Chapters+6+&+7

Chapter 7-Consequences
Pre-reading A.Briefly describe your rules and procedures that are in place this school year. Do you believe the rules and procedures currently in place are effective? Explain why or why not? B.Briefly describe your consequences. Which of the follwoing reinforcemnt patterns were you MOST likely to use; punishment only, reinforcement only or reinforcement and punishment? How do you know? C: How effective were these consequences in reducing negative behaviors and increasing positive behaviors? (DUE: Wed. April 18th)
 * **Task1**: Reflect and provide a response in your **Academic Journal** to the following:

Amy Yeater Task 1-A: The rules and procedures that are in place during my presentations are reviewed at the beginning of each session. They include: demonstrate respect for the speaker; demonstrate respect for the listener; be an active participant. I feel they are effective because they have consistenly lead to active involvement of participants in the learning process. Task 1-B: The consequences I have in place include: praise, tangibles and prompting to change undesireable behavior. I most often utilize a combination of reinforcement and punishment. Task 1-C: Although negative behaviors are rare with the adults with whom I work, these consequences are usually pretty effective in reducing any negative behaviors which occur. Task 3: Ahead of my presentations I arrive early and organize the room for effective instruction. I ensure that the area of signing in and retrieving necessary materials are clearly identified. I prepare the visual materials by checking the status of the projector/screen, etc. to be used in presenting the information to participants. I arrange the furniture in a way that creates an effective traffic flow for my participants and myself. Prior to beginning the presentation I orient the participants to the layout, establish the rules and procedures to be followed and conduct a cursory review all materials and the agenda. I then ask for needs of the group and modify the rules and procedures as needed. When infractions of the rules/procedures are noted these are then adjusted, sometimes with input from the group. Finally, to wrap up my presentations, we conduct a class meeting to review the outcomes. Task 4: In my presentations I have not utilized involving the supervisors (or home) in recognition of positive participant behavior. I will make a better effort to provide the supervisors of my participants with feedback regarding their participants' involvement and accomplishments within the training/presentation. To tie into this I would then work with particpant supervisors to facilitate work (home) contingencies where supervisors provide consequences at the work site for participant accomplishments.

//Catherine Palmer// Chapters 6&7 A. The rules and procedures I have in place this year are posted on all four walls of my classroom. I have 25 different classes a week, often with as many as 37 children so the rules and procedures remain paramount to transitions and production. District handbooks cites many rules and situations that are common to my room, however, I have tried to instill a sense of pride and community to my little people, leading by example and doing what it is right and fair. Mrs. Palmer's Art Room Rules are:

1. Respect the room and others. 2. Take care of your tools and workspace. 3. Do not be disruptive to the class. 4. Raise your hand if you have something to say or ask a question. 5. Clean up means clean up.

Of these five, the hardest one to enforce has been the respect of the room and respect towards others. Too often a student will do something either distracting to the class as a whole or a student will come up to me and level charges of inappropriate behavior on another student. I have set up an "evil bunny" chair facing the same wall as the board, and time out students are looking at a Happy Bunny poster that say's Happy Bunny is NOT a happy bunny to be sitting in the time out chair. So after 5 minutes, I will discuss privately with my student WHY they think they are in the bunny chair and once they understand that they did something wrong or bad or simply rude, they don't want to go back to the bunny chair. Also above the Bunny poster, is my list of infraction or violation procedure which were read over and over again to the classes as class and/or student behavior dictated. This is set up as: First time-Verbal Warning Second time-Evil Bunny Chair third time- Evil Bunny Chair AND I call home Last time- Referral. I call the Dean and write you up.

Most of the time my students will apologize for their whacky behavior, other times I have yet to see a change in the student. I know that each student is an individual with unique situations and home life, however, I want my students to think and ACT like a community that cares. Now since the FCAT testing is over, I am trying a new strategy that incorporates kindness with good behavior. We have mustang bucks as a PBS and when a child is caught doing the correct objective, I can give out a buck along with a heartfelt thank you to some amazing kids. At the end of class, after a review or during project clean up, I make eye contact with the student who is on task and simply say " Have I told you today what a good student you are?" or " Thank you for being such a good student in my classroom." By doing this, quite often, the other students will see WHO and WHY someone is getting rewarded and quite possibly make make better decisions next time in my room.

