Praise, Rewards, Rules in the Classroom

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This is a very interesting topic. Let's look at each question to help with this paper.

RESPONSE:

1. "I am having to write two short essays (only 1000 words each) on the following: Choose two of the Positive Behaviour Management Topics / Strategies covered so far Rules, Routines, Praise, Rewards, School Ethos / Policy, Teacher Leadership and modeling"

Although it would have been extremely helpful if I knew the two specific techniques that you plan to write on, I will give you information on several of the techniques, mainly, on the techniques of rules, teacher as leader/modeling, praise and rewards. Saying that, though, the articles attached touch on most of these ideas.

2. "Provide an explanation, giving the detailed reasons why teachers / school employ the topics / strategies you have chosen using your own words."

(a) "Provide and explain..."

Topic: Rules

Rules are codes of conduct that apply across situations. "Vulgarities are unacceptable in the classroom, the science lab, hallway and gymnasium" (Source: Reekie & Kendall with Meier & Bayne, 2000, Beyond survival: Building student competence, confidence, and co-operation through classroom management, Saskatoon, Canada: VIP PUBLISHING).

Routines are procedures that are context-specific. Reekie et al (2000) give the following example, "A physical education teacher may begin each class by having the students stretch their muscles, while a math teacher may begin her class by having students write the solutions to the last day's assignment on the chalkboard" (p. 96).

Expectations are standards hat are lesson-specific or activity-specific. Reekie et al (2000) give the following example, "A physics teacher may require that students submit word-processed experiment notes and a family-life teacher may expect students to discuss issues quietly in small groups" (p. 96).

(b) "...giving the detailed reasons why teachers / school employ the topics / strategies you have chosen using your own words."

Rules: A rationale

Whenever students are confused about teacher expectations, they will act out. This acting out is simply a form of testing the limits to establish what the boundaries are. Clarity and consistency are the keys to establishing rules, procedures, and expectations that effective. Teachers who emphasize rules and procedures in the beginning weeks of school and then make frequent references to them during the school year have fewer behavioral problems than those who take rules for granted.

Several authors have prepared guidelines for establishing rules, routines and expectations (see Chernow & Chernow, 1989). While these authors make minor distinctions, they all suggest that to be effective rules should be short, few in number, countable, (measurable), reasonable, enforceable, positive, and specify definable behaviors.

To diminish the difficulty of creating good rules, most teachers opt to have a few general rules, perhaps with one or two specific rules that are near and dear to their heart. Many of the paradoxes inherent in the guideline for rule construction can be avoided if an appropriate process for introdugin and teaching rules is followed such as recommended by Chernow & Chernow (1999), Levin & Nolan (1991), and Medland & Vitale (1984)

General Process for Teaching Rules (see Reekie et al, 2000)

1. Begin with a general discussion about the importance of having rules.
2. Either provide the students with a copy of the rules or lead the students in the process of developing the rules. Ensure that the classroom rules fall within the general school rules.
3.Review ...