The ED 334 students discussed about what classroom rules should be like and how
to develop them and this is how it goes. The classroom rules should be posted on the walls
where the students could easily see. Should focus on the ways students interact
with others. The teacher should always enforce the rules, and limit the number of
the rules (3-5) so it will be easy for the students to remember. They also discuss
on how do develop classroom rules. Like classroom rules must be establish at
the beginning of the school year. When creating your rules, ask for students'
assistance, and most importantly the rules should state concisely and
positively. For example, instead of saying "No fighting" you can say "respect each others".
After the discussion about the rules,
there was a discussion about logical consequences. A logical consequence is the
term effective teachers used in classroom management to avoid punishment in the
classroom. We must avoid punishment because it does not increase students’ responsibility;
instead it increases evasion and deception. So consequences are the better way
to use in our classroom, because they reinforce the internal requirements of
self-control and commitment, and help children learn alternative ways to
behave. Therefore, they do not hurt or humiliate the students, and they also do
not respond to character, and are not meant to make the students feel bad. So,
there are three types of logical consequences in which they happen when the
rules are broken. These logical consequences are time out or time owed, loss of
privilege, and fixed the damage.
Time Out
Ex. During class, Tatiana always makes a
snide remark about another student's response to a question.
Tatiana may asked to leave the scene,
"take a break" by sitting by herself facing the wall. She may returns
when she appears to have regained control and is ready to participate in a
positive way.
Loss of Privilege
Ex. During class, two students are
talking instead of working even after clearly being told to stop talking.
They have to sit by themselves.
Fix the Damage
Ex. A student hurts the feelings of
another student.
That student will apologize to the person
she hurts
Second part was about Routines and
Procedures
Routines and Procedures, define as the
wide variety of skills and techniques to keep students, organized, focused,
attentive, on task, and academically productive during class. However, there
are two characteristics under routines/procedures which are, instructional
routines/procedures and managerial routines/procedures.
Instructional routines are the routines
teachers use during instructional activities
Ex. For getting the students'
attention.
Hand signal
Raising your hand and say listen, freeze
until you get all the students' attention
Managerial routines are the routines
teachers use in between learning activities (transition)
Ex. Using
the restroom
Restroom pass
When teaching routines/procedures you
should set the goals by stating what you expect students to do. Explain, by
stating, explaining, modeling and demonstrate the routines/procedure. Rehearse
and practice them under your supervision. And last but not least, reinforcing
the routines/procedures until they become the students' habit.
To Be Continue....
