Andy Fisher
TEDU 410-003
Professor Moss
5/7/2015
Rules and Procedures:
Mrs. Ziegler’s 2nd grade class at Reams Road Elementary School
The teacher is the authority in the classroom. Duty and accountability are job description
of this profession. There are different approaches to discipline; authoritarian, authoritative,
passive, and neglectful, with the authoritarian approach most desired by teachers. Discipline
styles are how your react when situations do not follow the norms you establish. There may be
serious situations that call for a strong and direct authoritarian tone. Minor offences that could be
solved without teacher interference could be hands off. The positive points of an authoritative
style are that rules are established together and students understand why the rules are important.
Establishing rules together as a class is an important first days of school activity, but it should be
continually reinforced. A rule making activity that mimics the legislative government process
can be used to role-play out establishing classroom rules. The teacher would have prepared their
bill of rights; students will elect representation that work to put in amendment. I include an
administrator to rule like the Supreme Court making my class rules law. This activity could be as
detailed or simple as needed. The established class rules agreed upon by teacher and students
should be clear and well defined, reasonable and necessary, consistent with school rules and
instructional goals. Rules and logical consequences should be enforced consistently. In
observation of Mrs. Ziegler’s class room the only behavioral modification measure I saw put to
use was the website ClassDojo. This refocused students well but I found a problem with how she
gave and took off points irregularly. Mrs. Ziegler used Dojo points for a ticket reward system.
Once, I saw a boy slump down in his chair saying that there was no way he’d get above zero
today so he should not try. Under no circumstance would I want a student to believe they had no
use trying. For Mrs. Ziegler ClassDojo works.
There will be situations that do not align with plans you have in place. There are three
categories of behavior outside of the norm; minor, serious, and chronic. Minor situations such as
a student cutting in line or saying a hurtful comment may be resolved with nonverbal cuing, or if
the class setup a peer remediation procedure, without teacher involvement. I may have not taken
“The Look” seriously but during a special assemble I saw Mrs. Ziegler use hers with much
success. A student knows that their action was wrong and it only to eye contact with the teacher
for them to change their behavior. Although not strictly structured Mrs. Ziegler employs form
peer mediation by asking student who felt wrong if they tried to fix the situation before coming
to her. The student then talks there problem through with the accursed and worked out
agreements satisfying both.
The repetition of minor or serious offences over time is chronic behavior. In my
practicum class there was one talkative student who continuously disrupts his neighbors. Mrs.
Ziegler employed contracts with the student. I only saw loss of privilege as a repercussion. There
are increasing consequences including recess laps and calls home. When class plans do not work
bringing up documented instances to administration may be the next step. Behavioral specialist
may determine a legally binding (BIP behavioral intervention plan.) You should be away of all
students needs and seek help whenever you have an issue.
All inappropriate behavior must be addressed. Serious behavior instances should justly
have serous consequences. I view seriousness as having malicious intent. Fortunately, there
were no examples in my practicum class of serious breaches of the rules. As class rules must
align with school policy so does consequences. If a student willfully pushed another to the
ground at recess cursing and calling him names, A teachers response should be to access the
situation, have a responsible student get help, disperse onlookers and only to intervene if it safe
to do so and you are trained to. Besides the securing unsafe scenes serious offences warrant calls
home, sent to principal’s office, and detention/suspension.
Whole schools and counties have Response to Intervention (RTI) plans that encompass
behavioral intervention and special services. It is a layered plan that 100-85% of students fall in
the universal stage where no intervention is needed. Targeted intervention applies to 10-15% of
students where some modification needed beyond what is universally provided. Intensive
intervention should only be need by 5-10% when they are not responsive to all other
interventions. A teacher should be aware of all levels of intervention and importantly know
themselves. Sincerity is an important trait that gardeners respect. If I am respected my rules will
be.