If effective learning is to take place in our
classroom, I believe a well-managed classroom is a pre-requisite. First,
students need to know why we have rules and procedures. They need to know required behaviors for creating a good learning environment. Spending a good amount
of time teaching and reinforcing classroom rules and procedures will help a
teacher to ensure that the class runs smoothly. Teaching rules and procedures
at the beginning of the year and reviewing them periodically over the year will
help students to be well-versed with these rules. However, as every teacher
knows, there are times when students will break a rule or forget a procedure.
What should a teacher do when that happens?
Research shows that classroom disruptions decrease
when both positive and negative consequences are used appropriately. In his
book, The Art and Science of Teaching, Marzano cites Stage
and Quiroz (1997), and Miller, Ferguson and Simpson (1998), who agree that
‘interventions do reduce disruptive behavior’ and call for a ‘healthy balance
between rewards and punishments.’
As a believer in “what we focus on grows,” I used to
lean more toward positive consequences in my classroom management. However,
over the years, I have learned that negative consequences for disruptions or
breaking rules are equally important. I fully agree that “a combination of
positive and negative consequences appears to be the optimum approach.”
(Marzano, 2007)
Apart from establishing a strong relationship with
every student, I believe that a teacher should demonstrate a strong sense of
what Marzano calls ‘withitness’ in the class. For me, this would mean being
aware of what goes on in the class at all times, and responding appropriately. It
would include not only noticing when a student is breaking a class rule, but
also would mean noticing when students are ‘being good’ and contributing to a
positive atmosphere in the classroom.
When students follow rules and procedures, I can
acknowledge them by giving positive consequences. Some examples of positive
consequences are:
- When a student follows direction, I could acknowledge it with a verbal or non-verbal cue such as making a ‘thumbs up’ sign, smiling, or saying, ‘Good job.’
- I can demonstrate awareness when students are following the rules by commenting on it or by thanking them.
- Positive consequences can also include tangible recognition which involves “providing students with some symbol or token for appropriate behavior.” (Marzano, 2007) This can be in the form of stickers, stars, privileges or other material rewards.
- Catch them being ‘good’ and reward them with a star or a ‘spot on a dalmation.’ Paste them on a board, and when they get a hundred stars or a hundred and one spots, have a class party to celebrate.
- Send positive notes home to parents/guardians, or make positive phone calls.
Marzano lists four actions that would enable a teacher
to address behaviors that could lead to problems: Being proactive and taking
actions to prevent problems before they occur; occupying the entire room
physically or visually; noticing potential problems which would include
noticing ‘unusual behavior’ and attending to them; and using a series of
graduated actions to stop problem behavior like looking at students, moving
closer to them, and if the behavior continues, stopping the class and
confronting the behavior. These actions would enable a teacher to intervene
before a problem becomes serious.
However, not all behavior outcomes can be predicted. Things
do happen in class which require interventions. When students break a rule, or
do not follow procedures, I need to respond appropriately.
- When students do not follow a procedure, I can ask them to show how to do it the right way. For example, if a student runs into the classroom, I can ask the student to demonstrate the correct way to enter our classroom, or when a student speaks rudely, I can ask that student to rephrase the sentence in a polite way.
- Direct Cost would include losing privileges or time out. An off-task or disruptive student could be given ‘time out’ and asked to complete assigned work during recess.
- Over correction is perhaps one I would use sparingly and only for more serious offences. For example, if Johnny ‘repeatedly’ forgets to clean his materials after art, I might ask him to clean not only his materials, but his peers’ materials as well.
- A series of offences would lead to more actions that would help the student to change his or her behavior. It could include contacting the parents or guardians and drawing up an action plan, charts, or checklists.
The following flowchart shows my decision making process in applying rules and procedures in my class:
In conclusion, it is important to remember that consequences are used to create an effective learning environment, and should be applied consistently. Appropriate use of positive or negative consequences will help to preserve students' dignity as well as reinforce desired behaviors.
Resources:
Fritz Redl’s Prevention Strategies for students with emotional Disability. Retrieved from
http://www.blackbinder.com/uploads/3/4/0/9/34090823/cipage1.pdf
Marzano, R.J. (2007). The Art and Science of Teaching. Alexandria, VA. ASCD.
http://www.blackbinder.com/uploads/3/4/0/9/34090823/cipage1.pdf
Marzano, R.J. (2007). The Art and Science of Teaching. Alexandria, VA. ASCD.
The IRIS Center. (2012). Classroom Management (Part 2): Developing your own comprehensive behavior management plan. Retrieved from https://iris.peabody.vanderbilt.edu/module/beh2/
TeachingMinute: Positive Consequences. Retrieved from
https://www.youtube.com/watch?v=EPRh1FaeqlI