Summer/Fall 2008
Participant Packet
Day One Outcomes: Participants will be able to decipher teacher goals, student
behaviors, rules and procedures and coordinate them in a management plan
where all factors work together to create a successfully managed classroom.
Day Two Outcomes: Participants will create a system of appropriate rewards and
consequences for individuals and entire classes in support of the expectations
outlined in each teachers management plan.
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Activity #1
You can answer all of these questions for your students with a
structured first day of school.
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Step One: Establishing Teacher Goals
Definition of Goals: Goals are philosophical statements that set the tone and
climate of the classroom environment. They are goals for the teacher to
accomplish through properly planned classroom management.
Examples of Goals
Below, brainstorm some goals you have for yourself as creator of the classroom
environment.
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Step Two: Identifying Expected Student Behaviors
Definition: Expected behaviors are observable actions of students that show that
the goals are being met.
Goal: I will foster an environment where students are responsible for their own
success.
Now, take the time to establish your goals. Write them in the Classroom
Management Plan template, and then list the expected student behaviors under
each goal. Some behaviors will fall under multiple goals.
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Understanding the Difference Between Procedures and Rules
Rule: Set of expectations that define appropriate student behavior (reflect the
goals)
Procedure: Specific measures for the rules. How the student will accomplish
appropriate behavior.
The number one problem in the classroom is not discipline; it is the lack of
procedures and routines. Harry Wong, The First Days of School
Below, write in your own words the difference between a rule and a procedure.
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Template for the Classroom Management Plan
Goal #1 _____________________________________________
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Student Behaviors
Rule____________________________________________
Procedures
Skills
Goal #2 _____________________________________________
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Student Behaviors
Rule____________________________________________
Procedures
Skills
Goal #3_____________________________________________
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Student Behaviors
Rule____________________________________________
Procedures
Skills
Goal #4 _____________________________________________
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Student Behaviors
Rule____________________________________________
Procedures
Skills
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Workshop Evaluation Day One
Big Ideas I am taking with me Questions I still have
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I am glad you I wish you had
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Consequences for Breaking Rules or Not Following a Procedure
Fair is not equal and exceptions will present themselves. Having a range of
consequences will allow you to appropriately choose a consequence based on the
situation at hand.
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Ideas for Negative Consequences
Progressive Consequences
o Example one
Law of least intervention (signal, a look, or non-verbal cue)
Reminder
Action Plan
Practice desired behavior
Loss of privileges
Conference with parent
Administrative referral or conference
o Example two
Non-verbal cue
Reminder
Warning
Meet after class
Detention (based administrative suggestion, Id call home here)
Phone call home
Involve administration
Some teachers choose to have students complete an Action Plan at different times, such as after
school, in class, as homework, or in a time out.
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Consequences
Consequences will follow when a student has chosen to break a rule or not follow a procedure.
These consequences are progressive and have been created with the following goals in mind:
Formula
1. Consequences name for
Briefly describe when and how the consequence will be delivered consequence
o Use this space for any details or clarification
o Example: Create a situation that shows how the consequence will be delivered.
2. Reminder
The student will be verbally reminded by the teacher of the rule he or she is breaking.
o Example: Melissa, we need to be in our seats when the bell rings. This is your
Here is a reminder.
sample of
my 2nd
consequenc
3.
o Example:
4.
o Example:
5.
o Example:
The student and the teacher should sign the Action Plan after reviewing it.
Share the Action Plan with important players (i.e. consultant teacher,
administrator, counselor, parents, coach).
Revisit the Action Plan 2-3 times over the next few weeks and reflect on the
improvement of the misbehavior. Conference or praise student when
appropriate.
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Getting Administrative Support:
Give the parents a copy of your plan with clearly outlined rules,
consequences and rewards. You may want to include important procedures
as well. Have both parent and student sign a form to be returned to you for
record keeping. KEEP the signed forms in a safe place.
Note on the discipline plan that you will be calling home during one of the
consequences.
Either before calling home, or in correlation with calling home, have the
student fill out an Action Plan.
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Ideas for Positive Consequences (Rewards)
Individual Rewards
Praise
o Never underestimate the power of your praise.
o Praise behavior or action, not the child.
o Be sure praise matches the situation and is not overdone.
o Present the reason why something is good, along with the praise.
o Show spontaneity, variety, and other signs of credibility; suggest clear
attention the students accomplishment.
Gotcha coupons are given when the teacher catches a student being good.
Accumulation can be cashed in for different prizes.
Quarterly top ten (use different criteria each quarter: average, highest test
scores, best effort, participation, attendance, most improved)
All stars as nominated by teacher or peers. All stars can be inducted into the
Hall of Fame if they are nominated more than once a quarter.
Stickers
Group Rewards
Much of this information was adapted from Harry and Rosemary Wongs The First Days of
School and Discipline with Dignity by Richard Curwin and Allen Mendler.
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Rewards
2.
3.
4.
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Rewards
CLASS/GROUP REWARDS
1. Class Movie
When students have been exceptional at participating and completing work
during a literature unit, the class will be rewarded by watching a movie
related to the novel or the theme of the unit.
