Using classroom protocol and rules

When and how to praise pupils who adhere to the rules and procedures

When and how you will praise pupils who adhere to the rules and procedures will depend on the situation.

Try to identify what the instructor is truly reinforcing to the children in order to improve effective positive reinforcement in a classroom context (Emmer, Evertson & Worsham, 2009). If the possibility that the conduct will occur repeatedly among students increases, we will understand that positive reinforcement takes place (Little & Akin-Little, 2008). For instance, primary and elementary school students can benefit from reinforcement by receiving more attention from the adults present. When it comes to peer attention, this the kind of reinforcement that has to seem to be more efficient among students (Paris, Olson & Stevenson, 2017).

The tutor is in a better position to determine the positive strengthening for the students. The educator can identify the best support by watching the activities of the students during their free time (Little & Akin-Little, 2008). Besides that, the instructor will thus note what the students like and what they do not like. The tutor in the process of identifying the best reinforcement can ask the students via a vote what activities make them reinforced (Emmer, Evertson & Worsham, 2009). The kind of positive support that the teacher chooses should be inexpensive, readily dispensed, and require less time. Among the positive corroboration that a coach can include;

The first type of positive reinforcement that a tutor can use is allowing the students to do what they like most. After the teacher has identified what the students like most, for example, the students like using the computer and chatting with fellow friends (Little & Akin-Little, 2008). The teacher to enhance positive reinforcement for a given behavior will give the students free computer time and extra chat time with their friends. Such support will make the students realize that the behavior is encouraged by the instructor and they will be motivated to continue behaving in the right manner (Marzano, 2012).

The other form of fortification that the teacher can use is the token economy. The educator will present a given token to a given student for a particular reinforcement (Little & Akin-Little, 2008). The tutor should provide tokens that state the praise the student is being praised by the teacher. Moreover, the students should earn the symbol for a given time. This will encourage them to follow the given rules and not break any procedures provided by the instructor (Paris, Olson & Stevenson, 2017). The other ways to have positive reinforcement among students include the use of coupons, use of mystery motivators, and use of fun graphics.

Therefore, the use of reinforcement to make the following rules and procedures can be significant for the educators when they intend to introduce a new behavior to the students (Little & Akin-Little, 2008). The support enhances behavior as required and keeps the students always motivated in the school setting. Such method will enable the teacher to manage the students by following the set rules and procedures and in the long improve the behavior of students (Marzano, 2012).

When and how to respond when students are breaking the rules or not following procedures

When and how you will respond when students are breaking the rules or not following procedures.

The disrespectful students if not controlled can get under the teacher’s skin. When the students get disrespectful, the instructor can take it personally. This is not something different as the passionate tutors will always encounter this. The way that the educator can make the situation more difficult in handling the student. It is thus required that a trainer refrains from the natural feelings when a student gets disrespectful (Little & Akin-Little, 2008). The lecturer has to come up with the appropriate way in which he keeps the student accountable and at the same time be able to influence any future behavior. He is how the professor should respond to a student who breaks the rules and does not follow the procedures (Paris, Olson & Stevenson, 2017).

First, the trainer needs to lose the battle. When a student has been breaking the rules and procedures, you need to be willing to lose the battle as an instructor (Paris, Olson & Stevenson, 2017). The professor should try to resist the urge to scold or put the student in his place. The second thing the teacher should do is not take the situation personally. The student’s nature of breaking the rules is not intended to frustrate the teacher (Compton, Fuchs & Bryant 2006). The tutor should not take it personally but should come up with ways to make the student realize the error committed and how the mistakes should not be repeated. The third thing is for the instructor to be calm and end the situation (Little & Akin-Little, 2008). The lecturer should not escalate the situation; this will leave the student devoid and with nothing to say. Finally, notify and enforce. When the student is calm, the teacher should approach him and make him realize the rules and procedures that were broken (Compton, Fuchs & Bryant 2006). The trainer will then give a warning to the class and administer consequences to the student. A letter to the parents will then follow. This will be an efficient way to handle the student. This will give the educator a higher level of accountability in managing students who break the rules and procedures.

Use of decision chart diagram

Use of decision chart diagram

Positive Reinforcement to students following Rules and Procedures

Decision chart diagram 1; positive reinforce

How to Respond to students who Break Rules and Procedures

Reference

Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98(2), 394.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2009). Classroom management for middle and high school teachers.

Little, S. G., & Akin‐Little, A. (2008). Psychology’s contributions to classroom management. Psychology in the Schools, 45(3), 227-234.

Marzano, R. J. (2012). Teacher Evaluation. Educational Leadership, 14-19.

Paris, S. G., Olson, G. M., & Stevenson, H. W. (Eds.). (2017). Learning and motivation in the classroom. Routledge.