Modeling: The classroom rules apply to all members of the classroom, including the teacher. As a sort of “preventative intervention,” the teacher should model behavior and rule adherence for the students.
Increased Proximity: A teacher can reestablish positive behavior simply by being closer to the student, reminding them that they must stay on task and avoid misbehaviors by adhering to the classroom rules.
Nonverbal Cues: If the teacher observes a student breaking a classroom rule, the teacher can use eye contact with the student (“the look”) as a gentle reminder to make the student aware that they are misbehaving and help him or her to refocus on the task at hand.
Review the Rule(s): If a student disregards any of the classroom rules, the teacher can provide a
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gentle reminder by having the student consider which classroom rule their behavior might be violating. This allows students to consider how their behavior is detrimental to their own success and the classroom environment. Private Discussion with Student: Before doling out punishments and consequences for students for rule-breaking, it is important for teachers to consider the possible underlying problems that might lead to the student’s misbehavior (e.g.
having a bad day, problems at home). Before getting into an argument (and ensuing power struggle) with the student, the teacher can discreetly ask the student to speak with them and quietly ask if everything is okay. This gives the student the opportunity to release their frustration while realizing that the teacher is not the enemy, but someone who cares about their well-being.
Consequences for Repeated Failure to Comply
First Verbal Warning
Second Verbal Warning
Third Verbal Warning, Temporary Loss of Privileges
Fourth Verbal Warning, Call/email Parents, Additional Loss of Privileges
5. Fifth Verbal Warning, Second Call/email, Possible Office Referral, Additional Loss of Privileges
Rationale
For each of the classroom rules, I started with the pronoun “We” in order to emphasize that all classroom members, the teacher included, will work towards following these rules. I want to create a welcoming, inclusive classroom environment where my students feel safe and confident enough to share their
opinions. Fostering this type of classroom climate is my top priority, which led me to lead my list of rules with, “We respect ourselves and others,” and “We celebrate each other’s successes.” It is important for students to understand that learning is not about competition, but cooperation and encouraging each other to do our best work. I also felt is was important to highlight my expectations for my students (and myself) as soon as class begins: “We are on time, on task and prepared to learn.” In order to do our best work in the classroom, members will be expected to “start the day right” and “finish the day strong:” arriving on time, bringing all needed supplies and staying on task throughout the lesson. To facilitate students’ focus on their learning tasks, I thought it was necessary to address the use of electronic devices in class (which can quickly draw attention away from the lesson). I have established that, “We use devices for learning purposes only,” which will allow students to continue to use their electronic devices (to which many students are very attached) while maintaining their focus on the lesson at hand. The final classroom rule requires students to hold themselves accountable for their actions and further establishes the feeling of a safe, supportive learning environment: “We accept responsibility and learn from our mistakes.” I believe that in order to learn and grow we must first acknowledge and accept responsibility for our errors. Once we understand where the mistakes were made, we can use constructive criticism to improve in the future. I feel that this rule also encourages students to take academic risks, helping them to understand that mistakes can be a useful “jumping off point” towards a better understanding. With these rules in place, I hope to create a classroom filled with kind, hardworking, organized, responsible academic risk-takers who look forward to learning each day.
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
For example, expectations should be set at the beginning of the year so both teacher and students are on the same page. According to the National Association of School Psychologists, "Positive discipline strategies are research-based procedures that focus on increasing desirable behaviors instead of simply decreasing undesirable behaviors through punishment." These changes include the use of positive reinforcement, modeling, supportive teacher-student relations, family support and assistance from a variety of educational and mental health specialists. (NASP, 2002). After continuing to research, there has been a few strategies that tend to work among many different schools and students.
The daunting task of violating a social norm, something that I could be ostracized and ridiculed for, I still chose to do. Social norms are the rules of behavior that are considered acceptable in a group or society. Doing weird things in public while surrounded by strangers is a recipe for disaster, especially for somebody like myself. I am awkward and have plenty of trouble talking to new people. Most of us are told not to talk to strangers when we are younger because there are all sorts of crazy people out there. There could not be a better way to break out of my shell and violate a social norm than to sit down and talk to total strangers while they eat.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
In this paper I will be discussing the information I have learned from the article “From Positive Reinforcement to Positive Behaviors”, by Ellen A. Sigler and Shirley Aamidor. The authors stress the importance of positive reinforcement. The belief is that teachers and adults should be rewarding appropriate behaviors and ignoring the inappropriate ones. The authors’ beliefs are expressed by answering the following questions: Why use positive reinforcement?, Are we judging children’s behaviors?, Why do children behave in a certain way?, Do we teach children what to feel?, Does positive reinforcement really work?, and How does positive reinforcement work?. The following work is a summary of "Positive Reinforcement to Positive Behaviors" with my thoughts and reflection of the work in the end.
Teachers who choose to recognize and value appropriate behavior with positive responses directly reinforce appropriate behavior while indirectly decreasing the prevalence of inappropriate behavior through restricting his or her attention. Praise has been shown to decrease inappropriate behavior while developing a positive impact on focus, self-esteem, academic success, motivation, and teacher-student relationships (Nelson, 2010). When used contingent upon observation of appropriate behaviors, praise can improve engagement, increase correct responses, following of directions, and raise levels of work completion and accuracy (Partin, Robertson, M...
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
When one allows some form of behavior to thrive in the classroom without proper guidance, it quickly develops into unacceptable behavior. It is better to prevent classroom incivility than to deal with the consequences later on. The instructors can incorporate their expectations of behavior in the class syllabus and revisit them from time to time. These may include class attendance, lateness, and use of laptops during class, and side talking. Clear policies should be set regarding the punishments for breaking any of the set rules. The institution’s code of conduct and the penalties for grave breaches should also be included so that students are aware of the policies and the expectations of the institution (Miller et al.
However, throughout the course, I learned that guidance is much more than rules. Guidance is about learning about the students on a personal level, which I learned right away when I created the picture letter and asked questions about the students. When I received the responses, I was able to talk to the students about their interest and learn more about them and their likes. In completing the coursework, I realized that learning about the student was a major factor. I learned that the more I know about my students the better guidance I will have in my classroom because I will be able to implement the techniques that will work for them and that they need in order to be
...udents to misbehave and disrupt a classroom the educational value of the class is compromised. Posting the expectations and rules within the classroom can also aid as a visual reminder about the appropriate behaviors that are expected of the students.
“Classroom management deals with how things are done. Discipline deals with how people behave.” (Marshall, 2011) The most important thing about classroom management is control. A teacher must have control to be successful. When a teacher losses control, students become bored, disinterested, and restless, which often causes behavior problems. Avoid misbehavior by setting classroom rules early in the year. These guidelines allow students to know the expectations the teacher has for them and the consequences of not following the rules. Never continue instruction when rules are broken, this cause total loss of control, which leads to behavior problems.
Teaching classroom rules and procedures will contribute to a safe and secure environment for students. Classroom rules should be the same for everyone, however, like I mentioned above there are exceptions to be made on an individual basis. All interactions within the classroom should be positive. There will be no teasing or harassing of any kind. Respect, trust, and understanding will be the foundation of classroom rules. It is important to keep an open mind and treat each student with fairness, with the hope that in return students will learn to treat each other as equals and with
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in
Discipline plays a key part in education. Respect from your students will make the classroom a better atmosphere. Rules should be established on the first day. Rules should be a thoughtful process so they can be carried out to be affective, but logical consequences. We do not want the students self esteem to be damaged.