s
lesson to help create this list Whole Group: Share out ideas and create a bank of strategies to include in crises
manual 1st: Small Group practice Have learners: Click on the GREEN link and read the article 2nd: Whole Group practice https://www.youtube.com/watch?v=KoqaUANGvpA https://tfcbt.org/wp-content/uploads/2018/05/Trauma-and-the-Brain-Handout-2014.pdf
What do these
students need... Safety Trust Predictability Consistency Empathy MINDSHIFT... Continue mini lecture… Facilitate class discussion based on the question bright
YELLOW
Practice: Small Group
Instruction Building
Empathy ● Grouped by chapter number, in your
groups you will: ○ Summarize the case study from
“Boy Raised Like A Dog” ○ Identify developmental impacts the
trauma had on the child if any? ○ Identify behaviors caused by the
trauma ○ Based on behaviors identified what
is the suspected trauma category? ○ What are the recommendations to
support a student with this type of
trauma? ● Class presentations Practice: Whole Group
Instruction Building
Empathy Review Chp. 5 Now…. Practice Empathy… 1st: Review Chapter 5 in “Boy Raised Like a Dog” Facilitate class discussion (identify behaviors, evaluate how the trauma impacted the
child’s life, and select strategies to support that child 2nd: Small groups have been assigned a chapter they will repeat the activity using the
groups assigned chpt/case study
How Prevalent is
Traumatic
Experience? ● What is the likelihood you
will encounter a student
who suffers from trauma? ● Do you have the
knowledge and skills to
support this student? Continue mini lecture….Click on the BLUE link and watch the video and review
physical impacts of trauma https://www.youtube.com/watch?v=dAYg2Ip7jZM https://twitter.com/cywsanfrancisco/status/714499554234798081
Assessment: Read the case study on SOPHIE and answer the following
questions: 1. Identify key behaviors 2. Based on the information gathered, what part of her
development has been affected by trauma? 3. What strategies or plan will you develop to help support this
student? Reflection Journal: 3 Takeaways from today’s lesson that will help you: ● Become a more empathic teacher ● Support children in your classroom ● Manage behaviors that foster an equitable classroom environment 1st: Have learners click on the GREEN link to open case study Students will read the case study and answer the questions on the assessment doct. 2nd: Have learners click on the GREEN link to write their reflection https://medium.com/@rohanpoosala/build-that-prefrontal-lobe-up-c72434186dfd
Next Class
Homework: ● Class Readings ○ Making Classrooms Safe for
Adolescent Learning.pdf Beamon,
Glenda ○ Creating an Emotionally Safe
Classroom by Dr. Bruce D. Perry ● Create classroom rules, policies, and
procedures ● Bring a Lesson Plan that you have created
to class ● Look Over Final Project “Classroom
Management Portfolio” come with questions Review Homework for next lesson Explain GREEN links to read class readings https://files.eric.ed.gov/fulltext/ED451185.pdf https://www.scholastic.com/teachers/articles/teaching-content/creating-emotionally-sa
fe-classroom/
Video References Slide 18 Understanding Trauma: Learning Brain vs Survival Brain https://www.youtube.com/watch?v=KoqaUANGvpA Slide 23 How Prevalent is Traumatic Experience? https://www.youtube.com/watch?v=dAYg2Ip7jZM
Additional Resources ● https://pbismissouri.org/wp-content/uploads/20
19/06/4C-Trauma-Informed-Part-2-compressed
.pdf ● https://www.blueknot.org.au/Resources/Inform
ation/Understanding-abuse-and-trauma/What-i
s-childhood-trauma/Childhood-trauma-and-the-
brain ● https://www.childtrends.org/publications/how-to
-implement-trauma-informed-care-to-build-resili
ence-to-childhood-trauma ● https://childhoodtraumarecovery.com/all-article
s/what-are-the-differences-between-the-trauma
tized-and-normal-brain/ ● http://keepkidssafe.org/effects-of-child-abuse/ Explain if they liked the lesson there are additional links they can learn more about
trauma

Do Now: Think of an event
that occurred in your life
that continues to impact
you today?
Define Trauma Burning Questions

Trauma Theory Abbreviated
Sandra L. Bloom
http://iheartenglish.pbworks.com/f/Trauma+Theory+Explained+14+pages.pdf

Group 1
The Fight-or-Flight Response
We are animals and like other animals, we are biologically equipped to protect ourselves
from harm as best we can. The basic internal protective mechanism is called the fight-or-flight
reaction. Whenever we perceive that we are in danger our bodies make a massive response that
affects all of our organ systems. This change in every area of basic function is so dramatic that
in many ways, we are not the same people when we are terrified as when we are calm.
Each episode of danger connects to every other episode of danger in our minds, so that
the more danger we are exposed to, the more sensitive we are to danger. With each experience
of fight-or-flight, our mind forms a network of connections that get triggered with every new
threatening experience. If children are exposed to danger repeatedly, their bodies become
unusually sensitive so that even minor threats can trigger off this sequence of physical,
emotional, and cognitive responses. They can do nothing to control this reaction - it is a
biological, built-in response, a protective device that only goes wrong if we are exposed to too
much danger and too little protection in childhood or as adults.
The real nature of the fight-or-flight response means that if we hope to help traumatized
people, then we must create safe environments to help counteract the long-term effects of
chronic stress.

Group 2
Learned Helplessness
If a person is able to master the situation of danger by successfully running away,
winning the fight or getting help, the risk of long-term physical changes are lessened. But in
many situations considered to be traumatic, the victim is helpless and it is this helplessness that
is such a problem for human beings. As a species, we cannot tolerate helplessness - it goes
against our instinct for survival. We know from animal experiments, that helplessness can cause
changes in the animals’ ability to recognize and escape from danger so that once the animal
becomes accustomed to trauma, it fails to try and escape from danger. This has been called
“learned helplessness”.
Apparently, there are detrimental changes in the basic neurochemistry that allows the
animal to self- motivate out of dangerous situations. Change only occurs when the experimenter
actively intervenes and pulls the animal out of the cage. At first, the animal runs back in, but
after sufficient trials, it finally catches on and learns how to escape from the terror once again.
The animals’ behavior improves significantly, but they remain vulnerable to stress. As in
human experience, animals show individual variation in their responses. Some animals are very
resistant to developing “learned helplessness” and others are very vulnerable. (Seligman,
1992).
We know that people can learn to be helpless too, that if a person is subjected to a
sufficient number of experiences teaching him or her that nothing they do will effect the
outcome, people give up trying. This means that interventions designed to help people
overcome traumatizing experiences must focus on mastery and empowerment while avoiding
further experiences of helplessness.

Group 3
Loss of “Volume Control”
The experience of overwhelming terror destabilizes our internal system of arousal - the
internal “volume control” dial that we normally have over all our emotions, especially fear.
Usually, we respond to a stimulus based on the level of threat that the stimulus represents.
People who have been traumatized lose this capacity to “modulate arousal”. They tend to stay
irritable, jumpy, and on-edge. Instead of being able to adjust their “volume control”, the person
is reduced to only an “on-or-off” switch, losing all control over the amount of arousal they
experience to any stimulus, even one as unthreatening as a crying child.
Children are born with only an on-or-off switch. Gradually, over the course of
development and with the responsive and protective care of adults, the child’s brain develops
the ability to modulate the level of arousal based on the importance or relevance of the
stimulus. This is part of the reason why the capacity of adults to soothe frightened children is so
essential to their development. They cannot soothe themselves until they have been soothed by
adults. Children who are exposed to repeated experiences of overwhelming arousal do not have
the kind of safety and protection that they need for normal brain development. They may never
develop normal modulation of arousal. As a result they are chronically irritable, angry, unable
to manage aggression, impulsive, and anxious. Children – and the adults they become – who
experience this level of anxiety will understandably do anything they can to establish some
level of self-soothing and self-control.
Under such circumstances, people frequently turn to substances, like drugs or alcohol, or
behaviors like sex or eating or even engagement in violence, all of which help them to calm
down, at least temporarily. If you have never been able to really control your feelings, and you
discover that alcohol gives you some sense of control over your internal states, it is only logical
that you will turn to alcohol for comfort. The experience of control over helplessness will count
for much more than anyone’s warnings about the long-term consequences of alcohol abuse.
The implication of these findings for intervention strategies is that we need to understand
that many of the behaviors that are socially objectionable and even destructive are also the
individual’s only method of coping with overwhelming and uncontrollable emotions. If they are
to stop using these coping skills, then they must be offered better substitutes, most importantly,
healthy and sustaining human relationships. Blaming and punishment is thus counterproductive
to the goals that we hope to achieve – they just tend to make things worse.

Group 4
Thinking Under Stress - Action Not Thought
Our capacity to think clearly is also severely impaired when we are under stress. When
we perceive that we are in danger, we are physiologically geared to take action, not to ponder
and deliberate. In many situations of acute danger it is better that we respond immediately
without taking the time for complicated mental processing, that we respond almost reflexively
to save our lives or to protect those we love. When stressed, we cannot think clearly, we cannot
consider the long-range consequences of our behavior, we cannot weigh all of the possible
options before making a decision, we cannot take the time to obtain all the necessary
information that goes into making good decisions. Our decisions tend to be based on impulse
and are based on an experienced need to self-protect. As a consequence these decisions are
inflexible, oversimplified, directed towards action, and often are very poorly constructed (Janis,
1982). In such situations people demonstrate poor judgment and poor impulse control. The
mind is geared towards action and often the action taken will be violent. Many victims have
long-term problems with various aspects of thinking. An intolerance of mistakes, denial of
personal difficulties, anger as a problem-solving strategy, hypervigilance, and absolutistic
thinking are other problematic thought patterns that have been identified (Alford, Mahone, and
Fielstein, 1988).
In formulating intervention strategies, this means that every effort should be made to
reduce stress whenever good decisions are sought. It also means that we need to look at the
growing sources of social stress that are inflicted on individuals and families at home, in the
workplace, and in the community and evaluate what kinds of buffers can be put into place that
help attenuate the effects of these stressors.

Group 5
Remembering Under Stress
Our way of remembering things, processing new memories, and accessing old memories
is also dramatically changed when we are under stress. Still, there is a growing body of
evidence indicating that there are actually two different memory systems in the brain - one for
normal learning and remembering that is based on words and another that is largely nonverbal
(Van der Kolk, 1996). Our verbally based memory system is vulnerable to high levels of stress.
Under normal conditions, the two kinds of memory function in an integrated way. Our verbal
and nonverbal memories are thus usually intertwined and complexly interrelated.
What we consider our “normal” memory is based on words. From the time we are born
we develop new categories of information, and all new information gets placed into an
established category, like a filing cabinet in our minds. We talk in words, of course, but we also
think with words. The person we identify as “me” is the person who thinks and has language.
When we need to recall something, we go into the appropriate category and retrieve the
information we need. But under conditions of extreme stress, our memory works in a different
way.
When we are overwhelmed with fear, we lose the capacity for speech, we lose the
capacity to put words to our experience. Without words, the mind shifts to a mode of thinking
that is characterized by visual, auditory, olfactory, and kinesthetic images, physical sensations,
and strong feelings. This system of processing information may be adequate under conditions of
serious danger. But the powerful images, feelings, and sensations do not just “go away”. They
are deeply imprinted, more strongly in fact, than normal everyday memories. The neuroscientist
Joseph LeDoux (1992) has called this “emotional memory” and has shown that this kind of
memory can be difficult or impossible to erase, although we can learn to override some of our
response. This “engraving of trauma has been noted by many researchers studying various
survivor groups
(Van der Kolk, 1996). Problems may arise later because the memory of the

events that occurred under severe stress are not put into words and are not remembered in the
normal way we remember other things. Instead, the memories remain “frozen in time” in the
form of images, body sensations like smells, touch, tastes, and even pain, and strong emotions.
A flashback is a sudden intrusive re-experiencing of a fragment of one of those
traumatic, unverbalized memories. During a flashback, people become overwhelmed with the
same emotions that they felt at the time of the trauma. Flashbacks are likely to occur when
people are upset, stressed, frightened, or aroused or when triggered by any association to the
traumatic event. Their minds can become flooded with the images, emotions, and physical
sensations associated with the trauma and once again. But the verbal memory system may be
turned off because of the arousal of fear, so they cannot articulate their experience and the
nonverbal memory may be the only memory a person has of the traumatic event.
At the time of the trauma they had become trapped in “speechless terror” and their
capacity for speech and memory were separated. As a result, they developed what has become
known as “amnesia” for the traumatic event – the memory is there, but there are no words
attached to it so it cannot be either talked about or even thought about. Instead, the memory
presents itself as some form of nonverbal behavior and sometimes as a behavioral reenactment
of a previous event. Even thinking of flashbacks as “memories” is inaccurate and misleading.
When someone experiences a flashback, they do not remember the experience, they relive it.
Often the flashback is forgotten as quickly as it is happens because the two memory systems are
so disconnected from each other. Over time, as people try to limit situations that promote hyperarousal and flashbacks, limit

relationships which trigger emotions, and employ behaviors designed to control emotional
responses, they may become progressively numb to all emotions, and feel depressed, alienated,
empty, even dead. In this state, it takes greater and greater stimulation to feel a sense of being
alive and they will often engage in all kinds of risk-taking behaviors since that is the only time
they feel “inside” themselves once again.
If we cannot remember an experience we cannot learn from it. This is one of the most
devastating aspects of prolonged stress. The implicit functioning of the brain, life-saving under
the immediate conditions of danger, becomes life threatening when the internal fragmentation
that is the normal response to overwhelming trauma, is not healed. The picture becomes even
more complicated for children who are exposed to repeated experiences of unprotected stress.
Their bodies, brains, and minds are still developing. We are only beginning to understand
memory, traumatic memory, and how these memory systems develop and influence each other
(Perry, 1993; Schwarz & Perry, 1994). We do know that children who are traumatized also
experience flashbacks that have no words. For healing to occur, we know that people often need
to put the experience into a narrative, give it words, and share it with themselves and others.
Words allow us to put things into a time sequence - past, present, future.
Without words, the traumatic past is experienced as being in the ever present “Now”.
Words allow us to put the past more safely in the past where it belongs. Since a child’s capacity
for verbalization is just developing, their ability to put their traumatic experience into words is
particularly difficult. In cases of childhood terror, language functions are often compromised.
Instead, children frequently act-out their memories in behavior instead of words (James, 1994).
They show us what happened even when they cannot tell us. We call this automatic behavioral
reliving of trauma, “traumatic” reenactment”.
The implications of this important information about memory and trauma are extensive.
It means that environments designed to intervene in the lives of suffering people must provide
an abundance of opportunities for people to talk, and talk and talk about their experiences, their
past lives, their conflicts, their feelings. It means that programs that focus on nonverbal
expression – a description that includes art, music, movement, and theatre programs as well as
sports – are vital adjuncts to any community healing efforts and should be funded, not
eliminated, in the schools. It means that the arts can play a central role in community healing,
serving as a “bridge across the black hole of trauma” (Bloom, 1996).

Group 6
Emotions and Trauma – Dissociation
We don’t usually think about it, but it is possible to die of fright or to die of a broken
heart. Every vital organ system is closely tied in through the autonomic nervous system, with
our emotional system. In fact, however, people rarely die from emotional upsets. A
fundamental reason for such rarity, despite the extent of fearful circumstances that children
face, is the built-in “safety valve” that we call “dissociation”.
Dissociation is defined as “a disruption in the usually integrated functions of
consciousness, memory, identity, or perception of the environment”. Dissociation helps us do
more than one thing at once. We can go on autopilot and automatically complete tasks that we
have previously learned well, while we are focused on something else. This increase in
efficiency may help explain why we evolved the ability.
Traumatized people make special use of this capacity. There are different ways that
people dissociate. Fainting is an extreme form of simply stopping consciousness. Psychogenic
fainting is the brain’s way of saying, “I can’t handle this”. But we can also split off memories
from consciousness awareness, as we have already discussed, and develop “amnesia”. Rarely,
someone can develop amnesia for their entire identity and begin a separate life – a fugue state.
More commonly people develop amnesia for parts of their lives or just for parts of certain
overwhelming experiences.
But there is another way we can dissociate that is so common that almost everyone does
it – splitting off experience from our feelings about that experience. In its most extreme form,
this is called “emotional numbing”. So commonly do human beings cut off feelings
about what happened to them while still remembering everything, that often we have to look
closely at the person before we see something is wrong - they do not feel the emotions that
would normally be expected under the circumstances. In such cases, instead of seeing the
emotional numbing that has occurred to the person, we will make comments about “how well
Sheila is coping with her loss” or “how extraordinary it is that John never seems to get ruffled,
even if someone is yelling at him”. But Sheila and John are not necessarily “coping well” - they
may be dissociated from their feelings and their capacity for normal emotional interaction may
be consequently diminished.
We are able to cut off all our emotions but that usually happens only in extreme cases of
repetitive and almost unendurable trauma. More commonly we cut-off or diminish specific
emotional responses, based on the danger the emotion may present to continued functioning.
Our emotions are intimately tied to the expression of emotion through our facial expressions,
our tone of voice, our gestures, so that we easily give away what we may be consciously trying
to hide. If you grow up in a violent home, where every time you express anger you get beaten, it
is best that you never show anger. If you grow up in a home – or a culture – that says that little
boys who cry are wimps who should be taught a “lesson”, then it is a good idea to learn to
never feel sadness, therefore minimizing the danger of tears. If any sign of pleasure or laughter
is met with hostility and abuse, then it is best that you never feel joy. In this way, children from
destructive situations learn how not to feel, they learn to dissociate their emotions from their
conscious experience and their nonverbal expression of that emotion and in doing so, they can
possibly stay safer than if they show what they feel. That does not mean that the emotion
actually goes away. It does not. Emotions are built-in, part of our evolutionary, biological
heritage and we cannot eliminate them, we can only transmute them. There is an abundance of
evidence from various sources that unexpressed emotions may be very damaging to one’s
mental and physical health (Pennebaker, 1997).
It is certainly clear that emotional numbing is damaging to relationships. We need all of
our emotions available to us if we are to create and sustain healthy relationships with other
people. If we cannot feel anger, we cannot adequately protect others and ourselves. If we cannot
feel sadness, we cannot complete the work of mourning that helps us recover from losses so
that we can form new attachments. If we cannot feel joy, life becomes empty and meaningless
leading to an increased potential for detachment, alienation, suicide and homicide. This is yet
another example of how a coping skill that is useful for survival under conditions of traumatic
stress, can become a serious liability over time.
As this process continues over time, we gradually may shut-off more and more of our
normal functioning. We may dampen down any emotional experience that could lead back to
the traumatic memory. We may withdraw from relationships that could trigger off memories.
We may curtail sensory and physical experiences that could remind us of the trauma. We may
avoid engaging in any situations that could lead to remembering the trauma. At the same time,
we may be compelled, completely outside of our awareness, to reenact the traumatic experience
through our behavior. This increases the likelihood that instead of managing to avoid repeated
trauma, we are likely to become traumatized again. As this process happens, our sense of who
we are, how we fit into the world, how we relate to other people, and what the point of it all is,
can become significantly limited in scope. As this occurs, we are likely to become increasingly
depressed. These avoidance symptoms, along with the intrusive symptoms, like flashbacks and
nightmares, comprise two of the interacting and escalating aspects of post-traumatic stress
syndrome, set in the context of a more generalized physical hyperarousal. As these alternating
symptoms come to dominate traumatized people’s lives, they feel more and more alienated
from everything that gives our lives meaning - themselves, other people, a sense of direction
and purpose, a sense of spirituality, a sense of community. It is not surprising, then, that slow
self-destruction through addictions, or fast self-destruction through suicide, is often the final
outcome of these syndromes. For other people, rage at others comes to dominate the picture and
these are the ones who end up becoming significant threats to the well being of others.
Children who are traumatized do not have developed coping skills, a developed sense of
self, or self in relation to others. Their schemas for meaning, hope, faith, and purpose are not
yet fully formed. They are in the process of developing a sense of right and wrong, of mercy
balanced against justice. All of their cognitive processes, like their ability to make decisions,
their problem-solving capacities, and learning skills are all still being acquired. As a
consequence, the responses to trauma are amplified because they interfere with the processes of
normal development. For many children, in fact, traumatic experience becomes the norm rather
than the exception and they fail to develop a concept of what is normal or healthy. They do not
learn how to think in a careful, quiet, and deliberate way. They do not learn how to have
mutual, compassionate, and satisfying relationships. They do not learn how to listen carefully to
the messages of their body and their senses. Their sense of self becomes determined by the
experiences they have had with caretaking adults and the trauma they have experienced teaches
them that they are bad, worthless, a nuisance, or worse. Living in a system of contradictory and
hypocritical values impairs the development of conscious, of a faith in justice, of a belief in the
pursuit of truth. It should come as no surprise then, that these children so often end up as the
maladjusted troublemakers that pose so many problems for teachers, schools, other children,
and ultimately all of us.
Again, the implications of this knowledge for intervention techniques and strategies are
significant. We must create systems that build and reinforce the acquisition of what Goleman
has termed “emotional intelligence”. We need to recognize that many of the maladaptive
symptoms that plague our social environment are the result of the individual’s attempt to
manage overwhelming emotions, effective in the short-run, detrimental long-term. If we fail to
protect children from overwhelming stress, then we can count on creating life-long adjustment
problems that take a toll on the individual, the family, and society as a whole.

Group 7
Endorphins and Stress - Addiction to Trauma
These magical substances called endorphins are a part of normal, everyday functioning,
but they are especially important during times of stress. Again, if we look at evolution, this
makes sense. Not only do endorphins calm anxiety, improve our mood, and decrease
aggression, but they also are great analgesics since they are related to morphine and heroin.
Therefore, in times of stress, they provide enough pain relief that we are not disabled by injuries
that would otherwise prevent us from escaping the danger. If people are only exposed to rare
episodes of overwhelming stress, then they are less likely to show alterations in this
biochemical system. Far more problematic are those people who are exposed to repeated
experiences of prolonged stress. These people, often children, are exposed to repeatedly high
levels of circulating endorphins. One hypothesis is that people can become “addicted” to their
own internal endorphins and as a result only feel calm when they are under stress while feeling
fearful, irritable and hyperarousal when the stress is relieved, much like someone who is
withdrawing from heroin. This has been called “addiction to trauma” (Van der Kolk &
Greenberg, 1987).
If this cycle is in place, then it helps us to understand many of the perplexing symptoms
that have been incomprehensible without this information. Stress-addicted children will be those
children in the classroom who cannot tolerate a calm atmosphere but must keep antagonizing
everyone else until the stress level is high enough for them to achieve some degree of internal
equilibrium again. Violence is exciting and stressful and repeated violent acting-out, gang
behavior, fighting, bullying, and many forms of criminal activity have the additional side effect
of producing high levels of stress in people who have grown addicted to such risk-taking
behavior. This also helps to explain self-mutilation in its many forms - these children and adults
have learned that inflicting harm on the body will induce the release of endorphins that will
provide some comfort, at least temporarily. These are children, who grow to be adults, unable to
trust or be comforted by other people - in fact other people have been the fundamental source of
the stress. Instead, they must fall back on whatever resources they can muster within themselves,
resources that they can control, to achieve any kind of equilibrium. As adults, under stress,
people who have been brutalized as children may again resort to behaviors that help induce some
kind of alteration in the opioid system. These behaviors can include self-mutilation, risk- taking
behavior, compulsive sexuality, involvement in violent activity, bingeing and purging, and of
course, drug addictions.
This recognition of the importance of addiction to trauma implies that intervention strategies
must focus on helping people to “detox” from this behavioral form of addiction by providing
environments that insist on the establishment and maintenance of safety. Physiological stability
cannot be achieved as long as the person is on an emotional roller coaster of stimulus and
response.

Group 8
Trauma-Bonding
Even more ominous for repeatedly traumatized people is their pronounced tendency to
use highly abnormal and dangerous relationships as their normative idea of what relationships
are supposed to be (Herman, 1992; James, 1994). Trauma-bonding is a relationship based on
terror and the twisting of normal attachment behavior into something perverse and cruel. People
who are terrorized, whether as adult victims of torture, or domestic violence or child victims of
family abuse, experience their abuser as being in total control of life and death. The perpetrator
is the source of the pain and terror, but he is also the source of relief from that pain. He is the
source of threat but he is also the source of hope.
This means that people who have been traumatized need to learn to create relationships
that are not based on terror and the abuse of power, even though abusive power feels normal
and right. In such cases, people often need direct relationship coaching and the direct
experience of engaging in relationships that are not abusive and do not permit abusive and
punitive behavior.