Sue Maliszewski (Chapters 6 and 7) A. The rules and procedures I have in place this year are: These rules and procedures are effective because I presented at the beginning of the year, role-played them, gave them reasons why the rules/procedures are necessary, practiced them consistently and fairly across the board. However, at times I do fine-tune them by bringing in parental partnership and/or another teacher as a discipline buddy. B. The consequences such as recess loss seems the most impressive to the students, and loss of privileges (i.e. extra computer time or extra independent reading time) are all needed to get most of the students back on track. However, I have some challenging student behaviors, so they are sent out of the classroom to my discipline buddy to finish their work or refocus on what they are supposed to be doing. If this doesn't work, the final recourse is calling Administration. My initial action is to give a warning "complete work quietly or you with loose a privilege." If this is completed and student is on track then the privilege is given. Reinforcement (negative or positive) is predominantly used, however, punishment is handed out is the most difficult situations. To me punishment is calling a parent or administration, I have only called a parent six times this whole year because I keep records of communications with parents, circumstances that warranted some kind of pattern of reinforcement. C. These consequences only last that day in reducing negative behaviors and increasing positive behaviors, however, these severe situations have been seeing professional/child experts outside school. So I am constantly reinventing or adapting additional positive consequences, sometimes successful sometimes not. However, my other students respond immediately to warnings and reinforcement and "punishment" is rarely needed. With this group, punishment is only used if the behavior persists again which seldom happens. A note, when students are on track being respectful, etc. they are given our school incentive "bucks.: However, at the beginning of the year this was an incentive, but throughout the year, the charm has dimmed. I bring it back every few days to see if there is any interest though. My choice of consequences is using positive instead of negative reinforcement. At times, the negative gets immediate reaction, sadly. **Task #1 a)** The list of research-based positive teacher behaviors I displayed on a consistent basis this school year entails the following:  Throughout this year, I make a point of finding out what are my students' interests, background, hobbies, family history, fears and joys as they may change and grow.  **Duration of interaction with my students** starts as they walk through my door the first day of school and every morning as they enter for their school day. I can gauge each one's feelings and emotions. Sometimes I have them in for lunch with me just to talk or to make up some classwork and chat. Usually, this is very relaxed, my students open up and thankfully, I find out so much about them. **Encouragement** is one of my most reliable tools/strategies and I use it to communicate both linguistically and non-linguistically because some students response better visually (eye contact) and others response well verbally. Seeing their faces with smiles on them gives me great gratification, but makes my day, too. I knew these behaviors **Task #1 b)** **Chapter 9** "teachers' beliefs about individual student expectations are perhaps one of the most powerful hidden dynamics of teaching because it is typically an UNCONSCIOUS activity" How do you make sure that ALL your students feel they can be successful in your classroom. All my students are reached individually throughout the day. I whisper to them how they can succeed by completing the work, trying their best, if incorrect listen and work together to correct, and never stop working on the new knowledge . They are told often they are allowed to ask for any additional help, and guaranteed it will be given happily. They should never feel embarrassed for asking. Extra homework is also given generously and most times the homework comes back with parental assistance; this partnership is paramount for student success. **Task #1 c)** **Communicating high expectations for all students is a threefold partnership: the (a)student, (b)parent; and (c)teacher** Student/Teacher must solidify a strong respectful bond because they have to work diligently together to achieve success. Assessments can help gear lessons and remediation. Enlisting students in tracking their own progress. High and Low Expectancy Students are treated equally with respect. Talking to both high and low expectancy students is crucial to discover insights into how they learn best, and what they are interested in at the present time. My low expectancy students respond slower than the high expectancy student, I train myself to extend wait time or give prompts/clues. Negative responses from other students are discouraged strongly, and I always like to give students an exit with dignity, or off the hook(i.e. wait to answer after listening to other classmates). Next, putting the question in a different way (shorter sentence). Rethink time is allotted, instituting a partner assistance which can also be initiated at the beginning of the year, then eliminated as needed. Students experiencing success (noting their own progress) will want to do their very best and even more challenging material (or assessment). The key to my teaching high and low expectation students is adapting or altering lessons or material to fit each individual's needs, expectations, and abilities.
 * Class rule is to: Respect each other (students and adults), Role Model for school family, and Responsible Student
 * Speak or Move around ~Raise hand and wait to be called on, Bathroom or Water~ there are signals (2 fingers bathroom and three fingers water),
 * Homework checked (missing-recess time subtracted)
 * More severe infractions Administration is called immediately, conferences with parents scheduled, behavior forms completed.
 * Chapters #8 and #9 **
 * Gestures ** can range from a thumbs up, a salute, or a wink, but I know I've connected with my students because they smile or say "thanks."
 * Smiles ** are the best equalizers, but laughing out loud is a wonderful way to assess the students' cognitive skills(getting the "joke" or funny picture, or humorous comment) . Laughing forges a solid bond between me and the student, it becomes a love fest, usually best used throughout the day.
 * Frequency of interaction (how often do you spend with each student) ** I interact throughout my lessons, sometimes at recess time when they are ready to play. At recess, they are willing to tell me what they expect to be doing at the time (basketball game, football game, hide and seek, or good ole tag) . However, they also share what's going on at home, (good and bad).
 * Eye contact ** brings me to that great expression "the eyes are the windows to your soul," and I am an advocate of talking with my eyes(windows)
 * Praise ** is the partner with Eye contact, Smiles, and Gestures are the positive response I get from the student is so worth it. Praise gets the needed incentive and so simple to use.
 * Touch ** gently touching shoulders, or top of heads get a instant reaction (acceptance by the teacher).
 * Enthusiasm ** is another wonderful ice breaker, motivator, neutralizer, and captivator hooking the students into my lesson or my experiences while sharing my emotions/feelings. Seeing their facial expressions, hearing their reactions, and utilizing the scaffolding process so further learning blocks can expand learning and build the love of learning.


