NowComment
2-Pane Combined
Comments:
Full Summaries Sorted

Creating and Implementing Effective Rules and Consequences (Fall 2021)


0 General Document comments
0 Sentence and Paragraph comments
0 Image and Video comments


Creating and Implementing Effective Rules and Consequences

New Thinking Partner Conversation New Conversation
Paragraph 1 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 1, Sentence 1 0
No sentence-level conversations. Start one.

Introduction

New Thinking Partner Conversation New Conversation
Paragraph 2 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 2, Sentence 1 0
No sentence-level conversations. Start one.

Classrooms are unpredictable places. On the first day of school, students do not know when they can go the bathroom, if they will be punished for leaving their seats, or how the person at the front of the room will treat them all year. At any moment, the fire alarm could ring, the intercom could blare with announcements, someone could start a fight, the overhead lamp could blow, a child could have a seizure, an administrator could ask you to step out into the hall during your lesson. These – and a host of other distractions and dangers – create a lot of potential areas for confusion and rather unsafe feelings for children.

New Thinking Partner Conversation New Conversation
Paragraph 3 0
profile_photo
Dec 5
Aquino R Aquino R (Dec 05 2021 11:00PM) : El aula de clase es importante en la vida del ser humano. more

El aula de clase es importante en la vida del ser humano dentro de una sociedad debido a que se educa y adquiere conocimientos por varios años. Cabe recalcar que, las reglas en cada una de ellas por parte de las autoridades y maestros son indispensables para lograr una disciplina eficiente erradicando los comportamientos inadecuados que existen por la falta de control en los estudiantes.

New Thinking Partner Conversation New Conversation
Paragraph 3, Sentence 1 0
profile_photo
Nov 2
Leo C Leo C (Nov 02 2021 7:41PM) : Classrooms are definitely unpredictable places because you never know what kind of students you are going to get behavior wise and same applies to the students. Rules are important to make sure teachers can make the classroom as predictable as can be.
profile_photo
Dec 5
Gabriela C Gabriela C (Dec 05 2021 4:59PM) : In response to Leo's comment more

I completely agree with you, Leo. I think teachers should set rules and expectations for their students right at the beginning of the school year. This will keep them in check. Also, having these standards posted in the classroom can be visually helpful for them to always be reminded of them.

New Thinking Partner Conversation New Conversation
Paragraph 3, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 3, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 3, Sentence 4 0
No sentence-level conversations. Start one.

Of course, older children have had to process more cumulative expectations than kindergartners who are entirely new to the culture of school, but the fundamental issue remains: if there is a doubt about expectations for behavior in the classroom, students may develop their own patterns for behaving. As a wise teacher once said, if you don’t have a plan for your students, they will have a plan for you.

New Thinking Partner Conversation New Conversation
Paragraph 4 0
profile_photo
Oct 31
Rayan K Rayan K (Oct 31 2021 12:24AM) : Demonstrating consequences and modeling breaking a classroom rule are beneficial to enhance understanding of the rule and the consequences of breaking it. more

Investing in meeting the behavioral goals in a classroom setting is the key for a successful classroom environment. Student modeling of breaking a rule can be a uniquely powerful strategy. This type of modeling will allow the students to picture themselves following the precise path created for their safety or visualize themselves breaking the rules and having to deal with consequences. One of the most critical steps to effective modeling is to select a student to follow the rule and another one to break it. The modeling will remove any and every excuse to break a rule in the future.

profile_photo
Oct 31
Erin S Erin S (Oct 31 2021 10:31PM) : Behavioral Goals more

Students learn through other students. So when a behavior is modeled by another student, this can create a domino effect for others to pick-up on. But it’s also powerful when used positively.

profile_photo
Dec 5
Gabriela C Gabriela C (Dec 05 2021 5:03PM) : In response to Rayan's comment more

I totally agree with you Rayan. I think teachers need to model good behavior in the classroom. This can help students with going about completing work and even treating others. Demonstrating the importance of school will help them be responsible for their education.

profile_photo
Nov 2
Darlynne M Darlynne M (Nov 02 2021 12:19AM) : It is essential to be prepared. Students feed on insecurity and doubt and will not have confidence with the teacher whey they don't know what they are doing. The students will be the ones guiding the class.
profile_photo
Nov 2
Ramiro L Ramiro L (Nov 02 2021 8:34PM) : Ramiro L. more

This is accurate. Some one that cant hold the attention of the students and be confident with themselves to either know what they are talking about or being okay with admitting not to and researching the question, will eventually find them selves in a room where the students will play on this to get out of difficult situations.

New Thinking Partner Conversation New Conversation
Paragraph 4, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 4, Sentence 2 0
profile_photo
Oct 27
Megan W Megan W (Oct 27 2021 9:14PM) : The importance of having a plan for every situation. more

This is true! It is important to reflect on any blind spots or possible classroom situations out of the norm and create a plan. However, sometimes we just aren’t prepare which means we also have to think on our feet. I think that is just part of the job, but spending time creating thorough plans can help ready you for surprising circumstances around the corner.

profile_photo
Oct 31
Celene Z Celene Z (Oct 31 2021 9:14PM) : Students will always have a back up plan more

If you give students to opportunity to make their own rules chances are they already have some ideas of what kind of rules and behaviors they want to implement in the classroom.

profile_photo
Nov 2
Gabriela Z Gabriela Z (Nov 02 2021 2:34PM) : YES! Students will press on teachers weaknesses and if the foundation of the classroom is weak - students WILL catch on to that...

Determining rules and consequences, teaching them to students and outlining the benefits of working within them, is a critical up-front investment of a new teacher’s time and energy. These pieces of your classroom management plan help promote appropriate student behavior, prevent student misbehavior and create a sense of order and predictability in your classroom. Rules, and your explanation of them, tell students how you expect them to behave. Consequences outline what would happen if students chose to break the rules. Strategies for reinforcing good behavior, both intangible and tangible, bolster a student’s desire to make the right behavioral choices and follow your rules.

New Thinking Partner Conversation New Conversation
Paragraph 5 0
profile_photo
Nov 2
Sabrina L Sabrina L (Nov 02 2021 7:54PM) : It is so important for students to understand clear expectations and consequences.
New Thinking Partner Conversation New Conversation
Paragraph 5, Sentence 1 0
profile_photo
Nov 1
Eric C Eric C (Nov 01 2021 3:05PM) : 5 more

Determining rules and consequences that will benefit the mood and structure of our classroom is always hard to come by. I have always felt that we as teachers do not want to micro manage our students and classroom, but we want there to be some structure within our classrooms enough so that nothing chaotic occurs. This also involves teaching the students the different rules and consequences that we set so that they know how to do them, as the article went on to say.

profile_photo
Nov 1
Mike J Mike J (Nov 01 2021 10:18PM) : It is difficult to distinguish a balance between being firm and fair, while also avoiding the idea of micro-managing students. It is beneficial to create structure in the classroom as it may prevalent in students' home lives.
New Thinking Partner Conversation New Conversation
Paragraph 5, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 5, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 5, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 5, Sentence 5 0
No sentence-level conversations. Start one.

This chapter will address the components of proactive behavior management. First, we will discuss the characteristics of effective rules and consequences. We will also explore factors to keep in mind when determining the rules and consequences for your particular classroom. Then, we will examine how to best teach those rules and consequences to your students. Finally, we will consider the importance of reinforcing good behavior through intangible, and sometimes tangible, rewards.

New Thinking Partner Conversation New Conversation
Paragraph 6 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 6, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 6, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 6, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 6, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 6, Sentence 5 0
No sentence-level conversations. Start one.

These three steps, together with the implementation of classroom “procedures” discussed in chapter three (for example, the specific process you teach your students for how to enter the classroom or how to move from one station to the next) are prerequisites to creating a predictable, secure classroom that meets students’ basic needs for safety and routine and gets you one step closer to creating a culture of achievement. Always remember that good behavior is a means to an end, not an end itself. Your expectations for student behavior must support your broader vision for student achievement, your ultimate “end.” To see how some teachers present their rules, consequences, and procedures to students as means to a culture of achievement, look at “Class Expectations” in the Classroom Management & Culture Toolkit (pp. 1-5); this Toolkit can be found online at the Resource Exchange on TFANet.

New Thinking Partner Conversation New Conversation
Paragraph 7 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 7, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 7, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 7, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 7, Sentence 4 0
No sentence-level conversations. Start one.

Rules, Consequences, and Procedures

New Thinking Partner Conversation New Conversation
Paragraph 8 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 8, Sentence 1 0
No sentence-level conversations. Start one.

Because rules and consequences need to be established before procedures, and procedures are often built from and aligned with the classroom rules, we chose to address rules and consequences before procedures in this text. As mentioned in the introduction, procedures are another essential element of any classroom management plan. The next chapter will take an in- depth look at how to establish and teach procedures.

New Thinking Partner Conversation New Conversation
Paragraph 9 0
profile_photo
Nov 2
Sabrina L Sabrina L (Nov 02 2021 7:59PM) : It's really imperative that when you have rules in your classroom that you need to align with your procedure so that you aren't working against yourself in the daily routine of the classroom.
New Thinking Partner Conversation New Conversation
Paragraph 9, Sentence 1 0
profile_photo
Nov 2
Celeste W Celeste W (Nov 02 2021 10:59PM) : I never realized that we need to have rules and consequences in place before we create our procedures. it does make sense because if my rule is to stay seated my procedures will be how the students stay in their seats.
New Thinking Partner Conversation New Conversation
Paragraph 9, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 9, Sentence 3 0
No sentence-level conversations. Start one.

Effective Rules and Consequences

New Thinking Partner Conversation New Conversation
Paragraph 10 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 10, Sentence 1 0
No sentence-level conversations. Start one.

Establishing explicit behavioral expectations entails outlining rules and consequences so that students understand exactly what behaviors are allowed and what behaviors are prohibited. This first step toward helping your students meet their behavioral potential is worth a considerable investment of energy early on; setting rules and consequences minimizes the need for other types of more corrective discipline (i.e., actually implementing the consequences).

New Thinking Partner Conversation New Conversation
Paragraph 11 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 11, Sentence 1 0
profile_photo
Nov 2
Darlynne M Darlynne M (Nov 02 2021 12:21AM) : A teacher cannot assume that the student knows how they are expected to behave. The teacher needs to "explicitly" explain and model the behavior they want.
profile_photo
Nov 2
Erika F Erika F (Nov 02 2021 7:25PM) : Appropriate Rules more

I agree entirely with this statement Darlynne! Our students need to be given explicit direction on how to do something. We can not set expectations without explaining to to meet them. When students know what is expected, and in terms at their level of understanding.

New Thinking Partner Conversation New Conversation
Paragraph 11, Sentence 2 0
No sentence-level conversations. Start one.

I. Determining Appropriate Rules

New Thinking Partner Conversation New Conversation
Paragraph 12 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 12, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 12, Sentence 2 0
No sentence-level conversations. Start one.