Victim to
Victimizer
When we understand the effects of trauma it is easier to grasp how someone could be
victimized and turn away from the victim role and towards the victimizer role instead. A victim
is both helpless and powerless, and as we have seen, helplessness is a noxious human
experience. Human beings will do anything to avoid feeling powerless. If you have been
victimized, one of the possible outcomes is to assume the power of the one who has hurt you by
becoming someone who terrorizes and abuses others. Such behavior can reduce anxiety while
providing a certain excitement and the combination of these two effects can become
habit-forming. These effects can also be profoundly culturally influenced. The traditional
definition of masculinity does not allow for helplessness – you cannot be a victim and be
masculine. In contrast, the traditional definition of femininity not only allows for but
encourages, powerlessness and therefore the open possibility of victimization. It should come as
no surprise, therefore, that more men would accommodate to the victimizer role and women the
victim role (Real, 1997

The Case of Sophie https://www.complextrauma.ca/case-examples/

Background : Sophie is an 8 year old Caucasian girl who has lived with her aunt, Helen,
for the past 5 months. Helen is committed to caring for Sophie and is seeking custody.
Sophie’s behaviours are escalating and Helen is finding it more difficult to care for her
and would like support. Sophie constantly asks Helen if she will be staying with her
forever.
Sophie has moved around to many different relatives and family friends since she was
2. She was removed from her parents at age 2 and returned when she was 3 and
recently removed again 1 year ago. In her early years she was exposed to chaotic and
violent environments. She was born while her mother was in a transition home and
shortly afterwards her parents reunited for a period of time but her father then
disappeared as there were warrants for his arrest. She has not seen her mom for the
past year. While in the care of her mom she moved around a lot and mom had many
different men in the homes.
Query of FASD and has many ADHD symptoms but no diagnosis.
Strengths : Sophie can be engaging and smiles shyly upon first meeting someone new.
She is engaging when she is comfortable with people and can be quite chatty and
funny. She does well with colouring and painting. Sophie has lots of energy and loves to
climb on the playground equipment. She likes to help younger children and often plays
well with her younger cousins.
Challenges : She tends to be clingy with Helen and does not want to leave her side.
Sophie seems to question non-stop how long she will be allowed to live with Helen. She
can be explosive when her needs are not met and when things do not go as she
thought they were planned. It can take her a couple minutes to explode but hours to
calm down. These meltdowns can happen frequently. When she is exploding she yells,
swears, throw things and can destroy things around her. She does this both in the home
and in school. She has locked herself in the bathroom when she was triggered by
something and cousin had to be called to get her out. She gets extremely angry and can
be aggressive.
Sophie gets overwhelmed by busyness and noises – like the school bell. She comes to
school appearing tired and on high alert. She knows what is happening around her even
if she is not directly involved. Helen says that she has a difficult time sleeping and has
night terrors. She can often be found either twisting her hair and rocking. At times she
hides in her closet at home. When she’s stressed she will also suck her thumb. She is
hungry all the time and takes others’ lunches at school.
While Sophie can be engaging with adults she has difficulty making friends with peers
as she can be quite bossy and intimidating. She gravitates to younger children or
children who have gone through similar situations. She pushes others around physically
and emotionally, making sure she is first in line. The students in her class don’t seem to
like her.
At school she is often disruptive and gets easily frustrated. She is often defiant and
refuses to do the tasks asked of her. Things are especially hard when there is a
substitute teacher. She is easily distracted. While she appears to have good expressive
language she does not seem to fully understand what she is being told and is often a
couple steps behind the class in tasks. She loses her school supplies and often things
are spilling out of her desk. She often calls herself dumb and compares herself to
others.
Understanding the factors that impact student behaviors in the classroom

Unit 1: Understand Factors that Impact Behavior
Unit 1 Overview
Includes:
Lesson 1: Biases
Lesson 2: Trauma
Lesson 3: Psychologically Safe Classroom Environment

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to give pre-service teachers an understanding of factors that
impact classroom behaviors.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand different factors
that impact child development and behaviors.
● Learners will evaluate their own biases towards classroom behaviors through a
self-assessment observation and feedback tool.
● Learners will also understand how trauma impacts brain development and
behaviors through case studies.
● Learners will understand the elements necessary to create a psychologically safe
classroom environment through role play practices.
● As the culminating project, learners will begin creating a classroom behavior
management plan
Enabling Objective(s):
● Know what bias means
● Know personal beliefs and values as it relates to behaviors
● Know what trauma means
● Know what psychologically safe means
● Know what students need to be psychologically safe in an academic setting
● Be able to evaluate their own biases toward classroom behaviors
● Be able to understand how trauma impacts brain development and behaviors
● Be able to understand the elements of a psychologically safe classroom
● Be able to describe factors that impact behaviors
● Be able to create a classroom behavior management plan that fosters a safe
environment

Lesson Materials
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Unit Overview and Lesson Plan
Boy Raised Like a Dog, Lost At School, PowerPts, videos, handouts, articles, Harvard Implicit
Bias

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 factors that leads to
classroom behaviors

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors
Learners will
identify 2-3 things
they know about
factors that lead to
classroom
behaviors.
Classroom Google
Doc.

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Understanding factors that
impact behaviors in the
classroom

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Biases
● Trauma
● Psychologically Safe
Classroom
Environment

Objectives:
● Understand the factors
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
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2

Unit Overview and Lesson Plan
that impact behavior
● Evaluate your own
biases
● Understand how
trauma can impact
brain development and
behaviors
● Understand how a
psychologically safe
classroom
environment can
impact behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Class Google Doc
*Burning
Questions

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3

Unit Overview and Lesson Plan
Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Unit 1 Biases
Slide 6 Unit 2 Trauma
Slide 7 Unit 3 Psychologically
Safe
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
factors that impact
behaviors

Total Time 15 mins

Visual Overview

Unit 1 Overview PowerPt

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Unit Overview and Lesson Plan
Behavior Management

Unit 1: Understanding The Factors That Contribute To Student Behaviors
Lesson 3: Psychologically Safe Classroom Environment

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers understand how biases can
impact classroom behaviors. It will also give pre-service teachers an opportunity to self-evaluate
their own biases as it relates to classroom behaviors.

Learning Objective(s)
Terminal Objective:
● Establishing a Psychological safe classroom environment that supports students' social,
emotional, and academic needs by creating a checklist of best practices for each element
of a psychologically safe classroom per a rubric.
Enabling Objective(s):
● Know what psychological safe means
● Be able to understand the elements of a psychologically safe classroom
● Be able to create a Classroom Behavior Management Plan

Lesson Materials
PowerPt, Videos, articles, visuals

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
Homework Assignment prior to class:

To support in strengthening the terminal objective learners will bring in a lesson plan that they
have created to practice psychologically safe classroom elements competence and potency

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
5 mins Introduce the Do Now

Project the Do Now on
the board with the link
(2 mins)
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5

Unit Overview and Lesson Plan
Facilitate class discussion of Do Now

Slide 1 Do Now
Class Google Doc.
to the Class Google
Doc.

Model Share-Out by
being the first to offer a
need to be academically
successful

Whole Group
Instruction
Instructor brings the
class together to share
their response to the Do
Now
Learners respond
to the DO Now on
the Class Google
Doc .

(3mins)
whole group
instruction
learners share
their responses
Learning
Objectives
2 mins Introduce the lesson

Assess prior knowledge by asking
learners to define psychology safe
classroom environments

Reviews the learning objectives
● Know what psychologically
safe means

● Be able to understand why a
student needs to be
psychologically safe so they
can be motivated and
engaged in the learning
process

● Be able to understand the
elements of a psychologically
safe classroom

Slide 2 Title & Prior Knowledge
question slide
Slide 3 Objectives
Class Google Doc.
Project
Title slide with the link
to the question and the
Class Google Doc.

Project
learning objectives
Instructor reviews
learning objectives

Whole Group
Instruction:
Instructor brings the
class together to review
learners response to the
question
Learners will
write their
response to the
question on the
Class Google Doc.

share out as a
class
Reasons for
Learning
- Benefits
- Risks
10 Review the benefits of creating a
psychologically safe classroom
environment and the risks of not
creating one.

Benefits
● Meeting students’ needs of
competence, belonging,
usefulness, potency,
optimism
Project
benefits vs. Risks
Instructor reviews
benefits and risks
of the course

Allow time for the
learners to write down
Burning Questions on
the Class Google Doc.
Learners will
write-in questions
or statements they
would like
thelessont to
address on the
classroom Class
Google Doc.
Burning Questions
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6

Unit Overview and Lesson Plan
● Building relationships with
students
● Supporting students’ social,
emotional and academic
needs

Risks
● Students’ needs are not met
causing classroom behaviors
● Negatively impacting
relationships
● Negative impact on
academic achievements

Project the link for students to write
down Burning Questions

Slide 4 Benefits and Risks
Class Google Doc.

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 mins Review lesson overview

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc
● New Knowledge
○ Mini lecture on the 5
elements of creating
a psychologically
safe classroom
environment
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small,
and whole group
instruction

Slide 5 Course Overview
Slides 6-17 Mini Lecture
Slides 18-22 Demo Activities
Class Google Doc.
● Assess prior
knowledge with
questions on the
Class Google Doc.

● Delivery mini
lecture on elements
of a
psychologically
safe classroom
environment

● Explains that
through mini
lectures,
observations,
videos, guided
practice,
individual, small
group instruction,
whole group
instruction; the
learner will be
able to: create a
psychologically
safe classroom
environment that
supports students’
social, emotional
and academic
needs.
Learners will
follow the slides
and make notes of
how the content
applies to their
personal goals and
reasons for taking
the course

Learners will
engage in small
group and whole
group activities to
analyze how
psychologically
safe classroom
environments
impacts classroom
behaviors

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7

Unit Overview and Lesson Plan
Prerequisite
Knowledge
3 mins Explain that Learners will reflect and
draw from their personal experiences
and may have had a class on
classroom management, but no
prerequisite knowledge is necessary to
meet the course objectives
.
● Learners may have some
knowledge of the elements
needed to create a
psychologically safe
classroom environment

● Learners may draw from their
classroom management
course

● Review what the following
key terms and concepts are
and what they are not using
examples:
○ Psychologically Safe
Classroom
Environment
○ Competence
○ Belonging
○ Usefulness
○ Potency
○ Optimism

Slides 6 Prerequisite Knowledge

Explain that
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge on
elements of a
psychologicall
y safe
classroom
environments
is necessary to
meet the
course
objectives
●

Review key terms and
concepts by providing
definitions and using
examples and
nonexamples so the
learner knows what
they are and what they
are not as it relates to
the day’s lesson

Facilitate:

Whole Group
discussion
share out what the
prerequisite knowledge
terms are and what
they are not with
examples
Learners will
participate by
giving examples
and nonexamples
of what the key
terms and
concepts
(prerequisite
knowledge) are
and are not

Learning
Guidance
- Lecture
- Demo.
20 mins Teach and demonstrate:
● What are the 5 elements
needed to create a
psychologically safe
classroom environment
● What are the benefits and
risks to creating a
psychology safe classroom
environment
● Whole group instruction,
model each element of a
Demonstrate
Psychologically Safe
Classroom Environment
by giving examples of
each of the 5 elements

Project and review
Power Pt with mini
lecture on
Psychologically Safe
Learners will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
how a
psychological safe
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8

Unit Overview and Lesson Plan
classroom environment will
be demonstrated with a
practice
○ Competent-review a
lesson plan
○ Belonging-model a
Restorative circle
and selecting
appropriate
questions
○ Usefulness- model
identifying and
sharing learner
strengths
○ Potency- practice
giving feedback
○ Optimism- review
elements necessary
to create an action
plan for the final
project

Slides 6-17 Mini Lecture
Slides 18-22 Demo Activities
Classroom Environment
,

Discuss videos and
readings on the 5
elements of a
psychologically safe
classroom environment

Model
activities for each of the
5 elements that create a
Psychologically Safe
Classroom
Environment:
Competence
Belonging
Usefulness
Potency
Optimism
classroom
environment can
affect classroom
behavior
management

Practice and
Feedback
5 mins Introduce the activities for practice
and feedback throughout the lesson:
● Know what are the 5
elements needed to create a
psychologically safe
classroom environment
● Know the benefits and risks
to creating a psychology safe
classroom environment
● Small group instruction, each
element of a classroom
environment will be
demonstrated with a practice
○ Be able to create
Competent-by
creating a lesson
plan that meets the
needs of students
○ Be able to create
Belonging-by
developing questions
to facilitate
Restorative circles
○ Be able to create
Usefulness-by
identifying
opportunities for
Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively
practicing concepts:
● understating
the 5 elements
of a
psychologicall
y safe
classroom
environment

In individual,
small groups and
whole group
instruction,
learners will
engage in several
guided practice
activities to
strengthen their
understanding of
the importance of
creating a
psychologically
safe classroom
environment and
the elements that
make-up
psychologically
safe classroom
environment.

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9

Unit Overview and Lesson Plan
students to fill
usefulness
○ Be able to create
Potency- by
practicing giving
timely and
appropriate feedback
○ Be able to create
Optimism-by
developing an action
plan for the final
project

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in the
summative assessment quiz and
journal entry.

Slides 11-17 Small Group Instruction

Slides 18-22 Whole Group
Instruction/Peer Share

Authentic
Assessment
5 mins Present a quiz on Elements of a
Psychologically Safe Classroom
Environment on Google Docs.

Slide 21 Assessment

Project the link to the
Quiz for the learners to
complete at the end of
class

Learners will take
a multiple choice
quiz
demonstrating
mastery on the
elements of a
psychologically
safe classroom
environment.
Quiz will be
submitted via
Google Docs.
Retention
and Transfer
5mins Explain that the transfer of knowledge
will not really take place until the
learners are in their classroom
observing and addressing behaviors

Model a practical example for each
element of a psychologically safe
classroom environment in whole group
instruction

Learners will reinforce the concept in
a peer share activity

Explain that the
behaviors in the
classroom that they are
student teaching and the
classrooms that they
will be observing will
afford them the
opportunity to practice
strategies learned to
create a psychologically
safe classroom
environment

Learners Will
have the
opportunity during
their student
teaching and
behavior
observation
assignments to
implement
elements to create
a psychologically
safe classroom
environment

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10

Unit Overview and Lesson Plan
Slides 18-22 Whole Group
Instruction/Peer Share
Model a practical
example for each
element of a
psychologically safe
classroom environment,
reinforced by learner
practice in peer share
Learners will
create exemplars
for each element
of a
psychologically
safe classroom
environment
i.e. lesson plan,
class procedure
and routines

These exemplars
will be
incorporated in the
Classroom
Manual Final
Project
Big Ideas

3mins Review the lesson objectives and “Big
Ideas”

Creating a psychologically safe
classroom environment
● Meets the needs of students
● Builds relationships
● Supports students socially,
emotionally, and
academically
● Reduces classroom behaviors

Introduce journal prompt: “How can
creating a psychologically safe
classroom environment motivate and
engage students.

Slide 24 Journal Reflection
Assessment & Reflection Journal
Journal Reflection

Project journal prompt
and link to Assessment
& Reflection Journal

Giver learners time to
respond to the prompt
Learners will
reflect in their
Assessment &
Reflection Journal
on the days lesson
and respond to the
prompt

Share-out whole
group
Advance
Organizer for
the Next Unit
5 mins Give a brief introduction to the next
class and explain any pre-work that
needs to be completed prior to class

Slide 25 Next Class
Review assignments
that need to be
completed prior to class
Learners will take
down notes and
ask any clarifying
questions
Total Time 90 mins

Unit 1 Lesson 3 Psychologically Safe

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Unit Overview and Lesson Plan
Do Now: What do you need to academically succeed in
this classroom environment? Introduce the Do Now Allow students time to click on the GREEN link and answer the Do Now on the
classroom google doc
Psychologically Safe Elements of a
Psychologically Safe
Classroom Environment Define Psychologically Safe
Classroom Environment? Introduce the lesson Have learners click on the GREEN link and answer the question on the
classroom google doc.
Learning Objectives ● Know what psychologically
safe means ● Be able to understand why
a student needs to be
psychologically safe so
they can be motivated and
engaged in the learning
process ● Be able to understand the
elements of a
psychologically safe
classroom Review Lesson Objectives
Benefits vs. Risks Burning Questions Review benefits and Risks Have learners click on the GREEN link and give learners time to write down
burning questions on the classroom google doc. https://www.hmhco.com/blog/bueller-bueller-how-to-create-an-engaged-psych
ologically-safe-classroom#
● Assess prior knowledge ● New Knowledge ○ Mini lecture on elements of
a psychologically safe
classroom environment ○ Videos ● Acquire knowledge ○ Readings ○ Guided Practice ○ Individual, small group, and
whole group instruction Course Overview ○ mini lecture ○ videos ○ practice ○ individual,
small group &
whole group
instruction Review Lesson Overview
Prerequisite Knowledge
Students are motivated when they FEEL... ● Competence ○ Good at something (academics) ● Belonging ○ Comfort and acceptance ● Usefulness ○ Needed ● Potency ○ Influence over the factors of their own success ● Optimism ○ Predictor of the future is the past Review Prerequisite Knowledge Definition of Key Terms Share examples http://www.ascd.org/publications/books/103009/chapters/Identifying-Our-Basic
-Psychological-Needs.aspx
Human Needs... Begin Mini Lecture Review Maslow’s hierarchy of needs https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571
Basic Psychological
Needs-Sagor Motivating Students &
Teachers Satisfying Basic Needs to Build Optimism Continue mini lecture…. Introduce psychological needs http://www.ascd.org/publications/books/103009/chapters/Identifying-Our-Basic
-Psychological-Needs.aspx
What do students
need from their
classroom
environment? To Feel
Safe Psychological safety “is a
belief that one will not be
punished or humiliated for
speaking up with ideas,
questions, concerns or
mistakes."-Amy Edmondson Continue mini lecture…. Review definition of psychological safe classroom Click on the BLUE link and watch the video Facilitate a class discussion about students psychological needs https://www.impraise.com/blog/what-is-psychological-s https://catchingheather.com/2016/02/26/physical-emotional-safety-is-a-precon
dition-for-learning-in-hpe/afety-and-why-is-it-the-key-to-great-teamwork
What Do Students Need To Feel Psychological Safe In The Classroom? -Sagor ● Competence ● Belonging ● Usefulness ● Potency ● Optimism Continue mini lecture… review the 5 elements of a psychologically safe
classroom http://www.ascd.org/publications/books/103009/chapters/Identifying-Our-Basic
-Psychological-Needs.aspx
Group ACTIVITY… 15
mins Students will be divided into 5 groups,
each group will be assigned one of the
5 Basic Psychological Needs ● Together brainstorm as many
examples of how a teacher can
create a classroom environment
that will meet the basic need
assigned to your group ● Share Out... As a class we create a list of
strategies for each basic need 1st: Whole Group activity Create a list of strategies to each basic need 2nd: Divide students into 5 groups and assign each group one of the 5
elements https://drive.google.com/drive/u/1/folders/1OjRoq9brjmJaLrga35twCLx9CLgDgwUf
Resources to support the assignment ● 4 Ways of Building Safe Learning Environments For Your Students ● Psychological Safety in The Classroom ● Bueller? Bueller? How to Create an Engaged, Psychologically Safe Classroom ● Creating an Emotionally Healthy Classroom Environment ● 10 Ways Teachers Can Create a Positive Learning Environment ● How to Help Students Feel Powerful at School ● The Optimistic Classroom ● 101 Classroom Interventions ● 8 Tips to Foster a Sense of Belonging ● You Can Google Your Own Resources!!! Explain to learners that this slide has a list of resources to help them in the
group activity https://wabisabilearning.com/blogs/inquiry/create-safe-learning-environments https://blog.innerdrive.co.uk/psychological-safety-in-the-classroom https://www.hmhco.com/blog/bueller-bueller-how-to-create-an-engaged-psychological
ly-safe-classroom# https://www.edutopia.org/blog/creating-emotionally-healthy-classroom-environment-m
ark-phillips https://freespiritpublishingblog.com/2016/11/29/ten-ways-teachers-can-create-a-positi
ve-learning-environment/ https://greatergood.berkeley.edu/article/item/how_to_help_students_feel_powerful_at
_school https://www.covitalityucsb.info/index.html https://sainta.org/101-classroom-interventions/ https://barbarabray.net/2017/08/02/8-tips-to-foster-a-sense-of-belonging/
Student ● Differentiated lesson plans Teacher ● Bi-weekly student conferences Competence The assigned group will share out their strategy and instructor will fill-in the
slide with their answers https://www.centranum.com/resources/competency-management/competence
-and-competency/
Student ● Restorative Circles Teacher ● Join school committees Belonging The assigned group will share out their strategy and instructor will fill-in the
slide with their answers https://www.florisumc.org/belonging/
Student ● Assign a classroom job Teacher ● Advisor to a student club Usefulness The assigned group will share out their strategy and instructor will fill-in the
slide with their answers https://quotefancy.com/quote/778875/Bruce-Lee-The-usefulness-of-the-cup-is-
its-emptiness
Student ● Positive constructive Feedback Teacher ● Positive constructive Feedback Potency The assigned group will share out their strategy and instructor will fill-in the
slide with their answers https://www.themuse.com/advice/45-inspirational-quotes-that-will-get-you-thro
ugh-the-work-week
Student ● Create weekly action plan Teacher ● Create weekly action plan Optimism The assigned group will share out their strategy and instructor will fill-in the
slide with their answers http://m.wishafriend.com/quotes/amp/qid/9813/
Competence Practice: Does your lesson plan
foster student engagement and motivation? Whole Group: Instructor projects a lesson plan on
the board, model critiquing a lesson
plan 1. R-elevent 2. R-elatable 3. R-ealistic Expectations Peer Share: Learners will exchange their lesson
plans with a peer for critique 1. Does it offer academic supports? 2. Does it incorporate relevance for
the students? (Why Factor?) 3. Does it offer options to
demonstrate mastery? 1st: Whole group- Click on the BLUE link to watch the video on lesson plan Practice by reviewing a lesson plan as a class and evaluate if the lesson plan
supports a psychologically safe classroom environment 2nd: In peer groups- learners will share their lesson plans with each other and
give feedback for revisions https://newsroom.unl.edu/announce/csmce/5272/29630
Belonging Practice: Do students feel part of the
community? Peer Share: Learners will work in peers and create
a scaffold list of questions to
implements a restorative circle Whole Group: Instructor models community
building activities and restorative
circle 1. Favorite color and why? 2. Favorite movie/tv show and why? 3. Favorite hobby/pastime and why? 4. Favorite subject and why? 5. Hardest subject and why? 1st: Whole group- click on the BLUE links to watch restorative circles… Practice restorative circle questions 2nd: Peer group- in peers create a list of restorative questions https://familypromisewichita.org/a-place-to-belong/ https://www.iirp.edu/images/pdf/RsmGIW_Restorative_Approaches-_First_10_
Days_1.pdf https://www.edutopia.org/article/building-community-restorative-circles
Optimism Practice: I can successfully complete my
culminating project! Whole Group: Creating an Action Plan for
Success Instructor will review the end of the
course culminating project. Individual: Each learner will create an action
plan for completing their final project
and email me the google doc. 1st: Whole group- click on the BLUE link on creating an action plan Practice by reviewing the end of the course culminating portfolio 2nd: Students will create a list of restorative questions and share out https://www.saac.qld.edu.au/sites/default/files/files/Optimism_eBook.pdf https://www.youtube.com/watch?v=w1ed1PUFIGM
Potency Practice: Do you convey Peer Share: Learners will take turns being the
teacher and the student and practice
giving constructive feedback to each
other Whole Group: Feedback Strategies Powerful at School Instructor models positive constructive
feedback on student work samples ● Sample 1 ● Sample 2 1st: Whole group: click on the BLUE links and watch videos on how to give
feedback Practice giving feedback 2nd: In peers - learners will practice feedback on an assignment https://www.wabisabilearning.com/blog/giving-student-feedback-7-best-practic
es https://greatergood.berkeley.edu/article/item/how_to_help_students_feel_pow
erful_at_school
Useful Practice: Identifying student strengths Whole Group: As a class we will highlight a strength for each classmate Whole Group: 1st: Click on the BLUE link and watch the video on how to highlight strengths 2nd: Model highlight strengths by saying one nice thing about a learner and
have them pay it forward until everyone get a turn https://www.cyc-net.org/cyc-online/cycol-0706-hewitt.html
Assessment 7 Question Quiz Have learners click on the GREEN link to open the quiz on elements of a
psychological classroom https://docs.google.com/forms/d/12quBJ2tEdsH4Gy5cHrWLCBzrVN_f3Iomd1SKW3L
Ssow/edit
How can creating a
psychologically safe
classroom environment
motivate and engage
students? Journal Entry
Reflection 5 mins Have learners click on the GREEN link to write their reflection
Homework Assignment: ● Readings for the next class: ABC: Antecedent, Behavior, Consequence & Changing Behaviors by Changing the Classroom Environment Lost at School Chapters 1-3 should be completed Observations: 3 Hours in 30 min increments in 2 different classes (try to select a behavior/mod severe
classroom if your school has one) ○ Example ■ Period 2- 30 mins Mon, Tues, Thurs (1.5 hours) ■ Period 5 -30 min Tues, Wed, Fri (1.5 hours)) ○ You are focusing on the students’ behaviors (not the teaching) ■ Informally write down what behaviors you observed in bullet form or paragraph ■ Write down how the teacher responded to these behaviors ■ Write down what the students response was to the teachers response ○ Identify 2-3 students whose behaviors stood out to you/try to observe those particular students on more
than one occasion ■ Be descriptive about the behavior observe ● Videos: ABC Data Collection Review Homework for next lesson Explain GREEN links to read class readings https://www.thoughtco.com/abc-antecedent-behavior-and-consequence-3111263 https://docplayer.net/57454349-Changing-behaviors-by-changing-the-classroom-envir
onment.html Explain BLUE links are videos to watch https://www.youtube.com/watch?v=GxcIM8klHuY
Video & Article References Slide 9 Physical and Emotional Safety https://catchingheather.com/2016/02/26/physical-emotional-safety-is-a-precondition-for-learning-in-hpe/ Slide 12 ● 4 Ways of Building Safe Learning Environments For Your Students
https://wabisabilearning.com/blogs/inquiry/create-safe-learning-environments ● Psychological Safety in The Classroom https://wabisabilearning.com/blogs/inquiry/create-safe-learning-environments ● Bueller? Bueller? How to Create an Engaged, Psychologically Safe Classroom https://www.hmhco.com/blog/bueller-bueller-how-to-create-an-engaged-psychologically-safe-classroom# ● Creating an Emotionally Healthy Classroom Environment https://www.edutopia.org/blog/creating-emotionally-healthy-classroom-environment-mark-phillips ● 10 Ways Teachers Can Create a Positive Learning Environment https://freespiritpublishingblog.com/2016/11/29/ten-ways-teachers-can-create-a-positive-learning-environment/ ● How to Help Students Feel Powerful at School https://greatergood.berkeley.edu/article/item/how_to_help_students_feel_powerful_at_school ● The Optimistic Classroom https://www.covitalityucsb.info/index.html ● 101 Classroom Interventions https://sainta.org/101-classroom-interventions/ ● 8 Tips to Foster a Sense of Belonging https://barbarabray.net/2017/08/02/8-tips-to-foster-a-sense-of-belonging/
More Resources: https://www.youtube.com/watch?v=5O-CbvTfcqk https://www.gettingsmart.com/2016/12/promoting-psychological-safety-in-classrooms/ https://catchingheather.com/2016/02/26/physical-emotional-safety-is-a-precondition-for-learning-in-hpe/ https://newsroom.unl.edu/announce/csmce/5272/29630 https://www.edutopia.org/article/building-community-restorative-circles https://www.iirp.edu/images/pdf/RsmGIW_Restorative_Approaches-_First_10_Days_1.pdf https://greatergood.berkeley.edu/article/item/how_to_help_students_feel_powerful_at_school https://www.cyc-net.org/cyc-online/cycol-0706-hewitt.html https://kidshealth.org/en/teens/optimism.html https://pbismissouri.org/wp-content/uploads/2019/06/4C-Trauma-Informed-Part-2-compressed.pdf Explain if they liked the lesson there are additional links they can learn more
about trauma

