Rules, Expectations, and Procedures

Grade 3

Philosophy regarding student behavior

Using the examples below, there can be both rules and expectations in the classrooms. The rules are more overarching and based on the theory of Whole Brain Teaching. The expectations, on the other hand, are what is expected to meet the rule and are created with student input. Student input in the making of classroom rules or expectations is important because it gives them a sense of ownership. The procedures are used to help maximize teaching time, create routines, and increase productivity. I think that the most important procedures involve work routines and incidentals. When work routines are in place, students are not disrupting the class and instead know the procedure for each activity. In the same way, procedures for incidentals (i.e. pencil sharpening, bathroom breaks, etc.) help to minimize distractions in the classroom. The most important aspects of managing behavior are an atmosphere of mutual respect and student engagement. Students are less likely to misbehave when they respect the teacher, feel respected, and are engaged.

Determining Rules and Expectations

The specific rules were taken from the Whole Brain teaching theory. However, there will be a discussion with students regarding what expectations are expected to meet the 5 main rules. These expectations will be created by the teacher and students through open discussion. This list will then be placed near the rules as a reference for what is expected in order to meet the overarching rules.

Broad Behavioral Goals

·         An atmosphere of mutual respect
An atmosphere of mutual respect is perhaps one of the most vital goals because a student is not going to feel a need to behave for a teacher he does not respect and who shows no respect for him or her. By creating an atmosphere of mutual respect, the students behave because they respect the teacher and not just because they do not want to get into trouble.

·         Keep students engaged

Some of student’s behavior problems are rooted in their boredom. They talk about unrelated topics when the teacher or video is boring them. They refuse to do work or do not do homework because they find it boring. Therefore, to keep students showing positive behaviors you have to engage them and give them less chances to misbehave. This goal can be met simply by providing hands-on activities or giving the students “brain breaks” throughout the day. Students cannot be expected to remain quiet throughout the day. However, giving them collaborative group work allows them to talk, but also ensures that they are learning and on topic.

Rules and Expectations

1.    Follow directions quickly.

2.    Only one person on the floor at a time.

3.    Raise your hand for permission to speak.

4.    Make smart choices.

5.    Keep your dear teacher happy

The five rules above are the five rules of Whole Brain Teaching. These rules are helpful because the last two is overarching and could cover many different behaviors of the children. This approach involves a scoreboard where children get positive points when they follow the rules and negative points when they do not follow the rules. The students are motivated to receive more positive than negative. The teacher makes it into a challenge which motivates the students even more.

Rewards: The rewards for the students when they “beat the scoreboard” are not anything substantial. This is important because you don’t the students to only behave for the reward and by giving them a small reward as simple as being able to omit one test question, have five minutes longer with centers, or five extra minutes of silent reading helps to balance intrinsic and extrinsic motivation. The rewards are created in a way that the students feel as though they are being rewarded but the rewards are still beneficial and valuable to the students.

Consequences: The consequences involving the Whole Brain Teaching theory involves mainly not getting what the reward is when the five rules are not followed. This theory works on a group contingency, so the whole class either receives the reward or the does not. However, a series of individual consequences would also be in place to use when necessary:

Rationale

The rules identified are beneficial because they are simple and are overarching. The expectations identified are important because it allows students to provide input on what is to be expected of them to meet the basic rules giving them a sense of ownership. It also allows students who may need more specification to have it available to them.

The Whole Brain teaching theory which the rules are based off of is important because it gives the students motivation to behave and provides engagement to minimize disruptions. The rewards are not substantial enough to hinder the students’ intrinsic motivation and are created in a way to still provide a meaningful educational experience. The individual consequences, apart from the Whole Brain teaching model, allow the teacher to discuss with the student the behaviors and develop a plan for improvement when necessary.

Daily and Weekly Procedures

Procedures are important in and out of the classroom because they allow for the class to be productive, structured, are orderly and prevent wasted time and classroom interruptions. Procedures also provide the students with routines that can be especially useful with younger students or students with special needs.