Make It Easy On Yourself

Summer/Fall 2008

Participant Packet

Instructor: Kristen Paolini

Gates Chili Central School District

 Anticipated Outcomes of the Course

Upon completion of this course, each participant will have created a

formal Classroom Management Plan that is ready to implement for this
school year!

Day One Outcomes: Participants will be able to decipher teacher goals, student
behaviors, rules and procedures and coordinate them in a management plan
where all factors work together to create a successfully managed classroom.

Day Two Outcomes: Participants will create a system of appropriate rewards and
consequences for individuals and entire classes in support of the expectations
outlined in each teachers management plan.

Day Three Outcomes: Participants will plan the implementation of procedures,

including lesson plans, modeling, a calendar as well as assessments.

Day Four Outcomes: Participants will complete reflections of procedure lesson

plans conducted in their classrooms in the last week. Participants will brainstorm
ways to create a comfortable and organized classroom environment.

Day Five Outcomes: Participants will conduct small discussions around

provided case studies of management issues, and create proposed ways of
handling the situations. Participants will also work in groups to determine the
proactive measures and procedures that could be implemented to avoid this
particular issue in the future.

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 Activity #1

My life would be easier if only

7 Things Students Want to Know on the First Day of School

1. Am I in the right room?

2. Where am I supposed to sit?

3. What are the rules in this classroom?

4. What will I be doing this year?

5. How will I be graded?

6. Who is the teacher as a person?

7. Will the teacher treat me as a human being?

You can answer all of these questions for your students with a
structured first day of school.
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Step One: Establishing Teacher Goals

Definition of Goals: Goals are philosophical statements that set the tone and
climate of the classroom environment. They are goals for the teacher to
accomplish through properly planned classroom management.

Examples of Goals

1. I will to create a classroom where students are physically and emotionally

safe.
2. I will provide an environment where students play an intricate role in their
learning and academic success.
3. I will to create a classroom where students are actively engaged in the
learning process both individually and cooperatively.
4. I will to provide an environment where students show respect for
themselves, their peers, adults, and classroom materials.
5. I will to foster a classroom environment where students are responsible for
their own success.

Below, brainstorm some goals you have for yourself as creator of the classroom
environment.
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Step Two: Identifying Expected Student Behaviors

Definition: Expected behaviors are observable actions of students that show that
the goals are being met.

Ask yourself, if I have achieved my goal of __________________, what will my

students look like in the classroom?

Examples of Expected Student Behaviors

Goal: I will foster an environment where students are responsible for their own
success.

Expected Student Behaviors:

Students will do homework daily.
Students will be prepared for class.
Students will seek help when needed, after school or during class.
Students will make up work after being absent.
Students will ask and answer questions daily.
Students will follow directions.

Now, take the time to establish your goals. Write them in the Classroom
Management Plan template, and then list the expected student behaviors under
each goal. Some behaviors will fall under multiple goals.

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Understanding the Difference Between Procedures and Rules

Rule: Set of expectations that define appropriate student behavior (reflect the
goals)

Procedure: Specific measures for the rules. How the student will accomplish
appropriate behavior.

The number one problem in the classroom is not discipline; it is the lack of
procedures and routines. Harry Wong, The First Days of School

Activity on Rules and Procedures

Directions: Read the bulleted list below. Next to each statement, label the
statement rule or procedure.

Place your homework in the bin as you enter the classroom.

Be on time for class.
Respect peers, teachers, materials and yourself.
Raise your hand to answer questions in class.
Raise your hand to ask permission to go to the bathroom, and be prepared to
give the teacher a Privilege Pass.
Follow all directions the first time they are given.
When you are absent, check the calendar, the absent bin and ask the Present
Friend what happened in class while you were out.

Below, write in your own words the difference between a rule and a procedure.

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Template for the Classroom Management Plan

Goal #1 _____________________________________________
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Student Behaviors

Rule____________________________________________
Procedures

Skills

Goal #2 _____________________________________________
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Student Behaviors

Rule____________________________________________
Procedures

Skills

Goal #3_____________________________________________

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Student Behaviors

Rule____________________________________________
Procedures

Skills

Goal #4 _____________________________________________

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Student Behaviors

Rule____________________________________________
Procedures

Skills

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Workshop Evaluation Day One
Big Ideas I am taking with me
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I am glad you
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Questions I still have
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I wish you had
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 Consequences for Breaking Rules or Not Following a Procedure

Important concepts to understand:

Rules are used to set limits. The teacher must maintain these limits in order to
provide students an environment of security and clear expectations.

