Classroom rules

the four crucial components of

classroom discipline.
• Relationships : referent power;
Positive teacher-student Relationships
40 percent),
• legitimate power: clear parameters of acceptable
behaviors
25 %
• expert power: monitoring skills,
25%
• Reward and coercive power:
consequences
10 %
(Boynton et al (2005: 4)
• The trick is:
– to build a classroom discipline system around the
first three components—positive teacher-student
relationships, clear parameters, and monitoring
skills—and
– to artfully and naturally integrate them into your
classroom instruction s
so that they are just part of the way you do business
and interact with students.
• The fourth component is the use of negative
consequences for misbehavior.
• Even the most skilled teacher needs to include
clearly defined and articulated consequences
within his or her discipline plan.
• Although necessary, consequences should be
the least-used component of the plan.
• Why you may want to include the following
rules in your classroom (from Boynton et al
(2005: 27)):
– 6 Different sections:
1. Class discussions
2. Seat work activities
3. Coming to class prepared
4. How to seek assistance
5. Completed work
6. Homework
 Class discussions

• Raise your hand

• Wait to be called on
• Listen attentively and respectfully
• Everyone is to participate
 Seat work activities

• Hold up “help” card for help

• Clear your desk of unneeded supplies
• •Sharpen pencils when you enter the
classroom
• Read a book when work is completed
 Coming to class prepared

• Bring books needed for the subject

• Bring pencils or pens
• Bring paper, a notebook, and a calculator
1. Coming to class prepared
 How to seek assistance

• Hold up “help” card during independent work

• Ask your neighbor during reading groups for
help
 Completed work

• Place in designated baskets at the teacher’s

direction
 Homework

• Place in designated baskets when entering

classroom at the start of class
8 steps to be taken when correcting or
disciplining a student
1. Review what happened
2. Identify and accept the student’s feelings
3. Review alternative actions
4. Explain the building policy as it applies to the situation
5. Let the student know that all students are treated the
same
6. Invoke an immediate and meaningful consequence
7. Let the student know you are disappointed that you have
to invoke a consequence to his or her action
8. Communicate an expectation that the student will do
better in the future
 Things to consider when correcting
students
1. Correct in a private location
– First of all, remember to correct the student in a private location.
– Public correction can foster feelings of anger, embarrassment, and
bitterness;
2. Treat students as you want your own children treated
– ask yourself, “How would I want my own children disciplined in a
similar situation?”
– Answering this question will help you treat the student with care and
respect.
3. Stay calm
– Finally, remember to stay calm
– The worst thing you can do is to invoke a consequence when you are
angry or upset,
4. Avoid frustration
– If necessary, give yourself a “cooling-off period” before intervening
with the student,
 Show You Care
• Caring also fosters a preventive approach to
discipline, as students who feel cared for are
more likely to want to please you by complying
with your wishes and policies.
• You are better off if you follow these tips:
1. Show an interest in your students’ personal lives
2. Greet the students by the front door as they enter
the classroom
3. Watch for and touch base with students who display
strong emotion
4. Sincerely listen to students
5. Empathize with students