Do Now: What do you
need to academically
succeed in this classroom
environment?
What is a
Psychologically Safe
Classroom Environment
Burning Questions

Identifying, understanding function and strategies on how to manage behaviors

Unit 2: Identifying, Understanding Function And Strategies To Manage
Behaviors
Unit 2 Overview
Includes:
Lesson 1: Identifying and Understanding Behaviors
Lesson 2: Escalation and De-escalation
Lesson 3: Managing Common Classroom Behaviors

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to teacher pre-service teacher how to identify and
understanding behaviors, as well as, strategies on how to manage them

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will Understanding Behaviors
● Learners will identify the antecedent and the function of a behavior
● Learners will learn that consequences can positively or negatively reinforce a
behavior
● Learners will also understand the behavior escalation cycle
● Learners will learn how to Classroom Management of Common Behaviors
● As the culminating project, learners will continue creating a classroom behavior
manual
Enabling Objective(s):

● Know how to operationally define a behavior
● Know what antecedents, behaviors, and consequences are
● Know consequences positively or negatively reinforced behaviors
● Know how to operationally define a behavior
● Know what escalation & de-escalation means
● Know what the the escalation cycle is
● Know what a behavior chain is
● Know what the common classroom behaviors are
● Know what to avoid power struggles
● Know how to clear a room
● Be able to identify appropriate and inappropriate behaviors
● Be able to observe and collect data on a behavior
ac
1

Unit Overview and Lesson Plan
● Be able to identify the Function of a behavior using ABC data collection:
o Antecedents
o Function of a Behavior
o Consequences as a behavior reinforcer
● Be able to identify the stages of the escalation cycle
● Be able to implement strategies for each stage of the escalation cycle
● Be able to implement appropriate strategies for each common classroom behavior

Lesson Materials
Defusing Disruptive Behavior In The Classroom, PowerPts, videos, handouts, articles, behavior
scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Project Do Now: Rate how
confident you are in managing
classroom behaviors (scale 1-5)

Slide 1 Unit Title and Scope
and Sequence
Classroom Google Doc.
Introduce the Unit

Project Classroom Google
Doc for learners to Rate
themselves on a Scale 1-5 &
give their Rationale for their
rating

.
Learners will rate
themselves on a
scale of 1-5 on how
confident they are
to address
classroom
behaviors and give
a rationale
Classroom Google
Doc.

ac
2

Unit Overview and Lesson Plan
Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Identifying, Understanding
Function And Strategies To
Manage Behaviors

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Identifying and
Understanding
Behaviors
● Escalation and
De-escalation
● Managing COmmon
Classroom Behaviors

Objectives:
● Identifying behaviors
and their function
● Understanding
escalation and
de-escalation of
behaviors
● Managing common
classroom behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Classroom Google
Doc.
*Burning
Questions

ac
3

Unit Overview and Lesson Plan
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Title and Scope and
Sequence
Slide 5 Lesson 1 Identifying
and Understanding Behaviors
Slide 6 Lesson 2 Behavior
Cycle
Slide 7 Lesson 3 Managing
Common Classroom Behaviors
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding how
to Identify,
understand
function and
strategies on how
to manage
behaviors

Total Time 15 mins

Visual Overview

Unit 2 Overview PowerPt

ac
4

Unit Overview and Lesson Plan
Identifying,
Understanding
Function And
Strategies To
Manage Behaviors Do Now Rate how confident you are in managing classroom
behaviors (scale 1-5) Unit 1 Understanding
Factors that
Impact Student
Behaviors Unit 2 Identifying
Antecedents
and the
Function of
the Behavior Unit 3 Alternative
Actions to
Support
Students in
Reshaping
Student
Behaviors 1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 Unit 2 Introduce Unit 2 Review Scope and Sequence Give Learners 2 minutes to answer the Do Now
Goal: Identifying, Understanding Function & Strategies To Manage Behaviors ● Identifying and Understanding Behaviors ● Behavior Cycle ● Managing Common Classroom Behaviors Review Unit Goal
Unit Objectives: ● Identifying behaviors and their function ● Behavior Cycle ● Managing common classroom behaviors Review Unit Objectives
Benefits vs. Risks ● Supporting students social,
emotional, and academic
needs ● Building and maintaining
relationships ● Preempting behavior
escalation ● Students needs are not met ● Relationships negatively
affected ● Behavior escalation Burning Questions Review Benefits and Risks
Lesson 1
Function of Behavior Objectives ● Know how to operationally define a
behavior ● Know what antecedents, function of
behaviors, and consequences are ● Know consequences positively or
negatively reinforced behaviors ● Be able to identify appropriate and
inappropriate behaviors ● Be able to observe and collect data
on a behavior ● Be able to identify the Function of a
behavior using ABC data collection: o Antecedents o Behavior o Consequences Activities ● Practice: o Identifying appropriate &
inappropriate behaviors o Operationally defining
behaviors o Data collections o Identifying function of a
behavior using the ABC data
collection chart ● Learn: ○ What antecedents, behaviors,
and consequences are Review Lesson 1 Function of Behavior (Activities and Objectives)
Lesson 2
Behavior Cycle Objectives ● Know what escalation &
de-escalation means ● Know what the the
escalation cycle is ● Be able to identify the
stages of the escalation
cycle ● Be able to implement
strategies for each stage
of the escalation cycle Activities ● Identifying the different
stages of the escalation
cycle ● Practicing appropriate
strategies to manage
behaviors at each escalation cycle Review Lesson 2 Behavior Cycle (Activities and Objectives)
Lesson #3
Managing Common
Classroom Behaviors Objectives ● Know what a behavior
chain is ● Know what the common
classroom behaviors are ● Know what to avoid power
struggles ● Know how to clear a room ● Be able to implement
appropriate strategies for
each common classroom
behavior ● Be able to set behavior
limits Activities ● Group Project Behavior Scenario ● Identifying common classroom
behaviors and best strategies to
address them ● Role Playing Review Lesson 3 Managing Common Classroom Behaviors (Activities and
Objectives)
Assessment ● Reflection after each lesson ● Practice problem/s to
demonstrate mastery of
knowledge and skill ● Case studies ● Lesson Plan ● Group Project on Common
Classroom Behaviors Culminating ● Begin creating a classroom
manuel with work samples
learned from the course ○ Unit one Samples ■ Reflection on personal
biases as it related to
behaviors ■ Reflection on the impact of
trauma on behaviors ■ Psychologically safe
classroom and procedures ■ Psychologically safe lesson
plan Review Unit and Culminatinating Project
Materials and Homework ● Reflection Journals ● Book: Defusing Disruptive Behavior In The Classroom ● Readings ● PowerPoint Presentations ● Videos Review Unit Materials and Homework

Rate Yourself on Scale 1-5 & Rationale Burning Questions

Identifying, understanding function and strategies on how to manage behaviors

Unit 2: Identifying, Understanding Function And Strategies To Manage
Behaviors
Unit 2 Overview
Includes:
Lesson 1: Identifying and Understanding Behaviors
Lesson 2: Escalation and De-escalation
Lesson 3: Managing Common Classroom Behaviors

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to teacher pre-service teacher how to identify and
understanding behaviors, as well as, strategies on how to manage them

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will Understanding Behaviors
● Learners will identify the antecedent and the function of a behavior
● Learners will learn that consequences can positively or negatively reinforce a
behavior
● Learners will also understand the behavior escalation cycle
● Learners will learn how to Classroom Management of Common Behaviors
● As the culminating project, learners will continue creating a classroom behavior
manual
Enabling Objective(s):

● Know how to operationally define a behavior
● Know what antecedents, behaviors, and consequences are
● Know consequences positively or negatively reinforced behaviors
● Know how to operationally define a behavior
● Know what escalation & de-escalation means
● Know what the the escalation cycle is
● Know what a behavior chain is
● Know what the common classroom behaviors are
● Know what to avoid power struggles
● Know how to clear a room
● Be able to identify appropriate and inappropriate behaviors
● Be able to observe and collect data on a behavior
ac
1

Unit Overview and Lesson Plan
● Be able to identify the Function of a behavior using ABC data collection:
o Antecedents
o Function of a Behavior
o Consequences as a behavior reinforcer
● Be able to identify the stages of the escalation cycle
● Be able to implement strategies for each stage of the escalation cycle
● Be able to implement appropriate strategies for each common classroom behavior

Lesson Materials
Defusing Disruptive Behavior In The Classroom, PowerPts, videos, handouts, articles, behavior
scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Project Do Now: Rate how
confident you are in managing
classroom behaviors (scale 1-5)

Slide 1 Unit Title and Scope
and Sequence
Classroom Google Doc.
Introduce the Unit

Project Classroom Google
Doc for learners to Rate
themselves on a Scale 1-5 &
give their Rationale for their
rating

.
Learners will rate
themselves on a
scale of 1-5 on how
confident they are
to address
classroom
behaviors and give
a rationale
Classroom Google
Doc.

ac
2

Unit Overview and Lesson Plan
Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Identifying, Understanding
Function And Strategies To
Manage Behaviors

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Identifying and
Understanding
Behaviors
● Escalation and
De-escalation
● Managing COmmon
Classroom Behaviors

Objectives:
● Identifying behaviors
and their function
● Understanding
escalation and
de-escalation of
behaviors
● Managing common
classroom behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Classroom Google
Doc.
*Burning
Questions

ac
3

Unit Overview and Lesson Plan
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Lesson 1 Identifying
and Understanding Behaviors
Slide 6 Lesson 2 Behavior
Cycle
Slide 7 Lesson 3 Managing
Common Classroom Behaviors
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding how
to Identify,
understand
function and
strategies on how
to manage
behaviors

Total Time 15 mins

Visual Overview

Unit 2 Overview PowerPt

ac
4

Unit Overview and Lesson Plan
Behavior Management

Unit 2: Identifying, Understanding Function And Strategies To Manage Behaviors
Lesson 1: Identifying and Understanding Function of Behaviors

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers to identify and understand the
function of a behavior.

Learning Objective(s)
Terminal Objective:
● Identify, understand function and strategies to manage behaviors
Enabling Objective(s):
● Know what a behavior is
● Know how to operationally define a behavior
● Know what an antecedent is
● Know that a consequence reinforces behavior
● Be able to identify behaviors
● Be able to observe and collect data on behaviors
● Be able to determine the function of a behavior

Lesson Materials
PowerPt, Videos, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
Homework Assignment prior to the 1st class:
Learners were given an assignment in which they did 3 hours of classroom observations,
focusing on classroom behaviors and teacher response. The purpose of this exercise is to create a
foundation in which students will build upon as they go through the next 3 lessons in this unit.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
ac
5

Unit Overview and Lesson Plan
(Generative)
Gain
Attention
3 mins Introduces the Do Now: What is an
antecedent, function of a behavior,
consequence?

Facilitate the Whole Group discussion
of the Do Now

Slide 1 Do Now
Classroom Google Doc.

Project the Do Now on
the board with the link to
the Classroom Google
Doc.

Whole Group Instruction:
Bring the class together to
review their biases in
whole group instruction
(2 mins)
(1 min)
Learners write
on the
Classroom
Google Doc.

2 (mins)
Share out as a
class

Learning
Objectives
3 mins Introduce the lesson

Assess prior knowledge by asking
learners: What behaviors did you
observe during your behavior
observations?

Review the learning objectives:
● Know how to operationally
define a behavior
● Know what antecedents,
behaviors, and consequences
are
● Know consequences
positively or negatively
reinforced behaviors
● Know how to operationally
define a behavior
● Be able to identify
appropriate and inappropriate
behaviors
● Be able to observe and collect
data on a behavior
● Be able to identify the
Function of a behavior using
ABC data collection:
○ Antecedents
○ Behavior
○ Consequences

Slide 2 Title and Question slide
Slide 3 Goal & Objectives
Classroom Google Doc.

Project
Title slide with the link to
the question and the
Classroom Google Doc.

Project & Review
learning objectives

Whole Group Instruction:
Bring the class together to
review learners response
to the question
Learners write
their response
on the
Classroom
Google Doc.

share out as a
class

Reasons for
Learning
- Benefits
8 mins Review the benefits of understanding
how understanding the ABCs
(Antecedents, Function of Behavior,
Project & Review
benefits vs. Risks of the
ABCs of behaviors
Learners will
write-in
questions or
ac
6

Unit Overview and Lesson Plan
- Risks and reinforcing consequences) of
behavior can affect teaching practices
and managing classroom behaviors
how understanding the ABCs
(Antecedents, Function of Behavior,
and reinforcing consequences) of
behavior can affect teaching practices
and managing classroom behaviors
and the risks of not understanding

Benefits
● Addressing behavior
equitably
● Building relationships with
students
● Supporting students in
reshaping their behaviors

Risks
● Inequitable response to
behaviors
● Negatively impacting
relationships
● Escalating behaviors in the
classroom

Project the link for students to write
down Burning Questions

Slide 4 Benefits & Risks
Classroom Google Doc.

Allow time for the
learners to write down
Burning Questions on the
Classroom Google Doc.
Classroom Google Doc.

statements they
would like
thelessont to
address on the
classroom
Classroom
Google Doc.
Burning
Questions
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
3 mins Review lesson overview:

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
● New Knowledge
○ Mini lecture on the
impact ABCs of
behaviors
(Antecedents,
Function of
Behavior, &
Consequences
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
● Assess prior
knowledge with
the questions on
the Classroom
Google Doc.

● Deliver mini
lecture on the
ABCs of
behavior

● Explain that
through mini
lectures,
observations,
videos, guided
practice,
individual, small
Learners will
follow the slides
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course.

Learners will
engage in small
group and whole
group activities
to analyze
classroom
behaviors and
consequences
ac
7

Unit Overview and Lesson Plan
○ Individual, small
group, and whole
group
instructionReview
what learners
already know about
behaviors

Slide 5 Lesson Overview

group
instruction,
whole group
instruction; the
learner will be
able to: use the
ABC concept to
identify
antecedents,
function of
behavior, and
reinforcing
consequences
while
identifying their
biases as it
relates to
classroom
behaviors
Prerequisite
Knowledge
3 mins Explain that Learners will reflect and
draw about their personal experiences
with behaviors in the classroom.

● Learners may have some
knowledge of antecedents,
function of behaviors, and
consequences as reinforcers
● Learners will have feelings
towards classroom behaviors
● Learners may not know the
ABCs can help them to
manage behaviors in their
classroom
● Review what the following
key terms and concepts are
and what they are not using
examples
○ Operationally define
a behavior
○ Antecedent
○ Function of
Behavior
○ Consequence

Slide 6 Prerequisite Knowledge

Explain:
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge of the
ABCs of
behaviors is
necessary to
meet the course
objectives\

Review key terms and
concepts by providing
definitions and using
examples and
nonexamples so the
learner knows what they
are and what they are not
as it relates to the day’s
lesson

Facilitate:
Whole Group discussion
share out what the
prerequisite knowledge
terms are and what they
are not with examples
Learners will
participate by
giving examples
and
nonexamples of
what the key
terms and
concepts
(prerequisite
knowledge) are
and are not

Learning
Guidance
- Lecture
- Demo.
20 mins Teach and demonstrate:
● what are appropriate and
inappropriate behaviors
● what are the ABCs of
behaviour (antecedent,
function, consequence)
Demonstrate how to
identify antecedent,
understand function and
consequences to manage
behaviors

Learners will
take notes
throughout the
lecture and ask
any clarifying
questions or
questions to
ac
8

Unit Overview and Lesson Plan
● observe and collect data to
help determine the function
of a behavior
● guided practice to support the
student in identifying the
ABCs of behavior

Slides 7-30 Mini Lecture
Slide 11 Demo. Operationally
Defining a behavior
Slide 13 Demo. Observation
Slide 24-28 Demo. ABC data
collection
Project and review Power
Pt with mini lecture on
ABCs of behavior

Discuss videos and
readings on ABCs of

Model using
behavior scenarios to
identify
ABCs of a behavior
help them
develop a
deeper
understanding of
the ABCs of
behavior
management

Practice and
Feedback
20 mins Introduce the activities for practice
and feedback throughout the lesson:
● Know how to Operationally
Defining Behaviors
● Know the ABCs of Behavior
● Be able to identify the
Antecedent of a behavior
● Be able to identify the
Function of a behavior
● Be able to use the
appropriate consequence to
extinguish a behavior

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in the
final assessment and journal entry.

Slide 12 Operationally Defining
Behaviors

Slide 16 Observing Behaviors

Slide 29 ABC Data Collection

Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively practicing
concepts:
● Define a
behavior
● Collect data to
identify the
function of a
behavior
● IdentifyABCs of
a behavior
● Use the
appropriate
consequences to
extinguish a
behavior

In individual,
small groups
and whole group
instruction,
learners will
engage in
several guided
practice
behavior
scenarios to
strengthen their
understanding of
identifying
behaviors,
understanding
the function of a
behavior,
through
observations and
data collection,
in order to
appropriately
use
consequences to
manage
behaviors
Authentic
Assessment
15 mins Project assessment slide with link to a
behavior scenario video with guided
questions to assess mastery of content
Share google slide with
link to the assessment
video and allow time for
Learners will
watch the
ac
9

Unit Overview and Lesson Plan

Slide 31 Assessment
Assessment & Journal Reflection

students to complete the
assessment and their
Assessment & Journal
Reflection

behavior
scenario and:

* Identify
appropriate
behaviors
*Identify
inappropriate
behaviors
*Operationally
Define a
behavior
*What is the
antecedent
*What is the
function of the
behavior
*What is the
consequence
(reinforcement)
* What
recommendation
s would you
give this teacher
to better manage
behaviors?

Work will be
submitted via
Assessment &
Journal
Reflection

Retention
and Transfer
3 mins Explains that the transfer of
knowledge will not really take place
until the learners are in their
classroom observing and addressing
behaviors
Explain as learners begin
to encounter behaviors
during their student
teachers or observations
they will have the
opportunity to practice
identifying and
understanding the ABCs
of the behaviors in order
to appropriately manage
classroom behaviors. .
Students will
have the
opportunity
during their
student teaching
and observations
assignments to
reflect on
student behavior
and Identify the
ABCs of
behaviors in
order to
appropriately
manage
ac
10

Unit Overview and Lesson Plan
classroom
behaviors
Big Ideas

5 mins Review the lesson objectives and “Big
Ideas”

● How to identify behaviors
● How to observe and collect
data to determine the function
of behavior

Introduce the Reflection Journal
Prompt

How did today’s lesson change your
perception about behaviors, if at all,
and how can this information help you
to be more effective at managing
behaviors?

Slide 33 Journal Reflection
Assessment & Journal Reflection

Project
Assessment & Journal
Reflection

Ask learners to respond
to the Reflection Journal
Prompt
Student will also
write in their
Classroom
Assessment &
Journal
Reflection

Share-out whole
group
Advance
Organizer for
the Next Unit
7 mins Brief introduction to the next class and
explain any pre-work that needs to be
completed prior to class
*extra time needed to discuss group
project

Slide 34 Next Class
Review any assignments
that need to be completed
prior to class
Student will
take down notes
and ask any
clarifying
questions
Total Time 90 mins