 * Task 2: Read Chapter 6- "what will I do to establish or maintain classroom rules and procedures? and Chapter 7, "What will I do to recognize and acknowledge adherence to classrooms rules and procedures?"
 * Task 3: Describe how you used each of the action steps in Chapter 6 on the Action Implementation Form __OR__ Identify which of the action steps in Chapter 6 that you need to strengthen and how you plan to do that on the Action Implementation Form.
 * Task 4: Choose at least two Action Steps from Chapter Seven that you have not used before. Describe how you will use these strategies on the Action Implementation Form below. ( DUE- Sunday, April 22 .)

Debby Brackett, Comment: I like the previous poster's comment about the bathroom/water signals. We used to use the sign language "R" (two fingers crossed) for restroom, and the "W" (3 fingers spread at chin) for water. The teacher could then make eye contact and nod to the request (or shake head to deny). Our school uses planners as the pass, so student could bring it to teacher filled out and ready for initials, with minimal disturbance to class.

Pre-reading The rules currently in the classrooms in which I work are simple: SHARK (our mascot): Self control (keep hands, feet, and objects to self), Honesty, Accountability (have supplies, homework, and attitude in place), Respect, and Kindness. Procedures include homework check for attempt to complete it, bellringers, following along in class with notetaking, and participating in class. These rules and procedures seem to cover the basics and to be followed by the majority of students. Consequences include warnings, a seat change, removal from class, phone call home, behavior report sent home, followed by a visit to the office. Students who do not follow the rules in class on a day in which we play a math game are not allowed to participate; generally the student is required to complete an assignment instead. Typically we use reinforcement and punishment. The majority of students that “get out of hand” are quickly pulled back to task with reminders, or reinforcement of the rules. “Punishment” only occurs rarely. Often once one student is sent out, the others quickly fall into line. These consequences seem to work well in most situations. The majority of the students are motivated to stay focused, and to encourage their neighbors to do so. Students do not want to be left out of the fun activities! Our go-to teachers when sending a student out have the ability to make the student wish never to return to that teacher’s room for a punishment. Usually a reminder is all that is needed to get a student re-focused on the task at hand.
 * Task1: Reflect and provide a response in your Academic Journal to the following:
 * 1) A. Briefly describe your rules and procedures that are in place this school year. Do you believe the rules and procedures currently in place are effective? Explain why or why not?
 * 1) B. Briefly describe your consequences. Which of the following reinforcement patterns were you MOST likely to use; punishment only, reinforcement only or reinforcement and punishment? How do you know?
 * 1) C. How effective were these consequences in reducing negative behaviors and increasing positive behaviors?

