Routines and procedures
What happens if procedures are not followed?
In the event that students do not follow the correct procedure, I plan to follow the response laid out by Wong and Wong in The First Days of School:
First, I will respond by saying “And what’s the procedure, please?” (2009, p. 190) This is to be done calmly and firmly, but with a caring smile. Once the student corrects his or her behavior I will continue teaching after acknowledging their improvement with a smile.
If it seems that students are repeatedly forgetting a procedure, it could be indicative that I did not teach this specific procedure as clearly as I had thought. It would then be necessary to reteach the procedure through re-explaining it, practicing it under my supervision, and being sure to give promptings, reminding the students to use the correct procedure before entering into situations in which the procedures will be used as well as reinforcing correctly followed behaviors verbally (Wong and Wong, 2009 p. 175-177).
In the event that all else fails and students continue to disregard a procedure, it may become necessary to convert the procedure into a rule. When this is the case, announce to the class that the procedure is converting to a rule and that there will be a consequence when not followed correctly. It will be important to enforce the consequence the next time that a student does not follow the procedure correctly (Wong and Wong, 2009, p. 191).
There are however cases when the process outlined above might not be enough. Once a procedure has become a rule, it is necessary that it have consequences for breaking it. I have created a ticket system that is subtle but clear (so as not to give more attention to an already negative behavior that I am trying to extinguish). If a student is acting contrary to the specified guidelines, I continue instructing but move toward the offender, leaving a “Ticket” slip on his or her desk. On one side of the ticket are thinking questions which the student must fill out and give to me by the of class. The questions included on the ticket are:
On the reverse side of the ticket is a clear explanation of what the consequence is for incurring each subsequent ticket:
In the event that students do not follow the correct procedure, I plan to follow the response laid out by Wong and Wong in The First Days of School:
First, I will respond by saying “And what’s the procedure, please?” (2009, p. 190) This is to be done calmly and firmly, but with a caring smile. Once the student corrects his or her behavior I will continue teaching after acknowledging their improvement with a smile.
If it seems that students are repeatedly forgetting a procedure, it could be indicative that I did not teach this specific procedure as clearly as I had thought. It would then be necessary to reteach the procedure through re-explaining it, practicing it under my supervision, and being sure to give promptings, reminding the students to use the correct procedure before entering into situations in which the procedures will be used as well as reinforcing correctly followed behaviors verbally (Wong and Wong, 2009 p. 175-177).
In the event that all else fails and students continue to disregard a procedure, it may become necessary to convert the procedure into a rule. When this is the case, announce to the class that the procedure is converting to a rule and that there will be a consequence when not followed correctly. It will be important to enforce the consequence the next time that a student does not follow the procedure correctly (Wong and Wong, 2009, p. 191).
There are however cases when the process outlined above might not be enough. Once a procedure has become a rule, it is necessary that it have consequences for breaking it. I have created a ticket system that is subtle but clear (so as not to give more attention to an already negative behavior that I am trying to extinguish). If a student is acting contrary to the specified guidelines, I continue instructing but move toward the offender, leaving a “Ticket” slip on his or her desk. On one side of the ticket are thinking questions which the student must fill out and give to me by the of class. The questions included on the ticket are:
- What choice were you making that you shouldn’t have been making?
- What choice should you make instead?
- What seems like a reasonable consequence for your choice?
- What do you commit to doing in the future?
- Is there anything you want Miss Frederick to know?
On the reverse side of the ticket is a clear explanation of what the consequence is for incurring each subsequent ticket:
- 1Ticket: Stay after class to discuss with teacher—no pass
- 2 Tickets: You and your teacher will call your parents and let them know what you were doing
- 3 Tickets: Call parents and leave the class (RTC)
Plan to Maintain Appropriate Behavior (Rules and Norms)
Rules and Norms
Since research indicates that rules help students to feel that there is someone who is in control of their environment, providing a feeling of safety, in my classroom I plan to create rules in order to set clear limits for my students (Wong and Wong, 2009). Wong and Wong differentiate between general and specific rules. Because I am a new teacher I will opt to use specific rules that clearly state my expectations for my students.
While I want to give students the sense of security that comes with having specific rules that they know will be enforced, I also want to give students a sense of ownership and responsibility in their classroom. For this reason, I will allow the students to generate their own list of norms and rules, which I will adjust or add to if needed, which is in line with Linda Albert’s style of classroom management known as Cooperative Discipline (Charles, 2005). I will first ask students to write down individually what kind of student (and teacher) traits and behaviors make for the best learning environment. Then students will get in groups to generate lists of the traits and behaviors that they believe are the most important to the class. Finally, all groups will merge their lists to create a list of norms that they agree as a class to abide by (T. Sheldon, personal communication, February 2014). From this list of norms, with the guidance of the teacher, students will generate classroom rules and draft a Behavioral contract which all students will take home and share with their parents before signing and returning to the teacher (Charles, 2005).