Unit 2 Lesson 1 Identifying Behaviors PowerPt

ac
11

Unit Overview and Lesson Plan
Introduce the Do Now Allow students time to click on the GREEN link and answer the Do Now on the
classroom google doc DO NOW: What is an antecedent, function of a
behavior, consequence?
Introduce the lesson Have learners click on the GREEN link and answer the question on the classroom
google doc. Identifying and
Understanding Behaviors The Ups and Downs What behaviors did you observe during
your behavior observations? In peers discuss observed behaviors (3mins) Any commonalities? Any extreme behaviors observed?
Goal: Identifying and Understanding Behaviors Lesson Objectives: ● Know how to operationally define a behavior ● Know what antecedents, behaviors, and consequences are ● Know consequences positively or negatively reinforced behaviors ● Know how to operationally define a behavior ● Be able to identify appropriate and inappropriate behaviors ● Be able to observe and collect data on a behavior ● Be able to identify the Function of a behavior using ABC data
collection: ○ Antecedents ○ Behavior ○ Consequences Review Lesson Objectives
Benefits vs. Risks ● Supporting students
social, emotional, and
academic needs ● Building and maintaining
relationships ● Preempting behavior
escalation ● Students needs are not
met ● Relationships negatively
affected ● Behavior escalation Burning
Questions Review benefits and Risks Have learners click on the GREEN link and give learners time to write down burning
questions on the classroom google doc.
Lesson Overview Activities Mini Lecture observation vidoes practice Practice collecting data,
identifying behavior individual, small group and
whole group instruction Review what learners
already know about
behaviors Learners will learn how to
identify function of a
behavior Review Lesson Overview
Prerequisite Knowledge Operationally define a behavior Antecedent Function of behavior Consequence Review Prerequisite Knowledge Definition of Key Terms Share examples
Behavior is... Something that a person does that can be
observed, measured, and repeated Begin Mini Lecture Review definition of behavior https://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/05/ICS-015.pdf
● “When we clearly define behavior, we specifically describe
actions (e.g., Sam talks during class instruction).” ● “We do not refer to personal motivation, internal
processes, or feelings (e.g., Sam talks during class
instruction to get attention).” Behavior...what is the target and desired
behavior from the example above? Continue mini lecture… defining behavior https://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/05/ICS-015.pdf
Why do students misbehave? ● Attention ● Group Behavior ● Unclear
Expectations ● Control ● Task Avoidance ● Unengaging
Lesson ● Outside
Stressors ● Disability To Get a Need
Met! Continue mini lecture… 1st: Click on the BLUE link to watch the video on why do students misbehave 2nd: Facilite a class discussion on the different reasons with examples of students
misbehaving https://www.youtube.com/watch?v=0CzPjq1hu48 https://www.slideshare.net/cayce_mccamish/psm-behavior-tier-2-8212
Operationally Defining
Behavior Allows Us to Define: ○ Target behavior ■ problem behavior ● concern that is selected for
intervention ○ Replacement behavior ■ Appropriate behavior ● Socially acceptable ● Student’s needs met ○ Measuring Strategies ■ Use observable terms ● what looks and sounds like ■ Use measurable terms ■ Be clear, concise, and complete ■ Use positive terms ● behaviors stated positively,
students act positively Continue mini lecture…. Review what and how to operationally define a behavior https://www.kickboardforschools.com/blog/post/3-steps-to-define-and-improve-behavi
or http://www.ci3t.org/wp-content/uploads/2016/08/FABI_Operationally_Defining_Behavi
or.pdf https://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/05/ICS-015.pdf
Whole Group Practice: Example 1: Target behavior – The student does not
pay attention in class. Operational definition of the target
behavior – The student looks around the
room, looks at his desk, or looks at another
student. Replacement behavior – The student will
pay attention in class. Operational definition of the
replacement behavior – The student will
sit in his seat and makes eye contact with
the teacher while verbally responding to
the teacher’s questions and teacher
directions are followed. Example 2: Target behavior – The student does not do
his classwork. Operational definition of the target
behavior – The student frequently talks to
peers, does unassigned tasks, or calls out for
help. If the teacher does not intervene, these
behaviors will escalate to yelling, crying, and
throwing objects. Replacement behavior – The student will
complete his classwork. Operational definition of the replacement
behavior – The student’s eyes are on the
assignment, student raises hand for help,
writing is task-related, the materials used are
task-related, and teacher directions are
followed. Whole Group Practice: Operationally defining behavior https://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/05/ICS-015.pdf
Small Group Practice: 1st: Divide learners into groups of 4 2nd: Assign each group a behavior scenario 3rd: Have them click on the GREEN link and operationally define the behavior
assigned to them 4th: Share out https://iris.peabody.vanderbilt.edu/wp-content/uploads/2013/05/ICS-015.pdf Small Group
Practice: Each Group will be assigned a case
study. Together you will Operationally
define the target behavior and identify
the desired replacement behavior
Next Step: Observations Help To... ● Identify a student’s baseline ○ when behavior is moving away from baseline ● Determine behavior ○ Frequency: How often a behavior happens ○ Duration: How long a behavior lasts ○ Intensity: What the behavior looks like ■ Behavior Scenario Examples: #2 and #6 ○ Interval and Latency ■ Not as common Continue mini lecture… 1st: Click on the BLUE link to watch a video discussing frequency, duration, and
intensity 2nd: Whole Group Practice: using behavior videos #2 and #6 https://www.youtube.com/watch?v=tQbYsHpR0zY https://www.youtube.com/watch?v=_2dfeVgulAM https://www.youtube.com/watch?v=k3h5jcI-MFI
Continue mini lecture… Click on the BLUE link to practice observation skills https://www.youtube.com/watch?v=ubNF9QNEQLA 1
st
Step Be Observant Environment or
Student? How good are your observational skills?
Continue mini lecture… review different types of observation tools https://studylib.net/doc/18251527/event-recording--frequency---behavior-count--form https://princesspenelope1.weebly.com/uploads/2/3/3/8/23384856/interval_form.gif https://www.pdffiller.com/61318011-Obs-Forms-Duration-Form-_3-9-06_pdf-Obs-For
ms-Duration-Form-3-9-06doc-English-Literature- Frequency Duration Interval Partial/Whole
Continue mini lecture… 1st: Peer Group Practice, each group will be assigned 1 example and they will
observe and collect data on the behaviors 2nd: Each group will click on the BLUE link of their assigned example 3rd: Share out https://www.youtube.com/watch?v=Gq6v59YoPUM https://iris.peabody.vanderbilt.edu/mcontent/frequency-and-interval/ https://www.youtube.com/watch?v=sA-heKVuirM Peer Group Practice:
Observation Example #1 Example #2 Example #3
Once a behavior has been identified Do we need to target it? ● Is the behavior harmful? ● Is the person unable to stop the behavior independently? ● Is the behavior impacting learning at school? ● Is the behavior inferring with the child’s ability to interact
with others? ● Is the behavior causing significant disruption to other
people? Need to Collect DATA!!! Continue mini lecture… review criteria to determine level of
behavior and if Data needs to be collected file:///C:/Users/User/Downloads/19ASD_B03_Fish-Randolph.pdf
ABC Data
Collection Antecedent ● What happens right
before the behavior Behavior ● Observable or
measurable act (what
does it look & sound like) Consequence ● A response that
immediately follows a
behavior (reinforcer) Continue mini lecture… 1st: Click on the BLUE link to watch the video describing ABC Data Collection 2nd: facilitate class discussion on ABCs of data collection https://www.behaviorbabe.com/abcsofaba.htm https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p01/#content
Antecedent-based intervention ● 1st Strategy ○ Eliminate triggers for the problem behavior ● Provide more opportunities for the student to display the
replacement behavior Antecedent action, event, or circumstance that led up to the behavior What examples did you observed? Continue mini lecture… 1st: Click on BLUE link and watch video on antecedent https://iris.peabody.vanderbilt.edu/module/fba/cresource/q3/p09/
Ex: Problem behavior When presented with multiple academic tasks, a student responds by scribbling on the papers,
by tearing them up, or by proclaiming that he won’t do the work and that the teacher can’t make
him. Function Task avoidance Replacement
behavior When presented with multiple academic tasks, the student will complete the assigned tasks. He
will raise his hand to request a break when he feels overwhelmed. Teach skill N/A Function Task avoidance antecedent The student becomes overwhelmed by multiple assignments. Therefore, the teacher will
eliminate possible triggers by: ● Alerting the student to upcoming tasks ● Offering the student choices (e.g., “Which of these three assignments would you like to
start first?”) ● Providing prompts on how to get started Modify
consequences 1) Reinforce the replacement behavior The teacher will provide positive reinforcement when the student raises his hand to request a
break, the duration of which will be faded over time. 2) Do not reinforce the problem behavior (i.e., extinction) The teacher will not allow the student to avoid work by scribbling, tearing apart his papers, or
refusing to work. Continue mini lecture… Facilitate a class discussion of antecedents and examples of antecedents https://iris.peabody.vanderbilt.edu/module/fba/cresource/q3/p09/
Behavior ● “Behavior of Interest” or “Target Behavior” ● Measurable ○ What is looks and sounds like ● Pivotal ○ leads to other undesirable behavior ● Distracting ○ prevents learning from taking place ● Function ○ Sensory: feels good ○ Escape: undesirable situation person wants to get-away from ○ Attention:desires social interaction ○ Tangible: access to a specific item or activity ● What examples of behaviors did you observed? Continue mini lecture… 1st: Click on BLUE link and watch video on behavior 2nd: Facilitate a class discussion of antecedents and examples of antecedents https://www.youtube.com/watch?v=4G_4U_6IB1U https://www.thoughtco.com/abc-antecedent-behavior-and-consequence-3111263 https://cornerstoneautismcenter.com/aba-therapy/aba-101-the-functions-of-behavior/
Consequences (Reinforcers) ● Should be Logical and Natural ○ student throws food, he cleans the cafeteria ● Consistent ○ Everytime student throws food, he cleans cafeteria ● Reinforces Behavior ○ Positively ■ Increase probability good behavior will continue ○ Negatively ■ Increase probability bad behavior will discontinue ■ MTSS model, gradually increased Continue mini lecture… 1st: Click on BLUE link and watch video on consequences https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q2/p09/
Consequences Continued… Positive Negative Tangible Social Activity reinforcers that the
student can see,
touch, or hold reinforcers that
involve
interpersonal
interactions reinforcers that
involve the student
engaging in ● Stickers ● Books ● Other Ex. ● Thumbs Up ● Praise ● Other Ex. ● Drawing ● Computer
time ● Other Ex. Facilitate a class discussion of antecedents and examples of consequences https://iris.peabody.vanderbilt.edu/module/beh1/cresource/q2/p09/
Student Antecedent . Dajè finishes her class work quickly and
correctly. She is allowed to spend the
rest of the class period playing her
favorite computer math game. Dawson Dawson finishes his class work quickly and
correctly. His teacher gives him more
worksheets to complete. Cheralynn Cheralynn works for a few minutes then
makes a rude comment. In response, her
teacher sends her into the hallway. Whole Group Practice: Identify Antecedent of a behavior https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p01/#content
Student Behavior . Dajè finishes her class work quickly and
correctly. She is allowed to spend the
rest of the class period playing her
favorite computer math game. Dawson Dawson finishes his class work quickly and
correctly. His teacher gives him more
worksheets to complete. Cheralynn Cheralynn works for a few minutes then
makes a rude comment. In response, her
teacher sends her into the hallway. Whole Group Practice: Identify function of behavior https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p01/#content
Student Consequence Pos. or
Neg? . Dajè finishes her class work quickly and
correctly. She is allowed to spend the
rest of the class period playing her
favorite computer math game. Dawson Dawson finishes his class work quickly and
correctly. His teacher gives him more
worksheets to complete. Cheralynn Cheralynn works for a few minutes then
makes a rude comment. In response, her
teacher sends her into the hallway. Whole Group Practice: Identify consequence of a behavior and evaluate if the
behavior is reinforced positively or negatively? https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p01/#content
Student Occurrence
(Reinforcement) of
the Behavior . Dajè finishes her class work quickly and
correctly. She is allowed to spend the
rest of the class period playing her
favorite computer math game. Dawson Dawson finishes his class work quickly and
correctly. His teacher gives him more
worksheets to complete. Cheralynn Cheralynn works for a few minutes then
makes a rude comment. In response, her
teacher sends her into the hallway. Whole Group Practice: Identify if the behavior is reinforced positively or negatively? https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p01/#content
Student Antecedent Behavior Consequence Occurence of the Behavior
Dajè’s teacher passes out class
work. Dajè completes the
work quickly and
accurately. Dajè gets to play a
math game on the
computer. Dajè continues to
complete her work
quickly and
accurately. (positive
reinforcement)
Dawson’s teacher passes out class
work. Dawson completes
the work quickly
and accurately. Dawson receives
more worksheets to
complete. Dawson completes
his worksheets more
slowly. (punishment)
Cheralynn’s
teacher passes
out class work. Cheralynn makes a
rude comment. Cheralynn has to
stand in the
hallway—but she
also gets out of
doing the
assignment. Cheralynn’s rude
comments increase.
(negative
reinforcement) Answer Continue mini lecture… review ABCs of behaviors https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p01/#content
Small Group Practice How did the consequences impact the
behavior? 1. Define the behavior 2. What is the Antecedent 3. What is the Function of Behavior? 4. Type of Consequence Pos. or Neg
and how did it reinforce behavior? Small Group Practice: click on the BLUE link and review behavior and answer the
questions https://iris.peabody.vanderbilt.edu/module/fba/challenge/#content https://safeyoutube.net/w/RdXb
Continue mini lecture… Review steps to implementing strategies https://docplayer.net/57454349-Changing-behaviors-by-changing-the-classroom-envir
onment.html https://docplayer.net/57454349-Changing-behaviors-by-changing-the-classroom-environment.html Repeat!
Have learners click on the GREEN link to open the assessment document Click on the BLUE link to view the assessment behavior video https://www.youtube.com/watch?v=vDxPqynvkK4 Assessment Watch this video and: ● Identify appropriate behaviors ● Identify inappropriate behaviors ● Operationally Define a behavior ● What is the antecedent ● What is the function of the behavior ● What is the consequence (reinforcement) ● What recommendations would you give this teacher to better
manage behaviors?
Journal Reflection How did today’s lesson change your perception about behaviors,
if at all, and how can this information help you to be more
effective at managing behaviors? Have learners click on the GREEN link to write their reflection
Complete 3 hours of behavior observation Pick one student out of the the 1-3 you carefully
observed and complete an ACB Chart Videos Acting-Out Cycle (13 mins total) https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p02/#content https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p03/#content https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p04/#content https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p05/#content https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p06/#content https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p07/#content https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p08/#content https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p09/#content Next Class *** 2 Classes From
Now Group Project ● Your group will create a presentation on
one of the the common behaviors ● Each person in the group will create a
behavior scenario (observed or
unobserved) related to your group topic Class Readings Aggression Cycle Assault Cycle Preventing and managing challenging behaviour Behavioral IntervenƟons and Strategies Series:
Room Clears Review Homework for next lesson Explain GREEN links to read class readings Explain BLUE links are videos to watch
Explain if they liked the lesson there are additional links they can learn more about
ABCs RESOURCES ● https://www.youtube.com/watch?v=0CzPjq1hu48 ● https://docplayer.net/57454349-Changing-behaviors-by-changing-the-classroom-environment.ht
ml ● https://iris.peabody.vanderbilt.edu/mcontent/frequency-and-interval/ ● https://www.kickboardforschools.com/blog/post/3-steps-to-define-and-improve-behavior ● http://www.ci3t.org/wp-content/uploads/2016/08/FABI_Operationally_Defining_Behavior.pdf ● https://docs.google.com/presentation/d/1kcHHkcoaJjeNJumpL5DSG2603KZAG1lE6diAZ4ZK3-k/
edit?ts=5d24df18#slide=id.p ● https://www.thoughtco.com/abc-antecedent-behavior-and-consequence-3111263 ● file:///C:/Users/User/Downloads/19ASD_B03_Fish-Randolph.pdf

Do Now: What is an antecedent,
function of a behavior,
consequence?
Peer Group Discussion on HW
Assignment
(Any commonalities)
Burning Questions

Identifying, understanding function and strategies on how to manage behaviors

Unit 2: Identifying, Understanding Function And Strategies To Manage
Behaviors
Unit 2 Overview
Includes:
Lesson 1: Identifying and Understanding Behaviors
Lesson 2: Escalation and De-escalation
Lesson 3: Managing Common Classroom Behaviors

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to teacher pre-service teacher how to identify and
understanding behaviors, as well as, strategies on how to manage them

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will Understanding Behaviors
● Learners will identify the antecedent and the function of a behavior
● Learners will learn that consequences can positively or negatively reinforce a
behavior
● Learners will also understand the behavior escalation cycle
● Learners will learn how to Classroom Management of Common Behaviors
● As the culminating project, learners will continue creating a classroom behavior
manual
Enabling Objective(s):

● Know how to operationally define a behavior
● Know what antecedents, behaviors, and consequences are
● Know consequences positively or negatively reinforced behaviors
● Know how to operationally define a behavior
● Know what escalation & de-escalation means
● Know what the the escalation cycle is
● Know what a behavior chain is
● Know what the common classroom behaviors are
● Know what to avoid power struggles
● Know how to clear a room
● Be able to identify appropriate and inappropriate behaviors
● Be able to observe and collect data on a behavior
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Unit Overview and Lesson Plan
● Be able to identify the Function of a behavior using ABC data collection:
o Antecedents
o Function of a Behavior
o Consequences as a behavior reinforcer
● Be able to identify the stages of the escalation cycle
● Be able to implement strategies for each stage of the escalation cycle
● Be able to implement appropriate strategies for each common classroom behavior

Lesson Materials
Defusing Disruptive Behavior In The Classroom, PowerPts, videos, handouts, articles, behavior
scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Project Do Now: Rate how
confident you are in managing
classroom behaviors (scale 1-5)

Slide 1 Unit Title and Scope
and Sequence
Classroom Google Doc.
Introduce the Unit

Project Classroom Google
Doc for learners to Rate
themselves on a Scale 1-5 &
give their Rationale for their
rating

.
Learners will rate
themselves on a
scale of 1-5 on how
confident they are
to address
classroom
behaviors and give
a rationale
Classroom Google
Doc.

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Unit Overview and Lesson Plan
Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Identifying, Understanding
Function And Strategies To
Manage Behaviors

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Identifying and
Understanding
Behaviors
● Escalation and
De-escalation
● Managing COmmon
Classroom Behaviors

Objectives:
● Identifying behaviors
and their function
● Understanding
escalation and
de-escalation of
behaviors
● Managing common
classroom behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Classroom Google
Doc.
*Burning
Questions

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Unit Overview and Lesson Plan
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Lesson 1 Identifying
and Understanding Behaviors
Slide 6 Lesson 2 Behavior
Cycle
Slide 7 Lesson 3 Managing
Common Classroom Behaviors
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding how
to Identify,
understand
function and
strategies on how
to manage
behaviors

Total Time 15 mins

Visual Overview

Unit 2 Overview PowerPt

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Unit Overview and Lesson Plan
Behavior Management

Unit 2: Identifying, Understanding Function And Strategies To Manage Behaviors
Lesson 2: Escalating and De-escalating Behaviors

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers to understand the
Behavior Escalation Cycle and to identify the different stages and strategies to use at each
cycle.

Learning Objective(s)
Terminal Objective:
● Understand the Behavior Escalation Cycle and to identify the different stages and
strategies to use at each cycle.

Enabling Objective(s):
● Know what escalation and de-escalation means
● Know what a behavior escalation cycle is
● Be able to identify when a behavior is escalating and at what stage of the cycle the
behavior is presenting
● Be able to implement strategies at each stage of the escalation cycle

Lesson Materials
PowerPt, Videos, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
Homework Assignment prior to the 1st class:
Learners were given an assignment in which they did another 3 hours of classroom observations,
focusing on identifying behaviors, function of those behaviors, and teacher response. The
purpose of this exercise is to continue to build an understanding of behaviors and how best to
manage them in a classroom setting. .

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
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Unit Overview and Lesson Plan
(Generative)
Gain
Attention
3 mins Introduce Do Now: What is the
function of this students behavior?
How did the teacher’s response
reinforce the behavior? Is this a
common behavior seen in class?

Facilitate the Whole Group discussion
of the Do Now

Slide 1 Do Now
Classroom Google Doc.

Project the Do Now on
with the link to the video
and Classroom Google
Doc.

Whole Group Instruction:
Bring the class together to
review their biases in
whole group instruction
(2 mins)
5 (min)
Learners will
watch the
behavior
scenario and
answer the
prompt on the
Classroom
Google Doc.

2 (mins)
Share out as a
class
Learning
Objectives
3 mins Introduce the lesson

Assess prior knowledge by asking
learners: What is a Behavior
Escalation Cycle? List the different
stages.

Review the learning objectives:
● Know what escalation &
de-escalation means
● Know what the the
escalation cycle is
● Be able to identify the
stages of the escalation
cycle
● Be able to implement
strategies for each stage
of the escalation

Slide 2 Title and question
Slide 3 Goal & Objectives
Classroom Google Doc.

Project
Title slide with the link to
the question and the
Classroom Google Doc.

Project & Review
learning objectives

Whole Group Instruction:
Bring the class together to
review learners response
to the question

Learners write
their response
on the
Classroom
Google Doc.

share out as a
class
Reasons for
Learning
- Benefits
- Risks
7 Review the benefits of understanding
the Behavior Escalation Cycle and
how it can help to identify best
strategies to manage behaviors and the
risks of not understanding the behavior
cycle

Benefits
● Addressing behavior
equitably
● Building relationships with
students
Project & Review
benefits vs. Risks
of biases and the impact
they have on classroom
behavior management

Allow time for the
learners to write down
Burning Questions on the
Classroom Google Doc.

Learner will
write-in
questions or
statements they
would like
thelessont to
address on the
classroom
Classroom
Google Doc.
Burning
Questions
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Unit Overview and Lesson Plan
● Supporting students in
reshaping their behaviors

Risks
● Inequitable response to
behaviors
● Negatively impacting
relationships
● Escalating behaviors in the
classroom

Project the link for students to write
down Burning Questions

Slide 4 Benefits & Risks
Classroom Google Doc.

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
7 mins Review lesson overview on

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
● New Knowledge
○ Mini lecture on the
Behavior Escalation
Cycle
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small
group, and whole
group instruction

Slide 5 Lesson Overview

● Assess prior
knowledge with
the questions on
the Classroom
Google Doc.

● Deliver mini
lecture on
Behavior
Escalation Cycle

● Explains that
through mini
lectures,
observations,
videos, guided
practice,
individual, small
group
instruction,
whole group
instruction; the
learner will be
able to: identify
escalating and
de-escalating
behaviors and
what phase of
the escalation
cycle that
behavior
presents, practice
using appropriate
strategies for
Learners will
follow the slides
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course.

Learners will
engage in small
group and whole
group activities
to understand
the Behavior
Escalation Cycle
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Unit Overview and Lesson Plan
each phase of the
escalation cycle
Prerequisite
Knowledge
3 mins Explain that Learners will reflect and
draw about their personal experiences
as it relates to Behavior Escalation
Cycles.

● Learners may have some
knowledge of behavior
escalation and de-escalations
● Learners will have feelings
towards escalating behaviors
● Learners may not know how
using inappropriate strategies
to manage behaviors can
escalate a behavior
● Review what the following
key terms and concepts are
and what they are not using
examples
○ Behavior cycle
○ Escalation
○ Aggistation
○ Crisis talk
○ Peak
○ De-escalation

Slide 6 Prerequisite Knowledge

Explain:
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledgeBehav
ior Escalation
Cycles is
necessary to
meet the lesson
objectives
● Project title and
prerequisite slide
and Project
video reviewing
what each stage
of the cycle
looks like and
review what it is
no

Review key terms and
concepts by providing
definitions and using
examples and
nonexamples so the
learner knows what they
are and what they are not
as it relates to the day’s
lesson

Facilitate:
Whole Group discussion
of what each key term and
concept is and what it is
not

Learners will
participate by
giving examples
and
nonexamples of
what the key
terms and
concepts
(prerequisite
knowledge) are
and are not
Learning
Guidance
- Lecture
- Demo.
20 mins Teach and demonstrate:
● what is a Behavior Escalation
Cycle
● what do escalating and
de-escalating behaviors look
like
● observation help identify
behaviors on the Escalation
Cycle
Demonstrate
Understanding the
Behavior Escalation
Cycle and identifying the
different stages and
strategies to use at each
cycle by using behavior
observations

Learners will
take notes
throughout the
lecture and ask
any clarifying
questions or
questions to
help them
develop a
deeper
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Unit Overview and Lesson Plan
● guided practice to support the
student in identifying
appropriate strategies to
manage behaviors on each
phase of the Escalation Cycle

Slides 7-25 Mini Lecture
Slide 17 Demo. Room Clear
Slide 23 Demo. of identifying stage of
escalation cycle
Project and review Power
Pt with mini lecture on
behavior escalation cycle

Discuss videos and
readings on behavior
escalation cycle

Model using
behavior scenarios to
identify
different stages of the
behavior escalation cycle
and determine what
strategies to use to
manage the behavior
understanding of
the Behavior
Escalation Cycle
and appropriate
behavior
management
strategies

Practice and
Feedback
20 mins Introduce the activities for practice
and feedback throughout the lesson:
● Know what a behavior
escalation cycle is
● Know the different stages of
the behavior escalation cycle
● Be able to use Crisis Talk to
de-escalate behavior
● Be able to Use appropropriate
strategies to manage
behaviors at each stage of the
cycle

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in the
final assessment and journal entry.

Slides 7- 19 Identifying
different stages of the
behavior cycle

Slide 15 Crisis Talk

Slides 23-25 Identifying
appropriate strategies to
manage behaviors at
different stages of the
behavior cycle

Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively practicing
concepts:
● Learn what a
Behavior
Escalation Cycle
is
● Identify the
different stages
of the cycle
● Use
appropropriate
strategies to
manage
behaviors at each
stage of the cycle

In individual,
small groups
and whole group
instruction,
learners will
engage in
several guided
practice
behavior
scenarios to
strengthen their
understanding of
the Behavior
Escalation Cycle
and appropriate
behavior
management
strategies

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Unit Overview and Lesson Plan
Authentic
Assessment
12 mins Project assessment slide with link to a
behavior scenario video with guided
questions to assess mastery of content

Slide 26 Assessment

Assessment & Journal Reflection

Slide 28 Mid-course evaluation
share google slide with
link to the assessment
video and allow time for
students to complete the
assessment and their
Assessment & Journal
Reflection

Allow time for learners to
take the Mid-course
evaluation
Learners will
watch the
behavior
scenario and
answer the
following
questions:

1. Where is the
student on the
escalation
cycle?
2. What
behaviors is the
student
displaying?
3. Can you
determine the
antecedent,
trigger and/or
function of the
behavior?
4. In reviewing
the teacher's
response, did the
teacher
de-escalate or
escalate the
situation? How?
5. If you were
the teacher how
would you have
approached this
situation
differently if at
all?
Work will be
submitted via
Assessment &
Journal
Reflection
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10

Unit Overview and Lesson Plan

Learners will
take a
Mid-course
evaluation to
establish a
baseline of
knowledge and
self-efficacy

Retention
and Transfer
5mins Explains that the transfer of
knowledge will not really take place
until the learners are in their
classroom observing and addressing
behaviors
Explain as learners begin
to encounter behaviors
during their student
teachers or observations
they will have the
opportunity to practice
identifying behaviors on
the Escalation Cycle and
use appropriate strategies
to address these behaviors

Students will
have the
opportunity
during their
student teaching
and observations
assignments to
reflect on
student behavior
and Identify
behaviors on the
Escalation Cycle
and use
appropriate
strategies to
address these
behaviors
Big Ideas

5 mins Review the lesson objectives and “Big
Ideas”

● What is a Behavior
Escalation Cycle
● How can understanding BEC
impact your behavior
management

Introduce the Reflection Journal
Prompt

3 Takeaways from today’s lesson that
has helped you:

● Be more confident in
addressing behaviors
● Manage behaviors that foster
an equitable classroom
environment

Slide 27 Journal Reflection
Assessment & Journal Reflection
Project
Assessment & Journal
Reflection

Ask learners to respond
to the Reflection Journal
Prompt
Student will
write in their
Classroom
Assessment &
Journal
Reflection

Share-out whole
group
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Unit Overview and Lesson Plan

Advance
Organizer for
the Next Unit
5 mins Brief introduction to the next class and
explain any pre-work that needs to be
completed prior to class

Slide 29 Next Class
Review any assignments
that need to be completed
prior to class
Student will
take down notes
and ask any
clarifying
questions
Total Time 90 mins

