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Four-Tier Behavior Management Plan (Grades 6, 7, 8, 9)

This Behavior Management Plan, specifically tailored to Middle School and High School, includes dozens of behavior interventions, classified into four tiers to help you scaffold interventions as behaviors escalate or de-escalate. Decrease off-task behaviors and increase learning with these best practices! Works beautifully as a school-wide plan to facilitate consistency and common language amongst all staff and faculty! Now available with a site-wide license!

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Individual Student Behavior Management & Freebie

We all have that student who doesn’t respond to our Tier 1 classroom behavior management system. Classroom behavior charts you can start using tomorrow! Organize your behavior plan today!$

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Isyyspakkaus

I like my whole group clip chart, but I wonder if this would help a kid who is really struggling with behavior, to have his/her own. Or maybe a black and white copy of it that they can color in where they are at. It could have four copies of the chart too to show where they were throughout the day but breaking the day into fourths. Personal Clip Chart and Behavior Management Plan - What the Teacher Wants!

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behavior contract, behavioral management contract

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Classroom behavior chart WITH magnetic numbers instead of clips for each student.

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behavior+management+contact+English+photo.jpg 357×543 pixels

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4 Strategies for Your Behavior Toolkit

What I Have Learned ~ Here are four strategies for behavior management that you can add to your toolkit.

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This compliments the clip system. I think it's neat how the teacher uses this check sheet to analyze behavior.

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Behavior Management and Self Regulation - Take A Break

TAKE A BREAK - BEHAVIOR MANAGEMENT AND SELF REGULATION - TeachersPayTeachers.com

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Exploring Causes and Effects of Behavior

Best classroom management tool ever! This Behavior Reflections freebie is a great way to handle student misbehavior. Having kids fill out this graphic organizer helps them understand why they engage in disruptive behaviors as well as the consequences of t

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