CLASSROOM PROCEDURES/ROUTINES The following are just a few of the classroom procedures which can be used to provide consistent momentum or transitions to avoid what Kounin describes as student satiation. In addition, there will be a few procedures which will focus on Dreikers idea of choosing an acceptable behavior to achieve the desired result. This too can help redirect some of the mistaken goals of students. 17 & 23. This eliminates the need for notebook checks, which requires that the student turn in his/her notebook overnight for grading, and the student therefore will not lose a night to review his/her notes for future tests. In addition notebook checks will also slow your progress in keeping with the time constraints of the curriculum. This is a more efficient method of monitoring the completion of homework, and will also reward those who have completed their assignments. When students are out of materials – it should be the practice of every teacher to keep on hand enough supplies for at least three students.
As part of the rules of the classroom the students are aware that supplies are a necessity, however, no child should be deprived of an education. There should be a learning center where the students will know that they may borrow/rent supplies when needed. This can be maintained by simply requiring that the student borrowing supplies leave his/her student id in a basket located at the learning center to be retrieved once the borrowed item is returned. CLASSROOM RULES The following are classroom rules that have set the stage for how the classroom will run throughout the year. According to Glasser, the establishment of rules is essential to the success of a classroom. In deciding what rules will be most productive, they must reinforce the basic idea that students are there to learn. If, at the end of each rule, you cannot add, we are all here to learn, then the rule should not be imposed. The rules should be sent home to the parent(s), and they along with their student should be required to sign and return this form to the teacher.
This will confirm that they, the parent(s) and the student, are aware of the rules of the classroom and the consequences which follow, should the student break his/her signed pledge agreement. 1. Warning 2. Please raise your hand before speaking out in class. 3. 30 minute detention – before or after school 4. Come to class ready to participate and learn. 4. Call home to parents 5. Lastly, there is to be NO fighting. 5. Student referred to the office – last resort CONSEQUENCES The table above details the consequences followed once rules have been broken. By following these consequences for misbehavior, the teacher is reinforcing Glassers fundamental idea of accept no excuses for bad behavior. The purpose of consequences is to address the misbehavior with out drawing attention to it, or justifying it. The mistaken goal of the student is to gain the attention of his/her peers by misbehaving, and the goal of the teacher is to initially ignore the misbehavior.
If this problem persist, it is time to use such tactics as proximity, body language, and finally to ask to speak to him/her after class. Once all else has failed, and the warnings have had no affect, it is time to follow the consequences shown above. INDIVIDUAL/GROUP MOTIVATION/REWARDS For that occasion when a student finally does what you knew he/she was capable of all along, there are rewards such as free time, and open praise. For times when the class deserves acknowledgment for a job well done, there are rewards such as THE THREE GOOD FS: Freedom, Food, and Fun. All the things a teacher should remember about being a student. For example, what sort of reward in your high school days did you enjoy most. PREVENTIVE/SUPPORTIVE DISCIPLINE The following list of preventive/supportive techniques will explain why they should be used to prevent discipline problems: Movement Management – should always have a daily lesson plan with more than enough activities to avoid wasting instruction time.