Unit 2 Lesson 2.2 Behavior Cycle

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Unit Overview and Lesson Plan
Do Now: How does Behavior Escalation Cycles impact classroom
management? Introduce the Do Now Allow students time to click on the GREEN link and answer the Do Now on the
classroom google doc
Behavior Cycle What is a Behavior
Escalation Cycle?
List the stages Introduce the lesson 1st: Have learners click on the GREEN link and answer the question on the
classroom google doc. 2nd: Click on the BLUE link and watch the video on behavior management https://www.youtube.com/watch?v=JGsW8CIRteM
Goal:
Understanding
Behavior
Escalation Cycle Escalating &
De-escalating Behaviors Lesson Objectives ● Know what escalation &
de-escalation means ● Know what the the
escalation cycle is ● Be able to identify the
stages of the escalation
cycle ● Be able to implement
strategies for each stage
of the escalation cycle Review Lesson Objectives
Benefits vs. Risks ● Supporting students social,
emotional, and academic needs ● Building and maintaining
relationships ● Preempting behavior escalation ● Students needs are not met ● Relationships negatively affected ● Behavior escalation Burning Questions Review benefits and Risks Have learners click on the GREEN link and give learners time to write down burning
questions on the classroom google doc.
Lesson
Overview ● Activities ○ Mini Lecture ○ Observation ○ Videos ○ Practice identifying
behaviors on the different
phases of the escalation
cycle ○ Practice using appropriate
strategies for each phase of
the escalation cycle ○ Individual, small group and
whole group instruction ● Review what learners already
know about Behavior
Escalation Cycles ● Learners will learn the
different stages of the
Behavior Escalation Cycle and
how it can help to identify best
strategies to manage
behaviors Review Lesson Overview
○ Behavior cycle ○ Escalation ○ Agitation ○ Crisis talk ○ Peak ○ De-escalation Prerequisite Knowledge Review Prerequisite Knowledge Definition of Key Terms Share examples
● Non-Verbal ● Verbal ● Physical Also known as: Assault Cycle Crisis Cycle Act Out Cycle Aggression Cycle Escalation
Cycle Begin Mini Lecture on Behavior Cycle https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p02/#content https://www.slideserve.com/alaina/module-iii-de-escalation https://www.interventioncentral.org/sites/default/files/workshop_files/allfiles/ABA_10_
Aggression_Cycle.pdf
Calm (Baseline) ● Observe the baseline of
your students ● Recognize when a student
is moving away from their
baseline ● Employ behavior strategies ● Create classroom structures ● Explicitly teach expectations ● Give students sufficient levels
of attention for meeting
expectations A person’s natural state Continue mini lecture… review definition of Calm and examples https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p03/#content
Trigger Easily Missed ● Obvious (argument) vs. Less
Obvious (external stressors
from home) ● Need/s unmet ● Possible to calm and bring
the person back to baseline ● Help student anticipate,
prevent, or effectively respond
to triggers ● Help student problem solve Continue mini lecture… review definition of Triggers and examples https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p04/#content
Agitation (Escalation) ● Behavior is unfocused ○ Darting eyes ○ Tapping ○ Students withdrawn ● Person may struggle to calm
themselves down, but another
person (usually someone who
has a relationship w/ student)
may intervene and prevent
crisis phase ● Very important to interrupt agitation
phase or behaviors will increase ● A comprehensive behavior plan ● Good lesson plan to reduce
frustration & boredom Use Crisis Talk Continue mini lecture… 1st: Click on the BLUE link and watch the video on Agitation 2nd: Review definition of Agitation/Escalation and examples https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p05/#content https://drive.google.com/drive/u/1/folders/1Wt5Xg3WII1p-1RR7bKi3IJ1ld2DzoQWp https://www.youtube.com/watch?v=mkYI_9rrnhY
● No one noticed the child was agitated ● Student’s inability to express emotions ● Student was addressed abruptly or
inconsistently while agitated How did behavior escalate from
(agitation/trigger phase to
accelerations/escalation phase?) Continue mini lecture… practice identifying triggers and escalation strategies https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p05/#content https://www.youtube.com/watch?v=ryZHUsRFpZg
● Give clear simple instructions (I statements, Ask to see target
behaviors, Growth Mindset/PBIS) ● Remove audience (for safety and avoid further escalation) ● Channeling feelings into positive activity (walk, music, art) ● Listening ● Body language ● Voice Tone ● Distract the person ● Crisis Talk USE... De-escalation Strategies Continue mini lecture… review definition of De-escalation strategies https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p05/#content https://www.youtube.com/watch?v=ryZHUsRFpZg https://www.youtube.com/watch?v=iu3NpZUIqQY
● Not punishments but choice (if you don't do this then
you will not have this…) ● Reasonable & Enforceable ● Offer choice and state the consequence ● Positive choice & consequence first ● Visual supports ● Student has some control over the environment Continue mini lecture… review definition of De-escalation strategies and examples https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p05/#content https://www.youtube.com/watch?v=ryZHUsRFpZg https://www.youtube.com/watch?v=iu3NpZUIqQY
Acceleration (Escalation) ● Argumentative, Anger
Increases ● Adrenaline increases, effect
ability to think & act rationally ● Person may struggle to calm
themselves down, but others
may be able to intervene and
prevent crisis phase ● Person goes into fight or flight ● Put PRIDE aside, it's about the
student ● Allow for some inappropriate
behaviors (i.e. cussing) for
de-escalation to occur Use Crisis Talk Continue mini lecture… 1st: Click on the BLUE link and watch the video on Acceleration 2nd: Review definition of Acceleration and examples https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p06/#content https://www.youtube.com/watch?v=vI1o5Yeg78U
CPI Crisis Talk Strategies ● Undivided Attention ○ Make eye contact ○ I’m listening ○ body language ● Non Judgemental ○ Body language & tone ● Focus on Feelings ○ “That must be scary” , “Tell me what that
feels like” ● Allow Silence ○ They may need time to formulate their
answer ● Clarifying Messages ○ Re-state ex. Homeless person says,
“I don't want to stay here anymore” Officer,
“Oh you’re ready to go to the shelter https://personnel.ky.gov/KEAP/Verbal%20De-escalation%20pre
sentation.pdf Be Prepared ● Develop a Plan ○ Devise a plan before one is needed ● Positive Self Talk ○ "I'm trained, I know what to do" ○ “It’s all going to be OK” ● Recognize Personal Limits ○ Let someone else take over ● Debrief ○ Relieve some stress ○ Evaluate ○ Plan for next time Continue mini lecture… 1st: Click on the BLUE link and watch the video on Crisis Talk 2nd: Review definition of Crisis Talk and examples https://www.youtube.com/watch?v=46JP5iby7yM https://www.crisisprevention.com/Blog/June-2011/De-escalation-Tips https://www.youtube.com/watch?v=pBe4A32fpyI
Peak (Crisis) ● Person may not respond
rationally or to de-escalation
techniques ● Person may use physical
assault or threats of violence ● Others may have to: escape,
self-defense, restraint ● MOST IMPORTANT THING IS…
SAFETY FOR EVERYONE! ● Have a plan and know how to
implement it ● Keep everyone SAFE ● Prepare to reintegrate student
back into the classroom Just have to ride it out Continue mini lecture… 1st: 1st: Click on the BLUE link and watch the video on Peak 2nd: Review definition of Peak and examples https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p07/#content https://www.youtube.com/watch?v=Y3TxcV5TgtA
Whole Group Practice:
Room Clear Step 1: Identify where the rest of the class
will go and what they will do. Step 2: Establish Procedures for
Supervision of Student Engaged in Physical
Danger Step 3: Determine Consequences for
Behavior In Advance Dangerous Behavior Considerations ● Everyone’s safety ● Remove
Audience ● Distress to other
students Room
Clear Continue mini lecture… 1st: Click on the BLUE link and watch the video on Room Clear 2nd: Review definition of Room Clear and practice clearing a room https://resources.finalsite.net/images/v1540996829/davisk12utus/ymudpb1g22u2o8m
hgpnh/RoomClears.pdf
De-Escalation
(Recovery) ● Aggression subsides ○ Immediate crisis over ○ Person begins to
return to baseline ○ Anger can re-ignite ● Student may be confused, deny
involvement, or blame others ● Student may not want to discuss
incident but will respond to
directions ● Restore back to calm Caution: Re-triggering can occur
in this phase Continue mini lecture… 1st: Click on the BLUE link and watch the video on De-Escalation 2nd: Review definition of De-escalation and examples https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p08/#content https://docs.google.com/presentation/d/1ZWTuVaQmPInYrVUNOrdrv0jMtO9iuCEySK
F1dXwlAw4/edit#slide=id.g73d003af9c_0_384
Recovery
(Post Crisis) ● Person’s ability to think and
act rationally returns ● Mood dips ○ Feel remorse ○ Embarrassed (may refuse to
discuss incident) ○ Exhausted (may fall asleep) ● Teacher must address the student
and class, reestablish class
expectation ● Teacher must be honest with their
own mistakes in the incident ● Goal : Create healthier learning
environment Final stage/ back to baseline Continue mini lecture… 1st: Click on the BLUE link and watch the video on Recovery 2nd: Review definition of Recovery and examples https://www.youtube.com/watch?v=cCwBut43Vrw https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p09/#content
Challenge... Why is this response
Not Recommended? Video Whole Group Practice: 1st: Click on BLUE link and watch the behavior video 2nd: Facilitate class discussion using the question in YELLOW https://www.youtube.com/watch?v=APw5NkLhskc
1. Observation and knowing a student’s baseline is
crucial 2. If a student's reaction is excessive for the situation…
SOMETHING DEEPER IS HAPPENING...Start Digging
or bring someone in to support that student 3. DO NOT Bait and Switch the consequence Resendes Practical Experience Facilitate classroom discussion with examples of practical experience
De-Escalation Strategies For All Phases Continue mini lecture… Review De-escalation strategies for different phases of the
behavior cycle https://k12engagement.unl.edu/Stages%20of%20Behavior%20Escalation.pdf
Whole Group
Practice: 1. Student in
Escalation Cycle 2. Student in extreme
Escalation Cycle 1. What stage of the escalation
cycle is this student in? 2. What behavior is the student
displaying 3. What was the trigger? 4. What is the function of the
behavior? 5. What was the antecedent? 6. What strategies were used to
de-escalate this student? 7. Could this escalation have been
avoided? How? Bonus: #2 What about the principal,
how did he do? Whole Group Practice: Click the BLUE links to view the behavior videos and answer the questions https://www.bing.com/videos/search?q=students+out+of+control+behavior+in+classro
om&&view=detail&mid=A6A00428F8A2756D140FA6A00428F8A2756D140F&&FOR
M=VRDGAR https://www.youtube.com/watch?v=X9_WwuGF4dM
Small Group Practice:
Behavior Scenarios Each Group will be assigned one behavior scenario: 1. What stage of the escalation cycle is this
student in? 2. What behavior is the student displaying 3. What was the trigger? 4. What is the function of the behavior? 5. What was the antecedent? 6. What strategies were used to
de-escalate this student? 7. Could this escalation have been
avoided? How? 1. https://www.youtube.com/watch?v=q0NNQaHLHuA
Stop at 45 sec 2. https://www.youtube.com/watch?v=_2dfeVgulAM 3. https://www.youtube.com/watch?v=44SHgG3Cr_Q 4. https://www.youtube.com/watch?v=ix-y26hpsCU 5. https://www.youtube.com/watch?v=wFzkXVopm9A 6. https://www.youtube.com/watch?v=k3h5jcI-MFI Small Group Practice: 1st: In groups of 4, learners will watch the behavior video their group was assigned
and answer the questions 2nd: Share out
Individual Practice: Part II Click on each picture below to view the video clips.
Identify the acting-out phase using the drop-down menu
under that picture. Individual Practice: 1st: Learners click on the GREEN link and follow the instructions on the slide 2nd: share out https://iris.peabody.vanderbilt.edu/module/bi1/cresource/q2/p10/#content
Assessment Given what you have learned today in class, watch this video and collect data on
the students behavior and critique the teacher’s response to the student. In your observation: 1. Where is the student on the escalation cycle? 2. What behavior is the student displaying? 3. Can you determine the antecedent, trigger and/or function of the behavior? 4. In reviewing the teacher's response, did the teacher de-escalate or escalate
the situation? How? 5. If you were the teacher how would you have approached this situation
differently if at all? Have learners click on the GREEN link to open the assessment document Click on the BLUE link to view the assessment behavior video https://www.youtube.com/watch?v=T4ZzEyxxeXQ
Reflection Journal 3 Takeaways from today’s lesson that has helped you: ● Be more confident in addressing behaviors ● Manage behaviors that foster an equitable classroom environment Have learners click on the GREEN link to write their reflection
Mid-Course
Evaluation Mid-Course Evaluation Learners click on the GREEN link and answer the Mid-Course Evaluation
Next Class Group Project ● Your group will create a presentation on one of the common
behaviors ● Each person in the group will create a behavior scenario (observed
or unobserved) related to your group topic Readings: Read the chapter that coincides with your assigned group topic in
Defusing Disruptive Behavior In The Classroom- Geoff Colvin Videos: Why do students Misbehave Setting Limits Review Homework for next lesson Explain BLUE links are videos to watch https://www.youtube.com/watch?v=iu3NpZUIqQY https://www.youtube.com/watch?v=0CzPjq1hu48
Additional Resourceshttps://www.youtube.com/watch?v=mkYI_9rrnhY https://www.youtube.com/watch?v=Y3TxcV5TgtA http://www.ala.org/pla/sites/ala.org.pla/files/content/onlinelearning/webinars/Assault_Cycle_
Rev.pdf https://www.youtube.com/watch?v=ryZHUsRFpZg https://personnel.ky.gov/KEAP/Verbal%20De-escalation%20presentation.pdf http://pbismissouri.org/wp-content/uploads/2017/06/STI2017_4J_Acting-Out-Cycle.pdf https://www.pbslearningmedia.org/resource/ket-pd-deescalation4/the-escalation-cycle/#.XkIz
DWhKg2w Explain if they liked the lesson there are additional links they can learn more about
Behavior Cycle

Do Now: How does Behavior
Escalation Cycles impact
classroom management
What is a Behavior Escalation
Cycle, list the stages?
In Small Group 3-4 Discuss
your HW Observations
What behaviors were observed,
what was teacher response, and
did any behaviors escalate?
Burning Questions

Identifying, understanding function and strategies on how to manage behaviors

Unit 2: Identifying, Understanding Function And Strategies To Manage
Behaviors
Unit 2 Overview
Includes:
Lesson 1: Identifying and Understanding Behaviors
Lesson 2: Escalation and De-escalation
Lesson 3: Managing Common Classroom Behaviors

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: The unit is designed to teacher pre-service teacher how to identify and
understanding behaviors, as well as, strategies on how to manage them

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will Understanding Behaviors
● Learners will identify the antecedent and the function of a behavior
● Learners will learn that consequences can positively or negatively reinforce a
behavior
● Learners will also understand the behavior escalation cycle
● Learners will learn how to Classroom Management of Common Behaviors
● As the culminating project, learners will continue creating a classroom behavior
manual
Enabling Objective(s):

● Know how to operationally define a behavior
● Know what antecedents, behaviors, and consequences are
● Know consequences positively or negatively reinforced behaviors
● Know how to operationally define a behavior
● Know what escalation & de-escalation means
● Know what the the escalation cycle is
● Know what a behavior chain is
● Know what the common classroom behaviors are
● Know what to avoid power struggles
● Know how to clear a room
● Be able to identify appropriate and inappropriate behaviors
● Be able to observe and collect data on a behavior
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1

Unit Overview and Lesson Plan
● Be able to identify the Function of a behavior using ABC data collection:
o Antecedents
o Function of a Behavior
o Consequences as a behavior reinforcer
● Be able to identify the stages of the escalation cycle
● Be able to implement strategies for each stage of the escalation cycle
● Be able to implement appropriate strategies for each common classroom behavior

Lesson Materials
Defusing Disruptive Behavior In The Classroom, PowerPts, videos, handouts, articles, behavior
scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities

Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Project Do Now: Rate how
confident you are in managing
classroom behaviors (scale 1-5)

Slide 1 Unit Title and Scope
and Sequence
Classroom Google Doc.
Introduce the Unit

Project Classroom Google
Doc for learners to Rate
themselves on a Scale 1-5 &
give their Rationale for their
rating

.
Learners will rate
themselves on a
scale of 1-5 on how
confident they are
to address
classroom
behaviors and give
a rationale
Classroom Google
Doc.

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2

Unit Overview and Lesson Plan
Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
Identifying, Understanding
Function And Strategies To
Manage Behaviors

Lessons:
This unit will teach the learner
about several different factors
that impact behaviors in a
classroom.
● Identifying and
Understanding
Behaviors
● Escalation and
De-escalation
● Managing COmmon
Classroom Behaviors

Objectives:
● Identifying behaviors
and their function
● Understanding
escalation and
de-escalation of
behaviors
● Managing common
classroom behaviors

Slide 2 Goal and Lessons
Slide 3 Objectives
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Supporting students
social, emotional, and
academic needs
● Building and
maintaining
relationships
● Preempting behavior
escalation
Risks that are avoided if the
unit is mastered
● Students needs are not
met
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Classroom Google
Doc.
*Burning
Questions

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3

Unit Overview and Lesson Plan
● Relationships
negatively affected
● Behavior escalation
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Class Google Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Lesson 1 Identifying
and Understanding Behaviors
Slide 6 Lesson 2 Behavior
Cycle
Slide 7 Lesson 3 Managing
Common Classroom Behaviors
Slide 8 Assessments
Slide 9 Materials
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding how
to Identify,
understand
function and
strategies on how
to manage
behaviors

Total Time 15 mins

Visual Overview

Unit 2 Overview PowerPt

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Unit Overview and Lesson Plan
Behavior Management

Unit 2: Identifying, Understanding Function And Strategies To Manage Behaviors
Lesson 3: Building Fluency In Managing Common Classroom Behaviors

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers build fluency in
managing common classroom behaviors.

Learning Objective(s)
Terminal Objective:
● Build fluency in managing common classroom behaviors.

Enabling Objective(s):
● Know what fluency means as it relates to managing behaviors
● Know what behavior chains are
● Know what a behavior power struggle looks and sounds like
● Know how to clear a room
● Be able to identify common classroom behaviors
● Be able to implement strategies to manage common classroom behaviors

Lesson Materials
Defusing Disruptive Behavior In The Classroom, PowerPt, Videos, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are teachers ranging in race, gender, socio-economic, and age; learners will have to
be open to other beliefs, values, and perspectives; and employ respect and sensitivity during class
discussions.

Facilitator’s Notes
Homework Assignment prior to class:
Learners were given an assignment in which they did the final 3 hours of classroom behavior
observations, focusing on identifying behaviors, function of those behaviors, and teacher
response. The purpose of this exercise is to continue building behavior management fluency in
order to effectively manage behaviors in a classroom setting. .

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
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5

Unit Overview and Lesson Plan
Gain
Attention
7 mins Introduce Do Now: What is the
function of this students behavior?
How did the teacher’s response
reinforce the behavior? Is this a
common behavior seen in class?

Facilitate the Whole Group discussion
of the Do Now

Slide 1 Do Now
Classroom Google Doc.

Project the Do Now on
with the link to the
video and Classroom
Google Doc.

Whole Group
Instruction:
Bring the class together
to review their biases in
whole group instruction
(2 mins)
5 (min)
Learners will
watch the
behavior
scenario and
answer the
prompt on the
Classroom
Google Doc.

2 (mins)
Share out as a
class
Learning
Objectives
3 mins Introduce the lesson

Assess prior knowledge by asking
learners What is implicit and explicit
bias? Name 1 bias that can impact
classroom management

Review the learning objectives:
● Know what fluency
means as it relates to
managing behaviors
● Know what behavior
chains are
● Know what a behavior
power struggle looks and
sounds like
● Know how to clear a
room
● Be able to identify
common classroom
behaviors
● Be able to implement
strategies to manage
common classroom
behaviors

Slide 2 Title
Slide 3 Goal & Objectives
Classroom Google Doc.

Project
Title slide with the link
to the question and the
Classroom Google Doc.

Project & Review
learning objectives

Whole Group
Instruction:
Bring the class together
to review learners
response to the question
Learners write
their response
on the
Classroom
Google Doc.

share out as a
class
Reasons for
Learning
- Benefits
- Risks
5 Review the benefits of building
fluency when managing common
classroom behaviors and the risks of
not building fluency

Benefits
Project & Review
benefits vs. Risks
of biases and the impact
they have on classroom
behavior management

Learners will
write-in
questions or
statements they
would like
thelessont to
ac
6

Unit Overview and Lesson Plan
● Addressing behavior
equitably
● Building relationships with
students
● Supporting students in
reshaping their behaviors

Risks
● Inequitable response to
behaviors
● Negatively impacting
relationships
● Escalating behaviors in the
classroom
●
Project the link for students to write
down Burning Questions

Slide 4 Benefits & Risks
Classroom Google Doc.

Allow time for the
learners to write down
Burning Questions on
the Classroom Google
Doc.

address on the
classroom
Classroom
Google Doc.
Burning
Questions

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 mins Review lesson overview

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
● New Knowledge
○ Mini lecture on
Common classroom
behaviors
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small
group, and whole
group instruction

Slide 6 LessonOverview

● Assess prior
knowledge with
the questions on
the Classroom
Google Doc.

● Deliver mini
lecture on
Building Fluency
In Managing
Common
Classroom
Behaviors

● Explains that
through mini
lectures,
observations,
videos, guided
practice,
individual,
small group
instruction,
whole group
instruction; the
learner will be
able to:
Building Fluency
in Managing
Common
Learners will
follow the slides
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course.

Learners will
engage in small
group and whole
group activities
to analyze
classroom
behaviors and
consequences
while
identifying their
biases as it
relates to
classroom
behaviors
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7

Unit Overview and Lesson Plan
Classroom
Behaviors

Prerequisite
Knowledge
2 mins Explain that Learners will reflect
and draw about their personal
experiences as it relates to Common
Classroom Behaviors and teachers
fluency level in managing them.
.
● Learners may have some
knowledge of common
classroom behaviors

● Learners will have feelings
towards common classroom
behaviors

● Learners may not know
how fluency in managing
behaviors can help to create
an equitable classroom
environment

● Review what the following
key terms and concepts are
and what they are not using
examples
○ Behavior Chain
○ Off-task
○ Momentum
○ Disrespect
○ Defiance
○ Rule Break

Slide 6 Prerequisite Knowledge
Explain:
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge
about Building
Fluency In
Managing
Common
Classroom
Behaviors is
necessary to
meet the lesson
objectives

Review key terms and
concepts by providing
definitions and using
examples and
nonexamples so the
learner knows what
they are and what they
are not as it relates to
the day’s lesson

Facilitate:
Whole Group discussion
share out what the
prerequisite knowledge
terms are and what
they are not with
examples
Learners will
participate by
giving examples
and
nonexamples of
what the key
terms and
concepts
(prerequisite
knowledge) are
and are not
Learning
Guidance
- Lecture
- Demo.
15
mins
Teach and demonstrate:
● what are Common
Classroom Behaviors
● what are behavior chains
● guided practice to support
the learners in building
fluency in managing common
classroom behaviors

Slides 7-20 Mini Lecture
Slide 8 Demo. Behavior Chain
Slide 9 Demo. Fluency
Demonstrating behavior
chain and fluency by
using role play scenarios

Project and review Power
Pt with mini lecture on
common classroom
behaviors

Discuss videos and
readings on common
Learners will
take notes
throughout the
lecture and ask
any clarifying
questions or
questions to
help them
develop a
deeper
understanding
of common
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8

Unit Overview and Lesson Plan
classroom behaviors and
strategies to address them

Model using
behavior scenarios to
identify
common classroom
behaviors and strategies
to address them
classroom
behaviors and
strategies to
address them

Practice and
Feedback
30 mins Introduce the activities for practice
and feedback throughout the lesson:

● Know what fluency means as
it relates to managing
behaviors
● Know what behavior chains
are
● Know what a behavior power
struggle looks and sounds
like
● Know how to clear a room
● Be able to identify common
classroom behaviors
● Be able to implement
strategies to manage common
classroom behaviors

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in
the final assessment and journal
entry.

Slide 9 Behavior Chain
Slide 11 Fluency
Slide 19 Power Struggle

Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively
practicing concepts:
● Learn what are
common
classroom
behaviors
● Understand
how a behavior
chain impacts
behavior
● Build fluency
when managing
common
classroom
behaviors
In individual,
small groups
and whole group
instruction,
learners will
engage in
several guided
practice
behavior
scenarios to
identify Fluency
In Managing
Common
Classroom
Behaviors

Authentic
Assessment
10 mins Project assessment slide with link to
a behavior scenario video with
guided questions to assess mastery
of content

Slide 21 Assessment
Assessment & Journal Reflection

Share google slide with
link to the assessment
video and allow time for
students to complete the
assessment and their
Assessment & Journal
Reflection

Learners will
watch the
behavior
scenario and
answer the
following
questions:

1. Describe the
behaviors
occurring in the
behavior chain?

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9

Unit Overview and Lesson Plan
2. Identify the
common
behavior?

3. Identify the
strategy used to
address this
behavior, and
determine if it
was effective?

4. Learners will
evaluate if they
would have
managed the
behavior
differently? If
so, what
strategies would
you have used?

Work will be
submitted via
Assessment &
Journal
Reflection

Retention
and Transfer
3mins Explains that the transfer of
knowledge will not really take place
until the learners are in their
classroom observing and addressing
behaviors
Explain as learners
begin to encounter
behaviors during their
student teachers or
observations they will
have the opportunity to
develop Fluency In
Managing Common
Classroom Behaviors

Students will
have the
opportunity
during their
student
teaching and
observations
assignments to
reflect on
student
behavior and
develop
Fluency In
Managing
Common
Classroom
Behaviors

Big Ideas

5 mins Review the lesson objectives and
“Big Ideas”

Project
Assessment & Journal
Reflection
Student will
write in their
Classroom
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10

Unit Overview and Lesson Plan
● What are common
classroom behaviors
● What are behavior chains
● Fluency In Managing
Common Classroom
Behaviors

Introduce the Reflection Journal
Prompt

3 Takeaways from today’s lesson that
has helped you:

● Building fluency in managing
common classroom behaviors
● Have more confident in
addressing classroom
behaviors

Slide 22 Journal Reflection
Assessment & Journal Reflection

Ask learners to respond
to the Reflection Journal
Prompt
Assessment &
Journal
Reflection

Share-out
whole group
Advance
Organizer
for the Next
Unit
5 mins Brief introduction to the next class
and explain any pre-work that needs
to be completed prior to class

Slide 23 Next Class
Review any assignments
that need to be
completed prior to class
Student will
take down
notes and ask
any clarifying
questions
Total Time 90 mins

