Developing a Classroom Management Plan Using a Tiered Approach

Abstract

Randi, a special education teacher, has worked in an inclusive sixth grade classroom with Colleen, a general education teacher, since August. Although the class has been running fairly smoothly, it is September and some behavior issues have arisen. Transitions between lessons have been taking longer, general noise level during group work is up, and students have been teasing peers or making negative comments during group discussions. In addition, a small group of students is not completing assignments on time. The two students who have individualized education program (IEP) goals directly related to behavior are also experiencing difficulties. One student has shut down and refuses to do work, and the other student has been getting into fights during lunch break. Although Colleen and Randi had rules and consequences in place at the start of the year, they have decided they need to develop a comprehensive classroom management plan.