3. Homework Treat
If every student has completed every assignment for an entire week, I will
give the class a treat on the following Monday. This will include all absent
make up work that is due by the end of the week. (Treats include: candy,
popcorn, bonus point on most recent essay).
4. Privilege Passes
A privilege pass can be used for the following: a bathroom trip, a locker
pass, or it can take the place of one homework assignment. Each privilege
pass the student still has on the last day of the quarter can be turned in for
one point on his or her quarterly average.
All students will receive three privilege passes at the beginning of each
quarter. This shows students that I know they will all do something worthy
of this privilege at some time during the quarter.
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Assessment of Day Two for Make It Easy On Yourself
Please complete the following sentence starters as they pertain to the second
session of the inservice course.
I learned
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Implementing Consequences
1. Always Implement the Consequence: Be Consistent. Once a rule has been broken,
choose the best consequence for the situation and implement it. Students will respect the
predictability and order in your classroom. It shows them that you agreed to a
management plan and you will uphold your end of it.
2. Simply State the Rule and the Consequence. Simply and gently state the rule and
consequence. Do not take the breaking of the rule personally. Avoid lecturing about the
rule or its importance, scolding or making the student feel guilty, as this will escalate a
situation. You will have already explained your consequences during the introduction of
your management plan; any explanation delivered with the consequence will most likely
be ignored.
3. Deliver the Consequence in Close Proximity. Recommended distance is one step closer
than conversation distance.
4. Maintain Eye Contact. Deliver the consequence while looking the student in the eyes.
Hold the eye contact for one to two seconds after delivering.
5. Use a Soft Voice. The closer you are to a student and the softer your voice, the more
impact you will make. This will also maintain the dignity of your student.
6. Catch a Student Being Good. Deliver this praise in close proximity and in a low tone.
This ensures students privacy because others will never know if your discussion was
positive feedback or negative.
7. Dont Embarrass the Student in Front of His Peers. Using soft voice and close proximity
will help avoid power struggles where the student tries to save face in front of his peers.
Public displays of consequence embarrass the student, making him deaf to your message;
you also need to minimize interruption of instructional time.
8. Be Firm Anger Free When Giving Your Consequence. Effective delivery is emotionally
neutral, devoid of either hostility or fear. Words should be spoken slowly and delivered
with assurance and confidence. Be serious AND caring.
Adapted from Discipline with Dignity by Richard Curwin and Allen Mendler
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CASE STUDIES
#1 Mrs. Smith stands outside her door, greeting students as they enter the room. She compliments those
who are showing class spirit by dressing up for the Homecoming Week festivities. The kids are in high
spirits and full of the excitement that surrounds the week. As the students enter the class, almost all of
them take their seats and begin the bellwork posted on the front board. Two students are standing by the
window, the taller girl adjusting the streamers in the other girls hair. Mrs. Smith moves to the front of the
room as the bell is ringing. When it is finished, the two girls are still trying to fix the streamers-in-hair
problem and have obviously not even begun the bellwork Mrs. Smith is preparing to go over with the
class.
#2 Mr. Jones third period Biology class is about to get underway. It is procedure in his classroom that
students must be seated with materials before the bell rings in order to take the bell quiz. Mr. Jones
begins asking the first bell quiz question, when Bobby walks in front of him and to his seat. Bobby asks,
what was the first question? Mr. Jones is not pleased with the interruption and ignores Bobbys
question, moving on to ask the second quiz question. Repeat the first question! Bobby bursts out,
obviously angry at Mr. Jones. I dont think so, young man. You were late to class, Mr. Jones retorts. I
was in the room when the bell rang; I was on time, Bobby snaps back at Mr. Jones.
#3 You have a participation policy in your classroom that all students must participate in class by
asking and answering questions. Students receive a grade worth 10% of their quarterly grade based on
this participation. You have a student in your classroom who always hands in her homework and is always
on time to class. However, she absolutely refuses to speak out loud during class discussions.
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#4 Jose is an energetic young man, who eagerly wants to please the teacher and show all the classmates
how smart he is. He shouts out answers despite repeated reminders that, we raise our hands to ask and
answer questions in this class. When Jose does remember to raise his hand to answer a question, he
usually waits with his hand in the air only a fraction of a second before blurting out the answer while
keeping his hand raised. It is not uncommon for Jose to laugh at and correct other students answers. He
is also known for excessively long answers to even simple questions, testing the patience of both the
students and teacher.
Below is a list of other types of behavioral issues that can occur within the classroom. Identify your
experience with these behaviors and share with a partner ways of dealing with them.
The Annoyer
Students "bother" their classmates in a variety of ways: by poking, tripping, pushing, interrupting, and ridiculing
them. Whatever form the bothering takes, if the incidents come to your attention, you might need to get involved --
before a small problem turns into a large problem.
The Arguer
If you have an argumentative student in class, you can spend considerable time debating, justifying, and explaining
every decision. This diverts you from lessons and can lead to similar behavior in other students.
The Backtalker
A student who speaks to her teacher in a disrespectful manner undermines the teacher's authority; the disrespect
becomes even more serious if other students begin emulating the behavior of the student who "talks back."
The Chatterer
Some students just love to talk -- and their talking can become contagious. To gain quiet, you need to pay attention
to the nature of your instruction, as well as to the structure in your classroom.
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