When students are choosing rules it will be important that they keep the number of rules to as close to 5 as possible. In the event that something is missing, or rules are not specific enough, the following are ideas of what some of my specific rules might be, as adapted from Wong and Wong (2009):
What if rules/norms are not followed?
If students break a rule they will first be notified that they have broken a rule from their class contract, or violated some norm. It is important that the class contract that the students generated is referenced since this will remind students that this is a rule they themselves created and agreed upon (Charles, 2005).
If after one warning the same behavior continues, the student will be responsible for the consequences of their actions. Keeping in line with Linda Albert’s idea of “logical consequences” I intend to use consequences that follow logically from the student’s actions rather than punishment when students choose to break a rule. For example, if a student does not listen to directions the first time and turns in work that is of extremely low quality, they will have to suffer the consequences of redoing the assignment a second time and receiving a point deduction for late work. However, I also believe, along with Jim Fay, that when student behavior is deserving of consequences, it is an opportunity for student growth. In response to their poor decision I will empathize with them, but then require them to problem solve for themselves how they are going to deal with the situation. As a means of helping them do this, students who break rules will be required to fill out an Action Plan document, describing what they did, why they did it, and what their plan is for the future (Love and Logic Institute, 2013). The teacher will always avoid a fight in front of the classroom, and may delay assigning consequences until she is better to able think what an appropriate consequence might be for the infraction (Charles, 2005). Students filling out an action plan will be required to meet with the teacher outside of class to discuss their behavior and their plan for future improvement.
Rules and Norms
Since research indicates that rules help students to feel that there is someone who is in control of their environment, providing a feeling of safety, in my classroom I plan to create rules in order to set clear limits for my students (Wong and Wong, 2009). Wong and Wong differentiate between general and specific rules. Because I am a new teacher I will opt to use specific rules that clearly state my expectations for my students.
While I want to give students the sense of security that comes with having specific rules that they know will be enforced, I also want to give students a sense of ownership and responsibility in their classroom. For this reason, I will allow the students to generate their own list of norms and rules, which I will adjust or add to if needed, which is in line with Linda Albert’s style of classroom management known as Cooperative Discipline (Charles, 2005). I will first ask students to write down individually what kind of student (and teacher) traits and behaviors make for the best learning environment. Then students will get in groups to generate lists of the traits and behaviors that they believe are the most important to the class. Finally, all groups will merge their lists to create a list of norms that they agree as a class to abide by (T. Sheldon, personal communication, February 2014). From this list of norms, with the guidance of the teacher, students will generate classroom rules and draft a Behavioral contract which all students will take home and share with their parents before signing and returning to the teacher (Charles, 2005).
When students are choosing rules it will be important that they keep the number of rules to as close to 5 as possible. In the event that something is missing, or rules are not specific enough, the following are ideas of what some of my specific rules might be, as adapted from Wong and Wong (2009):
- Follow directions the first time they are given.
- Raise your hand and wait for permission to speak.
- Bring all books and materials to class.
- Keep your voice to an inside working level.
- No cursing or put downs of classmates.
What if rules/norms are not followed?
If students break a rule they will first be notified that they have broken a rule from their class contract, or violated some norm. It is important that the class contract that the students generated is referenced since this will remind students that this is a rule they themselves created and agreed upon (Charles, 2005).
If after one warning the same behavior continues, the student will be responsible for the consequences of their actions. Keeping in line with Linda Albert’s idea of “logical consequences” I intend to use consequences that follow logically from the student’s actions rather than punishment when students choose to break a rule. For example, if a student does not listen to directions the first time and turns in work that is of extremely low quality, they will have to suffer the consequences of redoing the assignment a second time and receiving a point deduction for late work. However, I also believe, along with Jim Fay, that when student behavior is deserving of consequences, it is an opportunity for student growth. In response to their poor decision I will empathize with them, but then require them to problem solve for themselves how they are going to deal with the situation. As a means of helping them do this, students who break rules will be required to fill out an Action Plan document, describing what they did, why they did it, and what their plan is for the future (Love and Logic Institute, 2013). The teacher will always avoid a fight in front of the classroom, and may delay assigning consequences until she is better to able think what an appropriate consequence might be for the infraction (Charles, 2005). Students filling out an action plan will be required to meet with the teacher outside of class to discuss their behavior and their plan for future improvement.
Daily Schedule/Agenda
Arrive at school at 6:45- Write agenda and homework on board, set up centers and materials for the day. Meet with students who need additional help.