Unit 2 Lesson 3 Managing Common Classroom Behaviors PowerPt

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11

Unit Overview and Lesson Plan
What is the function of this
student’s behavior? How did the
teacher’s response reinforce the
behavior? Is this a common
behavior seen in class? Do Now: Introduce the Do Now Learners click on the BLUE link to watch the video and answer the Do Now Allow students time to click on the GREEN link and answer the Do Now on the
classroom google doc https://www.youtube.com/watch?v=cJxEU8djlmg
Managing Common
Classroom Behaviors Most Common Classroom Behaviors From your classroom observations, what
were the common classroom behaviors
observed? Introduce the lesson Have learners click on the GREEN link and answer the question on the classroom
google doc.
Goal: Manage
Common
Classroom
Behaviors Lesson
Objectives ● Know what fluency means as it
relates to managing behaviors ● Know what behavior chains are ● Know what a behavior power
struggle looks and sounds like ● Know how to clear a room ● Be able to identify common
classroom behaviors ● Be able to implement strategies to
manage common classroom
behaviors Review Lesson Objectives
Benefits ● Supporting students social,
emotional, and academic needs ● Building and maintaining
relationships ● Preempting behavior escalation ● Students needs are not met ● Relationships negatively
affected ● Behavior escalation Risks Burning Questions Review benefits and Risks Have learners click on the GREEN link and give learners time to write down burning
questions on the classroom google doc.
Lesson
Overview ● Review prior knowledge about
common classroom behaviors ● Learners will learn how to
build fluency in managing
common classroom behaviors Activities ○ Mini Lecture ○ Observation ○ Videos ○ Practice identifying
common classroom
behaviors ○ Practice implementing
strategies to redirect
common classroom
behaviors ○ Individual, small group
and whole group
instruction Review Lesson Overview
○ Behavior Chain ○ Off-task ○ Momentum ○ Disrespect ○ Defiance ○ Rule Break Prerequisite Knowledge Review Prerequisite Knowledge Definition of Key Terms Share examples
Interaction-
Pathway (Behavior Chain) Student/Teacher Responses Begin Mini Lecture… Define Behavior chains https://slideplayer.com/slide/13118759/ Defusing Disruptive Behavior In The Classroom - Geoff Colvin
Positive Reinforcement Negative
Reinforcement Student Says they finished work Teacher Notices they did
not finished and
says get started Student Insists they are done Teacher Says you have
10 more problems Student
to complete Screams
I’m Finished Student Says they finished work Teacher Notices they did Not finish and asked them to get started Student Insists they are done Teacher Gives the student an option to complete the work now or stay in for recess to complete the problems Student Student starts working Continue mini lecture...review examples of behavior chains https://slideplayer.com/slide/13118759/ Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
Peer Group Practice:
Presentations 5 mins Each Group will be assigned a
common classroom behavior and will
take turns practicing a behavior chain Peer Group Practice: Follow the instruction on the slide
Fluency Whole Group Practice Common Behavior
Scenario: Student is
violating class rule of
no phones out... Zero Fluency Low Fluency High Fluency Whole Group Practice: Model building fluency with the common behavior on the slide Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
Small Group Practice:
Presentations 30mins Each Group will present their common classroom
behavior and act out a scenario demonstrating ● Zero Fluency ● Low Fluency ● High Fluency Group Presentations: Each group will present the 3 level of fluencies for their signed
common behavior
● Student not doing the
assigned work ● Student up and
walking around ● Student tapping and/or
looking around ● Student talking Off-Task Group #1 Identifiers Strategies ● Assess Situation ● Maintain Flow of Instruction ● Attend to On-Task Students ● Redirect Off-Task Students ○ Now Considered Non-Compliant Provide Focus on Student Decision
Making: ● Establish Behavior Expectations ● Non-confrontational Delivery ● Present Request as Decision ● Follow through on consequences ● Debrief w/ Student at a Later TIme Continue mini lecture: 1st: click on the BLUE link and watch the video of off-task behavior 2nd: Review identifiers and strategies to build fluency https://www.pbslearningmedia.org/resource/ket-pd-deescalation1/off-task-behavior/ https://docs.google.com/presentation/d/1kcHHkcoaJjeNJumpL5DSG2603KZAG1lE6di
AZ4ZK3-k/edit?ts=5d24df18#slide=id.g3fc0407c42_9_0 Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
Momentum Behavior: ● Give 2 or 3 tasks that will ensure that the student is
successful and where the student will receive
reinforcement ● Add a more challenging task to build momentum Continue mini lecture: 1st: click on the BLUE link and watch the video of momentum behavior strategy 2nd: Review identifiers and strategies to build fluency https://www.pbslearningmedia.org/resource/ket-pd-deescalation2/behavior-momentu
m-strategy/#.Xi5y2WhKg2w
● Student violates class
norms ○ Comes in late ○ Has a hat on ○ Has phone out Rule/Infraction Group #2 Identifiers Strategies ● Assess Situation ● Maintain Flow of Instruction ● Attend to On-Task Students ● Clarify the Rule or Exception ● Explicitly Request Student to Take
Care of the Problem ● Present Problem-Solving Options ● Follow Through on Consequences Continue mini lecture: 1st: click on the BLUE link and watch the video of rule infraction behavior 2nd: Review identifiers and strategies to build fluency https://www.pbslearningmedia.org/resource/ket-pd-deescalation3/disruptive-behavior/ https://www.pbslearningmedia.org/resource/ket-pd-deescalation5/provocative-behavio
r/ Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
● Student cusses ● Student rips up the
paper ● Student defaces
property Disrespect Group #3 Identifiers Strategies ● Assess Situation ● Maintain Flow of Instruction ● Avoid Reacting to Student Behavior ● Pause and Disengage ● Address Student’s Behavior in
Measured Manner ● Debrief w/ Student at Later Time Continue mini lecture: 1st: click on the BLUE link and watch the video of disrespect behavior 2nd: Review identifiers and strategies to build fluency https://www.pbslearningmedia.org/collection/managing-challenging-student-behaviors
/ https://docs.google.com/presentation/d/1kcHHkcoaJjeNJumpL5DSG2603KZAG1lE6di
AZ4ZK3-k/edit?ts=5d24df18#slide=id.g3fc0407c42_9_0 Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
● Student balls up his
fits ● Student yells ● Student shakes leg or
taps Agitation/Aggressive Group #4 Identifiers Strategies ● Assess Situation ● Maintain Flow of Instruction ● Identify Signs of Agitation ● Use Calming Activities (Crisis Talk) ● Monitor Accommodations ● Debrief w/ Student at a Later Time Continue mini lecture: 1st: click on the BLUE link and watch the video of agitation/aggressive behavior 2nd: Review identifiers and strategies to build fluency https://www.pbslearningmedia.org/resource/ket-pd-deescalation7/agressive-behavior-
and-fighting/ https://www.pbslearningmedia.org/resource/ket-pd-deescalation7/agressive-behavior-
and-fighting/#.XdI32FdKg2w https://docs.google.com/presentation/d/1kcHHkcoaJjeNJumpL5DSG2603KZAG1lE6di
AZ4ZK3-k/edit?ts=5d24df18#slide=id.g3fc0407c42_9_0 Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
● Student says out right “I’m not doing it” ● Student rips up paper ● Student walks away
for adult Defiance/Non-Compliant Group
#5 Identifiers Strategies ● Assess situation ● Maintain Flow of Instruction ● Repeat Direction Privately ● Disengage, Respond to Class, & Monitor ● Provide Focus on Student Decision Making ○ Establish Behavioral Expectations ○ Non-confrontational Delivery ○ Present Request as Decision ○ Follow Through on Consequences ● Debrief w/ Student at a Later TIme ● Continue mini lecture: 1st: click on the BLUE link and watch the video of defiance/non-compliant behavior 2nd: Review identifiers and strategies to build fluency https://www.pbslearningmedia.org/resource/ket-pd-deescalation6/noncompliant-and-d
efiant-behavior/https://www.pbslearningmedia.org/resource/ket-pd-deescalation6/non
compliant-and-defiant-behavior/#.XdI5uVdKg2w https://docs.google.com/presentation/d/1kcHHkcoaJjeNJumpL5DSG2603KZAG1lE6di
AZ4ZK3-k/edit?ts=5d24df18#slide=id.g3fc0407c42_9_0 Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
● Student makes jokes ● Student yells coming
into the classroom ● Student calls out Attention Group #3 Identifiers Strategies ● Assess Situation ● Maintain Flow of Instruction ● Attend to On-Task Students ● Redirect Off-Task Students ● Clarify the Rule or Exception ● Explicitly Request Student to Take Care of
the Problem ● Debrief w/ Student at a Later TIme Continue mini lecture: 1st: click on the BLUE link and watch the video of attention seeking behavior 2nd: Review identifiers and strategies to build fluency https://www.pbslearningmedia.org/resource/ket-pd-deescalation5/provocative-behavio
r/#.XdI7IldKg2x Golvin, Geoff. Defusing Disruptive Behaviors in the classroom. (2010)
Power struggle Whole Group and Peer Practice: Where attention goes the behavior grows https://www.youtube.com/watch?v=2LtWmZ2qUO4 Small Group and Peer Practice: https://www.youtube.com/watch?v=Fpgb6-pX1DU https://www.youtube.com/watch?v=c0ItexSNbeo (cell Phone) https://www.youtube.com/watch?v=tBkeziCEkk0 https://www.youtube.com/watch?v=WZYsRzuqNv8 https://www.youtube.com/watch?v=PkY1IJMzJkk Whole Group Practice: 1st: Click on the BLUE link to watch a video on power struggle 2nd: practice Small Group Practice: 1st: Divide learners into groups of 4 2nd: Groups will take turns practicing addressing the different behaviors to build
fluencyI https://www.bing.com/videos/search?q=students+out+of+control+behavior+in+classro
om&&view=detail&mid=979DD36C284C1FB220B1979DD36C284C1FB220B1&rvsmi
d=A6A00428F8A2756D140FA6A00428F8A2756D140F&FORM=VDMCNR
Behavior
Contract Whole Group Practice:
Review a behavior scenario and create a
contract for that behavior Continue mini lecture… 1st: Click on the BLUE link to watch the video on behavior contracts 2nd: Facilitate a discussion on behavior contracts 3rd: Review samples of different behavior contracts and thier purpose https://www.youtube.com/watch?v=BnUvQTvmtj0
Assessment QUESTIONS: 1. Describe the behaviors occurring in the behavior chain? 2. Identify the common behavior. 3. What strategy did the teacher use to address this behavior? Was it
effective? 4. Would you have managed this behavior differently? If so, what
strategies would you have used? Have learners click on the GREEN link to open the assessment document Click on the BLUE link to view the assessment behavior video https://www.youtube.com/watch?v=OyNa7AlSrdI
3 Takeaways from today’s lesson that has helped you: ● Be more confident in addressing behaviors ● Manage behaviors that foster an equitable classroom environment Reflection Journal Have learners click on the GREEN link to write their reflection
Next Class Readings: Maintaining Sanity in the Classroom Rudolf Dreikurs Chp 12 Empty The Cup- Ernie Mendes pgs 33-46, 55-62 CA 48900 Discipline Code What Is Neuroplasticity Lost at School Chapter 1-7 should have been read Videos: Social Discipline Model Review Homework for next lesson Explain GREEN links to read class readings https://www.lbusd.org/uploaded/1-District/Departments/Instructional_Services/Docum
ents/Student_Handbook_Section_7_California_Education_Code_for_Student_Discipli
ne.pdf https://brainworksneurotherapy.com/what-neuroplasticity Explain BLUE links are videos to watch https://www.youtube.com/watch?v=hRkKP01C-MA

Do Now: What is the function
of this student's behavior?
How did the teacher’s
response reinforce the
behavior? Is this a common
behavior seen in class?
List 2-3 Common Classroom
Behaviors
Burning Questions

Punitive consequences verses alternative solutions to support students in reshaping their own
behavior

Unit 3: Alternative solutions to support students in reshaping their own
behavior
Unit 3 Overview
Includes:
Lesson 1: Consequences (Punitive vs. Relationship Building)
Lesson 2: Collaborative and Proactive Solutions (CPS)
Lesson 3: Social Emotional Learning (SEL)

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: This unit is designed to teach pre-service teachers alternative solutions to punitive
consequences to managing behaviors and support students in reshaping their behavior.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand that there are
punitive consequences to change student behaviors or alternative solutions to
support students in reshaping their own behavior.
● The learner will learn how to build relationships with students in order to be more
effective in managing behaviors.
● The learner will work collaboratively with key stakeholders to reshape student
behavior using the Collaborative and Proactive Solutions model.
● The learner will teach social emotional learning strategies to support students in
understanding and reshaping their own behaviors.
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1

Unit Overview and Lesson Plan

Enabling Objective(s):

● Know how to use consequences
● Know what punitive consequences are
● Know the importance of building relationships with students
● Know what is the Collaborative and Proactive Solutions model
● Know the five competencies of Social Emotional Learning model
● Be able to build relationships with students
● Be able to execute the Plan B intervention with students
● Be able to teach strategies for each one of the SEL competencies
● Be able to appropriately used consequences to help support students in recognizing
and reshaping their own behaviors

Lesson Materials
Lost at School, Empty The Cup, PowerPts, videos, handouts, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 facts you know about
consequences

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors

Learners will
identify 2-3 facts
they know about
consequences
Classroom Google
Doc.

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2

Unit Overview and Lesson Plan

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
To learn alternative solutions
compared to punitive
consequences to managing
behaviors and support students
in reshaping their behavior.
Lessons:
This unit will teach the learner
about punitive consequences
and alternative solutions to
support students in reshaping
their own behavior
● Consequences
(Punitive vs.
Relationship
BUilding)
● Collaborative and
Proactive Solutions
(CPS)
● Social Emotional
Learning (SEL)

Objectives:
● Understand that there
are punitive
consequences to
change student
behaviors or
alternative solutions to
support students in
reshaping their own
behavior.
● Learn how to build
relationships with
students in order to be
more effective in
managing behaviors.
● Work collaboratively
with key stakeholders
to reshape student
behavior using the
Collaborative and
Proactive Solutions
model.
● Teach social
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
ac
3

Unit Overview and Lesson Plan

emotional learning
strategies to support
students in
understanding and
reshaping their own
behaviors.

Slide 2 Goal and Lessons
Slide 3 Objectives
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Understanding the
impacts of punitive
consequences verses
alternative solution to
manage behaviors
● Building and
maintaining
relationships
● Collaboratively
working with students
and other stakeholders
to support students in
recognizing and
reshaping their own
behavior
Risks that are avoided if the
unit is mastered
● Consequences
negatively impact
student academically,
socially and
emotionally
● Relationships
negatively affected
● Students are not taught
the strategies to
positively to positively
reshape their
behaviors
Project the link for learners to
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
how to create a
psychological safe
classroom
environment
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4

Unit Overview and Lesson Plan

write their Burning Questions
Slide 4 Benefits vs. Risks
Slide 2 Google Class Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Lesson 1 Building
Relationships to Minimize
Behaviors
Slide 6 Lesson 2 Collaborative
and Proactive Solutions (CPS)
Slide 7 Lesson 3 Social
Emotional Learning (SEL)
Slide 8 Assessments
Slide 9 Materials

Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
how to create a
psychological safe
classroom
environment
Total Time 15 mins

Visual Overview
Unit 3 Overview PowerPt
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5

Unit Overview and Lesson Plan

Alternative solutions
to support students
in reshaping their
own behavior Do Now List 2-3 Facts you know about consequences Unit 1 Understanding
Factors that
Impact Student
Behaviors Unit 2 Identifying
Antecedents
and the
Function of the
Behavior Unit 3 Alternative
Actions to
Support
Students in
Reshaping
Student
Behaviors 1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.2 3.3 Unit 3 Introduce Unit 3 Review Scope and Sequence Give Learners 2 minutes to answer the Do Now
Goal: To learn alternative solutions compared to punitive consequences to manage behaviors and support students in reshaping their behavior ● Consequences (Punitive vs. Relationship
Building ● Collaborative and Proactive Solutions (CPS) ● Social Emotional Learning (SEL) Review Lesson Goal
Unit Objectives: ● Understand that there are punitive consequences to change student
behaviors or alternative solutions to support students in reshaping their
own behavior. ● Learn how to build relationships with students in order to be more
effective in managing behaviors. ● Work collaboratively with key stakeholders to reshape student behavior
using the Collaborative and Proactive Solutions model. ● Teach social emotional learning strategies to support students in
understanding and reshaping their own behaviors. Review Lesson Objectives
Benefits vs. Risks ● Understanding the impacts of
punitive consequences versus
alternative solutions to manage
behaviors ● Building and maintaining
relationships ● Collaboratively working with
students and other
stakeholders to support
students in recognizing and
reshaping their own behavior ● Consequences negatively impact
student academically, socially and
emotionally ● Relationships negatively affected ● Students are not taught the
strategies to positively to positively
reshape their behaviors Burning Questions Review Benefits and Risks Give Learners 2 minutes to click on the link and write in any burning questions
Lesson 1: Building
Relationships to
Minimize Behaviors Objectives ● Know what punitive
consequences are ● Know what logical
consequences are ● Know the three types of
relationships ● Be able to assign appropriate
consequences ● Be able to build relationships Activities ● Practice assigning logical
consequences ● Practice building
relationships o Student to Teacher o Student to Student o Student to Content Review Lesson 1 Building Relationships to Minimize Behavior and Objectives)
Lesson 2
Collaborative and
Proactive Solutions Objectives ● Know the Collaborative and
Proactive Solutions model ● Know the advantages and
disadvantages of Plan A, Plan B,
Plan C ● Know what a lagging skill is ● Know how to use the ALSUP tool
to identify lagging skills ● Be able to complete an ALSUP
inventory ● Be able to execute the Plan B
interview with students ● Be able to appropriately used a
plan to help support students in
recognizing and reshaping their
own behaviors Activities ● Practicing filling-out the
ALSUP to identify
student lagging skills ● Practicing Plan B
student interview Review Lesson 2 Collaborative and Proactive Solutions (Activities and Objectives)
Lesson #3
Social and Emotional
Learning (SEL) Objectives ● Know what is Social
Emotional Learning ● Know the 5 SEL
competencies ● Be able to understand and
manage emotions ● Be able to implement
activities to teach students
about the 5 SEL
competencies Activities ● Whole Group practice SEL five
competency activities ● Small Group practice role playing
teaching SEL competency
activities Review Lesson 3 Social and Emotional Learning (Activities and Objectives)
Assessment ● Reflection after each lesson ● Practice problem/s to demonstrate
mastery of knowledge and skill ● Role-playing exercise to
demonstrate mastery of Plan B Culminating ● Continue creating a classroom
behavior management manual
with work samples learned from
the course ○ Unit three Samples ■ Relationship building
activities that will be
incorporated into classroom
routines ■ SEL activities that will be
incorporated into classroom
routines Review Lesson Assessment and Culminating Project
Materials and Homework ● Reflection Journals ● CASEL Website https://casel.org/core-competencies/ ● Book: Empty The Cup by Ernie Mendes ● Readings ● PowerPts ● Videos Review Lesson Materials and Homework

List 2-3 Facts you know about
consequences
Burning Questions

Punitive consequences verses alternative solutions to support students in reshaping their own
behavior

Unit 3: Alternative solutions to support students in reshaping their own
behavior
Unit 3 Overview
Includes:
Lesson 1: Consequences (Punitive vs. Relationship Building)
Lesson 2: Collaborative and Proactive Solutions (CPS)
Lesson 3: Social Emotional Learning (SEL)

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: This unit is designed to teach pre-service teachers alternative solutions to punitive
consequences to managing behaviors and support students in reshaping their behavior.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand that there are
punitive consequences to change student behaviors or alternative solutions to
support students in reshaping their own behavior.
● The learner will learn how to build relationships with students in order to be more
effective in managing behaviors.
● The learner will work collaboratively with key stakeholders to reshape student
behavior using the Collaborative and Proactive Solutions model.
● The learner will teach social emotional learning strategies to support students in
understanding and reshaping their own behaviors.
Enabling Objective(s):

● Know how to use consequences
● Know what punitive consequences are
● Know the importance of building relationships with students
● Know what is the Collaborative and Proactive Solutions model
● Know the five competencies of Social Emotional Learning model
● Be able to build relationships with students
● Be able to execute the Plan B intervention with students
● Be able to teach strategies for each one of the SEL competencies
● Be able to appropriately used consequences to help support students in recognizing
and reshaping their own behaviors

ac
1

Unit Overview and Lesson Plan

Lesson Materials
Lost at School, Empty The Cup, PowerPts, videos, handouts, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 facts you know about
consequences

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors

Learners will
identify 2-3 facts
they know about
consequences
Classroom Google
Doc.

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
To learn alternative solutions
compared to punitive
consequences to managing
behaviors and support students
in reshaping their behavior.
Lessons:
This unit will teach the learner
about punitive consequences
and alternative solutions to
support students in reshaping
their own behavior
● Consequences
(Punitive vs.
Relationship
BUilding)
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
ac
2

Unit Overview and Lesson Plan
● Collaborative and
Proactive Solutions
(CPS)
● Social Emotional
Learning (SEL)

Objectives:
● Understand that there
are punitive
consequences to
change student
behaviors or
alternative solutions to
support students in
reshaping their own
behavior.
● Learn how to build
relationships with
students in order to be
more effective in
managing behaviors.
● Work collaboratively
with key stakeholders
to reshape student
behavior using the
Collaborative and
Proactive Solutions
model.
● Teach social
emotional learning
strategies to support
students in
understanding and
reshaping their own
behaviors.

Slide 2 Goal and Lessons
Slide 3 Objectives
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Understanding the
impacts of punitive
consequences verses
alternative solution to
manage behaviors
● Building and
maintaining
relationships
● Collaboratively
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Class Google Doc
*Burning
Questions

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3

Unit Overview and Lesson Plan
working with students
and other stakeholders
to support students in
recognizing and
reshaping their own
behavior
Risks that are avoided if the
unit is mastered
● Consequences
negatively impact
student academically,
socially and
emotionally
● Relationships
negatively affected
● Students are not taught
the strategies to
positively to positively
reshape their
behaviors
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Slide 2 Google Class Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Lesson 1 Building
Relationships to Minimize
Behaviors
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
how to create a
psychological safe
classroom
environment
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4

Unit Overview and Lesson Plan
Slide 6 Lesson 2 Collaborative
and Proactive Solutions (CPS)
Slide 7 Lesson 3 Social
Emotional Learning (SEL)
Slide 8 Assessments
Slide 9 Materials

Total Time 15 mins

Visual Overview
Unit 3 Overview PowerPt

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5

Unit Overview and Lesson Plan
Behavior Management
Unit 3: Alternative solutions to support students in reshaping their own
behavior
Lesson 1: Consequences (Punitive vs. Relationship Building)

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers understand punitive
consequences and how to build relationships with students

Learning Objective(s)
Terminal Objective:
How to manage behaviors by using consequences and building relationships
Enabling Objective(s):
● Know what punitive consequences are
● Know what logical consequences are
● Know the three types of relationships
● Be able to assign appropriate consequences
● Be able to build relationships

Lesson Materials
Empty The Cup, PowerPt, Videos, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are teachers ranging in race, gender, socio-economic, and age; learners will have to
be open to other beliefs, values, and perspectives; and employ respect and sensitivity during class
discussions.

Facilitator’s Notes
Homework Assignment prior to class:
Learners were given an assignment in which they read the whole book Lost At School prior to
this lesson. Learners also have completed 9 hours of observing behaviors in the classroom and
can draw upon those observations to identify different classroom behaviors that they can
reference throughout this lesson.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
3 mins Introduce the Do Now: Project the Do Now on
the board with the link
2 (min)
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6

Unit Overview and Lesson Plan
Watch the video and then answer the
question
What consequences should this student
be given for their actions?
(you can choose any consequence
including any of the 48900 codes)

Facilitate the Whole Group discussion
of the Do Now

Slide 1 Do Now
Classroom Google Doc.
to the Classroom Google
Doc.

Whole Group
Instruction
Instructor brings the
class together to share
their response to the Do
Now
Learners will
answer the Do
Now on the
Classroom
Google Doc.

2 (mins)
Share out as a
class
Learning
Objectives
5 mins Introduce the lesson

Assess prior knowledge by asking
learners: How does your consequence
support the student in recognizing
their behavior and help them to
reshape it?

Review the learning objectives:
● Know what punitive
consequences are
● Know what logical
consequences are
● Know the three types of
relationships
● Be able to assign
appropriate
consequences
● Be able to build
relationships

Slide 2 Title & Prior Knowledge
question
Slide 3 Goal & Objectives
Class Google Doc.
Project
Title slide with the link
to the question and the
Class Google Doc.

Project & Review
learning objectives

Whole Group
Instruction:
Bring the class together
to review learners
response to the question
Learners write
their response
on the Class
Google Doc.

share out as a
class
ac
7

Unit Overview and Lesson Plan
Reasons for
Learning
- Benefits
- Risks
5

Review the benefits of understanding
how consequences and relationship
building impact classroom behaviors
and the risks of not understanding the
impacts consequences and relationship
building has on classroom behaviors

Benefits
● Supporting students in
solving the unsolved
problems (lagging skill)
● Building and maintaining
relationships
● Reducing behavior

Risks
● Students are not taught
strategies to address the
lagging skills
● Relationships negatively
affected
● Behavior continues and/or
escalates
Project the link for students to write
down Burning Questions

Slide 4 Benefits & Risks
Classroom Google Doc.

Review the benefits and
risks of using
consequences and
relationship building

Allow time for learners
to answer the question
on Classroom Google
Doc.

Learners write
down any
questions or
statements they
would like this
lesson to
address on the
Classroom
Google Doc.

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 mins Review lesson overview

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
● New Knowledge
○ Mini lecture on the
impact punitive and
logical consequences
have on behaviors
and build
relationships
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small
group, and whole
group instruction
● Assess prior
knowledge with
the Do Now

● Deliver mini
lecture on
Punitive and
logical
consequences,
logical
consequences
and building
relationships

● Explain that
through mini
lectures,
observations,
videos, guided
practice,
Learners will
follow the slide
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course

Learners will
engage in small
group and whole
group activities
to learn how
punitive
consequences
have on
behaviors and
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8

Unit Overview and Lesson Plan

Slide 6 Lesson Overview
Slide 1 Do Now
Slide 2 Title & Prior Knowledge
question
Slide 7-22 Mini Lecture
Classroom Google Doc.

individual,
small group
instruction,
whole group
instruction; the
learner will be
able to:
appropriate use
consequences
and build
relationships to
manage
classroom
behaviors

build
relationships
Prerequisite
Knowledge
2 mins Explain that Learners will reflect
and draw about their personal
experiences as it relates to how
classroom behaviors were managed
throughout their school experience
.
● Learners may have some
knowledge of consequences

● Learners will have feelings
towards common classroom
behaviors and
consequences

● Learners may not know
punitive or logical
consequences
● Learners may not know how
to build relationships

● Review what the following
key terms and concepts are
and what they are not using
examples
○ Punitive
Consequences
○ Logical
consequences
○ Relationships
■ Teacher to
student
■ Student to
student
■ Student to
content
Slide 5 Prerequisite Knowledge
Explain:
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge
about
consequences
and
relationship
building is
necessary to
meet the lesson
objectives

Review key terms and
concepts using examples
so the learner knows
what they are and what
they are not as it relates
to the day’s lesson

Facilitate:

Whole Group discussion
reviewing what the
prerequisite knowledge
terms are and what
they are not with
examples
Learners will
participate by
giving examples
of what the key
terms and
concepts
(prerequisite
knowledge) are
and are not
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9

Unit Overview and Lesson Plan
Learning
Guidance
- Lecture
- Demo.
15
mins
Teach and demonstrate:
● What are punitive
consequences
● What logical consequences
are
● What are relationships
● How to appropriately
assign punitive
consequences
● How to appropriately
assign logical consequences
● How to build relationships

Slide 7-22 Mini Lecture
Slide 9 Punitive Consequences
Slide 14 Logical Consequences
Slide 17 Student to Teacher
Relationship building
Slide 19 Student to Student
Relationship building
Slide 21 Student to Content
Relationship building
Demonstrate how to
appropriately use punitive
consequences and build
relationships

P roject and review Power
Pt with mini lecture on
punitive consequences
and building relationships

Discuss videos and
readings on punitive
consequences and
building relationships

Model using
behavior scenarios and
role play to appropriately
use punitive
consequences and build
relationships
Students will
take notes
throughout the
lecture and ask
any clarifying
questions or
questions to
help them
develop a
deeper
understanding of
punitive
consequences,
logical
consequences,
and how to build
relationships can
help support
students to
reshape their
own behaviors
Practice and
Feedback
30 mins Introduce the activities for practice
and feedback throughout the lesson:
● Know what are punitive
consequences
● Know what logical
consequences are
● What are relationships
● Be able to appropriately
assign punitive
consequences
● Be able to appropriately
assign logical consequences
● Be able to build
relationships

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in
the final assessment and journal
entry.

Slide 1 Do Now
Slide 2 Title & Prior Knowledge
question
Slide 10 Punitive Consequences
Slide 15 Logical Consequences
Slide 18 Student to Teacher
Slide 20 Student to Student
Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively
practicing concepts:
● Understanding
what are
punitive
consequences
● Understanding
what logical
consequences
are
● Understand
what are
relationships
● Appropriately
assign punitive
consequences
● Appropriately
assign logical
consequences
● Building
relationships

In individual,
small groups
and whole group
instruction,
learners will
engage in
several guided
practice
activities to
become
competent in
understanding
when to use
punitive
consequences,
logical
consequences
and build
relationships

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10

Unit Overview and Lesson Plan
Slide 22 Student to Content
Authentic
Assessment
10 mins Project link to the assessment quiz
and journal entry

Slide 23 Assessment
Quiz

Project the link to the
Quiz for the learners to
complete at the end of
class

Learners will
take a multiple
choice quiz
demonstrating
mastery of the
different
elements of the
CPS model

Quiz will be
submitted via
Google Docs
Retention
and Transfer
3mins Explains that the transfer of
knowledge will not really take place
until the learners are in their
classroom observing and addressing
behaviors

Explain as learners
begin to encounter
behaviors during their
student teaching or
observations they will
have the opportunity to
practice using
consequences and
building relationships

Students will
have the
opportunity
during their
student
teaching to
practice
assigning
consequences
and building
relationships
Big Ideas

5 mins Review the lesson objectives and
“Big Ideas”

● what are punitive
consequences
● What are logical
consequences
● How to build relationships
○ Teacher to student
○ Student to student
○ Student to content

Introduce the Reflection Journal
Prompt:
3 Takeaways from today’s lesson and
how it can help you be more effective
in behavior management?