Tasks 3 & 4

Action Step Implementation Chapters 6 and 7 Name__Debby Brackett___ District_Martin___

Action Step 2: Establish a Small Set of Rules and Procedures: Class rules generally follow the school’s SHARK expectations of self control, honesty, accountability, respect, kindness. At the beginning of the year these are discussed and explained. Students make posters to further explain the meanings and give specific examples. Procedures are also explained, and these can be made into posters as well. She goes over expectations for coming into class, having materials out and ready, where to place work on their desks for homework check, and where to place materials once finished. She goes into detail as to how to make use of their notebooks. Most of the teachers I work with have students keep separate sections of their notebooks for bellringers, notes, and homework. I believe I would prefer to keep them together as a more cohesive unit, following one behind the other each day. Action Step 3: Interact with Students About Classroom Rules and Procedures: When discussing the classroom rules and procedures, students are allowed to add their thoughts to each. After brainstorming as a class, we had them break into groups of their choosing and create posters for the particular rule or procedure they chose. They typically make flow charts and double bubble maps. Action Step 4: Periodically Review Rules and Procedures, Making Changes as Needed: This typically happens when a student or students habitually break a rule. I liked the example given in the book where students have earned a bit of freedom to leave seats without permission during class work. Notice the “have earned” part. This would have to be determined by the group of students and their ability to handle such activity without disruptions. Action Step 5: Use Classroom Meetings: I like the idea of students having a say in what goes on in the classroom, within parameters. Teacher is in charge, but is willing to listen and to take student opinions into account. I have never seen this done, but certainly see the merit of the idea. || Action Step 3: Involve the Home in Recognition of Positive Student Behavior: This is an important step. Parents, especially those of unruly students, want to hear when their child is doing well, not just when there is a problem. (Yes, I do speak from personal experience here! I have one of those children whom everyone loves, but who creates many problems in a classroom.) Calls, email, and notes home can go a long way toward encouraging improved behaviors. Action Step 7: Use Home Contingency: I like this idea of sitting down with a student and his/her parents to work out a plan for improving behaviors. Giving the student input into the process allows for that student to “own” the behavior and the consequences. Including the parents lets the student know that we are all concerned, and all working together for a common goal, helping that student improve. It also makes it less likely the student will try to pit teacher vs. parents (as in “my teacher doesn’t care if I use pen for math” or “my parents said I didn’t have to do my homework.”) Liberty Kindergarten Group Task #1: Kindergarten Rules 1. Treat others with kindness and respect. 2. Listen and follow directions the first time they are given. 3. Use your hands and feet for helping not for hurting. 4. Help keep our school clean. 5. Walk quietly in line. 6. Raise hand to talk 7. Always do your best. Some of our procedures include coming into the classroom, unpacking agendas, taking out crayon boxes and completing morning work. Other procedures include lining up, center rotation, restroom use, getting drinks and coming to the carpet. We feel these rules and procedures are appropriate and effective. Consequences: We have a behavior system using numbers. For one reminder, the number is lowered, without any further consequence. Subsequent reminders for misbehavior have addition number movement with the loss of some recess time. We use reinforcement and punishment. The punishment is to walk several laps around the playground. Before the child is allowed to play, he/she must discuss the misbehavior with the teacher. This system works for the majority of students, however, in certain cases, modified behavior plans are established. Task #3: One area we have not tried in kindergarten is action step 5: using classroom meetings. We like the idea of holding a classroom meeting on Friday afternoons to reflect. We could ask them to choose one rule that the class worked well on and also one rule that the class needed more work on. This could also be done on an individual basis by each student. Task #4: We would like to focus on: Action Step 3: Involve the home in recognition of positive student behavior - our goal would be to choose at least one student per week to acknowledge for doing well. Teachers would write a note, send an email or make a phone call to give praise about the student to the parents. It would be hoped that by the end of each semester, every student would be acknowledged at least once. Action Step 8: Have a strategy for high-intensity situations - for behaviors that we think will be controllable, teachers will work to help the student calm him/herself. We will incorporate strategies used in the Second Step program such as telling themself to calm down, taking deep breaths, and counting out loud. After the student has been calmed, the verbal requests will be repeated until the student is able to comply. Jennifer Kabis Task #1: The rules and procedures I have in place this year have not been as effective as they have in the past. I do not post rules in my classroom as I feel that by 7th grade the students are pretty aware of the “keep your hands off each other” and “raise your hand to speak” rules that often grace the walls of elementary classrooms. This year, however, I have a group who, even if rules were posted, would defy them. These students are some of the most defiant I have ever taught and I have been told more than once that some of the kids do things just because they know it annoys me. Procedures are also things they love to defy. For instance, papers are always turned in in the same location yet I still have people asking me what to do with their papers. This angers me especially since they are fully aware of my tendency to put things down and never see them again – hence