Summary: Throuout The Quarter

The behaviour policies of the setting support pupils to understand expectations and limits by providing clear rules & sanctions through their policies and systems. The school use positive behaviour management strategies to maintain high standards of behaviour .Each class is to use school Golden Rules. They are be phrased positively whenever possible and displayed throughout the . These rules are based on the Golden Rules (by Jenny Moseley) which are used to promote positive behaviour during the school day . The school has an agreed reward system for following the Golden Rules. They address and sanction unacceptable behaviour consistently, which either affects the safety, wellbeing or learning of themselves and other people at school. This varies from low level disruptive classroom behaviour to behaviour that endangers or intimidates other people . Low level negative behaviours are under the umbrella of the class behaviour tree. Behaviour that puts stakeholders at risk of harm (emotional, physical and educational) will be subject to a Red Card. At other times of the day for example, assembly, playtimes and lunchtimes, other systems are used. High standards of expected behaviour and nurtured pupils have responsibility for their own behaviour, home school learning agreement encourages this with pupils and parent also working in collaboration. Pupils understand expected behaviou, limits and boundaries and learn the consquences of their actions, behaviour and

A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

There are a lot of expectations for having appropriate classroom behavior for children. For this particular case study Ron was distracted easily and he didn’t like to transition at all. He was expected to have the appropriate behaviors in the classroom setting. According to our text ,” A dependable system for the rules and procedures does provide the structure for the students. This particular structure helps the students

Simple classroom rules created by the class will provide ownership and understanding. A daily review of the rules will reinforce expectations. The first week of each quarter will include a review of the explanations for the rules to reinforce the importance of rules. They will be posted throughout the classroom as reminders for the entire class. Johnny will have a visual representation taped to the top of his desk for continual cuing of expected behavior. (Sprick, Garrison & Howard, 1998).

Teachers who incorporate the use of effective classroom management procedures promote independent learning and a greater success for their students in classrooms that are orderly, pleasant and productive (Rademacher, Callahan and Pederson-Seelye, 1998). Establishing routines that help to manage time, instruction, materials and student behaviour is essential to increasing student involvement across all areas of their learning. My approaches to creating rules for classroom are aligned with Dreikurs Goal centred Theory where facilitating mutual respect and understanding about rules, procedures and responses to misbehaviour is fostered. As Richard Curwin and Allen Mendler (1988) demonstrate in their research there is a great importance of student input in the establishment of classroom rules and procedures which should be viewed as a contract between the two. I would like to create a classroom constitution for any inconsistency in behaviour where students can be involved in the making of rules as

Jung like many other teachers can define the parameters of aggregable behavior that is an essential aspect as part of the class discipline. According to Morzano (2013), virtually across all grade levels, an average number of disruptions in situations where rules are defined and communicated early is 25% less than in cases where such rules do not exist. The new set of students are likely to find existing rules that require their adherence and with minimal consideration given to their input

In our text book, Champs: A Proactive & Positive Approach to Classroom Management Sprick (2009) states, “Posted classroom rules should communicate to students that you have specific expectations” (p.115). If there is an uncertainty about behavior expectations in the classroom, students may find their own patterns of behaving. The classroom rules are based on the needs of our general learning environment, developmentally appropriate for this age level, and directed toward the misbehaviors that I believe are most likely to occur by middle school students.

This is significant because it prove the fact that a kid can be discipline.In addition, “Give a set movement until those become unconscious part of play court behavior”(Yancey 19-32). This show how and when a kid lesson and take part of something they can learn method that become a habit to them.This important because it shows that when a child receive a lesson they will be willing to

Frequent communication with families which includes positive information makes school wide discipline effective (T.L.Musy, Personal communication, October 3rd, 2006). Consistency is an important element in school wide discipline. Rules applied consistently through out the school are easy for students to learn. An effective teacher learns school rules and procedures before the year begins. This would be helpful for the teacher to set up her/his own classroom discipline plan (Evertson, Emmer, and Worsham, 2006).

However, students have described feelings of being in a learning environment which is not safe, consistent, or calm. Additionally, normally well behaved students, are displaying anger, frustration, and are shouting out distasteful remarks towards the students who are causing the interruption. In an effort to combat problems in their classrooms teachers regularly create on the spot consequence which are intended to serve as a means of deterring other students from exhibiting the same inappropriate behaviors. Some of these consequences include a loss of recess, or a phone call home to parents. Since these consequences are not deterring students from discontinuing their disruptive behavior, teachers feel inclined to react to every infraction in an effort to stop all violations of the rules and to bring consistency to the classroom, and reduce interruptions. However, implementing inconsistent punitive discipline approaches to curtail disruptions (Nuoffer, 2011) to the school day impacts the teacher and student relationship by diminishing trust, and thus creating additional discipline problems. Unfortunately, this constant and growing problem is causing tension in the classroom between students and

With rules, repercussions follow the wrong doing or not following of the “rules,” so this could be a timeout, losing something that means something to the child, or having to move their name up on the chart. The book defines guidelines as more expectations that are explained to children, more of a standard of how things should be run in the classroom (Gartrell 239), as guidelines are more of a prevention thing than anything. With guidelines, students are “taught how to act productively” (Gartrell 242), meaning that students are given the tools and ideas on how to work with other people while keeping themselves on track with what is expected of them. In an encouraging classroom, we want students to feel comfortable and to be able to work to the best of their ability and sometimes setting strict “rules” can stop a child from learning the best they can because of the fear of consequences that may happen if the rule is broken. By setting guidelines instead of rules, students understand what their expectations are and they can take and learn from that to the best of their abilities without having to worry about getting in

My strategy for building and setting up my classroom rules and expectation are that, I will take time to explain and discuss with students the rule itself and the reason behind it. This will help my students to see the need for the rules and therefore, to accept it. I will also implement negotiated rules and procedures between parents and children. It is very important to discuss with

Rules are established at the beginning of the school year. Parents receive handbooks that helps them be aware of the rules their children are expected to follow. Schools are filled with a mixture of many students that range from different nationalities, general students and students with different disabilities. When problems do arise, the administrators must handle the situations very carefully to make sure they are not violating the rights of anyone or keeping them from being able to receive a free appropriate education.

Ideally, an effective classroom is that which can operate well with minimal confusion and maximize student concentration and learning (Evertson & Emmer,1982). This form of the class has a definite pattern and routine that make class interactions easy to be accomplished. Such habits are critical to developing classroom norms and procedures. With this regard, rules are explicit statements of the tutors’ expectation for student behavior in the class while procedures are patterns for completion of the tasks assigned to the class. The teachers are expected to communicate what of required of the students by developing and enacting the rules.

This model recommends that class rules should be established with the students at the beginning of the term. By this way, rules are made clear to the student and the teacher allows the student to feel responsible for the results of the events. When disruptive behavior occurs, the teacher’s main aim should be making the student reflect on the problem behavior, thus, s/he lets him/her provide alternative solutions. The student and the teacher confront the problem together.