When dealing with students, rules MUST have consequences. It is important to

address the concept of consequences with students. Consequences should be
explained as a logical result of a choice a person makes. Consequences can be
rewards as well as penalties.

Create logical consequences that do not embarrass, punish or humiliate.

Students are aware of teachers enforcement or non-enforcement of rules.

Students will:
o test the rules to find the limits of their behavior and to determine whether or
not a rule will be enforced.
o violate a rule that others are violating if the rule is not enforced.
o observe the teachers who do not mean what they say.

POST YOUR CONSEQUENCES, INFORM PARENTS, STUDENTS, AND

ADMINISTRATORS OF THE CONSEQUENCES

Creating an Action Plan is a proactive approach to students correcting their

behavior. It is strongly suggested.

Fair is not equal and exceptions will present themselves. Having a range of
consequences will allow you to appropriately choose a consequence based on the
situation at hand.

Delivering Negative Consequences:

Do not stop instruction to give out a consequence. Find a way to deliver the
consequence without disrupting the learning of the students who are behaving.
o Suggestions:
Writing students name on chalkboard and adding checks for
additional infractions after the warning
Writing students name on transparency (floating teachers)
Giving out tickets or color-coded warning cards (think soccer yellow
and red cards). Come up with a method for giving out the tickets, like
writing the number of the rule broken on the card when you hand it
out. Keep records of tickets (maybe student must return the ticket to
you at the end of class. You can record date and student name at that
time.
Others??

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 Ideas for Negative Consequences

Four generic consequences that can be used for any rule

o Reminder of the rule or procedure. Mary, we raise our hands when we

want to ask a question. This is your reminder.
o Warning: this is a stern reminder. Mary, this is the second time
today that you have shouted out. This is your warning.
o Action Plan for improving behavior
o Practicing behavior

Progressive Consequences

o Example one
Law of least intervention (signal, a look, or non-verbal cue)
Reminder
Action Plan
Practice desired behavior
Loss of privileges
Conference with parent
Administrative referral or conference

o Example two
Non-verbal cue
Reminder
Warning
Meet after class
Detention (based administrative suggestion, Id call home here)
Phone call home
Involve administration

Some teachers choose to have students complete an Action Plan at different times, such as after
school, in class, as homework, or in a time out.

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 Consequences

The choice is yours, not mine.

Consequences will follow when a student has chosen to break a rule or not follow a procedure.
These consequences are progressive and have been created with the following goals in mind:

Formula
1. Consequences name for
Briefly describe when and how the consequence will be delivered consequence
o Use this space for any details or clarification
o Example: Create a situation that shows how the consequence will be delivered.

2. Reminder
The student will be verbally reminded by the teacher of the rule he or she is breaking.
o Example: Melissa, we need to be in our seats when the bell rings. This is your
Here is a reminder.
sample of
my 2nd
consequenc
3.

o Example:

4.

o Example:

5.

o Example:

Disclaimer: As a professional classroom teacher, I reserve the right to skip over

any of the progressive steps if the violation is serious enough to warrant it.
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 Sample of Action Plan Statements/Questions

The rule I broke was

I chose to break this rule because

The behavior was inappropriate because

A more appropriate way I could have handled the situation would be

Next time I plan to

The teacher can help me by

I feel this way because

I behaved this way because

My breaking this rule affected others by

The consequence for me not following through on my Action Plan is

Suggestions for a Successful Action Plan

Always review the students Action Plan with him/her.

The student and the teacher should sign the Action Plan after reviewing it.

Allow students to be honest in their Action Plans without fear of further

penalty.

Share the Action Plan with important players (i.e. consultant teacher,
administrator, counselor, parents, coach).

Revisit the Action Plan 2-3 times over the next few weeks and reflect on the
improvement of the misbehavior. Conference or praise student when
appropriate.

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Getting Administrative Support:

Provide a condensed form of your plan of rules with their consequences

(both positive and negative) to your administrators.
Check that your plan is not in violation of any board policies or codes of
conduct.
Show the administrator what YOU plan to do if the students violate the
rules.
Discuss with your administrator when a student should be referred to the
administrator based on your plan. Also discuss how both you and the
administrator will handle certain situations.

Getting Parental Support:

Give the parents a copy of your plan with clearly outlined rules,
consequences and rewards. You may want to include important procedures
as well. Have both parent and student sign a form to be returned to you for
record keeping. KEEP the signed forms in a safe place.
Note on the discipline plan that you will be calling home during one of the
consequences.
Either before calling home, or in correlation with calling home, have the
student fill out an Action Plan.