the reason why nothing is to be handed to me. This disorganization is also my downfall because I sometimes do not set procedures up for activities and then end up doing more work in the end because I wasn’t prepared for what occurred. Consequences this year are limited to the Observed Student Behavior (OSB) reports that are part of the ‘positive discipline’ procedures we have been made to follow. I like these for tracking purposes because once a student has been ‘caught’ doing the same behavior three times, it is up to administration to handle. I rarely give out detentions because if I am having problems with a student then I’ll be darned if I am going to spend more time with him/her, especially on my time! This is something I am pretty adamant about because it is ridiculous for me to give my time up. I have written more referrals this year than in past years combined due to the difficulty of this group of students (this group has been a challenge for the last several grades) and it bothers me because I would rather not waste time doing so or having the student out of my classroom but some behaviors go beyond what is acceptable. I believe because of what I have said, my consequences are more punishment because they are punishing the student for his/her bad behavior by isolating them from their peer group. If reinforcement is what I think it is, I believe I have done more of that toward the latter part of the year by thanking students for behaving properly, but it has been limited to the problem students or a whole-group ‘thank you to the students who always do the right thing.’ As indicated, consequences were not as effective as hoped. Task 2: I don’t really use any of the action steps in chapter 6 and honestly don’t know how I would plan to use them in the future. I understand how a democratic classroom can be beneficial but by 7th grade, I feel that students should know what is expected of them in the classroom and basic rules such as being prepared and keeping ones hands to themselves should be followed regardless of if they are posted. I feel also that by this time students should know the rules about how to act while others are talking, how to raise their hands, and the like. I do understand, however, that procedures need to be established for such things as leaving the room for any reason, drills, handling materials, movement throughout the room when changing groups, etc. I think I need to do a better job at posting some procedures because I feel like a broken record at times. It is extremely frustrating that at this juncture of the year that students are still asking me where to turn papers in when they are finished working. They also have little respect for materials and I feel consequences for mishandling them should be better established. This would require me to be more focused on assigning places in the classroom for students to do work such as computers or bean bag chairs. Once I have established some more detailed procedures, I feel that AS#4 would be something useful should students need a reminder as to what is expected of them. Task #3: Although I have used AS#3 occasionally, I am going to include it as something I have not used because it has been so infrequent that I feel it has been ineffective. Phone calls and emails home are regularly negative and they take time and are not immediate in my school. This is because most parents do not speak English and I am forced to have calls made through a translator. These calls can at times take up to a few days to get a response at which time the consequences are too late. This can become extremely frustrating, especially this year due to the extremely difficult and behaviorally challenged students I’ve had to instruct. I’d like to make a point, next school year, however, to make one positive phone call home per week. Recognition is given on a weekly basis (when I’ve filled out the certificate on time) through the Student of the Week certificate on which we note a particular behavior, however I am unsure as to how many students actually share this with parents or if parents are aware that their child’s name goes into the newspaper. I think I would like to utilize plans such as those described in AS#9 in the future and with this I would solicit student involvement in an effort to list all desirable and non-desirable behaviors. As a group, we could come up with a list of the aforementioned as well as a list of rewards and consequences within my ability to carry out and, once the lists have been compiled, it would be something that the students and I sign. I think this may be effective as it is something tangible that I can refer to should a student misbehave to show him/her that he/she acknowledged that whatever behavior I am targeting was recognized as something negative and the student signed acknowledging it as such. This can also be used by the students as something that will guide behavior because, in my view, they have been a part of creating it and also signed acknowledging their awareness.
 * Describe how you use action steps in Chapter 6 or Identify action steps you need to strengthen . Action Step 1: Organize the Classroom for Effective Teaching and Learning: I like the way the math teacher I work with has the room set up. Desks are in rows facing the Smart Board, but she rearranges the desks into groups of four when we have projects. There are two tables at the back which we use to break into small groups. Our blind student’s materials are organized on shelves next to that student’s desk so that she can easily access her materials as needed. The teacher has a table set up with basic supplies the students may use such as pencils, erasers, 3 hole punch, sharpener, Kleenex, etc. On a desk she has a filing system for turning in tests, missing homework, etc. Posters around the room are mostly student made from previous years, which are changed out as current students complete projects.
 * Choose two (2) action steps you have not used before and describe how you will use the strategies. (Chapter 7) For the purposes of this assignment, I’ll use the two action steps that involve home involvement. While I don’t use this strategy in my current position as a para, I did make use of all these steps when I was a classroom teacher. This is a good time to review those in preparation for next school year, when I hope to return to full time teaching.