Tuesday: Open up room for students who need additional help
Wednesday: Eat with students in the lunch room
Thursday: Open up room for students who need additional help
Friday: Eat in teacher’s lounge to network with other teachers
Arrive at school at 6:45- Write agenda and homework on board, set up centers and materials for the day. Meet with students who need additional help.
- 1st hour (7:40-8:42): 8th grade Math (high ELL population)
- 2nd hour (8:46-9:46): 8th grade Math co-taught (high special education population)
- 3rd hour (9:50-10:50): Spanish 1
- Lunch (10:54-11:24)-
Tuesday: Open up room for students who need additional help
Wednesday: Eat with students in the lunch room
Thursday: Open up room for students who need additional help
Friday: Eat in teacher’s lounge to network with other teachers
- 4th hour (11:30-12:32): Planning Period By the beginning of each unit I should have a general overview of how the unit will progress already made so that I have clear direction and a sense of wholeness and overall pace as I plan individual days. Also, the assessments should be made by the time I begin the unit. I should begin planning for a new unit 1-2 weeks before it starts. Specific plans for each day should be completed by the Thursday of the week before, and all resources and materials needed made by the Friday before I teach the lesson in which they will be used.
- 5th hour (12:36- 1:36): 8th grade Math (high ELL population)
- 6th hour (1:40-2:40): Advanced 8th grade Math
- After School (2:40- 5:00): Continue planning, making materials and copies, straightening room, making parent contacts, working with students who need additional help, grading papers, and analyzing data.
Monday: Work on planning following week’s lessons and making/finding necessary materials
Tuesday: 8th grade math team meeting
Wednesday: Begin making resources and gathering materials for following week
Thursday: Continue working on planning and materials for next week,
Friday: All materials and resources for next week should be completed by the end of today
Daily Class Schedule (55 min.):
1. 5-7 minutes- Warm-up Work:
· Warm-up work can include many things. Spanish class ideas: journals, partner speaking activities, silent flash-card work, silent reading of a Spanish text, stations work to review a concept, review worksheets, final prep for presentation or last time to review before a test, etc. Math class ideas: flash card practice, related math games and puzzles, practice problems, and guided exploration to begin introducing a new concept.
· Warm-up work can be used to review past concepts or as an anticipatory set for the lesson to come.
· For Spanish 1 classes only, the teacher will play Spanish music in the background as students work.
2. 2 minutes- Introduction of Schedule, Objectives and Purpose
· Schedule and objectives should be written and clearly displayed as well as stated verbally.
3. 31-36 minutes- Instruction and Practice
· Instruction will take place in the form of direct instruction or exploration/discovery time in centers.
· Guided and independent practice will take place while teacher circulates to help, clarify, and formatively assess.
4. 7-10 minutes- Closure Activity:
· Review concepts to help cement understanding.
· Give final formative assessment (interim assessment) to check for understanding.
5. 3 minutes- Important Announcements and Reminders
6. 2 minutes (if applicable)- Clean Up:
· Clean up materials from projects that students are working on and put materials away.
· If students finish cleaning up early, use a sponge activity to maximize the rest of the time.
7. Bell rings: Dismiss the class verbally and allow them to leave.
(School of Education, 2010)
1. 5-7 minutes- Warm-up Work:
· Warm-up work can include many things. Spanish class ideas: journals, partner speaking activities, silent flash-card work, silent reading of a Spanish text, stations work to review a concept, review worksheets, final prep for presentation or last time to review before a test, etc. Math class ideas: flash card practice, related math games and puzzles, practice problems, and guided exploration to begin introducing a new concept.
· Warm-up work can be used to review past concepts or as an anticipatory set for the lesson to come.
· For Spanish 1 classes only, the teacher will play Spanish music in the background as students work.
2. 2 minutes- Introduction of Schedule, Objectives and Purpose
· Schedule and objectives should be written and clearly displayed as well as stated verbally.
3. 31-36 minutes- Instruction and Practice
· Instruction will take place in the form of direct instruction or exploration/discovery time in centers.
· Guided and independent practice will take place while teacher circulates to help, clarify, and formatively assess.
4. 7-10 minutes- Closure Activity:
· Review concepts to help cement understanding.
· Give final formative assessment (interim assessment) to check for understanding.
5. 3 minutes- Important Announcements and Reminders
6. 2 minutes (if applicable)- Clean Up:
· Clean up materials from projects that students are working on and put materials away.
· If students finish cleaning up early, use a sponge activity to maximize the rest of the time.
7. Bell rings: Dismiss the class verbally and allow them to leave.
(School of Education, 2010)