Module 18: Acknowledging Students' Adherence to Classroom Rules & Procedures (pgs. 227-234)
- From pg. 230: Are you better at using verbal or non-verbal acknowledgement? What can you do to improve your weaker area?
- From pg. 232: What are your thoughts on tangible recognition?
- From pg. 232-233: How do you involve the home in acknowledgement of students' adherence to rules and procedures?
When I was in the classroom I tried to always make one positive phone call home at the beginning of the year. I also tried to make a connection in some way with the families. Taught a sibling or cousin before, recognized this was their first child in school and sympathized with these challenges, connected with the behaviors the child was displaying and ideas on how to help them. Something that would help them realize their child's education was a team effort and they were an important member of the team. I try to do the same with the students I deal with at the Principal level. Unfortunately most of these phone calls home are not positive. However, my first question to a parent when I call is how are you today. Many will be honest and tell me not so good, I was great until you called, etc. Making connections with the family is key.
ReplyDeleteQuestion 7-Module 18
ReplyDeleteThere can be little learning if procedures and rules are not clear. Much time is wasted...I hate wasting time. I constantly use verbal and nonverbal positive reinforcement. I don't know if it is bad, but I point out examples when I see incorrect procedures, then praise my class for performing the procedure correctly. I also point out other classes performing the procedure correctly, again praising them for doing the same. I do use random tangible rewards for correct procedures. I used the beads and charms last year consistently. I also used a reward system for the class for various procedures. Did they earn ALL points for their special class such as PE, music, etc.? They earn one point. (I appreciate when the specials teacher is very picky about earning all the points.) Is all work turned in by EVERYONE? They earn one point. EVERYONE on time and prepared? They earn one point. After a certain amount of points they earn a recess. They have to work long and hard together for the reward. I make sure the reward is immediate even if it throws me off schedule a bit. I have it set up so they can earn 1-2 recesses per month. I haven't had them lose points for lack of adherence to the goals, they just don't earn the class points. (I do have a system for individuals that don't comply.) Peer pressure is a wonderful thing sometimes.
I do make positive phone calls home, walk to the car with them after school, emails, phone calls, postcards, etc. Of course making the positive contact makes the negative contact that much easier to do.
Setting up procedures and having the follow through is key to success in the classroom. I do both verbal and nonverbal praise for reinforcements. As I'm writing this, I could basically copy and paste most of Val's comment. :) I use students as examples of incorrect behavior and of correct behavior. I use other classes as role models of what to do and praise accordingly.
ReplyDeleteI have a tier reward system in my room. They have a class reward which they need to work together to earn (they don't get them taken away unless they did something completely unacceptable and that usually ends with a class meeting) then we have team awards that they need to work as a team on, and finally an individual reward system.
I also make positive connections with my families such as talking after school with them, notes home, emails, and letters. I find that by doing this, when something negative happens, that's not the first contact they have from me.
I like the idea of staff acknowledging positive student behavior/classroom behavior in the hallways etc. I think it's important for students to hear from other teachers and staff that they are proud of them!
ReplyDeleteI know it's important for me to acknowledge good behavior/decisions in our groups. Taking the time to point out something great a student is doing is worth it!
In our Kinder-2nd grade groups we have sticker charts that work well for students. We (as a team) decided to have prizes they can use in the classroom (pencils, erasers, etc.) so that maybe it wouldn't be such a big deal when students return to class with something. For our older students I sometimes give out stickers or notes, every once in a while maybe something bigger.
I do send positive notes home with students every once in a while. I used to do it a lot in my classroom. When I was a student, that was the best thing a teacher could do for me-send a positive note home. I agree it's so much better if you can start the year making positive phone calls home--then if you have to contact a parent later regarding something negative, you have already built a relationship and I think the parents often are more likely to want to listen and help if you have previously cared enough to contact them about their student in a positive way.