Karen Cobb Task #1-Briefly describe your rules and procedures that you had in place this year. Do you feel the rules and procedures are effective? I have five simple rules that I adopted from the **Whole Brain Teaching** philosophy and WBT workshop I attended several years ago. The website is [] Check it out; there are some wonderful ideas for brain- based teaching, classroom management ideas, and research for best teaching practices. Also, it's FREE to join. My rules are as follows: 1. Follow directions quickly. 2. Make smart and responsible choices. 3. Raise your hand to speak. 4. Respect others, self, and your school. 5. KEEP YOUR DEAR TEACHER HAPPY! (This is my favorite, and I tell my students if the first four rules are followed, this fifth rule will happen automatically!) The students and I give examples of how and when the above mentioned rules would apply to a situation in our class.This is where Action Step #3 comes into play and I have the students interact with the class rules/procedures through discussion. The rule cards are hanging in a prominate place in the classroom and each rule is accompanied by a cartoon visual and I teach a gesture that goes along with each rule. Both the visuals and gestures are recommended by Whole Brain Teaching. For instance, rule #2-Make Smart Choices has a cartoon picture of a human head and brain and we point to our head as we are reviewing the rule. This is part of the Whole Brain Teaching philosophy. I've had a positive experience with this behavior management system since I introduced it three years ago. It's worked with each of my unique third grade classes. If there is a behavior problem such as shouting out an answer and forgetting to raise a hand to speak, I will ask the student which rule he/she isn't following, and they will look up at the pictures on the wall and tell me rule #3 or #2. I give a warning; however, if it happens again, the student will put a rule #3 mini card with the picture of a person raising his hand on the pocket chart in front of his/her name. It's a reminder of not following the rules and the exact rule that was broken. If a student "changes his or her day around", I tell them to go up and take their rule card out of the pocket chart. This is a postive experience and 99% of my students will work hard to finish the day on this positive note. If a student doesn't make an effort to "change his or her day around" and negative behavior continues, I have the student take out a Weekly Behavior Report from his/her desk and I mark off the area of concern. Each Thursday I send this report home to each of my parents regarding POSITIVE or NEGATIVE behavior that correlate with the 5 class rules. When students have a Weekly Behavior Report without any marks taken away for negative behavior, they have lunch with me in the classroom. They love this. I sometimes reward good behavior with Cobb Coins that they use to purchase homework passes, time with their kindergarten buddies, or Slurpee tickets for the cafeteria. The Whole Brain Teaching website also had idea of incorporating a **//Purple Card of Wisdom//** to the behavior plan. I made up some royal purple cards and laminated them. When I see students going above and beyond my positive expectations, they are rewarded with this recognition and they love seeing this card near their name on the pocket chart. It's a powerful reinforcer for positive behavior. Parents have even commented on how happy their child was when he or she earned a Purple Card of Wisdom. Task #3-Identify which of the action steps in Chapter 6 that you need to strengthen. I don't incorporate Action Step 5-Use Classroom Meetings for the Maintenance of Rules and Procedures. I feel there is barely enough time to teach everything in my lesson plans and then add something else to our day.I've never considered this before, we usually get together to discuss behavior issues when it happens and I begin our talk by saying, "Let's be part of the solution, not part of the problem." "What could we have done differently to improve the situation?" This meeting from Action Step 5 would be a positive way to end the day on Friday to summarize the strengths and weaknesses of our classroom dynamics, celebrations, or positive happenings for the week. I feel this time could be a positive experience if students know thier voice or opinion is valued and considered when creating or altering our classroom rules and procedures. I would have to make sure this meeting is brought forth in a positive manner and students that have a difficult time with behavior issues weren't targeted. Maybe students could fill out slips of paper that had the following: Here is a positive thing that happened in our classroom this week........ Here is one rule we still need to work on this week..........This is how we can improve........ Here is one rule that we have perfected............. A celebration is in order because.......... Task #4-Choose at least two Action Steps from Chapter Seven that you have not used before. Action Step #3- Involve Home in Recognition of Positive Student Behavior caught my attention. I send home the Weekly Behavior Report that tells parents about their child's week, but sometimes a positive phone call home would make any parent happy, and it would be more personal. At times the reason a teacher is calling home is because he or she is having problems or issues with a student and parent involvement is needed. This positive phone call would be a welcomed change. My son is 21 years old and I don't think I ever got a phone call home that involved a message about his positive behavior or accomplishments. Action Step #5-Use Direct-Cost Consequences--Overcorrection. Student disruptions can take up precious instructional time. I always remind my students that they are taking learning away from others. I liked the idea of the teacher requiring the student to summarize the information contained in the presentation and then making a copy for the others in the classroom---pg. 144. I've never thought of that one before!

