In deciding how and when to respond to positive or negative student behavior, I decided to revisit Robert Marzano’s list of effective interventions and figure out how and when to use some or all of them. The six interventions listed in The Art and Science of Teaching are tangible recognition, teacher reaction, ‘withitness,’ direct cost, group contingency, and home contingency (Marzano, 2007).
My three rules for general behavior are “Be Safe; Be Respectful; Be Responsible.” At the start of each term, students will brainstorm specific examples of being (or not being) safe, respectful and responsible. I will have these rules and examples posted in the room not only for the students’ sake but for my own as well, to serve as a visual reminder of positive behavior I want to acknowledge (teacher recognition) or negative behavior I want to discourage (“withitness”). I want to intentionally and frequently praise students for doing the right thing. “Thanks, Jane, for helping John work through that problem.” “I like how Pat and Tim cleaned up their work area so thoroughly.” “Thanks, Pete and Scott, for cooling it when I asked you to stop rough housing. I know you were joking, but you came very close to hurting the people around you.” I don’t want to supply tangible rewards because I want students to learn that doing the right thing is its own reward. We don’t get rewards for obeying traffic laws, but we know that we are contributing to safer roads for everyone when we do. Of course, there is the punishment avoidance which motivates many of us (none of us wants a speeding ticket!), so there will be some negative consequences for not doing the right thing.
I will discourage unwanted behavior, such as talking when one should be listening or working, by being as aware and present as possible in all parts of the room, using proximity, eye contact, a head nod, or a finger to the lips. Negative behavior should not be awarded with a lot of attention. Some kids desperately want attention, and for them negative attention is better than no attention at all. I don’t want to reinforce that pattern of attention seeking. I want them to know I see them without overreacting or rewarding the negative. Persistent negative behavior will result in one or more of the following “direct cost” or “home contingency” interventions: a verbal warning, physical relocation of the student(s) (to another part of the room or the hallway), a referral, a detention, a call or email to the parents, a student-teacher-parent conference, or a behavior plan.
I also want students to learn that following procedures and working hard results in tangible rewards. When we show up for work and do a good job, we earn a paycheck and chances at future bonuses or promotions. Students are obviously working for grades, but I would also like to offer tangible rewards (and costs) for following (or not following) my classroom procedures. I am considering Class Dojo as a way to track points. Points will be redeemable in the Bonn Bonn Shop.
At this point, there are four procedures I want to institute based on where I see problems in my current school. These procedures are:
Bathroom breaks
- Cost: 1 point
- You must sign in and out
- Only 1 student out at a time
- Only 1 time out of class each day
Tardies
- Be in your seat when the bell rings
- On time earns 1 point, late costs 1 point
Electronics
- Put it away before the bell rings
- You can only use it if I give you permission
- If I see the device, you lose the device and 1 point
Class work
- Completion of in-class assignments earns 1 point
- Failure to finish in-class assignments costs 1 point (except for students with time accommodations)
- Participation in class discussions earns 1 point (students will be called randomly)
- Refusal to participate in a class discussion when called on will cost 1 point (exceptions may be made for students with accommodations)
Following the loss of merit points, if a student is showing a pattern of non adherence to procedures, I will respond with one or more of the following actions: a student-teacher meeting, referral, detention, communication with parents, a parent-student-teacher meeting, a behavior plan.
I created a flowchart to help me enforce my rules and procedures in a clear, consistent and logical way. I’m sure this is a work in progress that will change over time, and I do have some questions, such as, “Does compliance always have to result in recognition or rewards?” But for now, I am quite pleased with having come up with a system that makes sense to me . . . at least, on paper!
Sources
Marzano, Robert J. The Art and Science of Teaching. 2007. Association for Supervision and Curriculum Development (ASCD). Retrieved from https://s3-us-west-2.amazonaws.com/platform-user-content/prod-copy/get_help_resources/activity_resources/module4/The_Art_and_Science_of_Teaching.pdf
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