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2 GFS are attitudes, traits or characteristics you hope to instill in your students. Rules pertain to specific and observable behaviors. GFS are something you hope to inspire your students to strive towards. Rules generally have consequences for not following them. GFS help students succeed, not only in your class, but in life. Rules should be tied to your GFS.

 Be Prepared  Bring materials to class each day  Be Proud  Complete all assignments on time and do quality work. 3

I understand that posted classroom rules communicate to students that I have specific expectations. I have identified three to six positively stated rules that describe specific observable behaviors I expect students to exhibit, and specific observable behaviors I expect them not to exhibit. 4

In creating my rules, I have considered the following:  Rules should be specific and refer to observable behaviors.  Rules should be stated positively when possible.  Rules must be applicable at all times (Expectations change from activity to activity). 5

Develop 3-6 rules you want to use in your classroom. 6

Find a elbow partner. Read each other’s rules to determine if their rules:  are specific  refer to observable behaviors  stated positively when possible.  applicable at all times (Expectations change from activity to activity). 7

In creating my rules, I have considered the following: Who will have input into the rules; How I will teach my rules (for example, using positive and negative examples); Where rules will be posted (that is, in a prominent, visible location). 8

I understand that early-stage behaviors are those that are not yet a pattern, and that corrective consequences should be more instructional than punitive. I have a repertoire of information-giving correction strategies to use with early-stage misbehaviors that includes: Proximity Family contact Gentle verbal reprimand Humor Discussion Restitution 9

 Example: ◦ Students are talking while your present a lesson. ◦ You begin to walk towards the students while continuing to present the lesson. ◦ If students quit talking, continue lesson from where you are or walk to a different point in the room. ◦ If students remain quiet, make eye-contact to let them know you acknowledge their appropriate behavior.  Moving about the classroom in unpredictable ways can actively prevent misbehavior. 10

 Example: ◦ If the two students in the previous scenario had not quit talking, you might quietly say “Johanna, Alex, if you have something to say, you need to raise your hand and wait to be called on.”  Features of GVR ◦ Short, brief interruption ◦ Given when you are near the students ◦ Respectful ◦ Clear & unequivocal ◦ State the behavior without accusing the student of misbehavior ◦ Private 11

 Features of a discussion: ◦ Discussion is more detailed and lengthy than a reprimand ◦ Should occur at a neutral time while others are working independently ◦ Should have some wait-time between the offence and the discussion  You will be calmer  Student will be less defensive ◦ Should provide the students with better ways of handling a similar situation in the future 12

 Suggestions: ◦ Provide an objective description of the behavior, not a judgment about the student ◦ Suggest the family discuss the behavior and communicate the expectation the student should behave more responsibly in the future ◦ Avoid suggesting the student should be punished ◦ Create the sense that you want to work with the family to help the student succeed 13

 Goal: The student needs to understand if his/her behavior caused damage, they need to repair that damage.  Student may be asked to apologize in writing or in person.  Explain that this is not a punishment, it is an attempt to repair damage that may have occurred. 14

 When implementing any early-stage correction strategy, I am careful to always treat students with dignity and respect.  I follow any correction with a positive interaction with the student ◦ Non-contingent attention ◦ Positive feedback 15

I understand that I need to impose penalties for rule breaking when it is no longer an early- stage misbehavior. I know that if I do not plan in advance what my response will be, there is a high probability that I may inadvertently reinforce the misbehavior. 16

I have used the following suggestions to help me choose and implement effective corrective consequences: The corrective consequence needs to be implemented consistently. The corrective consequence must fit the severity and frequency of the misbehavior. The consequence must be implemented unemotionally. I will only interact briefly with the student during the time of the misbehavior and consequence. 17

The following are potential corrective consequences I can use: Time owed Timeout in class Timeout in another class Detention Office referral 18

 When a student misbehaves and you have to intervene, time is wasted.  A reasonable consequence is to have the student lose time from an activity he/she values. ◦ Wait 15 seconds to leave class ◦ After-school detention  Decide what the student should do while serving the time ◦ Do nothing ◦ Discuss the behavior 19

 Purpose: To remove the student from the opportunity to earn positive reinforcement.  If the student misbehaves, they will miss out on the opportunity to participate in the interesting, productive and enjoyable activities that will occur without him/her.  If the student considers this too elementary, compare it to a sports example such as hockey’s penalty box. 20

 Establish an area (chair, desk) in a low-traffic part of the class.  Let the student know: ◦ if they go quietly to this location and complete their time-out without disruption, they can rejoin the class with no additional consequence. ◦ if they refuse to go or continue to disrupt, you will remove the student from class and write a disciplinary referral. 21

 If the student is likely to misbehave during an in-class time-out, then assign the time out in another room.  Will need a room nearby with relatively mature students.  The receiving teacher should have a time-out chair/desk and the students should have been instructed to ignore the student. 22

 Assign the student to spend an established amount of time in a non-stimulating setting.  Consider assigning an academic task for the student to complete during the detention.  Avoid a setting where the student will likely have friends – do not want the punishment to reinforce the behavior. 23

 Only use for severe or persistent cases.  Implement other strategies first.  Contact parents prior to sending student when possible.  Contact the principal prior to sending the student when possible. 24