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Recognizing and Rewarding Responsible Behavior No discussion of consequences would be complete without examining posi- tive consequences: how to respond to students—individual students or a whole class—who are meeting expectations. Canter and Canter (2001) recommend three guidelines for positive consequences: they should be things teachers are comfortable with, that students like, and that comply with […]

Who says ninth graders can’t learn to function in self-organized task groups to plan and organize a project? Every year, we work with at least one or two excellent teachers who are tal- ented and caring people but whose effectiveness is reduced by their ambiva- lence about expectations. They are unsure how reasonable it is

Who says first graders can not sit still in a circle and listen to each other for a 15-minute meeting? Every year, we work with at least one or two excellent teachers who are tal- ented and caring people but whose effectiveness is reduced by their ambiva- lence about expectations. They are unsure how reasonable

Are they capable of doing so? Is it reasonable to expect first graders to sit and listen at a classroom meeting for more than 10 minutes? Are they capable of doing so? If you believe that your first graders will never be able to sit for more than 10 minutes, they won’t. Are your inner-city

Is it reasonable to expect first graders to sit and listen at a classroom meeting for more than 10 minutes? Are they capable of doing so? Is it reasonable to expect first graders to sit and listen at a classroom meeting for more than 10 minutes? Are they capable of doing so? If you believe

Establishing Expectations at the Beginning of the Year The opening weeks of a term or year are the prime time to ensure solid under- standing of expectations, establish routines, and begin to build class cohesion. It is useful to think of this period as one of teaching or training for the students. Training requires practice;

Eliminating Disruptions Communicate through your actions that students can rely on you to maintain a safe and orderly environment. Even if you are totally committed to having a democratic classroom where students are responsible for their own behavior, this is necessary in order to garner the respect and significance you will need to create any

Establishing the Foundation Begin by establishing a welcoming environment conducive to smooth manage- ment. This means do the following: p Make sure the environment in which the students learn is set up properly with routines, time schedule, procedures, and physical space to facilitate smooth operation and minimize downtime and distractions. p Build relationships of regard

Discipline Tasks and Toolboxes P O W E R F U L L E A R N I N G E N V I R O N M E N T S ESTABLISHING FOUNDATIONS MANAGEMENT • Attention • Momentum • Space • Time • Routines COMMUNICATING EXPECTATIONS • Am I clear? • Do I have

Student Sense of Powerlessness Schools as institutions can resemble the army, prisons, and hospitals in the way they may systematically make students feel powerless. They can frustrate the basic human need for control by leaving little or no room for initiative, decision-making, and leadership. This environment makes a significant percent- age of children want to