Slide 23 Journal Reflection
Assessment & Reflection Journal
Project journal prompt
and link to Assessment &
Reflection Journal

Giver learners time to
respond to the prompt
Learners will
reflect in their
Assessment &
Reflection
Journal on the
days lesson and
respond to the
prompt

Share-out
whole group
Advance
Organizer
for the Next
Unit
5 mins Give a brief introduction to the next
class and explain any pre-work that
needs to be completed prior to class

Slide 25 Next Class
Review any assignments
that need to be
completed prior to class
Student will
take down
notes and ask
any clarifying
questions
Total Time 90 mins
Unit 3 Lesson 1 Consequences (Punitive vs. Relationship Building)
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11

Unit Overview and Lesson Plan
Do Now: What consequence should this student be given
for actions? (you can choose any consequence including any of the 48900 codes) Student Behavior Show the video https://www.youtube.com/watch?v=APw5NkLhskc Give learners 1-2 minutes to click on the link and answer the Do Now
Consequences (Punitive vs. Relationship Building) How does your consequence support the student in
recognizing their behavior and help them to reshape it? Introduce the lesson Whole group discussion answering the question on the slide
Goals &
Objectives How to manage behaviors by
using consequences and
building relationships ● Know what punitive
consequences are ● Know what logical
consequences are ● Know the three types of
relationships ● Be able to assign appropriate
consequence ● Be able to build relationships Review goals and objectives
Benefits vs. Risks ● Supporting students in
solving the unsolved
problems (lagging skill) ● Building and maintaining
relationships ● Reducing behavior ● Students are not taught
strategies to address the
lagging skills ● Relationships negatively
affected ● Behavior continues
and/or escalates Burning Questions Review Benefits and Risks Give learners 2 minutes to click on the link and add any burning questions
Prerequisite Knowledge Punitive Consequences Social Discipline Theory Logical Consequences Relationships Review Prerequisite Knowledge
Lesson
Overview ○ Mini lecture ○ Observations ○ Videos ○ Practice ○ Role play ○ Individual, small
group and whole
group instruction ● Learners will learn what
punitive consequences are ● Learner will understand what
logical consequences are ● Learner will learn how to
build relationships Review Lesson Overview
Behaviors can be Reshaped ● Neuroplasticity ○ repetition of a thought or emotion, reinforces neural pathway ○ new thought, begin to create a new way of being ○ frequently repeated, leads to new pathway How can using appropriate consequences
help in reshaping behaviors? Discuss neuroplasticity and facilitate a whole group discussion answering the
question on the slide https://brainworksneurotherapy .com/what-neuroplasticity Neuroplasticity is the 'muscle building' part of the brain; the things we do often
we become stronger at, and what we don’t use fades away. That is the physical
basis of why making a thought or action over and over again increases its power.
Over time, it becomes automatic; a part of us. We literally become what we think
and do
Punitive Options Detentions Loss of Privileges In-School Suspensions Suspensions Expulsions CA Discipline Codes 48900s Review CA Discipline Codes and mini-lecture on Punitive Options https://www.lbusd.org/uploaded/1-District/Departments/Instructional_Services/Docum
ents/Student_Handbook_Section_7_California_Education_Code_for_Student_Discipli
ne.pdf
Whole Group Practice: Review Do Now: What punitive consequence did you assign for this
behavior? Google Classroom Doc: How does your consequence support the student in
recognizing their behavior and help them to reshape it? Show Video https://www.youtube.com/watch?v=APw5NkLhskc Facilitate whole class discussion using the Do Now
1. https://www.youtube.com/watch?v=q0NNQaHLHuA Stop at 45 sec 2. https://www.youtube.com/watch?v=_2dfeVgulAM 3. https://www.youtube.com/watch?v=44SHgG3Cr_Q 4. https://www.youtube.com/watch?v=ix-y26hpsCU 5. https://www.youtube.com/watch?v=wFzkXVopm9A 6. https://www.youtube.com/watch?v=k3h5jcI-MFI Small Group Practice: Punitive Consequences 1. In groups of 3-4 2. Each group will be assigned a behavior 3. What consequence did you assigned for this behavior? 4. How does your consequence support the student in recognizing their behavior
and help them to reshape it? 5. Whole group share-out Break learners up into groups Assign each group a behavior scenario Have each group share out Facilitate whole group discussion after all presentations are complete
Social Discipline Theory-Dreikurs ● Grounded in Alfred Adler's Motivation Theory of Human Belonging and
Acceptance ● All humans are social beings ○ All behavior is directed toward achieving social approval ○ Misbehavior occurs when students are unable to achieve belonging and acceptance ○ Does not believe in punishment, reinforcement or praise ● Believes in the use of encouragement OVER praise ○ Focuses on effort or achievement ○ Positive feedback to students who are trying ○ Motivates students to continue trying ● Relationships ○ Encouragement builds mutual trust ○ Trust proceeds confidence ○ Students test relationships until they trust the relationship Show Video and Mini Lecture on Social Discipline Theory https://www .youtube.com/watch?v=hRkKP01C-MA Maintaining Sanity in the Classroom - Rudolf Dreikurs, Bernice Bronia Grunwald, Floy
Pepper
4 Goals of Misbehavior Review 4 Goals of behavior 4-mistaken-goals-of-misbehavior-dreikurs-relationship https://www.youtube.com/watch?v=-QfVNhuP-bE Maintaining Sanity in the Classroom - Rudolf Dreikurs, Bernice Bronia
Grunwald, Floy Pepper
Logical Consequences 1. Reasonable results that
follow behavior can either be
desirable or undesirable 2. Students do right when they
have done wrong 3. Students know
consequences ahead of time Mini lecture on Logical Consequences https://www.slideserve.com/ocean-santos/creating-and-enforcing-classroom-rules https://www.youtube.com/watch?v=hRkKP01C-MA Maintaining Sanity in the Classroom - Rudolf Dreikurs, Bernice Bronia
Grunwald, Floy Pepper
Whole Group Practice: Review Do Now: What logical consequence did you assigned for this
behavior? Google Classroom Doc: How could this behavior be addressed with logical
consequences? Project video and model logical consequences https://www.youtube.com/watch?v=APw5NkLhskc
1. https://www.youtube.com/watch?v=q0NNQaHLHuA Stop at 45 sec 2. https://www.youtube.com/watch?v=_2dfeVgulAM 3. https://www.youtube.com/watch?v=44SHgG3Cr_Q 4. https://www.youtube.com/watch?v=ix-y26hpsCU 5. https://www.youtube.com/watch?v=wFzkXVopm9A 6. https://www.youtube.com/watch?v=k3h5jcI-MFI Small Group Practice: Logical Consequences 1. In groups of 3-4 2. Each group will be assigned a behavior 3. How can you address the behavior with logical consequences? 4. If behavior is beyond using logical consequences, what consequence
would you give? 5. Whole group share-out Break learners up into groups Assign each group a behavior scenario Have each group share out Facilitate whole group discussion after all presentations are complete
#1 Element to Effective Teaching & Classroom Management is RELATIONSHIPS… But How DO we build relationships??? Empty The Cup Theory - Ernie Mendes ● Teacher to Student ● Student to Student ● Student to Content Mini Lecture on Building Relationships Empty the Cup- Ernie Mendes
STUDENT to TEACHER ● Person-to-Person
connection critical to
task ● Relationships are an
investment ○ Building ○ Maintenance ○ Resolution ○ Essential
Attributes Whole Group
Instruction &
Practice Building
Relationships by bidding Ask me a
question... Model building relationships between student and teacher The Cup - Ernie Mendes
Small Group
Practice: Genuine desire to build a
connection with students With your peer Take turns, practicing bidding: Moving towards bid Moving away bid Moving against a bid Divide learners into small group Give them 5 minutes to practice building teacher and student relationship Empty The Cup - Ernie Mendes
STUDENT & STUDENT ● Grouping important: ○ Engaging
students ○ Building
community ○ Managing
emotions Whole Group
Instruction &
Practice Maintenance of
relationships What’s your
favorite breakfast
cereal... Model building relationships between student and student The Cup - Ernie Mendes
Small Group
Practice: We like people who we are
like us SEEK COMMONALITIES: What is your favorite food? Any pets? Hobbies? Goals in taking this course? Divide learners into small group Give them 5 minutes to practice building student and student relationship Empty The Cup - Ernie Mendes
STUDENT & Content ● Engage student to
content student need
to be successful: ○ Relevant ○ Interesting ○ Scaffolding ■ Skills ■ content Whole Group
Instruction &
Practice Content
Engagement By Practicing STEW Model building relationships between student and content The Cup - Ernie Mendes
Small Group
Practice: STEW can be used
communicate broken
agreements, as well as,
acknowledgments State the event Tell your thoughts and interpretations of the event Emotion or feeling to be shared created as a result of the event Wants and wishes, invite other person into the resolution SCENARIO: You are assigned partners working on a
mid-term project. Your partner has not contributed to the
work and you are in danger of getting a
failing grade. Divide learners into small group Give them 5 minutes to practice building student and content relationship Empty The Cup - Ernie Mendes
Assessment Journal Reflection: 3 Takeaways from today’s lesson How can building relationships contribute to creating a
positive classroom environment and help to effectively
manage classroom behaviors? Give Learners 15 minutes to click on the link and answer the assessment questions
and then write in the reflection journal https://docs.google.com/forms/d/1HtfXiVlUc8I_v1bXi2q094t0uJrXFQ97g10kJa79svA/
edit
Next Class Class Reading Complete: Lost At School by Dr. Ross Greene Video ALSUP Review readings and video for next class http://www.thekidswelose.com
Additional Resources https://www.youtube.com/watch?v=lXSJKIRpmHs https://www.youtube.com/watch?v=LdF5ry5g5-w

Do Now: What
consequences should
this student be given
for their actions?
How does your
consequence support
the student in
recognizing their
behavior and help
them to reshape it?
How could this
behavior be
addressed with
logical
consequences?
Burning Questions

Punitive consequences verses alternative solutions to support students in reshaping their own
behavior

Unit 3: Alternative solutions to support students in reshaping their own
behavior
Unit 3 Overview
Includes:
Lesson 1: Consequences (Punitive vs. Relationship Building)
Lesson 2: Collaborative and Proactive Solutions (CPS)
Lesson 3: Social Emotional Learning (SEL)

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: This unit is designed to teach pre-service teachers alternative solutions to punitive
consequences to managing behaviors and support students in reshaping their behavior.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand that there are
punitive consequences to change student behaviors or alternative solutions to
support students in reshaping their own behavior.
● The learner will learn how to build relationships with students in order to be more
effective in managing behaviors.
● The learner will work collaboratively with key stakeholders to reshape student
behavior using the Collaborative and Proactive Solutions model.
● The learner will teach social emotional learning strategies to support students in
understanding and reshaping their own behaviors.
Enabling Objective(s):

● Know how to use consequences
● Know what punitive consequences are
● Know the importance of building relationships with students
● Know what is the Collaborative and Proactive Solutions model
● Know the five competencies of Social Emotional Learning model
● Be able to build relationships with students
● Be able to execute the Plan B intervention with students
● Be able to teach strategies for each one of the SEL competencies
● Be able to appropriately used consequences to help support students in recognizing
and reshaping their own behaviors

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1

Unit Overview and Lesson Plan

Lesson Materials
Lost at School, Empty The Cup, PowerPts, videos, handouts, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 facts you know about
consequences

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors

Learners will
identify 2-3 facts
they know about
consequences
Classroom Google
Doc.

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
To learn alternative solutions
compared to punitive
consequences to managing
behaviors and support students
in reshaping their behavior.
Lessons:
This unit will teach the learner
about punitive consequences
and alternative solutions to
support students in reshaping
their own behavior
● Consequences
(Punitive vs.
Relationship
BUilding)
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
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2

Unit Overview and Lesson Plan
● Collaborative and
Proactive Solutions
(CPS)
● Social Emotional
Learning (SEL)

Objectives:
● Understand that there
are punitive
consequences to
change student
behaviors or
alternative solutions to
support students in
reshaping their own
behavior.
● Learn how to build
relationships with
students in order to be
more effective in
managing behaviors.
● Work collaboratively
with key stakeholders
to reshape student
behavior using the
Collaborative and
Proactive Solutions
model.
● Teach social
emotional learning
strategies to support
students in
understanding and
reshaping their own
behaviors.

Slide 2 Goal and Lessons
Slide 3 Objectives
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Understanding the
impacts of punitive
consequences verses
alternative solution to
manage behaviors
● Building and
maintaining
relationships
● Collaboratively
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Class Google Doc
*Burning
Questions
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3

Unit Overview and Lesson Plan
working with students
and other stakeholders
to support students in
recognizing and
reshaping their own
behavior
Risks that are avoided if the
unit is mastered
● Consequences
negatively impact
student academically,
socially and
emotionally
● Relationships
negatively affected
● Students are not taught
the strategies to
positively to positively
reshape their
behaviors
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Slide 2 Google Class Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Lesson 1 Building
Relationships to Minimize
Behaviors
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
how to create a
psychological safe
classroom
environment
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4

Unit Overview and Lesson Plan
Slide 6 Lesson 2 Collaborative
and Proactive Solutions (CPS)
Slide 7 Lesson 3 Social
Emotional Learning (SEL)
Slide 8 Assessments
Slide 9 Materials

Total Time 15 mins

Visual Overview
Unit 3 Overview PowerPt

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5

Unit Overview and Lesson Plan
Behavior Management
Unit 3: Alternative solutions to support students in reshaping their own
behavior
Lesson 2: Collaborative and Proactive Solutions

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service understand the CPS model and
how to implement it to support students in recognizing and changing their own behavior

Learning Objective(s)
Terminal Objective:
To implement the CPS Plan when managing behaviors
Enabling Objective(s):
● Know the Collaborative and Proactive Solutions model
● Know the advantages and disadvantages of Plan A, Plan B, Plan C
● Know what a lagging skill is
● Know how to use the ALSUP tool to identify lagging skills
● Be able to complete an ALSUP inventory
● Be able to execute the Plan B interview with students
● Be able to appropriately used a plan to help support students in recognizing and
reshaping their own behaviors

Lesson Materials
Lost at School, PowerPt, Videos, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are teachers ranging in race, gender, socio-economic, and age; learners will have to
be open to other beliefs, values, and perspectives; and employ respect and sensitivity during class
discussions.

Facilitator’s Notes
Homework Assignment prior to class:
Learners were given an assignment in which they read the whole book Lost At School prior to
this lesson. Learners also have completed 9 hours of observing behaviors in the classroom and
can draw upon those observations to identify different classroom behaviors that they can
reference throughout this lesson.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
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6

Unit Overview and Lesson Plan
(Generative)
Gain
Attention
3 mins Introduce the Do Now:
Kids do well if they want to?
Or
Kids do well if they can?
Which is your philosophy?

Facilitate the Whole Group discussion
of the Do Now

Slide 1 Do Now
Classroom Google Doc.
Project the Do Now on
the board with the link
to the Classroom Google
Doc.

Whole Group
Instruction
Instructor brings the
class together to share
their response to the Do
Now
1 (min)
Learners will
answer the Do
Now on the
Classroom
Google Doc.

2 (mins)
Share out as a
class

Learning
Objectives
3 mins Introduce the lesson

Assess prior knowledge by asking
learners: What is a lagging skill?

Revie w the learning objectives:
● Know the Collaborative
and Proactive Solutions
model
● Know the advantages
and disadvantages of
Plan A, Plan B, Plan C
● Know what a lagging
skill is
● Know how to use the
ALSUP tool to identify
lagging skills
● Be able to complete an
ALSUP inventory
● Be able to execute the
Plan B interview with
students
● Be able to appropriately
used a plan to help
support students in
recognizing and
reshaping their own
behaviors

Slide 2 Title and Prior Knowledge
Question
Slide 3 Goal & Objectives
Classroom Google Doc.
Project
Title slide with the link
to the question and the
Classroom Google Doc. .

Project & Review
learning objectives

Whole Group
Instruction:
Bring the class together
to review learners
response to the question
Learners write
their response
on the
Classroom
Google Doc.

share out as a
class
Reasons for
Learning
- Benefits
- Risks
5 Review the benefits of understanding
how working collaboratively with the
student can support them in
Review the benefits and
risks of CPS Model

Learners write
down any
questions or
statements they
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7

Unit Overview and Lesson Plan
recognizing and shaping their own
behavior
and the risks of not understanding
how working collaboratively with the
student can support them in
recognizing and shaping their own
behavior

Benefits
● Supporting students in
solving the unsolved
problems (lagging skill)
● Building and maintaining
relationships
● Reducing behavior

Risks
● Students are not taught
strategies to address the
lagging skills
● Relationships negatively
affected
● Behavior continues and/or
escalates
Project the link for students to write
down Burning Questions

Slide 4 Benefits & Risks
Classroom Google Doc.

Allow time for learners
to answer the question
on Class Google Doc

would like this
lesson to
address on the
Classroom
Google Doc .

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 mins Review Lesson Overview

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
● New Knowledge
○ Mini lecture on the
CPS Model
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small
group, and whole
group instruction
Slide 6 Lesson Overview
Slide 1 Do Now
● Assess prior
knowledge with
the questions on
the Classroom
Google Doc.

● Deliver mini
lecture on CPS
Model

● Explains that
through mini
lectures,
observations,
videos, role
play, guided
practice,
individual,
small group
Learners will
follow the slide
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course

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8

Unit Overview and Lesson Plan
Slide 2 Title and Prior Knowledge
Question
Slide 8-14 Mini Lecture
Classroom Google Doc.

instruction,
whole group
instruction; the
learner will be
able to: Apply
the CPS model
to support
students in
recognizing and
reshaping their
behavior

Prerequisite
Knowledge
2 mins Explain that Learners will reflect
and draw from their personal
experiences and may have had a
class on classroom management,
but no prerequisite knowledge is
necessary to meet the course
objectives
.
● Learners may have some
knowledge of consequences

● Learners will have feelings
towards common classroom
behaviors and
consequences

● Learners may not know
alternative solutions to
managing classroom
behaviors
● Review what the following
key terms and concepts are
and what they are not using
examples
○ Lagging skills
○ CPS
○ ALSUP
○ Plan A, B, C

Slide 6 Prerequisite Knowledge
Explain:
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge
about the CPS
mode is
necessary to
meet the lesson
objectives

Review key terms and
concepts by providing
definitions and using
examples and
nonexamples so the
learner knows what
they are and what they
are not as it relates to
the day’s lesson

Facilitate:

Whole Group discussion
Share out answers from
the Class Google Doc.
and review what the
prerequisite knowledge
terms are and what
they are not with
examples
Learners will
participate by
giving examples
and
nonexamples of
what the key
terms and
concepts
(prerequisite
knowledge) are
and are not
Learning
Guidance
- Lecture
- Demo.
15
mins
Teach and demonstrate:
● What is the CPS model
● What are lagging skills
Demonstrate how to
implement the CPS Plan
when managing behaviors

Students will
take notes
throughout the
lecture and ask
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9

Unit Overview and Lesson Plan
● What are the advantages
and disadvantages of Pla A,
B, C
● Use the ALSUP to identify
lagging skills
● Conduct the Plan B
interview with a student

Slide 8-14 Mini Lecture
Slide 8 ALSUP
Slide 15 Plan B
Project and review Power
Pt with mini lecture on
the CPS Model

Discuss videos and
readings on the CPS
Model

Model using
behavior role play to
practice using the CPS
Model

any clarifying
questions or
questions to
help them
develop a
deeper
understanding of
how the CPS
model can help
support students
to recognize
and reshape
their own
behaviors
Practice and
Feedback
30 mins Introduce the activities for practice
and feedback throughout the lesson:
● Know what is the CPS
model
● Know what are lagging
skills
● Know the advantages and
disadvantages of Pla A, B, C
● Be able to use the ALSUP to
identify lagging skills
● Be able to conduct the Plan
B interview with a student

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in
the final assessment and journal
entry.

Slide 1 Do Now
Slide 2 Title and Prior Knowledge
Question
Slide 9 ALSUP
Slide 16 Plan B
Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively
practicing concepts:
● identifying
lagging skills
● Using the CPS
Model
● Executing Plan
B

In individual,
small groups
and whole group
instruction,
learners will
engage in
several guided
practice
activities to
become
competent in
using the CPS
model

Authentic
Assessment
10 mins Project link to the assessment quiz
and journal entry

Slide 17 Assessment
Quiz

Project the link to the
Quiz for the learners to
complete at the end of
class

Learners will
take a multiple
choice quiz
demonstrating
mastery of the
different
elements of the
CPS model

Quiz will be
submitted via
Google Docs.
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10

Unit Overview and Lesson Plan
Retention
and Transfer
3mins Explains that the transfer of
knowledge will not really take place
until the learners are in their
classroom observing and addressing
behaviors
Explain as learners
begin to encounter
behaviors during their
student teachers or
observations they will
have the opportunity to
practice using the CPS
model to address
behaviors

Students will
have the
opportunity
during their
student
teaching to
practice using
the CPS model
when
addressing
behaviors

Big Ideas

5 mins Review the lesson objectives and
“Big Ideas”

● what is the CPS model
● What are lagging skills
● What are the advantages
and disadvantages of Pla A,
B, C
● How do we use the ALSUP
to identify lagging skills
● How to conduct the Plan B
interview with a student

Introduce the Reflection Journal
Prompt
3 Takeaways of how the CPS plan can
help you be more effective in behavior
management?

Slide 17 Journal Reflection
Assessment & Reflection Journal
Project journal prompt
and link to Assessment &
Reflection Journal

Giver learners time to
respond to the prompt
Learners will
reflect in their
Assessment &
Reflection
Journal on the
days lesson and
respond to the
prompt

Share-out
whole group
Advance
Organizer
for the Next
Unit
5 mins Give a brief introduction to the next
class and explain any pre-work that
needs to be completed prior to class

Slide 18 Next Class
Review any assignments
that need to be
completed prior to class
Student will
take down
notes and ask
any clarifying
questions
Total Time 90 mins

Unit 3 Lesson 2Collaborative and Proactive Solutions

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11

Unit Overview and Lesson Plan
Do Now: Kids do well if they want to? Or Kids do well if they can? Which is your philosophy? Project the video https://www.livesinthebalance.org/step-one-first-video Give learners 2 minutes to click on the link and answer the Do Now
CPS (Plan B) Collaborative & Proactive Solutions What is a lagging skill? Introduce the lesson Project the video and allow learners 1 minute to answer the question on the slide https://www.youtube.com/watch?v=zDU0mZkXJdo
Goal: To implement the CPS Plan when
managing behaviors Objectives: ● Know the Collaborative and Proactive Solutions model ● Know the advantages and disadvantages of Plan A, Plan B, Plan
C ● Know what a lagging skill is ● Know how to use the ALSUP tool to identify lagging skills ● Be able to complete an ALSUP inventory ● Be able to execute the Plan B interview with students ● Be able to appropriately used a plan to help support students in
recognizing and reshaping their own behaviors Review the lesson Goal and Objectives
Capacity to Cope ● We all have different ways of showing when the demands that are being put
upon us outweigh our capacity to cope. When our students are in this
situation they may: ○ Become emotional ○ Withdraw ○ Become defiant ○ Become angry ○ Become resentful ● How can we empathize? ○ What are some situations that outweigh our capacity to cope? Mini lecture on capacity to cope https://docs.google.com/presentation/d/1kcHHkcoaJjeNJumpL5DSG2603KZAG1lE6di
AZ4ZK3-k/edit?ts=5d24df18#slide=id.g2fc9dda8e7_0_0
Benefits vs. Risk ● Supporting students in
solving the unsolved
problems (lagging skill) ● Building and
maintaining
relationships ● Reducing behavior ● Students are not taught
strategies to address
the lagging skills ● Relationships
negatively affected ● Behavior continues
and/or escalates Burning Questions Review Benefits and Risks Allow learners 2 minutes to click on the link and add any questions they may have
Prerequisite Knowledge ● What is lagging skill/s ● What is CPS ● What is an ALSUP ● What is Plan A, B, C Review Prerequisite Knowledge
Lesson
Overview ○ Mini lecture ○ Observation ○ Videos ○ Practice ○ Role play ○ Individual, small
group and whole
group instruction ● Learners will learn what a
lagging skill is ● Learner will understand
the difference between
Plan A, B, C ● Learner will learn how to
initiate the CPS Plan Review Lesson Overview
Whole Group Practice: ALSUP Figure out what skills need to be taught... Project the video and model how to use the ALSUP plan https://www.youtube.com/watch?v=zDU0mZkXJdo https://www.youtube.com/watch?v=_p2wZX_OtTw&feature=share
Small
Group
Practice 1. In groups or 3
to 4 2. Identify one
student from
your
observations 3. Practice filling
out the ALSUP
for that student (30mins) Divide learners into small groups and give them 5 minutes to practice using the
ALSUP plan https://www.pinterest.com/pin/89509111320118990
Which plan should we practice? Plan A, B, C When do we practice it? Now that we have identified the
lagging skill…. Project video Mini lecture on Plan A, B, C https://www.youtube.com/watch?v=6xkVT2y9euI&list=PL96FCD5F40215BB70&index
=7
Plan A ● Adults impose their will to make
a child meet our expectations ● Plan A is very popular ○ we have good expectations
for kids Cons ● Plan A – having someone else
impose their will upon you –
requires a variety of skills that
challenging kids lack ● Can lead adult to “give in” when
you can’t make a student meet
your expectations ● Often causes challenging behavior ● Does not teach the skills
challenging kids lack ● Interferes with the teaching of
those skills ○ Negatively impacts
relationship that is crucial to
teaching skills. Cont. Mini Lecture http://www.pent.ca.gov/cdr/f15/cps.pdf
● Adults decide to drop an expectation, at least for now ● Common misconception is that Plan C is “giving in” ● Prioritizing (i.e., treatment planning) and deciding what you want to address
first ○ Putting some problems or unmet expectations on the “back burner” ○ Address problems that are of a higher priority ○ Adults still in charge when using Plan C because we are the ones
deciding what to address and what to drop for now Plan C Cont Mini Lecture http://www.pent.ca.gov/cdr/f15/cps.pdf
● Adults work together with kids to solve problems in mutually satisfactory and
realistic ways ● Four basic steps ○ Empathy Step ○ Define the Problem Step ○ Brainstorm ○ Negotiation or Mutually Agreeable Solution Step ● Most problems not resolved in a single Plan B ○ continuous use of Plan B helps solve problems that are precipitating challenging
behavior ○ builds helping relationships, thinking skills, intrinsic motivation and confidence. Plan B Project Video COnt. Mini Lecture http://www.pent.ca.gov/cdr/f15/cps.pdf https://www.youtube.com/watch?v=507EEEqrXXo
CPS- 4 Steps 1. Empathy Step ● identify and understand the child’s concern about the unsolved problem (ex.
completion of homework or chores) ● issue an empathy statement 2. Define the Problem Step ● identity and share adult concerns about the same unsolved problem ● open to the idea that both parties can find middle ground 3. Brainstorm ● child is invited to brainstorm solutions together with the adult 4. Negotiation or Mutually Agreeable Solution Step ● adult and child work together to assess potential solution ● both realistic and mutually satisfactory ● arrive at a plan of action Cont. Mini Lecture http://www.pent.ca.gov/cdr/f15/cps.pdf
Whole Group Practice: CPS Plan (Plan B) Collaborative & Proactive Solutions Project video Model how to script Plan B
Small Group Practice: (21
mins) In groups of 3: 1. Identify a behavior problem that you observed 2. Taking turns, practice holding a Plan B conversation a. One will be the student, one will be the teacher,
one will be the observer (critique) 3. Switch roles until everyone has a chance to play all 3
roles Divide learners into small groups and give them 5 minutes to practice scripting Plan B
Assessment Journal Entry: 3 Takeaways from today’s lesson 1. How can the CPS plan help you be more effective in
behavior management? 2. How can the CPS plan help to support students in
changing their behaviors? Give learners 15 minutes to answer the assessment questions and answer the journal
entry question https://docs.google.com/forms/d/1gD2xT_ExfYjFQuzGEOXXyqokGXX-9tT6eFHTEW
MYy_g/edit
Next Class Final Presentations Readings: Pick one of the features stories as we will be discussing them in
class Social Emotional Learning Videos: What is SEL Impact of SEL SEL Review readings and videos for the next class

What represents your
philosophy?
What is a lagging skill? Burning Questions

Punitive consequences verses alternative solutions to support students in reshaping their own
behavior

Unit 3: Alternative solutions to support students in reshaping their own
behavior
Unit 3 Overview
Includes:
Lesson 1: Consequences (Punitive vs. Relationship Building)
Lesson 2: Collaborative and Proactive Solutions (CPS)
Lesson 3: Social Emotional Learning (SEL)

Plan and Instructor’s Guide

Duration: 3 Days

Introduction: This unit is designed to teach pre-service teachers alternative solutions to punitive
consequences to managing behaviors and support students in reshaping their behavior.

