While I do feel that the rules and procedures I implemented have led to increased student learning, I still have a lot of room for improvement. As a result, this post will focus on my plans for next school year. This year has been quite a learning process for me, and I look forward to starting next school year from the beginning. I will be able to set the tone from day one, and work to forge positive bonds with students and parents from the get-go.
Our school year begins on a Thursday, which is a wonderful way for teachers, students, and parents to ease back into the school routine. Teachers use Thursday and Friday to get students settled into their new environment by distributing supplies, outlining rules and procedures, engaging in get-to-know-you activities, etc. In these first two days, my plan is to form rules and procedures with my students. This provides students with a voice, and gives them a more vested interest in the classroom. I want to hear what motivates and demotivates them. I want to hear what actions by others bother them. I want to hear which rules and procedures they feel are important to foster an environment in which they can learn and feel safe. Third grade is a big year for students at my school because it is the first year of state-mandated testing. As a result, the academic bar is higher and more is expected of them. It's a good year for students to become more responsible for their actions, both academically and behaviorally. Once we have developed classroom rules and procedures, I will prepare posters for the classroom that weekend. They will be on display in the classroom on Monday, which is the first full week of school.
What I have witnessed in my own classroom is that most students respond to positive reinforcement, which doesn't have to be costly. My predecessor had a cable extending from one side of the classroom to the other. It wasn't being utilized for anything, so I decided to use it to display student work. It adds so much life and color to our room, and students strive to have their work displayed on this cable. I pick and choose based on the quality of the work. I do take into consideration the capabilities of each student and what is their personal best. This is an example of non-verbal positive reinforcement. More non-verbal positive reinforcement strategies include smiling, giving the thumbs up sign, and giving high fives. These go a long way and, again, don't cost a thing.
When I see students doing the right thing, I make a point to say how nicely they are working. I include what they are doing correctly so that all students can hear and procedures are reviewed. It's amazing how many students follow suit who may not have been on task prior. Verbal recognition can be given in front of the entire class or individually. Just last week, a student of mine who normally struggles on spelling tests received a 100%. I called her up to my desk and flipped the test over to surprise her with the results. I told her how proud I was and that I know she studied hard to earn that score. We were both elated and I gave her a big hug. Verbal recognition is a powerful tool because it makes students feel good. It helps create a positive bond between student and teacher. It can be used in conjunction with non-verbal positive reinforcement and, again, does not cost a thing.
Another powerful positive recognition strategy is contacting home to report positive behavior and academic success. Too often, being contacted by a teacher is the result of a negative occurrence at school. To be perfectly honest, most of the phone calls I have made and emails I have sent this year are due to behavior and academic issues. Just recently, I was elated to hear that a student's STAR reading score had doubled. This student was previously homeschooled and her parents decided it was time for her to return to a traditional school. Her parents recognized that she was starting to fall behind and needed extra support. She tested very low in reading and math upon enrolling, but has made great strides since then. I was so thrilled to hear the news that I sent a Facebook message to her mother informing her how much her daughter's reading score had improved. The mother responded by saying I had "made her day." I realized then the power of positive communication from school. My school also has preprinted postcards that can be mailed to parents at any time to report positive news. I do not mail them often enough, and have set a goal to mail at least one per student next year. Even those children who struggle with behavior exhibit positive qualities. It is important to recognize and encourage those qualities so they continue.
A tangible positive recognition strategy I would like to implement is a ticket system. After spending time in a lot of classrooms as a substitute teacher, and seeing many different techniques, this seems like something I can handle. While some teachers issue tickets for specific behaviors and accomplishments, I prefer to do it in a more random fashion. When I see a student on task, I may present him or her with a ticket. If I see a student take the initiative to help another student, I may present him or her with a ticket. This keeps students alert and motivated as tickets might be presented at any time. Tickets may be redeemed on Friday afternoons for a snack or prize, or saved for a prize worth more tickets. Some prizes will include lunch with the teacher, computer time, extra recess, etc. Students must keep track of their tickets and make decisions on how and when to redeem them.
While positive reinforcement goes a long way, there are times when it's not enough. There must be consequences for undesired behavior. As a teacher, I must be vigilant in tracking what is going on in my classroom. Even when I am working one on one with students, I must continue to scan my class to ensure students stay on task. It never fails that some will take advantage. My first response is a stern look in their direction. Often, eye contact is enough to stop the undesirable behavior. If that fails to work, I will make motion toward students. This adds a sense of urgency and is often when I see students shoving things into their desks like toys or notes 😀. Next, I will pause from teaching and, in front of the class, confront the behavior. If the behavior persists, the student will be asked to take a time out on the bench outside of our classroom. This allows me to finish my lesson uninterrupted. Persistent behavior issues will lead to loss of privileges, including lunch in the cafeteria, recess, and specials. Instead, students will spend this time in the office's Bobcat Citizen room. There, they will be monitored by office staff and expected to complete their work. This often has a big impact on students who value their privileges. If the undesirable behavior continues, parents will be contacted and a home contingency plan discussed. I have several parents I communicate with by text and/or email on a regular basis. It has really helped students with behavior and academic issues. The students know a partnership exists between home and school and, as a result, work harder to stay on track. If behavior issues cannot be resolved via the above methods, the office will arrange a meeting that includes parents, teacher, and principal. If necessary, special education teachers and/or reading specialists will also be asked to attend. The goal is to discuss what has been tried, where we are, and how to best help the student going forward. If school property has been damaged as the result of behavior, overcorrection might be discussed as a means of restitution. I like this approach because the student not only has to make right what he or she damaged, but must also make improvements above and beyond. The hope is that students learn the value in treating things respectfully, and how much time it takes to fix or clean things.
Below you will find a flowchart outlining the enforcement of rules and procedures in my classroom. This flowchart follows a logical order and includes both positive and corrective reinforcement.
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