Rules are general standards of conduct and should apply to student behavior in all classroom situations, regardless of the activity. In that way, rules are distinct from procedures, which outline specific behaviors during a particular type of activity. Consider the reflection of a former '00 corps member from the Rio Grande Valley:

New Thinking Partner Conversation New Conversation
Paragraph 13 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 13, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 13, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 13, Sentence 3 0
No sentence-level conversations. Start one.

My worst rule was a requirement that students always raise their hands before speaking. I quickly realized it wasn’t important or appropriate for students to always raise their hands, for example during cooperative groups or whole-class brainstorm discussions. Students were unclear about what I expected, and this lack of consistency undermined my whole system. I took it off the list of rules for non-negotiable behavior, and instead created a set of procedures to teach students what I expected during different, specific activities.

New Thinking Partner Conversation New Conversation
Paragraph 14 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 14, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 14, Sentence 2 0
profile_photo
Oct 27
Emily S Emily S (Oct 27 2021 4:33PM) : Summary: Not every rule we use is necessarily the best. [Edited] more

I like how the author challenges an idea that has been held in classrooms for years, to the point where it’s almost an unspoken “must-do”. I agree that it’s important to rethink why we do everything in the classroom, and to really analyze if it is beneficial in the capacity that it’s being used, if at all, and to adjust/rethink a rule if needed.

profile_photo
Oct 27
Megan W Megan W (Oct 27 2021 9:06PM) : I noticed this in the classroom! more

I noticed that in the classroom I am working in. The teacher was leading out in art and I was helping students more hands-on when she repeated to the class, “Only use crayon!” And I thought, why? Why only crayon? Is it a superiors art tool? Later, we discussed it and she told me she heard another teacher do that and she didn’t even have a good reason for keeping the tradition in her classroom. We have changed things a little since then.

profile_photo
Oct 28
Jenni W Jenni W (Oct 28 2021 10:56AM) : That's great that your question helped change things up! more

I think that’s great that you were able to see this happening in a real-life application and ask yourself, “Wait, why? Why only crayons?” I think so many times, it’s easy to just do things the way it’s “always been done” without challenging the rationale behind it.

New Thinking Partner Conversation New Conversation
Paragraph 14, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 14, Sentence 4 0
No sentence-level conversations. Start one.

When crafting classorom rules, keep in mind three general guidelines:

New Thinking Partner Conversation New Conversation
Paragraph 15 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 15, Sentence 1 0
No sentence-level conversations. Start one.
  • Phrase your rules in the form of a positive statement
  • New Thinking Partner Conversation New Conversation
    Paragraph 16 0
    profile_photo
    Dec 6
    Louise L Louise L (Dec 06 2021 6:00PM) : Phrasing Rules Positively more

    I caught myself recently telling my son, ’Don’t" and “No” and “You Shouldn’t”, It is amazing how we fall back into the rabbit hole of negativity even after extensive training. Catching myself and turning it around and saying instead what he was allowed to do, and how many points he was awarded for the right behaviors instead of how much he lost, almost instantly turned sustained his behavior and attitude around in a positive direction for the best for both of us. It is important for us as teachers to model the positive language that we expect of students and one important place to do so is in rule setting. Like the forbidden apple syndrome, the “Dont’s” can sometimes be more enticing and can take up valuable time correcting behaviors than saying “Do display this behavior” then catch them in the act and intentionally rewarding them for it. It also leads to a safer, happier more loving and trusting classroom climate. When the positive language is used as a rule, it tells the students explicitly and also reminds them how we want them to behave. This is what they will rehearse and practice on a daily basis. Students are also encouraged to participate in rule creation and having students reflect on their language to identify words that have more positive rather than negative connotations will allow them to become more aware of the impact of their language on themselves and others also.
    Having students reflect on positive and meaningful thoughts and processes is a welcomed changed from our strict, kind of autocratic narrative that is usually very punitive. I support 100% phrasing rules in a positive statement.

    New Thinking Partner Conversation New Conversation
    Paragraph 16, Sentence 1 0
    No sentence-level conversations. Start one.
  • State your rules clearly
  • New Thinking Partner Conversation New Conversation
    Paragraph 17 0
    No paragraph-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 17, Sentence 1 0
    No sentence-level conversations. Start one.
  • Minimize your list of rules (most teahcers have 3-5 rules).
  • New Thinking Partner Conversation New Conversation
    Paragraph 18 0
    No paragraph-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 18, Sentence 1 0
    No sentence-level conversations. Start one.

The following table gives examples of rules that do and do not meet these guidelines:

New Thinking Partner Conversation New Conversation
Paragraph 19 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 19, Sentence 1 0
No sentence-level conversations. Start one.

Characteristics

New Thinking Partner Conversation New Conversation
Paragraph 20 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 20, Sentence 1 0
No sentence-level conversations. Start one.

Rationale

New Thinking Partner Conversation New Conversation
Paragraph 21 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 21, Sentence 1 0
No sentence-level conversations. Start one.

Examples to Follow

New Thinking Partner Conversation New Conversation
Paragraph 22 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 22, Sentence 1 0
No sentence-level conversations. Start one.

Examples to Avoid

New Thinking Partner Conversation New Conversation
Paragraph 23 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 23, Sentence 1 0
No sentence-level conversations. Start one.

1. Rules should be in the form of a positive statement. Avoid rules framed as negative statements.

New Thinking Partner Conversation New Conversation
Paragraph 24 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 24, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 24, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 24, Sentence 3 0
No sentence-level conversations. Start one.

Positive rules explain what students should be doing. Negatively stated rules simply tell students what to avoid and challenge students to find inappropriate behaviors that fall outside the scope of the rule.

New Thinking Partner Conversation New Conversation
Paragraph 25 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 25, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 25, Sentence 2 0
profile_photo
Nov 2
Gabriela Z Gabriela Z (Nov 02 2021 2:36PM) : I think most rules should be positive rules. I don't want my classroom to be the kind that has tons of rules that it's almost intimidating. Then I'll have students trying to challenge all my rules. I want my class to come off as welcoming and friendly.

Respect your classmates in your words and actions.

New Thinking Partner Conversation New Conversation
Paragraph 26 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 26, Sentence 1 0
No sentence-level conversations. Start one.

Listen when someone else is talking.

New Thinking Partner Conversation New Conversation
Paragraph 27 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 27, Sentence 1 0
No sentence-level conversations. Start one.

Class time is for class activities.

New Thinking Partner Conversation New Conversation
Paragraph 28 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 28, Sentence 1 0
No sentence-level conversations. Start one.

No disrespectful comments.

New Thinking Partner Conversation New Conversation
Paragraph 29 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 29, Sentence 1 0
No sentence-level conversations. Start one.

No talking out of turn.

New Thinking Partner Conversation New Conversation
Paragraph 30 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 30, Sentence 1 0
No sentence-level conversations. Start one.

No toys or games in class.

New Thinking Partner Conversation New Conversation
Paragraph 31 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 31, Sentence 1 0
No sentence-level conversations. Start one.

2. Rules need to be stated clearly. (Avoid rules that are vague unless you intend to discuss the rule extensively with students).

New Thinking Partner Conversation New Conversation
Paragraph 32 0
profile_photo
Nov 2
Ramiro L Ramiro L (Nov 02 2021 8:29PM) : Ramiro L, more

This is something I hope to implement in my rules I tend to ramble and I try to aim to be as accurate as possible. But having long winded description, vague language, and lengthy expectations makes it all the more difficult to follow.

profile_photo
Nov 2
Celeste W Celeste W (Nov 02 2021 10:46PM) : Every student should be able to understand and explain the rules we have implemented. It should not be a 100 pages of rules and a tone of words . Short and simple but to the point.
New Thinking Partner Conversation New Conversation
Paragraph 32, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 32, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 32, Sentence 3 0
No sentence-level conversations. Start one.

Students should be able to understand the behavioral expectation.

New Thinking Partner Conversation New Conversation
Paragraph 33 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 33, Sentence 1 0
No sentence-level conversations. Start one.

Come to class prepared with all required materials.

New Thinking Partner Conversation New Conversation
Paragraph 34 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 34, Sentence 1 0
No sentence-level conversations. Start one.

Follow the teacher’s directions.

New Thinking Partner Conversation New Conversation
Paragraph 35 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 35, Sentence 1 0
No sentence-level conversations. Start one.

Every student will demonstrate habits of a responsible learner.

New Thinking Partner Conversation New Conversation
Paragraph 36 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 36, Sentence 1 0
No sentence-level conversations. Start one.

Always use appropriate conduct.

New Thinking Partner Conversation New Conversation
Paragraph 37 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 37, Sentence 1 0
No sentence-level conversations. Start one.

3. Rules should be few.

New Thinking Partner Conversation New Conversation
Paragraph 38 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 38, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 38, Sentence 2 0
profile_photo
Oct 31
Vy C Vy C (Oct 31 2021 1:23PM) : Establishing comprehensive and value-based rules in the classroom helps students engage in positive behavior and is necessary for their growth. more

Giving too much rules might make students confused and scary in some way if teachers did not explain well. Also the purpose of creating classroom rule is to contribute to successful learning and an orderly environment for students rather than make them worry about their mistake and prevent their performance. So it is better to have some rules but well organized and comprehensive to teach students’ behavior and guide them act accurately to help them successful.

Each rule appears more important when there are fewer of them. Fewer rules are also easier for students to remember and for teachers to enforce.

New Thinking Partner Conversation New Conversation
Paragraph 39 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 39, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 39, Sentence 2 0
No sentence-level conversations. Start one.

Finally, having just a few rules avoids the sense that you are trying to control a student’s every movement.

New Thinking Partner Conversation New Conversation
Paragraph 40 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 40, Sentence 1 0
No sentence-level conversations. Start one.

Rules such as Class time is for class activities or Follow the teacher’s directions address many behaviors in one rule.

New Thinking Partner Conversation New Conversation
Paragraph 41 0
profile_photo
Nov 3
Jane K Jane K (Nov 03 2021 12:35AM) : While you should avoid having too many rules, it's important to clearly communicate expectations. more

I completely agree that rules should be few for conveniences of both teacher and students. However, that does not mean the rules should be so vague and concise that students do not have a clear understanding of expectations.

New Thinking Partner Conversation New Conversation
Paragraph 41, Sentence 1 0
No sentence-level conversations. Start one.

No gum, food, or drink in class. Bring your homework, book, notebook, and pen to class everyday. Be on time. No profanity. No leaving the room without permission.

New Thinking Partner Conversation New Conversation
Paragraph 42 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 42, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 42, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 42, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 42, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 42, Sentence 5 0
No sentence-level conversations. Start one.

There is a certain tension between keeping your list of rules short and making sure those few rules are clear to students. In order to establish a manageable list of rules, teachers often have to make each rule broad enough to cover more than one specific behavioral expectation, yet often those broad rules are no longer explicit. We’ll talk about this more in the section below on teaching rules, but all rules – especially those that are broad – should be discussed extensively with students. Students need to know exactly what “Class time is for class activities” does and does not mean.

New Thinking Partner Conversation New Conversation
Paragraph 43 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 43, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 43, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 43, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 43, Sentence 4 0
profile_photo
Nov 1
Alana C Alana C (Nov 01 2021 10:35PM) : This is so true! In my own academic journey this type of rule, and others like it, was often misleading and confusing. Students need to know exactly what is expected of them. more

Therefore, how can students do what is expected of them if they do not know what that is? What exactly are class activities? What is considered not a class activity? These are questions the teacher must clarify before making these type of broad rules.

Other Considerations When Determining Rules

New Thinking Partner Conversation New Conversation
Paragraph 44 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 44, Sentence 1 0
No sentence-level conversations. Start one.

When considering what rules to establish, you must determine the kind of environment you would like to maintain. As the leader of your classroom, what kind of classroom atmosphere will you use your authority to establish? You should also consider the age and maturity of your students in order to be realistic and fair in your expectations. For example, it is particularly important for young students that rules are short and easy to remember. Also, do not expect very young children (ages 2-7) to find it easy to see the world from someone else’s perspective, since they are likely to be very egocentric at this point in their cognitive development. For example, with very young students, Keep your hands to yourself is easier to understand and follow than Respect others. The Learning Theory text discusses how the developmental levels of your students may impact your classroom management strategies.

New Thinking Partner Conversation New Conversation
Paragraph 45 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 45, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 45, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 45, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 45, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 45, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 45, Sentence 6 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 45, Sentence 7 0
No sentence-level conversations. Start one.

Determining Consequences

New Thinking Partner Conversation New Conversation
Paragraph 46 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 46, Sentence 1 0
No sentence-level conversations. Start one.

While consequences are often framed as something used only after a rule has failed, they are more accurately viewed as part of the structure that makes rules work. A student needs to know, up front, what would happen if she were to break a rule. She can then choose to follow the rule or break the rule and incur the negative consequence. Helping students realize this cause and effect relationship, and that they have the power to choose the resulting “effect,” is one of the many ways teachers can empower their students and help them develop self- discipline. Self-discipline “involves the capacities to regulate oneself, to anticipate consequences, and to give up an immediate gratification to receive a long term goal”6 and is one of the most important behavioral skills we can teach our students.

New Thinking Partner Conversation New Conversation
Paragraph 47 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 47, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 47, Sentence 2 0
profile_photo
Nov 1
Fernando B Fernando B (Nov 01 2021 9:18PM) : Students need to know up front what would be the consequences if they break a rule in the classroom because it allows the students to take full responsibility of their own actions. more

Students need to know up front what would be the consequences if they break a rule in the classroom because it allows the students to take full responsibility of their own actions. Once the student is being constantly reminded of the rules and consequences, then the teacher can take act on the negative behaviors that the students are committing. Therefore, it is so important to constantly review the consequences as it will establish an environment of respect in the classroom. The consequences should serve as a prevention to avoid a larger problem form occurring rather than a punishment. As a teacher, I have notice that students will learn from the consequences that do not humiliate the student in front of others or bring down their self-esteem.

New Thinking Partner Conversation New Conversation
Paragraph 47, Sentence 3 0
profile_photo
Nov 1
Jessica F Jessica F (Nov 01 2021 4:41PM) : Students must reflect on their actions. more

When I interviews my former high school English teacher about his classroom management skills for an assignment for a different class, I was shocked to learn that he doesn’t set rules and consequences, or at least clear ones. However one thing he repeatedly emphasizes is: good action, good reaction, bad action, bad reaction. Therefore he prefers to entrust that his students will behave, he thinks by giving them this privilege, they will behave. I picked this comment because I thought how a successful teacher like my English teacher could find success without setting clear rules but this quote made me realize that perhaps he does set rules, just differently.

New Thinking Partner Conversation New Conversation
Paragraph 47, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 47, Sentence 5 0
No sentence-level conversations. Start one.

Cecily Feltham (Los Angeles ’99) wants her third graders to develop self-discipline and begins to discuss the concept of “cause and effect” with her students on the first day of school. She asks the students, “What happens when you drop a bowling ball on your foot? Talk in pairs for ten seconds, and then I may ask you to explain your partner’s answer.” Students are

New Thinking Partner Conversation New Conversation
Paragraph 48 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 48, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 48, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 48, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 48, Sentence 4 0
No sentence-level conversations. Start one.

quick to point out that dropping a bowling ball on your foot has the negative effects of inflicting pain and perhaps breaking toes. In the ensuing discussion, Cecily leads her young students to understand that not paying attention, not thinking actively, and not putting energy into their work has negative effects as well – namely that one doesn’t get smarter, people don’t respect you more, and you don’t gain more social and economic capital. On the other hand, if students do meet behavioral expectations and work hard by exercising self-discipline, those benefits (i.e., “effects”) probably will be realized.

New Thinking Partner Conversation New Conversation
Paragraph 49 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 49, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 49, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 49, Sentence 3 0
No sentence-level conversations. Start one.

Making sure you and your students clearly understand what actions and statements are appropriate and inappropriate in your classroom, and that everyone knows what you will do immediately if a student does or says something unacceptable, is the first step towards helping your students make the right behavioral choices. If a student chooses to follow the rules, then that student avoids the consequences and receives the benefits that come from meeting your behavioral expectations. If a student chooses to break a rule, then that student chooses the consequence. And you can tell them this, in a conversational, matter-of-fact tone. We’ll discuss the actual implementation of consequences in Chapter Four: Responding to Misbehavior.

New Thinking Partner Conversation New Conversation
Paragraph 50 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 50, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 50, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 50, Sentence 3 0
profile_photo
Nov 2
Clarissa H Clarissa H (Nov 02 2021 1:30AM) : Cause and effect is easy for students to understand. more

I see cause and effect with breaking rules so often in preschool. By this point in the school year, the students understand the rules and consequences. I have explained to many students that the reason they are upset is due to the consequences of their own actions. This encourages them not to do it next time, and they often don’t make the same mistake twice.

New Thinking Partner Conversation New Conversation
Paragraph 50, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 50, Sentence 5 0
No sentence-level conversations. Start one.

Characteristics of Effective Consequences

New Thinking Partner Conversation New Conversation
Paragraph 51 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 51, Sentence 1 0
No sentence-level conversations. Start one.

In establishing consequences, you will want to take into account what characteristics make some consequences more effective than others. First, the degree of consequences should increase gradually, so as to give students adequate warning before imposing a more severe penalty. Effective consequences flow logically and naturally from the student’s behavior. Finally, effective consequences keep the student’s dignity intact.

New Thinking Partner Conversation New Conversation
Paragraph 52 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 52, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 52, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 52, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 52, Sentence 4 0
No sentence-level conversations. Start one.

The following table highlights the characteristics of effective consequences:

New Thinking Partner Conversation New Conversation
Paragraph 53 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 53, Sentence 1 0
No sentence-level conversations. Start one.

Characteristics

New Thinking Partner Conversation New Conversation
Paragraph 54 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 54, Sentence 1 0
No sentence-level conversations. Start one.

Rationale

New Thinking Partner Conversation New Conversation
Paragraph 55 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 55, Sentence 1 0
No sentence-level conversations. Start one.

Examples to Follow

New Thinking Partner Conversation New Conversation
Paragraph 56 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 56, Sentence 1 0
No sentence-level conversations. Start one.

Examples to Avoid

New Thinking Partner Conversation New Conversation
Paragraph 57 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 57, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should be gradual, progressing from less severe to more severe as misbehavior is repeated.*

New Thinking Partner Conversation New Conversation
Paragraph 58 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 58, Sentence 1 0
No sentence-level conversations. Start one.

This sends the message that students have the potential to behave and simply need to understand and choose to follow the expectation.

New Thinking Partner Conversation New Conversation
Paragraph 59 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 59, Sentence 1 0
No sentence-level conversations. Start one.

When they repeat the misbehavior, they choose the more severe consequences.

New Thinking Partner Conversation New Conversation
Paragraph 60 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 60, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 61 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 61, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 62 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 62, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 63 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 63, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 64 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 64, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 65 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 65, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 66 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 66, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 67 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 67, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 68 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 68, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 69 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 69, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 70 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 70, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should be

New Thinking Partner Conversation New Conversation
Paragraph 71 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 71, Sentence 1 0
No sentence-level conversations. Start one.

natural and/or logical.

New Thinking Partner Conversation New Conversation
Paragraph 72 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 72, Sentence 1 0
No sentence-level conversations. Start one.

Natural consequences follow from the event or situation, as students are allowed to experience the outcome of their poor choices or behavior, highlighting the rationale of the rule.

New Thinking Partner Conversation New Conversation
Paragraph 73 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 73, Sentence 1 0
No sentence-level conversations. Start one.

Logical consequences are structured learning opportunities arranged to teach appropriate behavior.

New Thinking Partner Conversation New Conversation
Paragraph 74 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 74, Sentence 1 0
No sentence-level conversations. Start one.

If a student runs to be the first in line, he receives a warning and is asked to walk instead at the end of the line. (natural)

New Thinking Partner Conversation New Conversation
Paragraph 75 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 75, Sentence 1 0
No sentence-level conversations. Start one.

When a student misbehaves during rehearsal for a play, she receives a warning and is told that if the poor behavior continues, she will have to sit out of the rehearsal until the next day. (logical)

New Thinking Partner Conversation New Conversation
Paragraph 76 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 76, Sentence 1 0
No sentence-level conversations. Start one.

When a student is disrespectful to a group member during group work, they are allowed to remain in the group but are held in from recess. (neither logical nor natural)

New Thinking Partner Conversation New Conversation
Paragraph 77 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 77, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should maintain the dignity of the student.

New Thinking Partner Conversation New Conversation
Paragraph 78 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 78, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should be consistent from student to student, and delivery of consequences should always address the particular behavior in question, not the student and his or her behavioral history.

New Thinking Partner Conversation New Conversation
Paragraph 79 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 79, Sentence 1 0
No sentence-level conversations. Start one.

If three students interrupt the teacher during a class period, they all receive a warning.

New Thinking Partner Conversation New Conversation
Paragraph 80 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 80, Sentence 1 0
No sentence-level conversations. Start one.

If three students interrupt the teacher during a class period, the first gets ignored, the second gets a harsh warning, and the third student, who has a history of not raising his hand, gets detention after school because the teacher is so “fed up” by that time.

New Thinking Partner Conversation New Conversation
Paragraph 81 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 81, Sentence 1 0
No sentence-level conversations. Start one.

* In the case of severe behavior that stops the entire class from functioning (e.g., fighting between students) students forfeit the right to move through the hierarchy of consequences. Such behavior calls for immediate removal from the classroom. However, save administrative intervention for extremely serious offenses such as fighting. Involving administration takes the situation out of your control and students may no longer see you as the ultimate authority.

New Thinking Partner Conversation New Conversation
Paragraph 82 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 82, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 82, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 82, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 82, Sentence 4 0
No sentence-level conversations. Start one.

So, what consequences do teachers actually find effective? Obviously, there are a variety of consequences that successful teachers employ to maintain their clear behavioral expectations. Remember to exercise consequences that are congruent with your own style, as you need to be able to implement them with confidence and comfort if and when a student chooses to misbehave. For example, if you do not want students to equate punishment with writing, you may not want to have students write “I will behave” 100 times. Of course, consequences also need to be hooked to your rules so that they flow logically and naturally from the student’s misbehavior. The following table sets out a few appropriate consequences teachers might use.

New Thinking Partner Conversation New Conversation
Paragraph 83 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 83, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 83, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 83, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 83, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 83, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 83, Sentence 6 0
No sentence-level conversations. Start one.

Potential Consequences

New Thinking Partner Conversation New Conversation
Paragraph 84 0
profile_photo
Nov 1
Mike J Mike J (Nov 01 2021 10:36PM) : Consequence Scenario more

I may be thinking in extreme cases, but how can we create consequences for students that “don’t have anything to lose”? Sometimes students’ home lives are rough, and contacting parents will not affect them. Perhaps a student may not play in a sport or be involved in an extracurricular that may affect their mindset to do better. How can we make a difference with these types of students—or is there always something that can be done that we need to find? Should an intervention be needed for these types of students?

New Thinking Partner Conversation New Conversation
Paragraph 84, Sentence 1 0
No sentence-level conversations. Start one.

Consequence

New Thinking Partner Conversation New Conversation
Paragraph 85 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 85, Sentence 1 0
No sentence-level conversations. Start one.

Description

New Thinking Partner Conversation New Conversation
Paragraph 86 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 86, Sentence 1 0
No sentence-level conversations. Start one.

Call or write home

New Thinking Partner Conversation New Conversation
Paragraph 87 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 87, Sentence 1 0
No sentence-level conversations. Start one.

You might have a student fill out a form that encourages him to reflect on his behavior. A family member should be required to read over and sign the reflection form before the student returns it to you the next day. If you have access to a phone and a free period you might have the student call home with you during a break in the day. Or, you could call a family member in the evening or send a note home with the student. When communicating with the family member about the misbehavior, always begin with a sincere positive comment about the student, explain the specific misbehavior that occurred that day, and state your confidence that the student will make positive choices in the future.

New Thinking Partner Conversation New Conversation
Paragraph 88 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 88, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 88, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 88, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 88, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 88, Sentence 5 0
No sentence-level conversations. Start one.

Send student to another room

New Thinking Partner Conversation New Conversation
Paragraph 89 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 89, Sentence 1 0
No sentence-level conversations. Start one.

Many teachers have arrangements with a nearby colleague where they can bring a student to the other teacher’s classroom to work independently on an assignment. This strategy serves to provide the student with a chance to calm down and regroup. Be sure to avoid communicating an attitude of “good riddance” and do not use this strategy regularly. Leaving your room with no further consequence might be exactly what your student wants.

New Thinking Partner Conversation New Conversation
Paragraph 90 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 90, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 90, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 90, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 90, Sentence 4 0
No sentence-level conversations. Start one.

Revoke privileges

New Thinking Partner Conversation New Conversation
Paragraph 91 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 91, Sentence 1 0
No sentence-level conversations. Start one.

At the elementary level, chronic misbehavior results in a loss of recess time, classroom jobs, computer privileges, or other pre-determined “valuable” activities. At the secondary level, where you have most students for only one period each day, revoking privileges is a less common consequence. However, some secondary corps members report success with revoking the privilege of hallway time between classes. Asking a student to remain in your classroom for 3 of the 5 minutes between periods (obviously, you can’t make them late to their next class), while their friends are able to chat and laugh in the hallway, can be a strong deterrent to misbehavior.

New Thinking Partner Conversation New Conversation
Paragraph 92 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 92, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 92, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 92, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 92, Sentence 4 0
No sentence-level conversations. Start one.

Move student to another seat

New Thinking Partner Conversation New Conversation
Paragraph 93 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 93, Sentence 1 0
No sentence-level conversations. Start one.

When a student is distracting – or seems distracted by – a nearby student, you should move him or her to another seat. Doing this in the middle of class is often quite effective with younger students (K-6). This immediate seat move can also be effective with older students. Some teachers suggest going a step further and creating a new, well-considered seating chart to implement the very next day if you discover there are several pairs or groups of students that need to be separated.

New Thinking Partner Conversation New Conversation
Paragraph 94 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 94, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 94, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 94, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 94, Sentence 4 0
No sentence-level conversations. Start one.

Time-out chair

New Thinking Partner Conversation New Conversation
Paragraph 95 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 95, Sentence 1 0
No sentence-level conversations. Start one.

Most appropriate in younger grades, the time-out chair is a physical space where students can go to cool off and think about their behavior. You might also have a student write a note of apology or a reflection on how to make better choices in the future. A sample reflection journal is in the Classroom Management & Culture Toolkit (p. 6); this Toolkit can be found online at the Resource Exchange on TFANet.

New Thinking Partner Conversation New Conversation
Paragraph 96 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 96, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 96, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 96, Sentence 3 0
No sentence-level conversations. Start one.

Conference with the coach

New Thinking Partner Conversation New Conversation
Paragraph 97 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 97, Sentence 1 0
No sentence-level conversations. Start one.

Secondary teachers should make an effort to develop strong relationships with the athletic staff of their school. Coaches often have great influence on students, especially if children are jeopardizing their athletic eligibility by potentially failing your class. Having a conference with the coach is a consequence that applies to individual students and probably wouldn’t be part of your overall consequence system.

New Thinking Partner Conversation New Conversation
Paragraph 98 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 98, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 98, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 98, Sentence 3 0
No sentence-level conversations. Start one.

Characteristics of Effective Consequences

New Thinking Partner Conversation New Conversation
Paragraph 99 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 99, Sentence 1 0
No sentence-level conversations. Start one.

In establishing consequences, you will want to take into account what characteristics make some consequences more effective than others. First, the degree of consequences should increase gradually, so as to give students adequate warning before imposing a more severe penalty. Effective consequences flow logically and naturally from the student’s behavior. Finally, effective consequences keep the student’s dignity intact.

New Thinking Partner Conversation New Conversation
Paragraph 100 0
profile_photo
Oct 31
Alberdi D Alberdi D (Oct 31 2021 1:35PM) : Consequences must must align with the "magnitude" of the broken rule/procedure. more

It doesn’t make sense to send a students to the principal’s office if they forget the “walking into the classroom” procedure. At this point they just need a reminder and more often than not, the students will fix the behavior.

profile_photo
Nov 2
Erin S Erin S (Nov 02 2021 12:27AM) : Taking the easy route more

Going off of your point, I remember having teachers who had inconsistent consequence strategies. At times, I remember students felt it was unfair when certain students “got away” with something, while others received a friendly warning. I think as teachers it is important to maintain a very unbiased consequence strategy. It is unfair when students can start to pick-up on the unjust rule of consequences.

profile_photo
Nov 12
Annemarie G Annemarie G (Nov 12 2021 4:16PM) : Potential areas for confusion and overwhelm more

This also makes me think about being a Highly Sensitive Person (HSP) – 20% of people are, and this is identifiable as early as childhood. This adds to the overall feelings of confusion, overwhelm, and unease.

New Thinking Partner Conversation New Conversation
Paragraph 100, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 100, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 100, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 100, Sentence 4 0
No sentence-level conversations. Start one.

The following table highlights the characteristics of effective consequences:

New Thinking Partner Conversation New Conversation
Paragraph 101 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 101, Sentence 1 0
No sentence-level conversations. Start one.

Characteristics

New Thinking Partner Conversation New Conversation
Paragraph 102 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 102, Sentence 1 0
No sentence-level conversations. Start one.

Rationale

New Thinking Partner Conversation New Conversation
Paragraph 103 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 103, Sentence 1 0
No sentence-level conversations. Start one.

Examples to Follow

New Thinking Partner Conversation New Conversation
Paragraph 104 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 104, Sentence 1 0
No sentence-level conversations. Start one.

Examples to Avoid

New Thinking Partner Conversation New Conversation
Paragraph 105 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 105, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should be gradual, progressing from less severe to more severe as misbehavior is repeated.*

New Thinking Partner Conversation New Conversation
Paragraph 106 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 106, Sentence 1 0
No sentence-level conversations. Start one.

This sends the message that students have the potential to behave and simply need to understand and choose to follow the expectation.

New Thinking Partner Conversation New Conversation
Paragraph 107 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 107, Sentence 1 0
No sentence-level conversations. Start one.

When they repeat the misbehavior, they choose the more severe consequences.

New Thinking Partner Conversation New Conversation
Paragraph 108 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 108, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 109 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 109, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 110 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 110, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 111 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 111, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 112 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 112, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 113 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 113, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 114 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 114, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 115 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 115, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 116 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 116, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 117 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 117, Sentence 1 0
No sentence-level conversations. Start one.

New Thinking Partner Conversation New Conversation
Paragraph 118 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 118, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should be

New Thinking Partner Conversation New Conversation
Paragraph 119 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 119, Sentence 1 0
No sentence-level conversations. Start one.

natural and/or logical.

New Thinking Partner Conversation New Conversation
Paragraph 120 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 120, Sentence 1 0
No sentence-level conversations. Start one.

Natural consequences follow from the event or situation, as students are allowed to experience the outcome of their poor choices or behavior, highlighting the rationale of the rule.

New Thinking Partner Conversation New Conversation
Paragraph 121 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 121, Sentence 1 0
No sentence-level conversations. Start one.

Logical consequences are structured learning opportunities arranged to teach appropriate behavior.

New Thinking Partner Conversation New Conversation
Paragraph 122 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 122, Sentence 1 0
No sentence-level conversations. Start one.

If a student runs to be the first in line, he receives a warning and is asked to walk instead at the end of the line. (natural)

New Thinking Partner Conversation New Conversation
Paragraph 123 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 123, Sentence 1 0
No sentence-level conversations. Start one.

When a student misbehaves during rehearsal for a play, she receives a warning and is told that if the poor behavior continues, she will have to sit out of the rehearsal until the next day. (logical)

New Thinking Partner Conversation New Conversation
Paragraph 124 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 124, Sentence 1 0
No sentence-level conversations. Start one.

When a student is disrespectful to a group member during group work, they are allowed to remain in the group but are held in from recess. (neither logical nor natural)

New Thinking Partner Conversation New Conversation
Paragraph 125 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 125, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should maintain the dignity of the student.

New Thinking Partner Conversation New Conversation
Paragraph 126 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 126, Sentence 1 0
No sentence-level conversations. Start one.

Consequences should be consistent from student to student, and delivery of consequences should always address the particular behavior in question, not the student and his or her behavioral history.

New Thinking Partner Conversation New Conversation
Paragraph 127 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 127, Sentence 1 0
No sentence-level conversations. Start one.

If three students interrupt the teacher during a class period, they all receive a warning.

New Thinking Partner Conversation New Conversation
Paragraph 128 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 128, Sentence 1 0
No sentence-level conversations. Start one.

If three students interrupt the teacher during a class period, the first gets ignored, the second gets a harsh warning, and the third student, who has a history of not raising his hand, gets detention after school because the teacher is so “fed up” by that time.

New Thinking Partner Conversation New Conversation
Paragraph 129 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 129, Sentence 1 0
No sentence-level conversations. Start one.

* In the case of severe behavior that stops the entire class from functioning (e.g., fighting between students) students forfeit the right to move through the hierarchy of consequences. Such behavior calls for immediate removal from the classroom. However, save administrative intervention for extremely serious offenses such as fighting. Involving administration takes the situation out of your control and students may no longer see you as the ultimate authority.

New Thinking Partner Conversation New Conversation
Paragraph 130 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 130, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 130, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 130, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 130, Sentence 4 0
No sentence-level conversations. Start one.

So, what consequences do teachers actually find effective? Obviously, there are a variety of consequences that successful teachers employ to maintain their clear behavioral expectations. Remember to exercise consequences that are congruent with your own style, as you need to be able to implement them with confidence and comfort if and when a student chooses to misbehave. For example, if you do not want students to equate punishment with writing, you may not want to have students write “I will behave” 100 times. Of course, consequences also need to be hooked to your rules so that they flow logically and naturally from the student’s misbehavior. The following table sets out a few appropriate consequences teachers might use.

New Thinking Partner Conversation New Conversation
Paragraph 131 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 131, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 131, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 131, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 131, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 131, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 131, Sentence 6 0
No sentence-level conversations. Start one.

Potential Consequences:

New Thinking Partner Conversation New Conversation
Paragraph 132 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 132, Sentence 1 0
No sentence-level conversations. Start one.

Consequence

New Thinking Partner Conversation New Conversation
Paragraph 133 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 133, Sentence 1 0
No sentence-level conversations. Start one.

Description

New Thinking Partner Conversation New Conversation
Paragraph 134 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 134, Sentence 1 0
No sentence-level conversations. Start one.

Call or write home

New Thinking Partner Conversation New Conversation
Paragraph 135 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 135, Sentence 1 0
No sentence-level conversations. Start one.

You might have a student fill out a form that encourages him to reflect on his behavior. A family member should be required to read over and sign the reflection form before the student returns it to you the next day. If you have access to a phone and a free period you might have the student call home with you during a break in the day. Or, you could call a family member in the evening or send a note home with the student. When communicating with the family member about the misbehavior, always begin with a sincere positive comment about the student, explain the specific misbehavior that occurred that day, and state your confidence that the student will make positive choices in the future.

New Thinking Partner Conversation New Conversation
Paragraph 136 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 136, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 136, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 136, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 136, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 136, Sentence 5 0
No sentence-level conversations. Start one.

Send student to another room

New Thinking Partner Conversation New Conversation
Paragraph 137 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 137, Sentence 1 0
No sentence-level conversations. Start one.

Many teachers have arrangements with a nearby colleague where they can bring a student to the other teacher’s classroom to work independently on an assignment. This strategy serves to provide the student with a chance to calm down and regroup. Be sure to avoid communicating an attitude of “good riddance” and do not use this strategy regularly. Leaving your room with no further consequence might be exactly what your student wants.

New Thinking Partner Conversation New Conversation
Paragraph 138 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 138, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 138, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 138, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 138, Sentence 4 0
No sentence-level conversations. Start one.

Revoke privileges

New Thinking Partner Conversation New Conversation
Paragraph 139 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 139, Sentence 1 0
No sentence-level conversations. Start one.

At the elementary level, chronic misbehavior results in a loss of recess time, classroom jobs, computer privileges, or other pre-determined “valuable” activities. At the secondary level, where you have most students for only one period each day, revoking privileges is a less common consequence. However, some secondary corps members report success with revoking the privilege of hallway time between classes. Asking a student to remain in your classroom for 3 of the 5 minutes between periods (obviously, you can’t make them late to their next class), while their friends are able to chat and laugh in the hallway, can be a strong deterrent to misbehavior.

New Thinking Partner Conversation New Conversation
Paragraph 140 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 140, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 140, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 140, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 140, Sentence 4 0
No sentence-level conversations. Start one.

Move student to another seat

New Thinking Partner Conversation New Conversation
Paragraph 141 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 141, Sentence 1 0
No sentence-level conversations. Start one.

When a student is distracting – or seems distracted by – a nearby student, you should move him or her to another seat. Doing this in the middle of class is often quite effective with younger students (K-6). This immediate seat move can also be effective with older students. Some teachers suggest going a step further and creating a new, well-considered seating chart to implement the very next day if you discover there are several pairs or groups of students that need to be separated.

New Thinking Partner Conversation New Conversation
Paragraph 142 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 142, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 142, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 142, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 142, Sentence 4 0
No sentence-level conversations. Start one.

Time-out chair

New Thinking Partner Conversation New Conversation
Paragraph 143 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 143, Sentence 1 0
No sentence-level conversations. Start one.

Most appropriate in younger grades, the time-out chair is a physical space where students can go to cool off and think about their behavior. You might also have a student write a note of apology or a reflection on how to make better choices in the future. A sample reflection journal is in the Classroom Management & Culture Toolkit (p. 6); this Toolkit can be found online at the Resource Exchange on TFANet.

New Thinking Partner Conversation New Conversation
Paragraph 144 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 144, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 144, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 144, Sentence 3 0
No sentence-level conversations. Start one.

Conference with the coach

New Thinking Partner Conversation New Conversation
Paragraph 145 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 145, Sentence 1 0
No sentence-level conversations. Start one.

Secondary teachers should make an effort to develop strong relationships with the athletic staff of their school. Coaches often have great influence on students, especially if children are jeopardizing their athletic eligibility by potentially failing your class. Having a conference with the coach is a consequence that applies to individual students and probably wouldn’t be part of your overall consequence system.

New Thinking Partner Conversation New Conversation
Paragraph 146 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 146, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 146, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 146, Sentence 3 0
No sentence-level conversations. Start one.

Detention

New Thinking Partner Conversation New Conversation
Paragraph 147 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 147, Sentence 1 0
No sentence-level conversations. Start one.

Though you should check with your administration on the exact policies involved, you may have the authority to assign lunch or after-school detention to disobedient students. During detention, a student might have to clean all the desks in your classroom after defacing his, or complete a form that explains what he did wrong, why he made a poor choice, and what he plans to do when faced with a similar choice in the future.

New Thinking Partner Conversation New Conversation
Paragraph 148 0
profile_photo
Nov 1
Isabel M Isabel M (Nov 01 2021 1:05AM) : On Detention more

So, perhaps I am just misreading the article but if I am not mistaken just twice before it said that detention is something to be avoided. I have had really mixed feelings about detention. I feel like it provides no substance, its not intended for students to take a breather in the middle of stressors it typically doesn’t work to repair harm nor restore any sort of dignity to the student. Often, detentions are not what is asked of in this section. There is no element of community service, just sit in a corner during lunch or after school, be watched by campus police and dont do anything except sit in your own frustration, anger and resentment. Yet, detention is still a expected consequence for problematic behavior and I still haven’t found a truly viable reason for its current shape especially when restorative practices are so important.

profile_photo
Nov 1
Fernando B Fernando B (Nov 01 2021 9:24PM) : Detention does not do any good for the student. I feel like detention is something enforced for teachers to avoid the student. I strongly believe that the behavior should be corrected at the moment. more

Detention does not do any good for the student. I feel like detention is something enforced for teachers to avoid the student. I strongly believe that the behavior should be corrected at the moment. Detention will push the student away from the learning environment in which becomes a bigger issue.

New Thinking Partner Conversation New Conversation
Paragraph 148, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 148, Sentence 2 0
No sentence-level conversations. Start one.

“Hands & Words Are Not for Hurting”

New Thinking Partner Conversation New Conversation
Paragraph 149 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 149, Sentence 1 0
No sentence-level conversations. Start one.

If students use their hands to hurt others, you might consider requiring them to use their hands to help others instead. The Hands & Words Are Not for Hurting Project is a non-profit organization that has developed a program of non-violence and conflict resolution.7 To read how you might introduce this program to your students, see “Hands & Words Are Not for Hurting” in the Classroom Management & Culture Toolkit (p. 7) found online on the Resource Exchange on TFANet.

New Thinking Partner Conversation New Conversation
Paragraph 150 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 150, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 150, Sentence 2 0
No sentence-level conversations. Start one.

“On the Porch”

New Thinking Partner Conversation New Conversation
Paragraph 151 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 151, Sentence 1 0
No sentence-level conversations. Start one.

When students misbehave at the KIPP academies, they are relegated to “the porch,” which comes from the expression, “If you can’t run with the big dogs, stay on the porch.” When a student is on the porch, she is not allowed to sit or eat with the rest of her class and she must write a letter of apology explaining what she did and why she is sorry. (The Knowledge is Power Program was started by Teach For America alumni and KIPP schools are widely regarded for the powerful cultures they have built.)

New Thinking Partner Conversation New Conversation
Paragraph 152 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 152, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 152, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 152, Sentence 3 0
No sentence-level conversations. Start one.

Documenting Consequences

New Thinking Partner Conversation New Conversation
Paragraph 153 0
profile_photo
Nov 1
Mike J Mike J (Nov 01 2021 10:40PM) : Importance of Documenting Consequences more

This is an important aspect that I had not considered until recently. I have found that referrals are documented in MS & HS, which can be used to track behavioral progress. Since these serve as data for behavior, we can create plans that involve parental and staff support that accurately meet their needs.

profile_photo
Dec 6
Louise L Louise L (Dec 06 2021 6:14PM) : I agree with this, it may be a little tedios, but this is a very important database that teachers should not overlook, incidence reports, when the student was caught doing something exceptional etc. Again teachers should try to have a balance of reports.
New Thinking Partner Conversation New Conversation
Paragraph 153, Sentence 1 0
No sentence-level conversations. Start one.

One cardinal rule for yourself regarding student consequences: document, document, document. Many teachers keep folders for each child, with contact information, diagnostic results, examples of student work, a record of contact with parents and any documentation of student misbehavior, with dates. You will need these citations for parent conferences, for proof during a disciplinary hearing, and for your own reflection on your interaction with students. It may be wise to have your students sign a form every time they stay after class or reach a certain level of the consequences ladder, adding a sense of official weight to their poor choices. You can always refer back to your records – and point back to the appropriate entry – if a student says this is her first offense.

New Thinking Partner Conversation New Conversation
Paragraph 154 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 154, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 154, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 154, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 154, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 154, Sentence 5 0
No sentence-level conversations. Start one.

Systems for Tracking Consequences

New Thinking Partner Conversation New Conversation
Paragraph 155 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 155, Sentence 1 0
No sentence-level conversations. Start one.

It is important for the teacher and the student to know, throughout the day or class period, exactly where the student is on the hierarchy of consequences. Students are more motivated to behave when they know what is expected of them and when they can track their progress towards the ultimate goal of exemplary behavior. Below are some example systems for tracking student behavior.

New Thinking Partner Conversation New Conversation
Paragraph 156 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 156, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 156, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 156, Sentence 3 0
No sentence-level conversations. Start one.

Traffic Lights

New Thinking Partner Conversation New Conversation
Paragraph 157 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 157, Sentence 1 0
No sentence-level conversations. Start one.

A popular system at the early elementary level, the green, yellow, and red regions of a traffic light represent different levels of behavior. Student names are put on a clothespin and the teacher moves the pins up and down depending on student behavior (green = excellent behavior, yellow = warning, and red = consequence, such as time out or missed recess. Some teachers add another color, such as blue, which indicates that a phone call will be made to parents.) After students have completed the consequence, the teacher should move the student’s clothespin back to yellow, and then to green with continued appropriate behavior. Students should be granted a fresh start each new day by beginning again on green.

New Thinking Partner Conversation New Conversation
Paragraph 158 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 158, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 158, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 158, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 158, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 158, Sentence 5 0
No sentence-level conversations. Start one.

The principles of this consequence system can be applied in many different ways. For example, if you do a new thematic unit every 6 or 9 weeks, you might substitute a space ship for the traffic light during a unit on outer space or a sunflower during a unit on plants. When you begin the new unit, you have a great opportunity to review your rules and consequences when presenting the new system (which is the same except now students should be aiming to keep their clothespin at the top of the space ship or on the head of the flower).

New Thinking Partner Conversation New Conversation
Paragraph 159 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 159, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 159, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 159, Sentence 3 0
No sentence-level conversations. Start one.

Card Charts

New Thinking Partner Conversation New Conversation
Paragraph 160 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 160, Sentence 1 0
No sentence-level conversations. Start one.

Many teachers, especially those who teach elementary students and have the same group of students all day, set up a class “card chart.” In this system, each student has a library card pocket with his or her name on it and five cards of different colors. Rachel Schankula (Delta ’99) had her fifth graders begin the day on black, representing excellent behavior.

New Thinking Partner Conversation New Conversation
Paragraph 161 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 161, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 161, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 161, Sentence 3 0
No sentence-level conversations. Start one.

If a student chose to break a class rule, she was directed to move the black card to the back of the pocket and ensure that the yellow card, which represented a formal warning, was in the front. If the student chose to break a rule again, they put the red card in the front. This meant that the student had to sit by herself in the cafeteria OR write a behavior essay AND that I would call her parents that night regarding the observed behavior. If the student chose to break a rule yet again, she reached the blue card, which resulted in a 15-minute after-school detention on Friday afternoon (I would send a notice home to parents to let them know that we would need to make arrangements for their child to stay for detention). In extreme situations, a student reached her white card, which meant that the student had to leave the classroom immediately and go to the principal’s office. I kept a record of where students’ cards were at the end of the day in an Excel file. I referred back to this file when determining conduct grades and when having parent/student conferences. Every Monday morning, each student would start over again on the black card. (Examples of behavior essays are in the Classroom Management & Culture Toolkit (p. 8) found online at the Resource Exchange on TFANet.

New Thinking Partner Conversation New Conversation
Paragraph 162 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 6 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 7 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 8 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 162, Sentence 9 0
No sentence-level conversations. Start one.

Check Sheets

New Thinking Partner Conversation New Conversation
Paragraph 163 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 163, Sentence 1 0
No sentence-level conversations. Start one.

At the secondary level (because traffic lights are too childish and a card chart for each section of students might take up too much space) some teachers post a piece of paper that represents each class of students. When a student first breaks a rule, the teacher gives a verbal warning and puts the student’s initials on his or her class’s sheet. For any rules broken by the student after the warning, the teacher puts a check by the initials (one check = stay after class, two checks = fill out a behavior reflection form after school, three checks = parents contacted). These sheets are taken down every Friday and put into a binder for future reference, and new, blank sheets go up for Monday morning.

New Thinking Partner Conversation New Conversation
Paragraph 164 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 164, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 164, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 164, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 164, Sentence 4 0
No sentence-level conversations. Start one.

A variation on this system is to have a region of your chalkboard where you note students’ initials and checks. However, you may not want to take up space on your board for that, and chalk can be accidentally erased.

New Thinking Partner Conversation New Conversation
Paragraph 165 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 165, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 165, Sentence 2 0
No sentence-level conversations. Start one.

Clipboards

New Thinking Partner Conversation New Conversation
Paragraph 166 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 166, Sentence 1 0
No sentence-level conversations. Start one.

While the check sheet system allows students (and their peers) to see the consequence level for any misbehaving student on the wall, some secondary teachers set up a more private system in which students sign a class clipboard and write a quick explanation of what they did wrong each time they break a rule. For example, after a verbal warning for the first offense, Melissa is required to stay after class for a quick conference with the teacher. There, she signs her name and explains her poor behavioral choice on the appropriate clipboard. The next time Melissa breaks a rule, she must stay after school for a longer conference and again sign the clipboard. At the third offense, Melissa’s parents are called; at the fourth, her parents are cordially invited to come to school and sit in the classroom with her. A student must also sign the clipboard when late to class or if he doesn’t bring in his homework (if he later brings in the assignment the teacher highlights the student’s name on the clipboard signifying she received it).

New Thinking Partner Conversation New Conversation
Paragraph 167 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 167, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 167, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 167, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 167, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 167, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 167, Sentence 6 0
No sentence-level conversations. Start one.

Corps members who use this system find that having students sign their name formalizes their poor choice and serves as a record for parent conferences. The clipboard-based system of Timothy Hearn, a teacher at Frederick Douglass Academy in Harlem, was described in the January 2004 issue of Teacher Magazine. He tracks his students’ behavior and participation in class using a chart and symbols he created. Samples of Mr. Hearn’s “Weekly Behavior Record Sheet” and his corresponding key are included in the Classroom Management & Culture Toolkit (pp. 9-10) found online at the Resource Exchange on TFANet.

New Thinking Partner Conversation New Conversation
Paragraph 168 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 168, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 168, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 168, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 168, Sentence 4 0
No sentence-level conversations. Start one.

Aligning Your Expectations with Those of the School

New Thinking Partner Conversation New Conversation
Paragraph 169 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 169, Sentence 1 0
No sentence-level conversations. Start one.

As you develop and set your behavioral expectations, you should take into account the broader school context. The culture of your school, for better or for worse, has a significant impact on the way discipline and routine practices will play out within your classroom and the school at large. If your school has a strong, positive culture of behavior, you should align your classroom expectations and rules with those used by your colleagues to every extent possible so that your classroom environment is consistent with the school environment in which your students are used to operating. In some cases, especially at the middle school level, you may be on a team of teachers who work with the same group of students. This is a wonderful opportunity to collaboratively create a rules and consequences system that every student will be expected to follow in every classroom.

New Thinking Partner Conversation New Conversation
Paragraph 170 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 170, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 170, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 170, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 170, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 170, Sentence 5 0
No sentence-level conversations. Start one.

Some corps members are in schools with school-wide point systems for misbehavior (students get five points for chewing gum, ten points for horseplay in the hallways, 25 points for defying a teacher, etc.) . When a student reaches a certain level of points, there are set consequences administered by the principal or behavior management officer. Teachers in schools with these types of structures need to determine how to integrate their own classroom discipline system with the school’s system. Often, a combination of the two systems is best, as one corps member reports:

New Thinking Partner Conversation New Conversation
Paragraph 171 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 171, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 171, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 171, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 171, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 171, Sentence 5 0
No sentence-level conversations. Start one.

I found that a balance between using my own series of consequences and giving students school points at the last stage of the consequence hierarchy (or when there was an egregious offense) was most effective. Students saw me as the authority figure and the behavior management officer appreciated the fact that I handled my own discipline problems and only involved him in the most extreme situations.

New Thinking Partner Conversation New Conversation
Paragraph 172 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 172, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 172, Sentence 2 0
No sentence-level conversations. Start one.

In some cases, you may feel personally uncomfortable with certain behavioral policies of your school or believe a more effective approach exists. When a policy does not conflict with your personal values, but you feel it will be ineffective in your classroom, carefully consider the possible ramifications of circumventing or objecting to the policy. In some cases, the ramifications may outweigh the benefits. In other cases, it may be appropriate to ask your principal or other supervisor whether you can depart from the policies to accommodate the particular needs of your class or an individual student in your class.

New Thinking Partner Conversation New Conversation
Paragraph 173 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 173, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 173, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 173, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 173, Sentence 4 0
No sentence-level conversations. Start one.

More difficult are situations in which you believe that a school policy conflicts with your own personal values or sense of what is an appropriate punishment for children. When faced with this challenge, you should follow your personal comfort level after weighing the options, keeping in mind that any departure from the standard procedure could be perceived as disrespectful to the school or community. When determining what you are personally comfortable with, it is often helpful to try to understand the policy from the school or community’s point of view before making a judgment. This may in fact alter your own beliefs of what is appropriate. Also, keep in mind that it may be difficult to teach your students and uphold a behavioral system that is unfamiliar to them. Ultimately, you must determine how to effectively balance the culture in which you are operating with your own personal philosophy. Often a compromise is possible, in which you begin with the expected approach and gradually modify the system to fit your personal style.

New Thinking Partner Conversation New Conversation
Paragraph 174 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 174, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 174, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 174, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 174, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 174, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 174, Sentence 6 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 174, Sentence 7 0
No sentence-level conversations. Start one.

A Brief Note on Corporal Punishment

New Thinking Partner Conversation New Conversation
Paragraph 175 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 175, Sentence 1 0
No sentence-level conversations. Start one.

Perhaps the most marked example of the kind of dilemma described above is corporal punishment, which could include spanking or striking a child with a paddle, having a student stand for extended periods of time, or requiring a student to hold a book in each hand with arms extended to the side. Many schools in which corps members teach include corporal punishment as one of the consequences of misbehavior. (Note: corporal punishment policies must comply with strict legal regulations, including the prior consent of parents or guardians and the presence of a witness.) Every teacher in such a school must make a personal decision as to whether to implement this consequence, and that decision should reflect both the teacher’s own value system and a clear understanding of community expectations.

New Thinking Partner Conversation New Conversation
Paragraph 176 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 176, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 176, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 176, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 176, Sentence 4 0
No sentence-level conversations. Start one.

Teaching Expecations

New Thinking Partner Conversation New Conversation
Paragraph 177 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 177, Sentence 1 0
No sentence-level conversations. Start one.

Determining appropriate rules and consequences is only the first step in helping your students meet your high behavioral expectations. Now, you must teach those expectations – as you would any academic objective – and reinforce them over time.

New Thinking Partner Conversation New Conversation
Paragraph 178 0
profile_photo
Oct 27
Megan W Megan W (Oct 27 2021 9:19PM) : Oops, accidentally highlighted and couldn't undo it.
New Thinking Partner Conversation New Conversation
Paragraph 178, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 178, Sentence 2 0
No sentence-level conversations. Start one.

Teaching Rules and Consequences

New Thinking Partner Conversation New Conversation
Paragraph 179 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 179, Sentence 1 0
No sentence-level conversations. Start one.

Some teachers establish their rules and consequences before students arrive and without student input, while others develop them collaboratively with students. Student participation in setting the expectations can increase their investment in them. However, since new teachers must focus on establishing their authority in the classroom, new teachers often find it most effective to develop the rules and consequences themselves in order to communicate to their students firm guidelines for behavior from the beginning. Otherwise, students may perceive that the new teacher in front of them wants to be their friend – or does not know how to take leadership of the classroom. It would be a precarious start to the year to say, “so, guys, what should the rules be?” and get “no homework!” as an answer.

New Thinking Partner Conversation New Conversation
Paragraph 180 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 180, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 180, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 180, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 180, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 180, Sentence 5 0
No sentence-level conversations. Start one.

Teachers who are successful in their attempts to involve students in the rule-making process not only have already established their authority, but have also come into that conversation with a clear idea of how they will ensure the effective creation of rules. Dawn Gunderson (Baltimore ’01) starts her year by asking her high school students to explain the differences between a productive and unproductive classroom, using her students’ answers as a way of framing the rules she has already drafted. She also shares her expectations for herself – such as returning papers on time, working her hardest for the class’s benefit and coming to class prepared – to show that she holds herself to high standards as well.

New Thinking Partner Conversation New Conversation
Paragraph 181 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 181, Sentence 1 0
profile_photo
Nov 12
Annemarie G Annemarie G (Nov 12 2021 4:14PM) : Successfully involving students in rule-making more

It’s helpful for me to see this thought clarified this way. I like the use of the word ‘conversation’ – instead of reading the students a list of rules on day one and expecting them to follow them for the rest of the quarter, this supports the idea that rules need to be part of a larger, ongoing conversation which actively involves students.

New Thinking Partner Conversation New Conversation
Paragraph 181, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 181, Sentence 3 0
No sentence-level conversations. Start one.

Irrespective of the approach you choose, once you have generated a short list of clear, positive rules and gradual, logical, meaningful consequences that fit the criteria detailed in the first two sections of this chapter, you will need to explicitly teach them. Some teachers assume that rules and consequences are discussed once, put on poster board, and left alone. On the contrary, you must teach these expectations as you would any other academic objective. This does not mean simply reading them from a handout, but rather providing rationales, soliciting input, having students identify examples and non-examples, and using other instructional methods to convey and practice this new information. You should teach expectations for behavior immediately at the beginning of the year and review them throughout the year. You’ll want to be sure to do the following when teaching expectations:

New Thinking Partner Conversation New Conversation
Paragraph 182 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 182, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 182, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 182, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 182, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 182, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 182, Sentence 6 0
No sentence-level conversations. Start one.

Discuss and solicit from students the need for the rules. You should use two related strategies on this front. First, discuss the rationale for rules with your students, both at the beginning of the year and periodically throughout the year. Educational researcher Robert Marzano recommends beginning this process by exploring real-life situations that require rules:

New Thinking Partner Conversation New Conversation
Paragraph 183 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 183, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 183, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 183, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 183, Sentence 4 0
No sentence-level conversations. Start one.

For example, most students have a sense that there are certain expectations for behavior during dinner when guests are at the house that are different from the rules and procedures that apply when only family members are having dinner together. Similarly, most students are aware of the fact that there are rules and procedures governing behavior in church that do not apply to the behavior in one's own living room. A discussion regarding the importance of rules and procedures in situations outside of school provides a nice set-up for the discussion of classroom rules and procedures.

New Thinking Partner Conversation New Conversation
Paragraph 184 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 184, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 184, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 184, Sentence 3 0
No sentence-level conversations. Start one.

If students recognize the rationale and positive side of rules, they are more likely to become invested in them. Then, be sure they understand the direct correlation between each of your rules with their ambitious learning goals. For example, you might explain to students that your rule about “listening when someone else is talking” is designed to let all students learn as much as possible from one another so that together the class can reach its goals.

New Thinking Partner Conversation New Conversation
Paragraph 185 0
profile_photo
Oct 31
Uyen T Uyen T (Oct 31 2021 3:07AM) : Why you shouldn’t let your students decide the class rules more

The problem with letting students decide the rules is that it can undermine your leadership presence. It can negatively affect how your students see you and your role as their teacher; it will weaken your authority. They’ll view you not as a confident leader who knows what is best for them and their education.

New Thinking Partner Conversation New Conversation
Paragraph 185, Sentence 1 0
profile_photo
Oct 30
Rayan K Rayan K (Oct 30 2021 11:46PM) : Suggested Revision more

If students recognize the rationale and positive side of rules, they are more likely to become invested in them.

Reason: This is indeed true. When I share with my students the positive side of the rules and that they are established to serve them, they will most likely respect them and follow them. Most of the rules at the end of the day are related to s respect and safety.

profile_photo
Oct 31
Uyen T Uyen T (Oct 31 2021 3:28AM) : Engaging students in learning more

In aiming for full engagement with the classroom’s rules and expectations, students must perceive that rules and expectations are meant to keep students safe and save time for learning. To establish classroom rules, teachers should consider role-playing rules; give students a chance to act out examples and non-examples of each class rule, which helps students understand the benefits and consequences of following (or not following) the rules.

New Thinking Partner Conversation New Conversation
Paragraph 185, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 185, Sentence 3 0
No sentence-level conversations. Start one.

Identify specific expectations relevant to each rule. Provide examples of what following each rule looks like (and doesn’t look like) in action. This is especially true if your rules encompass several behaviors, such as Respect your classmates or Class time is for class activities. Many corps members state that they take time with their students at the beginning of the year to brainstorm what rules such as these mean in practice. While you should have several manifestations of the rule Respect your classmates in mind prior to this group discussion, you will probably be surprised at how right on and insightful students can be. (It’s true – they know what it means to respect their classmates. They just need you to enforce it.) Once students have thoroughly explored the specific expectations of each rule, you might type up a “class contract” that lists each rule and the explicit behaviors that fall under each rule. Then, give students their own copies and ask them to sign them. Keep these for future reference or have students keep them in a binder that remains in class.

New Thinking Partner Conversation New Conversation
Paragraph 186 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 6 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 7 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 8 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 9 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 186, Sentence 10 0
No sentence-level conversations. Start one.

Explain and demonstrate the consequences of breaking the rules. Students need to actually see what will happen if they break a rule. Many corps members role play with “disruptive” students. They ask for volunteers to read short scripts in which students break a rule and the teacher administers the consequence. Not only do students enjoy this modeling, they also get to see exactly what will happen if a student chooses to break a rule.

New Thinking Partner Conversation New Conversation
Paragraph 187 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 187, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 187, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 187, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 187, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 187, Sentence 5 0
No sentence-level conversations. Start one.

Invest your students in meeting your behavioral goals. Tell your students the benefits of following the rules. Just as you do with academic goals, you will need to motivate your students to meet your behavioral goals for the class. Perhaps you decide to graph the numbers of “morning meetings” where everyone remembers to raise their hand before sharing, with the goal of working together to have 10 straight days with no student interruptions. Perhaps you decide to keep track of the number of days that your students all come to class fully prepared, with their book, notebook, homework, and something to write with. We’ll talk about general principles to keep in mind when reinforcing positive behavior in the next section.

New Thinking Partner Conversation New Conversation
Paragraph 188 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 188, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 188, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 188, Sentence 3 0
profile_photo
Nov 1
Delina R Delina R (Nov 01 2021 9:48PM) : It is important to tell your students the benefits of following the rules. You have to tell them why you have expectations and the purpose of them. Moreover, to motivate students to meet those expectations and goals for the class.
New Thinking Partner Conversation New Conversation
Paragraph 188, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 188, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 188, Sentence 6 0
No sentence-level conversations. Start one.

Check for understanding. As you will become accustomed to doing in every lesson, you should follow up with your students to be sure that they have internalized the rules. Many teachers test students on the rules of the classroom with a cause-effect quiz. Some have students draw cartoons of appropriate and inappropriate student behavior, akin to the “Goofus and Gallant” duo. But do not assume that because you read the list of rules and discussed them that students have internalized them.

New Thinking Partner Conversation New Conversation
Paragraph 189 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 189, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 189, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 189, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 189, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 189, Sentence 5 0
No sentence-level conversations. Start one.

The Classroom Management & Culture Toolkit contains lesson plans for the first week of school (pp. 11- 15) and a sample timeline for teaching rules and procedures (p. 16), which maps out how you might teach and review a classroom management plan throughout the year; this Toolkit can be found online at the Resource Exchange on TFANet.

New Thinking Partner Conversation New Conversation
Paragraph 190 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 190, Sentence 1 0
No sentence-level conversations. Start one.

Reinforcing Good Behavior

New Thinking Partner Conversation New Conversation
Paragraph 191 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 191, Sentence 1 0
No sentence-level conversations. Start one.

Just as with academic learning, behavioral learning is predicated on feedback; following instructions properly should be reinforced through frequent affirmation. Students need to know when they are demonstrating the desired expectations, especially when the expectations are new (generally early in the year) or when the circumstances under which the students demonstrated them are particularly challenging.

New Thinking Partner Conversation New Conversation
Paragraph 192 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 192, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 192, Sentence 2 0
No sentence-level conversations. Start one.

When reflecting on your approach to positive reinforcement, you’ll need to consider when and how frequently to give positive reinforcement, regardless of whether that reinforcement comes in the form of tangible or intangible rewards. On the one hand, positive reinforcement can be a way of ensuring that students don’t misbehave in order to gain attention. School can be a dreary place when teachers are only stressing negative behaviors. On the other hand, you don’t want to get into a habit of praising or rewarding students constantly for meeting a low bar. This can inadvertently send the signal that you have low expectations for their behavior and can also make students dependent on your positive reaction to meet even the most basic of expectations. Alfie Kohn, author of Punished by Rewards, asserts that, “Rather than bolstering a child’s self-esteem, praise may increase kids’ dependence on us. The more we say, ‘I like the way you….’ or ‘Good ing,’ the more kids come to rely on our evaluations, our decisions about what’s good and bad, rather than learning to form their own judgments.” Kohn holds that a “simple, evaluation-free statement (‘You put your shoes on by yourself’ or even just ‘You did it’) tells your child that you noticed. It also lets her take pride in what she did…If a child does something caring or generous, you might gently draw his attention to the effect of his action on the other person: ‘Look at Abigail’s face! She seems pretty happy now that you gave her some of your snack.’ This is completely different from praise, where the emphasis is on how you feel about her sharing.” Experts such as Jere Brophy offer a few additional recommendations when it comes to giving praise.

New Thinking Partner Conversation New Conversation
Paragraph 193 0
profile_photo
Oct 28
Jenni W Jenni W (Oct 28 2021 10:53AM) : We can give positive reinforcement without overusing praise. more

This quote really made me stop and think: “Rather than bolstering a child’s self-esteem, praise may increase kids’ dependence on us.” In other words, the more we give comments of praise, the more kids may come to rely on our evaluations on them rather than learning to form their own evaluation or judgments on behavior. Kohn, author of Punished by Rewards, suggests that rather than giving a praise statement, you could instead draw the child’s attention to the EFFECT that his/her action had on another person. ("Look at Jeremy’s face! He looks pretty happy that you shared your snack with him!) The emphasis is on how I, as a teacher, feel about the student’s positive behavior, which is a completely different emphasis than praise.

New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 6 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 7 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 8 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 9 0
profile_photo
Oct 31
Uyen T Uyen T (Oct 31 2021 3:18AM) : The power of effective praise more

Teachers should give specfic praise that is purposely draw the student’s attention to the cause-effect of his action to other person, causing better relationships with their peers.

New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 10 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 11 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 193, Sentence 12 0
No sentence-level conversations. Start one.
  • Be Specific. One of the most eeffective ways to get studnets to follow directions is to simply narrate that someone else has already done what you've asked. "Richard is sitting in his seat quietly, ready to go outside for recess".
  • New Thinking Partner Conversation New Conversation
    Paragraph 194 0
    No paragraph-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 194, Sentence 1 0
    No sentence-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 194, Sentence 2 0
    No sentence-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 194, Sentence 3 0
    No sentence-level conversations. Start one.
  • Highlight improvement in order to foster the idea tht students can learn to behave, point out when students are making strides in the right direction--and how they did so. "Class, I am proud of you for remembering to walk quietly in the halls this time. I think Natasha's suggestion abut putting our fingeres to our lips really helped us remember".
  • New Thinking Partner Conversation New Conversation
    Paragraph 195 0
    No paragraph-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 195, Sentence 1 0
    No sentence-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 195, Sentence 2 0
    No sentence-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 195, Sentence 3 0
    No sentence-level conversations. Start one.
  • Indicate how expectations yields benefits. "Our homework assignment is challenging tonight. But, because everyone is in their learning position and ready to participate in the lesson. I know you'll be able to learn a lot and then do a great job with the homework"!
  • New Thinking Partner Conversation New Conversation
    Paragraph 196 0
    No paragraph-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 196, Sentence 1 0
    No sentence-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 196, Sentence 2 0
    No sentence-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 196, Sentence 3 0
    No sentence-level conversations. Start one.
    New Thinking Partner Conversation New Conversation
    Paragraph 196, Sentence 4 0
    No sentence-level conversations. Start one.

Keeping in mind that you don’t want to praise students for simple tasks or make them dependent on your positive reinforcement, remember that students should reap the benefits of meeting your high behavioral standards. After all, students choose to follow the rules not only to avoid negative consequences but also to receive positive outcomes. Those positive outcomes are not only – in fact they should rarely be – shiny pencils, candy bars, or pizza parties. With such tangible prizes, students engage in learning activities in order to receive rewards that are artificially linked to behavior. As we mentioned when discussing self-discipline, you must help students realize that the greatest benefits of following the rules include recognition, self- respect, peer-respect, a classroom where they and their classmates can make academic gains, and increased life options. Your ultimate goal should be to foster intrinsic motivation, whereby students are motivated to behave and to learn because of the positive results that stem naturally from that choice. For example, a student truly invested in his own academic success will likely abide by the rule “Come to Class Prepared,” because he is intrinsically motivated to succeed, and he knows he cannot succeed without the materials that are necessary to learn.

New Thinking Partner Conversation New Conversation
Paragraph 197 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 197, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 197, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 197, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 197, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 197, Sentence 5 0
profile_photo
Oct 31
Melanie V Melanie V (Oct 31 2021 3:44PM) : Teaching self-awareness more

This is the classroom I hope to have; a classroom that fosters an environment where the students come to class prepared because they want to learn. I want my students to do well not because they want praise from me, but because completing tasks and gaining success is something they want for themselves.

profile_photo
Nov 2
Erin S Erin S (Nov 02 2021 12:22AM) : Safe learning ground more

Learning all of the different methods of rewards, classroom management, policies, strategy implementations, it can be overwhelming for students especially when thee learning environment does not feel safe for them. Fostering a classroom culture in which promotes positive behavior, yet firm in consequences will allow students to feel protected and safe in the classroom.

profile_photo
Dec 6
Louise L Louise L (Dec 06 2021 5:57PM) : Promote Positive Behavior more

I am right there with you Erin. It can be a lot for students to process and work through all our expectations and demands. The classroom should first be a safe and positive place where the culture encourages them to own their space and dwell harmoniously. This does not mean it will be void of consequences but there will be a balance of mercy and justice. This will indeed lead to trust and safety of teachers and students.

New Thinking Partner Conversation New Conversation
Paragraph 197, Sentence 6 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 197, Sentence 7 0
No sentence-level conversations. Start one.

However, there are strong arguments for extrinsic motivators in some contexts. Learning is too critical to wait for a student to develop the maturity or self-discipline necessary to work entirely from intrinsic motivation. Moreover, students motivated extrinsically often begin to recognize the intrinsic value of their work and behavior. Many teachers feel that extrinsic motivators – especially in the form of intangible “perks” – remain preferable to using only negative consequences to keep students in line. If you do decide to use tangible rewards in your classroom, know that a variable schedule of providing the reward works better than a fixed schedule; that is, if you were to provide a reward every third time a student completed a task, the reward would soon lose its value. As any slot machine player could tell you, when the reward is less certain, persistence in the task improves.

New Thinking Partner Conversation New Conversation
Paragraph 198 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 198, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 198, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 198, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 198, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 198, Sentence 5 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 198, Sentence 6 0
No sentence-level conversations. Start one.

Relatedly, a McREL study has indicated that rewarding students for simply performing a task may eventually decrease motivation (e.g. if the class earns “team points” when everyone is on time). However, when the teacher provides rewards for the successful attainment of a certain performance standard (e.g., making improvement on a set of math problems), students’ intrinsic motivation may increase.

New Thinking Partner Conversation New Conversation
Paragraph 199 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 199, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 199, Sentence 2 0
No sentence-level conversations. Start one.

As you think about the kind of positive reinforcement you will use in your classroom, beware of subconscious bias, which may subtly reinforce limited roles for gender groups. Studies by Sadker and Sadker show that boys receive praise for content and innovation (e.g. “Your ideas show a lot of imagination”) while girls are recognized for neatness and following directions (e.g. “You have such nice handwriting”). Monitor your own patterns of interaction with students by audio- or videotaping your interactions with your students. You may even find that the tone of your voice or the phraseology changes depending on who the student is. You may find yourself offering an enthusiastic “good job, buddy” to male students who answer questions correctly – and a curt “that’s right” to female students in a similar situation.

New Thinking Partner Conversation New Conversation
Paragraph 200 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 200, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 200, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 200, Sentence 3 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 200, Sentence 4 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 200, Sentence 5 0
No sentence-level conversations. Start one.

Now that you have explored the importance of positive reinforcement, and the arguments for and against reinforcing student behavior with extrinsic rewards, you will need to develop your own approach to positive reinforcement. Your system can be informal or formal (where specific positive responses stem from following rules, just as consequences stem from breaking rules), and can be based on the performance of the whole class, small groups, or individuals. Specific strategies for motivating students to meet your behavioral and academic goals will be discussed in Chapter Six: Valuing Hard Work, Team Effort, and Academic Success.

New Thinking Partner Conversation New Conversation
Paragraph 201 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 201, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 201, Sentence 2 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 201, Sentence 3 0
No sentence-level conversations. Start one.

First, though, we must discuss the other piece of creating a classroom environment that supports students in meeting your high expectations for behavior: the creation and implementation of classroom procedures and routines. That is the subject of the next chapter.

New Thinking Partner Conversation New Conversation
Paragraph 202 0
No paragraph-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 202, Sentence 1 0
No sentence-level conversations. Start one.
New Thinking Partner Conversation New Conversation
Paragraph 202, Sentence 2 0
No sentence-level conversations. Start one.

DMU Timestamp: October 19, 2020 19:17

General Document Comments 0
New Thinking Partner Conversation Start a new Document-level conversation

profile_photo
Dec 6
Louise L Louise L (Dec 06 2021 5:52PM) : Phrase Rules Positively more

I caught myself recently telling my son, ’Don’t" and “No” and “You Shouldn’t”, It is amazing how we fall back into the rabbit hole of negativity even after extensive training. Catching myself and turning it around and saying instead what he was allowed to do, and how many points he was awarded for the right behaviors instead of how much he lost, almost instantly turned sustained his behavior and attitude around in a positive direction for the best for both of us. It is important for us as teachers to model the positive language that we expect of students and one important place to do so is in rule setting. Like the forbidden apple syndrome, the “Dont’s” can sometimes be more enticing and can take up valuable time correcting behaviors than saying “Do display this behavior” then catch them in the act and intentionally rewarding them for it. It also leads to a safer, happier more loving and trusting classroom climate. When the positive language is used as a rule, it tells the students explicitly and also reminds them how we want them to behave. This is what they will rehearse and practice on a daily basis. Students are also encouraged to participate in rule creation and having students reflect on their language to identify words that have more positive rather than negative connotations will allow them to become more aware of the impact of their language on themselves and others also.
Having students reflect on positive and meaningful thoughts and processes is a welcomed changed from our strict, kind of autocratic narrative that is usually very punitive. I support 100% phrasing rules in a positive statement.

Image
0 comments, 0 areas
add area
add comment
change display
Video
add comment

Quickstart: Commenting and Sharing

How to Comment
  • Click icons on the left to see existing comments.
  • Desktop/Laptop: double-click any text, highlight a section of an image, or add a comment while a video is playing to start a new conversation.
    Tablet/Phone: single click then click on the "Start One" link (look right or below).
  • Click "Reply" on a comment to join the conversation.
How to Share Documents
  1. "Upload" a new document.
  2. "Invite" others to it.

Logging in, please wait... Blue_on_grey_spinner