By: Dr. Armãndo R. Tolliver | EDUCATOR | December 28, 2016
CLASSROOM GUIDELINES
- Be prompt, productive, prepared, polite, and responsible.
- Expect to follow all school rules and behavior expectations (according to Student Code of Conduct).
- Treat each person in this room with respect and dignity and be a good listener when others are talking.
I give students the following spill at
the start of the school year, “It is expected that ALL students follow the
classroom/school guidelines. I
EXPECT you all to conduct yourselves in a mature, age appropriate manner. You all are EXPECTED to show the same
respect and consideration that you show me to any person entering this
classroom. YOU are personally
responsible and accountable for YOUR ACTIONS. Classroom rules are posted and
Discipline guidelines in student handbook will be followed. I WILL CALL HOME
ABOUT ANY BEHAVIOR PROBLEMS.” Given I am a science teacher, I correlate
guidelines and consequences to Newton’s Third Law, “For every action has an
equal, but opposite reaction. You
cannot do something without causing something else to happen. In this classroom, you are EXPECTED to
work hard and behave in a way that will get you positive consequences. If you CHOOSE not to work or behave
correctly, you will receive negative consequences leading up to referral and
further reprimand outlined in the Discipline Policy.”
I
then proceed with identifying the consequences if guidelines are not met. Using
the consequences established below has helped me to maintain continuity of the
learning environment for students, and do not provide undue attention to
misbehaving students.
CONSEQUENCES IF GUIDELINES ARE NOT MET(Any offense is subject to verbal parental contact by teacher)
- 1st Offense (Reminder)
- 2nd Offense (Written warning notice & documentation in Class Dojo)
- 3rd Offense (Teacher Choice: 1 on 1 with student, verbal reprimand, change seating, alternate classroom, etc.)
- 4th Offense (Action Plan, Written Parental Contact, and 30 minute after school detention)
- 5th Offense (Disciplinary Referral followed by Administrative options)
REWARDS IF GUIDELINES ARE MET:
- Verbal Acknowledgement
- A stress free learning environment
- A pleasant and orderly classroom atmosphere
- Other positive rewards as deemed appropriate by the teacher
Special Note: The consequences mentioned are null and void if student commits an act that would require a suspension and/or expulsion. The Dean of Students and/or Administration will determine this.
For example, I once had a student who
was off-task and did not finish an assignment, the consequence lead up to the
student being required to work on the task while the rest of the class participated
in a fun activity.
As
with laws and penalties in the real world, it is important to ensure that guidelines
and consequences are always made know to students before they are administered.
Obviously, it would not make sense for consequences to be sprung on students
out of nowhere after the behavior has already taken place. I try to make
certain that students know in advance what they can expect as a result of their
behavior, both positive and negative, in order for them to make the best
informed decision. A good rule of thumb is to discuss consequences and rewards
in conjunction with explaining expectations for the classroom or a particular
activity.
Science
classes often involve hands-on laboratory activities. Many labs will involve
potentially hazardous chemicals and materials. I refer to them as potentially
hazardous because they are only hazardous if used inappropriately. There is no
place in my class for unsafe use of materials. Thus, students will need to
either be safe or be out.
Quite often, I have students anxious to do labs. Before one activity, I recall stating to the class, “During today’s science lesson, you will be working with chemicals at your assigned lab station. Please be certain to conduct yourself responsibly at all times, do not touch any equipment or materials before instructed to do so, read and follow all written and verbal instructions carefully, and use the chemicals and lab equipment appropriately as outlined in the lab procedure. Pay special attention to the precautions. Anyone who uses the materials inappropriately will be excused from participating in the lab and only allowed to observe for the remainder of the class period in a seat away from the lab stations.” I asked one student, who was already touching equipment and materials before instructed to do so, “What is it that I expect you to be doing during this activity?” The student responded, “Not touch anything until you say so, and use the materials appropriately as outline in the activity.” I then asked another student, “What are the benefits of not touching anything until instructed to do so and making certain we are using the materials appropriately?” The second student responded, “I will be safe and can remain with my group to complete the lab.” I responded, “Absolutely, What will be the consequences if someone does not follow the instructions?” A student responded, “They will be asked to leave their group and watch the class from the regular seating area.”
