Proactive Inclusive Learning Plan

Positive Norms, Expectation, and Procedures 

Maintaining proper behaviors in a classroom is essential as it helps the class to function effectively. Positive norms students’ expectations and classroom procedures are taught to students to ensure students move in the same direction. Below I will outline and discuss ways in which I will establish and teach Positive norms, expectation, and procedures: 

Introduce the classroom's critical feature. I will take a scavenger hunt or tour with my students to explain the classroom features. 

Outline the classroom routines. These routines will be presented positively and effectively as I do in a regular class lesson (Wong & Wong, 2014) . I will explain those routines and allow students to practice them and offer their views. Students will be encouraged to adhere to the classroom routine. 

Develop classroom procedures. The most undervalued technique is involving students when developing rules. I will give students a chance to establish their own rules and norms that the class will follow; this will allow them to own the regulations and be more willing to support them. 

Post a daily schedule. The schedule should be stating the academic goals for the day. I will ensure that the program receives minimal or no interruption so as students can get used to it. Students are expected to follow the daily schedule to the dot, failure to which appropriate measure will be taken. 

Involve students in simple activities. Students will participate in general academic activities that boost their energy during the class lesson and help them interact with each other. All students are expected to participate in such activities as they rejuvenate their energy and sharpen their minds. 

Rewards and Reinforcements 

I will utilize every opportunity to reward and praise learners for their responses and efforts. Support is a stimulus that follows and depends upon action and increases the chance of such work being repeated. The easiest way of conceptualizing positive reinforcement is by giving a reward when particular behaviors are portrayed. The overarching purpose of positive reinforcement is to offer an incentive to children to repeat desires actions (Kaltura, 2016) . By providing children with positive reinforcement when they perform or portray specific behavior, pupils are motivated to repeat them. For reinforcement to be effective, they must be appropriate for children’s age (2 nd grade). Also, the positive reinforcement should be genuine and be awarded immediately after the desired behavior. I will use the following positive reinforcement to my pupils: 

Social rein-forcers. These are positive reinforcement that will be initiated by teachers (me), which involves an expression of praise and approval for a specific action. For instance, written consent, I may write excellent or superb on a well-dong assignment or a completed worksheet. I may also use expressions of approval, such as nodding head, pat my student on the back, slapping, and smiling. 

Activity rein-forcers. These will involve permitting pupils to take part in their desired activities only when they behave appropriately. I will allow pupils to choose a classmate whom they wish to spend time with or play a game. 

Tangible rein-forcers. I will use rein-forcers, such are balloons, awards, stickers, toys, and edibles. However, I will be cautious when using gadgets and edibles since some students have weight challenges, and their parents would not prefer the use of edibles as reinforcement ( Colvin & Scott, 2014) . Moreover, handing out toys might lead to some pupils being jealous. Therefore, I will use awards such as sending a letter of the appraisal to parents and awarding certificates. 

Consequences 

Pupils misbehaving are inevitable occurrences for an educator to encounter. Although there are numerous ways an educator can minimize students misbehaving, students will still misbehave. Therefore, I see it essential to handle students misbehaving in positive ways that will impact children and encourage them to rectify their behavior (Wong & Wong, 2014) . Below I will explain my in-class correction measures strategies that I will use for low-level inappropriate behaviors. 

Verbal warning. I will give verbal advice to pupils being disruptive. The warning will be brief and include the educator saying, "Smith, let's get focused." It is critical that such a warning is delivered in a serious tone so that the pupil can understand that he is misbehaving and correct his action. 

Have a brief chat with the student. If the student persists misbehaving even after receiving a verbal warning (Ferdinandi, 2017) , I will let the student know that he should follow me to the staffroom after the class for 'a chat .' Going into the 'chat,' it is significant to maintain a restorative justice in mind, instead of approaching students bitterly and telling her what she has done wrong. I will first ask the pupil questions like; what is disturbing you? Is everything okay? What is not happening? Together with the pupil, we will develop the best ways to manage our emotions and examine appropriate solutions (IRISCenter, 2019) . 

Call home. After having a chat with the student, and he/she continues to misbehave, a call home will be necessary. 