Learning Objective(s)
Terminal Objective:
● Given their interests and experiences, learners will understand that there are
punitive consequences to change student behaviors or alternative solutions to
support students in reshaping their own behavior.
● The learner will learn how to build relationships with students in order to be more
effective in managing behaviors.
● The learner will work collaboratively with key stakeholders to reshape student
behavior using the Collaborative and Proactive Solutions model.
● The learner will teach social emotional learning strategies to support students in
understanding and reshaping their own behaviors.
Enabling Objective(s):

● Know how to use consequences
● Know what punitive consequences are
● Know the importance of building relationships with students
● Know what is the Collaborative and Proactive Solutions model
● Know the five competencies of Social Emotional Learning model
● Be able to build relationships with students
● Be able to execute the Plan B intervention with students
● Be able to teach strategies for each one of the SEL competencies
● Be able to appropriately used consequences to help support students in recognizing
and reshaping their own behaviors

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1

Unit Overview and Lesson Plan

Lesson Materials
Lost at School, Empty The Cup, PowerPts, videos, handouts, articles, behavior scenarios

Learner Characteristic Accommodations
The learners are pre-services teachers ranging in race, gender, socio-economic, and age; learners
will have to be open to other beliefs, values, and perspectives; and employ respect and sensitivity
during class discussions.

Facilitator’s Notes
To accommodate the learner characteristics above, the facilitator will need to establish class
norms to foster an environment of mutual respect and open mindedness

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 2 mins Introduce the unit

Introduce the Do Now
List 2-3 facts you know about
consequences

Slide 1 Unit Title and Scope
and Sequence
Class Google Doc
Introduce the Unit

Project Class Google Doc for
learners to fill-in 2-3 factors
that lead to classroom
behaviors

Learners will
identify 2-3 facts
they know about
consequences
Classroom Google
Doc.

Unit
Goals

3 mins Introduce the Unit Goal and
lessons

Goal:
To learn alternative solutions
compared to punitive
consequences to managing
behaviors and support students
in reshaping their behavior.
Lessons:
This unit will teach the learner
about punitive consequences
and alternative solutions to
support students in reshaping
their own behavior
● Consequences
(Punitive vs.
Relationship
BUilding)
Introduce the Unit Goal and
Lessons

Introduce unit objectives

Learners follow the
PowerPt
Presentation and
make notes of how
each lesson applies
to their personal
goals and reasons
for taking the
course.
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2

Unit Overview and Lesson Plan
● Collaborative and
Proactive Solutions
(CPS)
● Social Emotional
Learning (SEL)

Objectives:
● Understand that there
are punitive
consequences to
change student
behaviors or
alternative solutions to
support students in
reshaping their own
behavior.
● Learn how to build
relationships with
students in order to be
more effective in
managing behaviors.
● Work collaboratively
with key stakeholders
to reshape student
behavior using the
Collaborative and
Proactive Solutions
model.
● Teach social
emotional learning
strategies to support
students in
understanding and
reshaping their own
behaviors.

Slide 2 Goal and Lessons
Slide 3 Objectives
Purpose for
the Unit

5mins Introduce the purpose for the
Unit and the Benefits and Risks

Benefits
● Understanding the
impacts of punitive
consequences verses
alternative solution to
manage behaviors
● Building and
maintaining
relationships
● Collaboratively
Summarize the purpose of the
course

Review Benefits and Risks

Project Class Google Doc for
learners to write-in questions
or statements they would like
the unit to address

Learner will
write-in questions
or statements they
would like the unit
to address on the
Class Google Doc
*Burning
Questions
ac
3

Unit Overview and Lesson Plan
working with students
and other stakeholders
to support students in
recognizing and
reshaping their own
behavior
Risks that are avoided if the
unit is mastered
● Consequences
negatively impact
student academically,
socially and
emotionally
● Relationships
negatively affected
● Students are not taught
the strategies to
positively to positively
reshape their
behaviors
Project the link for learners to
write their Burning Questions
Slide 4 Benefits vs. Risks
Slide 2 Google Class Doc

Unit
Overview

5mins Project Introduction slide and
review how this unit fits within
the course scope and sequence

Show all the topics in the unit
visually to provide a mental
model and assist the learners to
organize their learning. Show
that the sequence is “as
performed” or other structure.

Provide a description of the
activities, tools, and artifacts
that will be used in each unit.

Slide 1 Unit Title and Scope
and Sequence
Slide 5 Lesson 1 Building
Relationships to Minimize
Behaviors
Project on the board:
● Course lessons
● Assessments
● Materials
Instructor reviews reasoning
for the sequence to assist the
learner in achieving the
course goal.

Describe how the lessons are
structured, the overarching
design of the lessons, and
some of the common
components, activities. and
assessments that each lesson
provides.
Students will take
notes throughout
the lecture and ask
any clarifying
questions or
questions to help
them develop a
deeper
understanding of
how to create a
psychological safe
classroom
environment
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4

Unit Overview and Lesson Plan
Slide 6 Lesson 2 Collaborative
and Proactive Solutions (CPS)
Slide 7 Lesson 3 Social
Emotional Learning (SEL)
Slide 8 Assessments
Slide 9 Materials

Total Time 15 mins

Visual Overview
Unit 3 Overview PowerPt

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5

Unit Overview and Lesson Plan
Behavior Management

Unit 3: Alternative solutions to support students in reshaping their own
behavior
Lesson 3: Social and Emotional Learning

Lesson Plan and Instructor’s Guide

Unit Duration: 1.5 hour

Introduction: This lesson is designed to help pre-service teachers teach social and
emotional learning strategies to their students to help them recognize and reshape their
behavior

Learning Objective(s)
Terminal Objective:
Teach learners how to teach their students to understand and manage their emotions through the
5 SEL competencies
Enabling Objective(s):
● Know what is Social Emotional Learning
● Know the five SEL competencies
● Be able to understand and manage emotions
● Be able to implement activities to teach students about the five SEL competencies so
students can manage their own behaviors

Lesson Materials
CASEL website, PowerPt, Videos, articles, role play

Learner Characteristic Accommodations
The learners are teachers ranging in race, gender, socio-economic, and age; learners will have to
be open to other beliefs, values, and perspectives; and employ respect and sensitivity during class
discussions.

Facilitator’s Notes

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor
Action/Decision
(Supplantive)
Learner
Action/
Decision
(Generative)
Gain
Attention
15 mins Introduce the Do Now::
Watch the video and then answer the
question
Project the Do Now on
the board with the link to
(13 min)
Learners
respond to the
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6

Unit Overview and Lesson Plan
How can using Social Emotional
Learning strategies help to support this
student?

Facilitate the Whole Group discussion
of the Do Now

Slide 1 Do Now
Classroom Google Doc.
the Classroom Google
Doc. and the video

Whole Group Instruction
Instructor brings the class
together to share their
response to the Video and
Do Now
DO Now in their
Classroom
Google Doc.

2 (mins)
Share out as a
class

Learning
Objectives
5 mins Introduce the lesson

Assess prior knowledge by asking
learners: What are the 5 SEL
Competencies?

Review the learning objectives:
● Know what is Social
Emotional Learning
● Know the 5 SEL
competencies
● Be able to understand and
management emotions
● Be able to implement
activities to teach students
about the 5 SEL
competencies

Slide 2 Title and Prior Knowledge
question
Slide 3 Goal & Objectives
Classroom Google Doc.

Project
Title slide with the link to
the question and give
learners an opportunity to
answer the questions
about 5 SEL
competencies
Classroom Google Doc .

Project & Review
learning objectives

Whole Group Instruction:
Bring the class together to
review learners response
to the question
1 (min)
Learners write
down their
answer about 5
SEL
competencies
Classroom
Google Doc.

2 (mins)
share out
Reasons for
Learning
- Benefits
- Risks
5 Review the benefits of understanding
how teaching Social Emotional
Learning strategies to students can
support students in recognizing and
shaping their own behavior
and the risks of not understanding
how teaching Social Emotional
Learning strategies to students can
support students in recognizing and
shaping their own behavior

Benefits
● Supporting students in
solving the unsolved
problems (lagging skill)
● Building and maintaining
Review the benefits and
risks of Social Emotional
Learning strategies

Allow time for learners to
answer the question on
Class Google Doc

Learners write
down any
questions or
statements they
would like this
lesson to
address on the
Classroom
Google Doc.

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7

Unit Overview and Lesson Plan
relationships
● Reducing behavior

Risks
● Students are not taught
strategies to address the
lagging skills
● Relationships negatively
affected
● Behavior continues and/or
escalates
Project the link for students to write
down Burning Questions

Slide 4 Benefits & Risks
Classroom Google Doc.

Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 mins Review Lesson Overview

● Assess prior knowledge
○ with the questions
on the Classroom
Google Doc.
● New Knowledge
○ Mini lecture on
Social Emotional
Learing
○ Videos
○ Readings
● Acquire knowledge
○ Guided Practice
○ Individual, small
group, and whole
group instruction

Slide 5 Lesson Overview
Slide 1 Do Now
Slide 2 Title and Prior Knowledge
question
Slide 7-16 Min Lecture
Classroom Google Doc.

● Assess prior
knowledge with
the questions on
the Classroom
Google Doc.

● Deliver mini
lecture on Social
Emotional
Learning

● Explains that
through mini
lectures,
observations,
videos, role
play, guided
practice,
individual, small
group
instruction,
whole group
instruction; the
learner will be
able to: Apply
apply Social
Emotional
Learning
strategies to
support students
in recognizing
Learners will
follow the slide
and make notes
of how the
content applies
to their personal
goals and
reasons for
taking the
course

Learners will
engage in small
group and whole
group activities
to analyze
classroom
behaviors and
analyze how the
CPS Model can
support students
in recognizing
and shaping
their behavior
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8

Unit Overview and Lesson Plan
and reshaping
their behavior

Prerequisite
Knowledge
2 mins Explain that Learners will reflect and
draw about their personal experiences
as it relates to how classroom
behaviors were managed throughout
their school experience
.
● Learners may have some
knowledge of consequences

● Learners will have feelings
towards common classroom
behaviors and consequences
● Learners may not know
alternative solutions to
managing classroom
behaviors
● Learners may not know
Social Emotional Learning
strategies
● Review what the following
key terms and concepts are
and what they are not using
examples
○ Social Emotional
Learning
○ Self-aware
○ Self-Management
○ Social awareness
○ Relationship skills
○ Responsible
decision-making

Slide 6 Prerequisite Knowledge
Explain:
● most learners
will draw from
their own
personal and
academic
knowledge
● no formal
knowledge
about the Social
Emotional
Learning model
is necessary to
meet the lesson
objectives

Project video that
describes each
competency of the SEL
model

Review key terms and
concepts by providing
definitions and using
examples and
nonexamples so the
learner knows what they
are and what they are not
as it relates to the day’s
lesson

Facilitate:

Whole Group discussion
Share out answers from
the Class Google Doc.
and review what the
prerequisite knowledge
terms are and what they
are not with examples
Learners will
participate by
giving examples
and
nonexamples of
what the key
terms and
concepts
(prerequisite
knowledge) are
and are not
Learning
Guidance
- Lecture
- Demo.
15
mins
Teach and demonstrate:
● Know what is Social
Emotional Learning
● Know what are the 5 SEL
competencies
● Be able to teach activities in
all 5 SEL competencies to
students
Demonstrate how to teach
their students to
understand and manage
their emotions through
the 5 SEL competencies

Project and review Power
Pt with mini lecture on
Students will
take notes
throughout the
lecture and ask
any clarifying
questions or
questions to
help them
ac
9

Unit Overview and Lesson Plan

Slide 7-16 Min Lecture
Slide 8 Self-Awareness
Slide 12 Self-Management
Slide 13 Social Awareness
Slide 14 Relationship Skills
Slide 15 Responsible Decision Making
Social Emotional
Learning

Discuss videos and
readings on Social
Emotional Learning

Model using
actives to demonstrate
strategies for each of the 5
Social Emotional
Learning elements

develop a
deeper
understanding of
how the Social
Emotional
Learning model
can help support
students to
recognize and
reshape their
own behaviors
Practice and
Feedback
30 mins Introduce the activities for practice
and feedback throughout the lesson:
● Know what is Social
Emotional Learning
● Know what are the 5 SEL
competencies
● Be able to teach activities in
all 5 SEL competencies to
students
● Whole group practice SEL
competency activities
Slides 8-15
● Small group practice SEL
competency activities
Slides 16

Feedback will be given informally by
peer and/or instructor during each
activity. Formal feedback will be
given from instructor to learner in the
final assessment and journal entry.
Slide 1 Do Now
Slide 2 Title and Prior Knowledge
question
Slide 16 Practice 5 Elements

Walk around during
activities listening,
observing, and offering
feedback as learners
work independently or
collaboratively practicing
concepts:
● 5 elements of
Social Emotional
Learning
In individual,
small groups
and whole group
instruction,
learners will
engage in
several guided
practice
activities to
become
competent in
using the SEL
model

Authentic
Assessment
10 mins Project link to the assessment quiz and
journal entry

Slide 17 Assessment
Quiz

Slide 19 Post-course evaluation
Project the link to the
Quiz for the learners to
complete at the end of
class

Allow time for learners to
take the Post-course
evaluation
Learners will
take a multiple
choice quiz
demonstrating
mastery of the 5
core SEL
competencies..
ac
10

Unit Overview and Lesson Plan

Quiz will be
submitted via
Google Docs.

Learners will
take a
Post-course
evaluation to
establish a
baseline of
knowledge and
self-efficacy
Retention
and Transfer
3mins Explains that the transfer of
knowledge will not really take place
until the learners are in their
classroom observing and addressing
behaviors
Explain as learners begin
to encounter behaviors
during their student
teachers or observations
they will have the
opportunity to practice
using the SEL model to
address behaviors

Students will
have the
opportunity
during their
student teaching
to practice using
the SEL model
when addressing
behaviors

Big Ideas

5 mins Review the lesson objectives and
“Big Ideas”

● Learners will learn what is
Social Emotional Learning
● Learners will learn the 5 SEL
competencies
● Learners will learn activities
to teach students how to
develop skills in all 5 SEL
competencies

Introduce the Reflection Journal
Prompt
3 Takeaways of how teaching SEL
skills help you be more effective in
behavior management?
Slide 17 Journal Reflection
Assessment & Reflection Journa
Project journal prompt
and link to Assessment &
Reflection Journa

Giver learners time to
respond to the prompt
Learners will
reflect in their
Assessment &
Reflection
Journa on the
days lesson and
respond to the
prompt

Share-out
whole group
Advance
Organizer
for the Next
Unit
5 mins Brief introduction of the course
evaluation

Slide 19 Post-Course Evaluation
Review any assignments
that need to be
completed prior to
evaluation
Student will
take the course
evaluation
Total Time 90 mins

ac
11

Unit Overview and Lesson Plan
Unit 3 Lesson 3 Social Emotional Learning

ac
12

Unit Overview and Lesson Plan
Do Now: How can using Social
Emotional Learning strategies
help to support this student? Project the video https://www.youtube.com/watch?v=lOeQUwdAjE0 Give learners 2 minutes to click on the link and answer the Do Now If you are interested Part II https://www.youtube.com/watch?v=I1fGmEa6WnY https://www.youtube.com/watch?v=to8MhwP8zZQ
Social Emotional Learning (SEL) What are the 5 SEL Competencies? Introduce the lesson Project the video and allow learners 1 minute to answer the question on the slide https://www.youtube.com/watch?v=to8MhwP8zZQ https://www.youtube.com/watch?v=pWZeR1bB038
To teach learners how
to teach their students
to understand and
manage their emotions
through the 5 SEL
competencies Goal Objectives ● Know what is Social
Emotional Learning ● Know the 5 SEL
competencies ● Be able to understand and
management emotions ● Be able to implement
activities to teach students
about the 5 SEL
competencies Review Goal and Objectives
Benefits vs. Risks Benefits ● Supporting students in: ○ Understanding and
managing their emotions ○ Achieving positive goals ○ Feeling & showing empathy ○ Maintaining positive
relationships ○ Making responsible
decisions Risks ● Students are unaware of their
emotions ● Students are unable to self
regulate their emotions ● Students are unable to
empathize ● Students enter into unhealthy
relationships ● Students make poor choices Burning Questions Review Benefits and Risks Allow learners 2 minutes to click on the link and add any questions they may have
Lesson Overview ○ Mini lecture ○ Videos ○ Practice ○ Role play ○ Small group and
whole group
instruction ● Learners will learn what is
Social Emotional Learning ● Learners will learn the 5 SEL
competencies ● Learners will learn activities
to teach students how to
develop skills in all 5 SEL
competencies Review Lesson Overview
Prerequisite Knowledge Social Emotional Learning Self-aware Self-Management Social awareness Relationship skills Responsible decision-making Project Video and Review Prerequisite Knowledge
5 Core Competencies Mini Lecture on 5 Core Competencies https://casel.org/what-is-sel/
Self-Awareness The ability to accurately recognize
one’s own emotions, thoughts, and
values and how they influence
behavior. ● Identifying emotions ● Accurate self-perception ● Recognizing strengths ● Self-confidence ● Self-efficacy Whole Group Practice: ● Mindfulness Meditation ● Reflecting Writing ○ When was the happiest
moment in your life? Why was
it so happy? ○ What do you think it's
important to be kind? ○ Who is your best friend and
how do you make them feel? ● Emotional Vocabulary Project Video and Model how to teach Self-Awareness https://casel.org/what-is-sel/ https://www.youtube.com/watch?v=dZL2eZBe4Ew&list=PLqSvevVI2ir-Mth
HDHyBhgEvWVsjgqbzO&index=2&t=0s https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencie
s/
Emotion Vocabulary Cont Mini Lecture https://325424.com/2015/08/13/emotions-and-feelings-charts/
Intensity Cont Mini Lecture https://325424.com/2015/08/13/emotions-and-feelings-charts/
What does it look like
and feel like? Cont. Mini lecture https://threetofivefourtwentyfour.files.wordpress.com/2015/08/emotional-energy-cente
rs-of-the-body11.jpg https://www.teacherspayteachers.com/Product/Emoji-Feelings-Chart-2540758
Self-Management The ability to successfully
regulate one’s emotions,
thoughts, and behaviors in
different situations. ● Impulse control ● Stress management ● Self-discipline ● Self-motivation ● Goal-setting ● Organizational skills Whole Group Practice: ● Grounding Techniques ○ Name five different things you can
see around the room ○ Listen to energetic or relaxing music
for one minute ○ Hold an object in your hands and
focus on the color or texture ○ Take ten deep breaths, counting
each one as your chest rises ○ Eat a piece of candy and choose
three words that describe its taste ● Self-Management Party Games ● SMART GOALS Project Video and Model how to teach Self-Management https://casel.org/what-is-sel/ https://www.youtube.com/watch?v=H_O1brYwdSY https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencie
s/
Social
Awareness The ability to take the
perspective of and empathize
with others, including those
from diverse backgrounds and
cultures. ● Perspective-taking ● Empathy ● Appreciating diversity ● Respect for others Whole Group Practice: ● Classroom Service Projects ● Listening Circles ● Diversity Story Time ○ It’s Okay to Be Different by
Todd Parr ○ Chrysanthemum by Kevin
Henkes ○ The Skin You Live In by
Michael Tyler & David Lee
Csicsko ○ Families, Families, Families! by
Suzanne Lang ○ Marisol McDonald Doesn’t
Match by Monica Brown Project Video and Model how to teach Social Awareness https://casel.org/what-is-sel/ https://www.youtube.com/watch?v=0IflFLzG_Jc&list=PLqSvevVI2ir-MthHD
HyBhgEvWVsjgqbzO&index=7&t=2s https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencie
s/
Relationship
Skills The ability to establish and
maintain healthy and rewarding
relationships with diverse
individuals and groups. ● Communication ● Social engagement ● Relationship-building ● Teamwork Whole Group Practice: ● Make New Friends Bingo ● Team Puzzle Game ● Conflict Resolution Read-Along ○ Pick a story... ○ What is this story’s main conflict? ○ What do the main characters
want to happen? ○ How can the characters work
together to make everyone
happy? Project Video and Model how to teach Relationship Skills https://casel.org/what-is-sel/ https://www.youtube.com/watch?v=XMEm8FjpdSc&list=PLqSvevVI2ir-Mth
HDHyBhgEvWVsjgqbzO&index=3&t=0s https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencie
s/
Responsible
Decision Making Make constructive choices about
personal behavior and social
interactions based on ethical
standards, safety, and social
norms. ● Identifying problems ● Analyzing situations ● Solving problems ● Evaluating ● Reflecting ● Ethical responsibility Whole Group Practice: ● Class Contract ● Student Counsel ● “What Would You Do”? Activity ○ While playing with your little brother,
he accidentally breaks your favorite
toy. What do you do next? ○ You see a new girl playing by herself
at recess. What do you say to her? ○ You’re eating a sugar cookie and your
friend asks if he can have a bite. How
do you respond? Project Video and Model how to teach Responsible Decision Making https://casel.org/what-is-sel/ Responsible Decision-Making
https://www.youtube.com/watch?v=yWSSPnTB6OY&list=PLqSvevVI2ir-MthHDHyBhgEvWVsjgqbzO&ind
ex=5&t=0s https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencie
s/
Small Group Practice: ● Learners will be divided into 5
groups (each group will be
assigned a competency) ● Each group will select an activity
to practice teaching their assigned
competency to a class of students Divide learners into 5 groups Assign each group a core competency Give each group 10 minutes to practice creating an activity to teach their core
competency to students
Assessment Journal Entry: 3 Takeaways from today’s
lesson. How can teaching SEL skills
help you be more effective in
behavior management? Give learners 15 minutes to answer the assessment questions and answer the journal
entry question https://docs.google.com/forms/d/1DeANyy3wrfhyxcOa2EmXEhZkgRrFyK9zghOCTs-5
sRg/edit
Post-Course
Evaluation Post-Course Evaluation Give learners 3 minutes to complete the Post-Course Evaluation
Final Project Review Small Groups Students will present their Classroom Management Portfolio
and give constructive feedback
Additional Resources http://www.thekidswelose.com/ https://www.youtube.com/watch?v=tsRlfTsPukQ https://www.youtube.com/watch?v=XasCFJEHoMA

How can using Social
Emotional Learning
strategies help to
support this student?
What are the 5 SEL
Competencies?
Burning Questions

Abstract (if available)

Abstract Managing behavior is one area many pre-service teachers state they are not confident in addressing when they first start teaching. Often, teachers misinterpret behavior, particularly those of minority students, resulting in a disproportionate number of these students receiving severe consequences for low-level incidents. The purpose of this curriculum is to provide pre-service teachers the knowledge and skills to understand and manage student behavior. By applying a social cognitive, specifically and self-efficacy, approach, teachers will build confidence and fluency when addressing behavior through the use of observations, role-plays, and case studies. The curriculum presents the factors that contribute to negative behavior, allows for understanding misbehavior, presents strategies to manage it, and explores alternative solutions to support students in identifying and reshaping their own behavior. As a summative assessment, pre-service teachers will create a classroom management portfolio consisting of strategies and tools learned in this course. The Kirkpatrick New World Model (2016) of evaluation is embedded throughout the curriculum to support the desired outcomes of greater teacher job satisfaction and reduced student referrals.

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Asset Metadata

Creator Resendes, Vidalia Fatima Felix (author)

Core Title Behavior management course for pre-service credential programs

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/18/2020

Defense Date 02/27/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag behavior cycle,behavior managment,behavior strategies,classroom management,equity in behavior management, pre-service credential programs,OAI-PMH Harvest,teacher retention

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Cash, David (committee member), Seli, Helena (committee member)

Creator Email vidalia99@msn.com,vresende@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-311799

Unique identifier UC11665399

Identifier etd-ResendesVi-8543.pdf (filename),usctheses-c89-311799 (legacy record id)

Legacy Identifier etd-ResendesVi-8543.pdf

Dmrecord 311799

Document Type Dissertation

Rights Resendes, Vidalia Fatima Felix

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA