Responsive Classroom Behavior Program

Our goal is to make sure that Flynn Elementary is a safe, caring place, where learning is possible for everyone.

We believe that in order to reach this goal we must all agree to the following:

• We will not let children, behaviors, or any controllable interruption disrupt learning.
• We will organize our shared spaces so they are welcoming, purposeful and peaceful.
• We will practice the behaviors that exemplify CARES (Cooperation, Appropriate Assertiveness, Responsibility, Empathy and Self-Control.)

We believe that most students can learn to work independently and safely with the self-control necessary to participate in classroom activities. We also know that social skills and work habits are learned and developed throughout our lives. We will teach and practice these skills all year long.

Occasionally teachers feel that it is necessary to have conversations with their classes regarding inappropriate behaviors or language at school that have sexual overtones. Our students are asked to deal with such behavior in the following ways:

• Appropriately asset themselves with anyone that uses language or gestures that are offensive. (Look the child in the eye, use their name, tell them that what they are doing is offensive, that you want them to stop, and that if they don’t you will tell an adult.)
• Tell an adult in charge about the incident.
• Tell your classroom teacher about the incident.

There is not a standard consequence for misbehavior at Flynn; the consequence will be generated for each situation after discussion with the teacher. We will be consistent in our use of consequences based on three main principles: the consequence must be reasonable, related to the behavior, and delivered respectfully.
Consequences might look like:

• “You break it, you fix it.” The child might be asked to fix his/her behavior (i.e. apology of action.)
• Loss of Privilege. If a privilege either in the classroom or outside of the classroom is misused, the child will lose that privilege for a period of time.
• Take a Break. This is used when a child is not able to cooperate and/or is being disruptive to the group. The teacher or student will temporarily separate him/herself, until he/she is ready to participate in a positive manner. 

One or more of the following response plans will also follow an interruption in the learning environment.

• Take a Break in the Classroom. This is a 1-3 minute ‘break’~ sitting in a thinking chair. All children will spend time in the thinking chair as all children are learning appropriate work and social skills.
• Time-Out in a Buddy Classroom. For this time out, the child will be removed from the classroom to sit in a “Buddy” classroom until the teacher has time to discuss the interruption. This enables the teacher to continue teaching until there is time to talk to the child who has interrupted the lesson.
• Time in the Office: Whenever a child is sent to the office, a parent or guardian will be called. A conference between the teacher and parent will be held if desired by either party.

After action is taken, the problem will be considered resolved, and the child will be welcomed back to class.

• Time in the Office with a Special Plan. This step is the same as step 3, except that an individual plan will be written for the child. This plan may include in-school suspension.

We believe that our behavior plan helps all students to maintain a level of cooperative behavior necessary for classroom learning. Our goal is: SUCCESS FOR EVERY STUDENT!!