Norms and Consequences
My ideas for classroom management and how I will approach misbehavior in the classroom can be found here. Please note that I plan to co-create parts of this with my students, and as each group of students is different, my approach is likely to shift year to year.
Classroom Contract
On the second day of school, I co-create a classroom contract with my students and have them sign it. It is posted on our wall the rest of the year and referred back to often. The rules that I want to make sure are on our contract that I can guide students to defining in our conversation are: (1.) Be respectful of the teacher and our peers (2.) Be an encourager/use kind language (3.) Always do your best and (4.) Value our differences
These general rules will be included on the contract and phrased how the students wish. Any other rule the students come up with can be discussed and added as well.
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"Dog Bucks" System
To reward and motivate students toward following our classroom contract rules, I use a "dog buck" system, whose name can be changed based on the school's mascot. Students can cash in their dog bucks for items in our classroom store. The store will only be open at the end of the day on Friday. I also have the power to implement rules for the classroom store if needed. (item limit, who can buy based on behavior, etc.)
Classroom Bingo
I also like to have whole class rewards and incentives so my students are working together to achieve a common goal. To do this, I use a classroom bingo game. Each bingo has a specific goal/character trait at the top, and any time my class is complimented or I believe they do a good job displaying this trait, a bingo card is drawn. Once we get a BINGO, the students get the pre-determined class reward.
Approaching Misbehavior
Although I would like to believe that misbehaviors never happen in the classroom, unfortunately I know they will arise. When this happens there are a few steps I take:
1. Nonverbal cues/warnings
2. Private conversations with the students involved
3. Contact home
4. Loss of privileges
5. Support from Staff (therapist, behavior specialist, principal, etc.)
I value social-emotional cues from my students, and believe that behavior is a form of communication. Often times, there are underlying issues that students are going through that come out as a form of misbehavior in the classroom. Private conversations and parent/caregiver support are vital to get a full picture of what is happening.
*3 and 4 can be interchanged based on student's needs*