Quite often, I have students anxious to do labs. Before one activity, I recall stating to the class, “During today’s science lesson, you will be working with chemicals at your assigned lab station. Please be certain to conduct yourself responsibly at all times, do not touch any equipment or materials before instructed to do so, read and follow all written and verbal instructions carefully, and use the chemicals and lab equipment appropriately as outlined in the lab procedure. Pay special attention to the precautions. Anyone who uses the materials inappropriately will be excused from participating in the lab and only allowed to observe for the remainder of the class period in a seat away from the lab stations.” I asked one student, who was already touching equipment and materials before instructed to do so, “What is it that I expect you to be doing during this activity?” The student responded, “Not touch anything until you say so, and use the materials appropriately as outline in the activity.” I then asked another student, “What are the benefits of not touching anything until instructed to do so and making certain we are using the materials appropriately?” The second student responded, “I will be safe and can remain with my group to complete the lab.” I responded, “Absolutely, What will be the consequences if someone does not follow the instructions?” A student responded, “They will be asked to leave their group and watch the class from the regular seating area.”
While
walking around the classroom, I kept a timer up on the projector, along with
the Class Dojo monitoring system. As students I walked around the room to
assess student progress, I was also able to encourage students with positive
rewards. Additionally, when a student was in infraction of one of the classroom
guidelines, I was able to correct individuals and implement consequences at the
individual student level by providing a negative consequence notice that alerts
the student in the system. By correcting and applying consequences to an
individual, that student receives redirection and is not over recognized for
his/her negative behavior.
On
occasion I may receive one or two students whose consequences extend beyond a 2nd
Offense. For instance, a student refused to complete an assignment and made a
statement that I could not make them. I disarmed the student by acknowledging
that they were right, and providing a Guideline Infraction Notice. The notice
restated the expectations, consequences, and rewards if guidelines are not met.
It also included a section for comments. In this section the student was able
to voice their concerns in a manner that did not continue to disturb the rest
of the class.
Once the
student completed the Guideline Infraction Notice, it was placed on my desk.
Upon reading it, I discovered that in this case, the student acknowledged that
the refusal to do work was due to lack of understanding in how to complete the
task. I met 1 on 1 with the student to reteach the concept and provide extra
assistance to the student. I also reiterated to the student that “Self-improvement
starts with self-control, guideline infractions are not acceptable in the class,”
despite the reason and gave the student a Behavior Contract to ensure the
student’s success in the class. This contract was then used to chart the
progress of the aforementioned student.
In the ideal
classroom, all students would be intrinsically motivated to behave
appropriately and work hard on every assignment. However, this is not usually
the case. Students value the rewards determined for the class, but I found that
verbal acknowledgement, a stress free learning environment, and a pleasant and
orderly classroom atmosphere has sometimes not been enough for some students. As a result, I had to add reward #4 “Other positive rewards as deemed
appropriate by the teacher” and get creative in motivating students. In general, these are low cost
rewards I give to students periodically throughout the school year such as: a)
certificates, b) pencils and pens, c) stickers, d) tickets, e) snack items, f)
privilege cards, g) fun activities, h) and free time. Though this has not
always been the case, literature suggests that it might be a good idea to
establish rewards and motivators not as “bribes to be good,” but as “goals”
that students can work toward and achieve through good behavior and diligent
effort (Boynton & Boynton, 2005; Emmer, Evertson, & Worsham, 2003;
Marzano, 2007; Marzano, Pickering, & Pollock, 2006; Wong & Wong, 2004).
Suggested
Citation
Tolliver, A. R. (2016). Consequences and Rewards. [Education Project Online]. Retrieved online at http://www.educationprojectonline.com/2017/04/consequences-and-rewards.html
References
Boynton, M., & Boynton, C. (2005). The educator's guide to preventing and
solving discipline problems. Alexandria, VA: Association for Supervision
and Curriculum Development.
Emmer, E. T.,
Evertson, C. M., & Worsham, M. E. (2003). Classroom management for secondary teachers (6th ed.). Boston:
Allyn and Bacon.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for
effective teaching. Alexandria, VA: ASCD.
Marzano, R. J., Pickering. D. J, & Pollock, J. E.
(2006).Classroom instruction that works: Research-based strategies for
increasing student achievement. Alexandria, VA: ASCD.
Wong, H.K., & Wong, R.W. (2004). The first days of school. Mountain View,
CA: Harry K. Wong Publications.
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