Debra Barnes A. My Classroom Rules are: <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Be Polite <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Be On Task <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Be Prepared <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Be Respectful <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">I feel these have been effective this year. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">B.the consequences for not following one of the above rules: <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Every student has clip that starts on a chart number 1 to 5. All students begin their day on a "4"...and proceed to move the clip up/down as a result of their chioces. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">C: This system was effective in decreasing/increasing the desired behaviors with most students. I did have 1 student that required a little more explicit behavior plan. || Deborah Smith Sebastian Elementary School
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Task1:
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Task 2: Read Chapter 6- "what will I do to establish or maintain classroom rules and procedures? and Chapter 7, "What will I do to recognize and acknowledge adherence to classrooms rules and procedures?"


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12px;">Task 3: Describe how you used each of the action steps in Chapter 6 on the Action Implementation Form __OR__ Identify which of the action steps in Chapter 6 that you need to strengthen and how you plan to do that on the Action Implementation Form.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">AS1: I teach Language Arts and Social Studies to 3 different grade levels throughout the day (5th, 4th and 3rd). Students share desks so my room must be highly organized. My homeroom students (5th grade) have cubbies in which they keep their personal belongings in. All backpacks are located in a designated area. I have organized my classroom in a way that students are placed in 5 groups of 4 or 5 students depending on the size of the class. The desks are arranged so that all students can see the board and I can see them easily. Each group of desks has a bucket with pencils, paper, writing folders, and small dictionaries. In the desks students keep their writing binders, and notebooks. Students possibly are sharing desks with 2 other people so binders are colored coded based on the grade level. Textbooks are located on a bookshelf by grade level. The program that I teach (Project CHILD) involves students to be actively engaged in working centers called stations. These stations are also the same group desks that are used for whole group instruction. The class period looks something like this: students enter the class, they have an entry task, whole group instruction takes place, and the remaining time is spent in learning centers called stations. Each station is different such as writing, computer, textbook, publishing, challenge, and teacher station. Each station has certain materials that are necessary therefore each station had a station bucket that contains all necessary materials. Students use passports to log which station they are currently in as well as which stations they have completed. All completed station work has a designated basket/folder in which students use to turn their work in. Each grade level has bulletin board in which student work is displayed. A section of the board has the objectives, and activities listed for each grade level. I also have posters, word walls, and charts with information to assist students in writing.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">AS 2 and 3: At the beginning of the school year we spend the first several weeks of school conducting an orientation to the classroom. Classroom rules are established, modeled and posted in the classroom. Students are given input in this process as well by helping to establish these rules and procedures. Procedures are also established for whole group instruction, as well as station time. Since our students are rotating between 3 teachers and classrooms my team has developed the same rules and procedures for each classroom. Students know what to expect and the consequences for not following the those rules and procedures. Students know how to transition when leaving and entering the rooms, going from whole group instruction to station time, and cleanup time. In Project CHILD I have the same students for 3 years, so they fully understand expectations and know what they have to do. Each class also has a behavior clipboard that travels with them from class to class so each teacher knows exactly what is going on with each student at all times. At the beginning of the year students develop their Hopes and Dreams for the year. This is where they develop goals for themselves: academic and behavioral. We review these goals throughout the year and create new ones as needed. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">AS4: Student goals are reviewed throughout the year. Also, when something is not going smoothly in the classroom we discuss the problem or issue and make adjustments. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;"> Task 4: Choose at least two Action Steps from Chapter Seven that you have not used before. Describe how you <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> will use these strategies on the Action Implementation Form below.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">On action step that I would like to implement more often is number 3: involve the home in recognition of positive student behavior. In previous years I feel I did this action step more frequently than I do now. This step reminded me that it is important to acknowledge adherence to rules and procedures more than just simply using verbal and nonverbal acknowledgment which I mostly use. In the future I will make a point to send home notes, call home, or email parents with positive messages. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">After reading strategies that acknowledge lack of adherence to rules and procedures I find that I pretty much do all the of action steps. The one action step that I might employ more would be action step 7: use home contingency. I think if the students behavior warranted more action then I am giving I would then call on a parent to have some contingencies in place as well.

