Applying Classroom Rules and Procedures

As we’ve studied in Module 4, establishing classroom rules and procedures is very important, especially at the beginning of the school year. There are two opposing sides to rules and procedures: consequences and positive reinforcement. Students who follow the rules and set good example for the rest of the students should be acknowledged and rewarded for their good behavior. Students who don’t follow the rules and exhibit bad behavior should suffer come kind of consequence. How you decide to manage classroom behavior and the distribution of positive to negative influence is entirely up the teacher but in The Art of Science and Teaching,  it states, “Clearly, the results of these studies should permit schools to strike a healthy balance’ between rewards and punishments.” (Marzano, 2007) 

Positive Reinforcement

There are several ways that teachers can administer positive reinforcement. Simple verbal and nonverbal cues towards students or groups of students can act as positive reinforcement. For example, if a set of particular students is setting a good example and adhering to a classroom procedure, the teacher can make a small comment or direct some words of gratitude towards those students. If the teacher is well liked and respected, then the students will be more inclined to please the teacher and seek these affirmations. In my own personal experience, I try to point out examples of good behaviors and draw attention to them. Not only am I praising the behavior, but the students are aware of what I am looking for from examples set by their peers and not me. Other good way to administer positive reinforcement is to get the parents or guardians of the student involved. Phone calls or e-mails home are a good way to share good behavior reports with the people that are important to the student. I have learned that the more positive reinforcements the student gets outside of the classroom from more people than just me, the more effective it is. It’s great if I praise a behavior in class but it’s even better if the parents acknowledge it outside of class at home. This increases the likelihood of the good behavior continuing in the class. In my classes, I also have a reward system for the both the class and the individual. If the individual student distributes a good behavior, then they are rewarded with a sticker on their personal chart and can redeem stickers for prizes throughout the year. I also keep track of class behavior which helps students understand the importance of teamwork and that their negative and positive behaviors effective everyone, not only themselves. 

Negative Consequences

I tend to use negative consequences less than positive reinforcement as a personal teaching philosophy. While The Art of Science and Teaching does point out that both need to be used in the classroom, studies have proven that positive reinforcements work better and have a more lasting effect than consequences. I can attest to this from my own personal experiences in the classroom which is why I use both but, but not proportionately. When administering consequences, it’s important that teachers have “withitness,” or are observant and aware of their surroundings at all times. This helps to stop bad behavior before it starts to spiral out of control and really affect the learning of other students. I always try to stop major displays of bad behavior immediately and if there is a major problem, I will address it after class in private. This saves the students from suffering any unneeded embarrassment. Making students stay after the bell or giving them a little extra homework are ways you can punish them without being too severe. It’s important to remember that your reaction to bad behavior should gradually increase the severity of the actions. Don’t immediately go from calm to angry without fully addressing the situation first.

Like I’ve mentioned before, it’s best for each teacher to find what works best for them. Each class and each student will be different and unique so what works for one class or student may not work for others. You want to reward students without becoming a “push-over” and losing their respect but you also don’t want to punish them too severely where you lost their trust and admiration. It’s a tricky balance that only experience and knowledge will truly prepare you for. 

 

Sources

Marzano, R. The Art and Science of Teaching, Retrieved from: https://s3-us-west-2.amazonaws.com/platform-user-content/prod-copy/get_help_resources/activity_resources/module4/The_Art_and_Science_of_Teaching.pdf January 4 2016