In the occurrence of low-level misbehavior, I will be cautious about the tone and the language I will use to address the matter. For instance, I will ask the students to work on their assignments instead of telling them to stop taking ( Pierson, 2020) . If they adhere to my advice, I will provide an appraisal. It is significant to warn students in a way that motivates them rather than making them feel stupid and punished. 

Intervention and Support Strategies 

Classroom behavior intervention and support strategies are a constant challenge for all educators. Whether we like it or not, children will misbehave in a class by for what reason? It’s children’s job to misbehave. Unfortunately, “misbehavior is the nature of a beast.” (Wong & Wong, 2014) Therefore, the only question left is how to intervene and help students behave appropriately. Since I have created a classroom management plan, effective classroom procedures, and strategies for positive reinforcement behavior intervention, it will be easy to handle any problem behavior. Below I will outline strategies that I will use to re-establish appropriate behaviors and prevent more inappropriate behaviors. 

Identify the specifics of misbehavior and the circumstances that reinforce and prompt such behaviors. The success of a behavior intervention hinges on identifying the particular situations that lead and strengthen the problem behaviors. Therefore, I will examine the conditions in which specific misbehaviors are likely to happen or not happen ( IRIS Center, 2020) . After identifying those conditions, I will use the gathered information to adopt an efficient and effective intervention plan to address the needs of the individual pupil within the classroom setting. 

Modify the learning environment to tackle problem behavior. Classroom focused interventions to handle misbehavior removes elements that prompt such actions. I will reduce the occurrence of low-level misconduct by revisiting and reinforcing students’ behavioral expectations, reorganizing classroom layout, and learning activities to meet pupils’ aspirations. 

Reinforce and teach new skills to improve desired behavior and maintain a conducive classroom atmosphere. I will actively teach pupil socially and behaviorally suitable skills to substitute misbehavior using a plan that emphasizes individual pupils and the whole classroom (Wong & Wong, 2014) . This will help student behavior problems to know where, when, and how to apply the new skills. 

Involve counselors and parents for continuous support and guidance. Collaboration and social relationships with other partners can play a significant role in supporting an educator to manage problematic behavior in the classroom ( IRIS Center 2020) . I will draw on these collaborative and relationships in coming up with means to handle behavior problems of the individual learner and involve behavior experts, school counselors, and parents as partners who can offer new strategies, insights, and support. 

Engagement, Motivation and Culturally Responsive Teaching 

It is fundamental to develop a strategic plan for the classroom to function effectively while motivating students to attain their academic goals. Positive engagement, motivation, and culturally responsive teaching are taught to pupils to maintain a conducive classroom atmosphere as pupils adhere to the outlined rules (Kratiz Elementary School, 2020) . Below I will describe ways to enhance engagement, motivation, and culturally responsive teaching that my class will subscribe to for a positive classroom environment. 

Classroom layout. I will arrange my classroom in a semicircle layout where pupils sit in a central point. Several research types indicate that when children sit in a semicircular arrangement, they frequently ask questions instead of traditional row-and-column design ( Mundenshenk, Miner, &Na stately, 2011) . This arrangement dictate allows children to maintain class harmony, improve interaction, and will enable students to have a degree of personal space. A classroom that is colorful, friendly, and comfortable creates a conducive learning atmosphere for pupils. 

Entering the classroom, I will greet children at the door with a pleasant "Good morning" while maintaining a smile. By doing this, I will create a strong bond with my students and friendly interaction. Pupils are expected to enter the room quietly. Before I begin teaching, a "Pre Class" will be on the board. The Pre Class is mainly a warm-up; I will use Pre-class as a means of engaging students and warming up their minds (HIPHUCHES HISTORY, 2020 ) . The importance of "Pre Class" will be elaborated further in the engagement section. I expect that once the bell rang, children will be settled and working on the Pre Class. 

The class activity is the best way to involve my student and get to know each other through fun activities. I will have a fun activity laid out on every pupil's desk; thus, children can feel engaged as they settle in ( Schott Foundation 2014) . For my grade 2 pupils, I will engage them in drawing, matching, and dot-to-dot activities. Such activities are a comfortable and easy way to begin the day. 