__**<span style="color: #31849b; font-family: 'Times New Roman','serif';">Kimberly Nicholas **__ <span style="color: #31849b; font-family: 'Times New Roman','serif';">Task 1: <span style="color: #31849b; font-family: 'Times New Roman','serif';">The rules in place in my classroom are the school rules. I have created procedures that facilitate the implementation of the rules: <span style="color: #31849b; font-family: 'Times New Roman','serif';">I do believe the rules and procedures are effective. Students do not need to memorize a whole new set of rules, since the same set of rules apply in every setting on campus. The rules are directly in line with the core values of the school and, therefore, position the students for success and safety. The procedures associated with the rules make it easy for students to comply, and also easy for me to coach students in specific expected behaviors. <span style="color: #31849b; font-family: 'Times New Roman','serif';">Consequences follow a “step” progression. Students who break a rule first receive “the look,” then a verbal warning, then a written communication that requires a parent’s signature, then a phone call home. Further consequences are given as necessary including lunch detention, practicing correct behaviors during lunch detention, parent conferences, and referral. <span style="color: #31849b; font-family: 'Times New Roman','serif';">For the most part, the consequences are effective. There are a handful of students who disregard or respond inappropriately to the first three steps. In these cases, I have learned to skip the steps and go directly to parent contact by phone or e-mail, and this is usually effective. <span style="color: #31849b; font-family: 'Times New Roman','serif';">I use a combination of punishment and reinforcement. I do try to recognize and reward positive behavior with cane cash, verbal praise, and phone calls home; however, I admit that on a daily basis I mostly respond to negative behavior with punishment, i.e. the step progression. In situations where a parent has become involved in corrective behavior measures, I always follow up with a phone call to the parent when there is improvement in behavior.
 * <span style="color: #31849b; font-family: 'Times New Roman','serif';">Arrive on time with assignments and supplies **<span style="color: #31849b; font-family: 'Times New Roman','serif';">– supplies are available for purchase using Cane Cash, make arrangements immediately upon arrival in the classroom; for emergency use only, this should not be a daily occurrance
 * <span style="color: #31849b; font-family: 'Times New Roman','serif';">Remain in your seat unless directed by teacher **<span style="color: #31849b; font-family: 'Times New Roman','serif';">– students may get up without asking only to sharpen a pencil or get a tissue, must have permission for any other reason; trash is to be kept on the corner of the desk and thrown in the trash can as students leave the room--usually I pick it up and throw it away as I circulate
 * <span style="color: #31849b; font-family: 'Times New Roman','serif';">Remain silent when the teacher is speaking **<span style="color: #31849b; font-family: 'Times New Roman','serif';"> - students must raise a quiet hand to comment or ask a question
 * <span style="color: #31849b; font-family: 'Times New Roman','serif';">Keep hands, feet and objects to yourself **
 * <span style="color: #31849b; font-family: 'Times New Roman','serif';">Comply with staff directions **