Delivering Positive Consequences:

Beware bribery. It can create an environment of entitlement, a whats in it

for me? sense in the students.
Reward systems that work: www.education-
world.com/1_curr/curr301.shtml These are mostly elementary/middle
school, but the site has some good links to other suggestions.
Post your rewards.
Indicate the time factor associated with the award (daily, weekly, each
quarter, etc.)
Class rewards are best kept track of with a visible tally system.
Instead of tally marks, you could use marbles in a jar or raffle tickets. Be
creative!

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 Ideas for Positive Consequences (Rewards)

Individual Rewards

Praise
o Never underestimate the power of your praise.
o Praise behavior or action, not the child.
o Be sure praise matches the situation and is not overdone.
o Present the reason why something is good, along with the praise.
o Show spontaneity, variety, and other signs of credibility; suggest clear
attention the students accomplishment.

Gotcha coupons are given when the teacher catches a student being good.
Accumulation can be cashed in for different prizes.

Student of the month based on class participation

Get out of homework free coupon

Good news sheet

Quarterly top ten (use different criteria each quarter: average, highest test
scores, best effort, participation, attendance, most improved)

All stars as nominated by teacher or peers. All stars can be inducted into the
Hall of Fame if they are nominated more than once a quarter.

CP points (class participation)

Stickers

Group Rewards

Listen to music while doing seat work

Class game
No homework weekend
Movie (make it relevant to subject matter)
Seating chart change
Praise from administrator

Much of this information was adapted from Harry and Rosemary Wongs The First Days of
School and Discipline with Dignity by Richard Curwin and Allen Mendler.
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 Rewards

INDIVIDUAL REWARDS Sample of Reward

1. Acknowledge Student Success

Verbal praise for good behavior, diligent work, or positive contribution
Stickers and smiley faces on assignments

2.

3.

4.

5. Blue Card Sent Home

Blue cards are post cards used by the Gates Chili School District to notify
parents/guardians of good student behavior.

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 Rewards

CLASS/GROUP REWARDS

1. Class Movie
When students have been exceptional at participating and completing work
during a literature unit, the class will be rewarded by watching a movie
related to the novel or the theme of the unit.

2. Seating Chart Change Day

When students have been well behaved and on task for two weeks straight,
we will have a day where students can choose their own seat for that class
period.

3. Homework Treat
If every student has completed every assignment for an entire week, I will
give the class a treat on the following Monday. This will include all absent
make up work that is due by the end of the week. (Treats include: candy,
popcorn, bonus point on most recent essay).

4. Privilege Passes
A privilege pass can be used for the following: a bathroom trip, a locker
pass, or it can take the place of one homework assignment. Each privilege
pass the student still has on the last day of the quarter can be turned in for
one point on his or her quarterly average.
All students will receive three privilege passes at the beginning of each
quarter. This shows students that I know they will all do something worthy
of this privilege at some time during the quarter.

5. Praise from Building Principal

If a class has been exceptionally well behaved and working diligently, I will
make a special email, phone call, or trip to the building principals office to
make him aware of a room where Gates Chilis finest meet to learn everyday.
The building principal will respond with a thank you note (or email) that I
can read to the class. Or, the principal may stop into the room to thank the
students personally.

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20
Assessment of Day Two for Make It Easy On Yourself

Please complete the following sentence starters as they pertain to the second
session of the inservice course.

I learned

Ideas of mine that were reinforced today include

I would like more information on

For the next class, I hope the facilitator

I would like to spend more time on

A question I still have is

When I think about implementing this plan, I feel

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 Implementing Consequences
1. Always Implement the Consequence: Be Consistent. Once a rule has been broken,
choose the best consequence for the situation and implement it. Students will respect the
predictability and order in your classroom. It shows them that you agreed to a
management plan and you will uphold your end of it.

2. Simply State the Rule and the Consequence. Simply and gently state the rule and
consequence. Do not take the breaking of the rule personally. Avoid lecturing about the
rule or its importance, scolding or making the student feel guilty, as this will escalate a
situation. You will have already explained your consequences during the introduction of
your management plan; any explanation delivered with the consequence will most likely
be ignored.

3. Deliver the Consequence in Close Proximity. Recommended distance is one step closer
than conversation distance.

4. Maintain Eye Contact. Deliver the consequence while looking the student in the eyes.
Hold the eye contact for one to two seconds after delivering.

