Applying Classroom Rules and Procedures

There are an infinite number of classroom management techniques available as resources to teachers – just ask Pinterest! But I will explore ways to positively reinforce classroom expectations and methods to address students who decidedly don’t follow the norms, rules or procedures.

When used appropriately, positive reinforcement can help create a positive classroom culture by encouraging students in their good behaviors. It may also help students with behavior issues develop better habits. There needs to be a balance, however, so that students do not become dependent on the possibility of an incentive to do things they should be doing, or do they do not expect a prize for those behaviors. Positive behavior reinforcement may be especially effective for students who regularly struggle with good behavior. If a student is really struggling with keeping their hands to themselves, for example, strategically rewarding them for a period of good behavior will help them learn what good behavior feels like. It will also help them gain a better self-image, as those students sometimes can feel like they’re always just getting in trouble.

As well, it helps teach them goal-setting and problem-solving. They have to remember their goal (the prize, the points, the incentive at home—whatever system might be in place). One example is a point system (individual or whole group). Students get points for extra positive behavior, such as helping clean up a mess that wasn’t theirs, saying kind words to a friend who is not well (hurt or sad), or staying on task for an extended period of time. This method works well for lower elementary because often these behaviors need to be taught and practiced so that they become habit. The points are an incentive that reminds them to practice these positive behaviors. I like to use a jar or a small fishbowl and glass beads. Every time I see a positive behavior, I add a bead to the jar and mention why to the group. This gives me a moment to acknowledge the positive behavior and reminds students of the jar. The students get to decide on a (reasonable) reward for filling the jar. Because of how long it takes to fill the jar –a few months to a whole school year – the students like to choose options such as pizza parties, pajamas, a movie day, or a fun park day.

In order to respond to students who are breaking the rules or not following procedures, practicing “withitness” – occupying the whole room – can be a very useful tool. This involves physically or visually (through eye contact) making your presence known to students in your classroom. This will help you keep an eye on everyone and de-escalate any potential disruptions early.  Another tool is using a stimulus cue. This would be a great method for carpet time, when addressing a student would interrupt the flow of what I am saying to the group, or when I am working with small groups and need to maintain my teaching pace (or physically can’t leave my seat to address another student). For ongoing or extreme disruptions, this flow chart describes my plan of action:

This action plan would work best in a lower elementary environment, such as my kindergarten classroom.The important key will be to maintain the balance between flexibility (and withitness) and consisitency in implementing rewards and consequences for behavior in my classroom.