Sitting and Groups. I will assign seats for students and give them predetermined groups. Assign student groups; it’s an effective way to ensure that all students engage with each other and maintain a positive environment where all students can feel part of the class and appreciate it (Wong & Wong, 2014) . Also, this creates a class hormone. 

Social, Emotional Skills and Self-Regulation Strategies 

Becoming a responsible and effective educator requires more than just giving teaching and providing guidance. As a teacher, being culturally responsive is essential in becoming an excellent teacher, who delivers content and maintains a positive classroom environment ( Edutopia 2008) . Below I have outlined social/emotional skills and self-regulation strategies that I will teach and reinforce to create a harmonious, productive learning community: 

Having high expectations for all the pupils. I will treat all learners equally and learn effectively, based on the value-added measures and other tests meant to instill growth. 

Become positive-minded regarding the pupil's attitudes, academic performance, and social outcomes (Kaltura, 2017). This would involve attending to class regularly, ensuring on-time grading and promotion to the next level, being cooperative with the students, and holding graduations early to mark the advancement of students to the next grade. 

Use the different materials to structure and plan engagement learning experiences (Kaltura, 2017). I will regularly review students' progress and assess pupils learning by applying multiple sources of evidence. 

Collaborate with parents, colleagues, education professionals, and administrators to enhance students' success, especially the achievement of students with special needs ( Horner et al., 2002) . 

As an experienced educator, I will promote the growth and development of a class that appreciates and embraces diversity and civic-mindedness. 

Upon opening the school, I will give out a questionnaire that students will fill out on the first day. The provided questioners will ask students about their interests and cultural background. Therefore, I will use students' responses to adjust some of the reading and classroom materials to align with my student's interests and cultural context ( Edutopia 2008) . I will also work on several writing assignments where students will be asked to write about their interests, cultural background, and identity. 

References  

Edutopia (2008). Why Champion Social and Emotional Learning? Because It Helps Students Build Character.  Edutopia.  Retrieved From: https://www.edutopia.org/social-emotional-learning-introduction. 

Ferdinandi, C. (2017). Rita Pierson Teaching Tips (Win-Win Conversations). Kaltura . [Video File]. Retrieved from https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_cxyfkpp6/embed/dynamic/ 

IRISCenter. (2019, May 10). Perspectives & Resources. IRIS Center . Retrieved from https://iris.peabody.vanderbilt.edu/module/bi1/cresource/#content 

IRIS Center (2020). Addressing Disruptive and Noncompliant Behavior. IRIS Module. Retrieved from: https://iris.peabody.vanderbilt.edu/module/bi2/#content. 

Kaltura. (2016). Hanan Al Hroub - Global Teacher Prize 2016 - Winner. Kaltura . [Video File]. Retrieved from https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_0bbv77mq/embed/dynamic/ 

Kaltura. (2017). Classroom Management 101 10 Tips for Teachers. Kaltura . [Video File]. Retrieved from https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_ydr108nt/embed/dynamic 

Mundenshenk, N. A., Miner, C. A., &Nastally, B.M. (2011). Effective classroom management: An air traffic control analogy. Intervention in School Clinic,  98-103.  

Schott Foundation (2014). Fostering Healthy Relationships & Promoting Positive Discipline in Schools. Schott Foundation: Restorative Practices.  

Wong, H. K., & Wong, R. T. (2014). THE Classroom Management Book. Harry K. Wong Publications. 

Hiphuches History, 2020.  Classroom Management 101 10 Tips For Teachers . [Video File]. Retrieved from https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_ydr108nt/embed/dynamic. 

Kratiz Elementary School, 2020.  Culturally Responsive Teaching and Learning Flv . [Video File]. Retrieved from https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/1700302/uiconf_id/25562362/entry_id/0_knx3mwxn/embed/dynamic. 

Colvin, G., & Scott, T. M. (2014).  Managing the cycle of acting-out behavior in the classroom . Corwin Press. 

Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis.  Journal of autism and developmental disorders ,  32 (5), 423-446.