Template for Behavior Management Plan

teacher talking with teenage student about behavior


Student behaviour management planning is an important aspect of teaching. When a student’s behaviour changes due to issues at home, socially with peers, or other reasons, it can interfere with the students learning and growth.

This is a sample student behaviour management plan template you can modify to use with your own students as needed.

What to include in a student behaviour management plan.

Behavior Management Plan Example


Date: December 13th, 2021    Duration of Intervention: 4 Weeks

Student: DeSean   Class/Grade: High School- Grade 9

Student Profile

  • DeSean is 16 years old and three grade levels behind his current grade of study. 
  • He has struggled with academics since middle school.
  • He was moved from a teacher he liked and his friends to a new class because of administrative issues. 
  • He is currently exhibiting low performance and low results with his academic studies.
  • He is currently in suspension from school for repeatedly breaking school rules, using foul language with his algebra teacher, and has seen the vice principal seven times in the past four weeks.
  • His home life has had changes, although not new, with his mother marrying his stepfather. 
  • His parents are dissatisfied with how the school is managing DeSean’s behavior and are disengaged as they cannot leave work to attend parent meetings.
  • DeSean, his mother and stepfather all live with his grandparents due to the family’s financial situation. 


Re-Engage DeSean in learning and in algebra class.Establish a respectful relationship with DeSean and his teachers.Develop trust building opportunities for DeSean to both express himself and complete required lesson and homework activities. 

Target Replacement Behaviors

Target Behavior: DeSean breaks school rules. 
Target Replacement Behavior: DeSean will respect and follow the school rules.  

Target Behavior: DeSean swears at his algebra teacher. 
Target Replacement Behavior: DeSean will speak to his teachers with respect. 

Target Behavior: DeSean skips algebra class. 
Target Replacement Behavior: DeSean will attend all of this algebra classes.  

Target Behavior: DeSean has a difficult time coping with changes in life at home and at school.  
Target Replacement Behavior: DeSean will use coping strategies to manage the change in his life at home and at school.  

Target Behavior: DeSean has low performance and low outcome and results in his classes.  
Target Replacement Behavior: DeSean will apply himself to increase the outputs in classes and grades.  To achieve the Target Replacement Behavior, the Assistant Principal, Principal, Teachers, and Parents have agreed to work collaboratively with DeSean to understand the underlying issues. They will all participate in a Family Group Conference, similar to a justice healing circle, where DeSean has an opportunity to present his own observations about his behavior, and those directly impacted are able to present how his behavior has affected them. A trained facilitator contracted by the school will facilitate the Family Group Conference in week one of this behavior management plan.

At the end of the facilitation, it became clear that DeSean’s behavior stems from his ability to adapt to changes and his need to feel connection, belonging, and security at home and in school in order to perform and follow the rules. The Methods to Monitor in this plan are a summary of the conclusions from the Family Group Conference.             

Student Feedback 

DeSean is still periodically late for algebra class because he is with friends at their lunch time. When he is in class, he has a difficult time focusing and settling into the lesson and lesson activities. The algebra teacher has moved his desk to the front of the class by the door so he can attend to DeSean for one-on-one help as needed. This is also a solution to the algebra teacher and DeSean building a healthy teacher-student relationship. 

With DeSean’s most recent suspension, the Assistant Principal made it clear that if he continued to behave in the way he was behaving they would be forced to expel him. This would mean not only missing his friends and favorite teachers for his classes, but for the entire school day as he would not be able to attend school.

DeSean was willing to abide by school rules once he felt heard and understood about his grievances with the changes at school and has been managing to follow the school rules for three consecutive weeks. The school administration have decided to have the school psychologist work with DeSean for two purposes: to help him develop coping strategies for changing situations and to conduct a learning assessment to uncover any special needs or barriers to his learning.

Teachers in other core subjects have provided specific worksheets and homework for DeSean in a differentiated instruction model. DeSean has responded well to this as the lesson content and outcomes are presented to him in a variety of ways for him to complete the necessary tasks for assessments. He has taken longer and sometimes does not complete his worksheets but is relatively consistent when given class time and short homework or after school tasks to complete for fifteen minutes while the teacher is closing down the classroom for the day. This interaction has also helped DeSean build relationships with his teachers, and he feels connection with his teachers. 

DeSean is able to tell his trusted teacher he likes when he is struggling with a change event. He enjoys spending time with his friends and because he moved in with his grandparents, he is living father away from the school so the only time he sees his friends is when he is in school. School is the social hub for DeSean and with moving, then changing classes, he has had to adjust his social schedule. His teacher helps him by reminding him to use the strategies he is learning from the school psychologist and asking him with curiosity how he is feeling about using the strategies and what he could do to help himself feel connected to his friends. 

DeSean likes the school psychologist and feels seen and heard about his issues with adapting to change. He sees the school psychologist twice each week: once for change management strategies and once for learning assessments. They have developed a trusting relationship and DeSean looks forward to the meetings. He does however have a difficult time in relating real world examples in the moment to use the strategies but is willing to keep trying because he sees the results with how he feels. 

DeSean has taken an interest in English class and will ask the teacher for extra worksheets to help him with grammar, vocabulary, or spelling. This is usually following a formative assessment for a project they are working on in class as DeSean can see from the teacher’s comments he needs to work on different areas of English to be at grade level in class.

He is also reaching out in group work and paired activities with other students and participating and developing relationships in his other classes away from friends. 

Methods to Monitor

Teachers will keep a collaborative Day One Journal entry for DeSean’s performance, attitude, behavior, and results of assessments in each class. This collaboration will be in place for the first four weeks of this behavior management plan, then a new behavior management plan will be created from the results and outcomes of this initial plan.

This is set up to monitor his performance and behavior in each of his classes. Parents are provided with access link to view the Day One Journal entries from DeSean’s teachers so they can be aware of what his days are like at school and the challenges his has faced. This will help the parents to address the behavior in discussion at home and celebrate his successes with him. 

Parents and the Teachers are set up with a Google Doc for them to provide notes about any changes at home or what they have seen in his behavior at home. They will also note that DeSean has completed his homework on the days he has to finish his homework at home rather than in the fifteen minutes after school. 

Family Communication

1. Progress will be noted in the Day One Journal application for parents to view.  
2. Daily WeChat messages will be sent to DeSean’s mother containing a recap of highlight moment from his day along with pictures. The teacher will ask DeSean    what his highlight moment was so he can discuss with his family when he is home.  
3. Daily WeChat message will be sent from DeSean’s mother to the teacher to share about his behavior at home, in particular, about his homework progress.  
4. Face-to-face meetings will take place as needed and the school administration and school psychologist have a review meeting planned for week 5.  

Follow Through 

The teaching team, administration, and school psychologist are meeting with the parents in week 5 to discuss the outcomes of his learning assessments. The teaching team will develop a new behavioral management plan following the next meeting so it is relevant and updated as this plan is for intervening with behaviors that are situational and based on DeSean’s current challenges and experience at school and in classes. 

The parents have agreed that they like the current communication within this plan and a new communication plan will be developed to ensure information is shared collaboratively between the parents and the teachers about DeSean’s performance and behavior at home and at school.       
The SIOP Model


Teaching with the SIOP Model


If you are an educator, parent, or grandparent and looking for practical strategies to use with children, concepts to understand, and ideas that can be easily implemented about how to create space for self and others, you have landed in the right spot.

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Children learn how to solve problems the same way they learn how to read, write, and add. Like reading, writing, and adding, there are three specific components to solving problems. These are teachable skills children can learn at any age.

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