5. Use a Soft Voice. The closer you are to a student and the softer your voice, the more
impact you will make. This will also maintain the dignity of your student.

6. Catch a Student Being Good. Deliver this praise in close proximity and in a low tone.
This ensures students privacy because others will never know if your discussion was
positive feedback or negative.

7. Dont Embarrass the Student in Front of His Peers. Using soft voice and close proximity
will help avoid power struggles where the student tries to save face in front of his peers.
Public displays of consequence embarrass the student, making him deaf to your message;
you also need to minimize interruption of instructional time.

8. Be Firm Anger Free When Giving Your Consequence. Effective delivery is emotionally
neutral, devoid of either hostility or fear. Words should be spoken slowly and delivered
with assurance and confidence. Be serious AND caring.

9. Do NOT Accept Excuses, Bargaining or Whining. If a student attempts these behaviors,

simply and calmly repeat the rule and consequence until he stops.

Adapted from Discipline with Dignity by Richard Curwin and Allen Mendler

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 CASE STUDIES

#1 Mrs. Smith stands outside her door, greeting students as they enter the room. She compliments those
who are showing class spirit by dressing up for the Homecoming Week festivities. The kids are in high
spirits and full of the excitement that surrounds the week. As the students enter the class, almost all of
them take their seats and begin the bellwork posted on the front board. Two students are standing by the
window, the taller girl adjusting the streamers in the other girls hair. Mrs. Smith moves to the front of the
room as the bell is ringing. When it is finished, the two girls are still trying to fix the streamers-in-hair
problem and have obviously not even begun the bellwork Mrs. Smith is preparing to go over with the
class.

Describe below the steps Mrs. Smith should take:

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#2 Mr. Jones third period Biology class is about to get underway. It is procedure in his classroom that
students must be seated with materials before the bell rings in order to take the bell quiz. Mr. Jones
begins asking the first bell quiz question, when Bobby walks in front of him and to his seat. Bobby asks,
what was the first question? Mr. Jones is not pleased with the interruption and ignores Bobbys
question, moving on to ask the second quiz question. Repeat the first question! Bobby bursts out,
obviously angry at Mr. Jones. I dont think so, young man. You were late to class, Mr. Jones retorts. I
was in the room when the bell rang; I was on time, Bobby snaps back at Mr. Jones.

Describe below how Mr. Jones should handle this situation:

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#3 You have a participation policy in your classroom that all students must participate in class by
asking and answering questions. Students receive a grade worth 10% of their quarterly grade based on
this participation. You have a student in your classroom who always hands in her homework and is always
on time to class. However, she absolutely refuses to speak out loud during class discussions.

Describe the way in which you plan to handle this situation:

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#4 Jose is an energetic young man, who eagerly wants to please the teacher and show all the classmates
how smart he is. He shouts out answers despite repeated reminders that, we raise our hands to ask and
answer questions in this class. When Jose does remember to raise his hand to answer a question, he
usually waits with his hand in the air only a fraction of a second before blurting out the answer while
keeping his hand raised. It is not uncommon for Jose to laugh at and correct other students answers. He
is also known for excessively long answers to even simple questions, testing the patience of both the
students and teacher.

Describe the way in which you plan to handle this situation:

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Below is a list of other types of behavioral issues that can occur within the classroom. Identify your
experience with these behaviors and share with a partner ways of dealing with them.

The Annoyer
Students "bother" their classmates in a variety of ways: by poking, tripping, pushing, interrupting, and ridiculing
them. Whatever form the bothering takes, if the incidents come to your attention, you might need to get involved --
before a small problem turns into a large problem.

The Arguer
If you have an argumentative student in class, you can spend considerable time debating, justifying, and explaining
every decision. This diverts you from lessons and can lead to similar behavior in other students.

The Backtalker
A student who speaks to her teacher in a disrespectful manner undermines the teacher's authority; the disrespect
becomes even more serious if other students begin emulating the behavior of the student who "talks back."

The Chatterer
Some students just love to talk -- and their talking can become contagious. To gain quiet, you need to pay attention
to the nature of your instruction, as well as to the structure in your classroom.

The Hyperactive Student

The challenge in working with hyperactive students is to balance their needs with the needs of your other students.

The "Noise Maker"

Students make noise in a variety of ways -- they tap their pencils, click their tongues, sing a song, crack their
knuckles.... Some of the noises can drive you and your other students to distraction.

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