Fine Arts Jigsaw of DQ 7: Modules 18 & 19
Timber Trace Elementary School
October 13, 2011
Design Question # 7
Module 18
Acknowledging Students’ Adherence to Classroom
Rules and Procedures
Reflecting on Your Current Beliefs and Practices
*What are the most effective ways to recognize and
acknowledge students’ adherence to classroom rules and
procedures?
*How do you acknowledge and reinforce positive individual
and group behavior?
*How do you involve parents/guardians in promoting
students’ adherence to classroom rules and procedures?
Using Verbal and Nonverbal
Acknowledgment
*The most effective way to recognize and acknowledge
students adherence to rules and procedures is to
observe students in the classroom.
*Teachers should support positive behaviors with verbal
and nonverbal reinforcements
Verbal Reinforcements
*Thank students for behaviors
*Explain how behavior contributes to the proper
functioning of the group
*Contrast behaviors that adhere to rules with behaviors
that did not support the rules.
Nonverbal Reinforcements
*Thumbs up sign
*OK sign
*Wink
*Smile
*Nod of head
*Pat on the back
*“Off with the head” gesture (r u reading this?) 
Using Tangible Recognition
When Appropriate
*Using a “token economy” within the classroom
*Students can be rewarded individually or as a group
*Point system, color system, etc.
*Behaviors to look for: punctuality, preparation, on-task
behavior, respect, work completion
Involving the Home in Recognition of
Positive Student Behavior
*Phone calls
*E Mails
*Notes home
*Certificates
**All formats should reference specific positive
behaviors displayed by the individual student or
group of students. Be specific about how the positive
behaviors reinforce a positive classroom climate.
Check for understanding
1.
Verbal and nonverbal acknowledgement
2. Tangible recognition
3. Involving the home in recognition of positive
behavior
Design Question # 7
Module 19
Acknowledging Students’ Lack of Adherence to
Classroom Rules and Procedures
Reflecting on Your Current Beliefs and Practices
*To what extent do you demonstrate “withitness” when students’
inappropriate behavior threatens to become disruptive?
*To what extent are there explicit and concrete consequences
for inappropriate behavior in your classroom?
*How do you involve parents/guardians and students in
identifying and discussing behaviors that need to stop in class?
*How do you defuse high-intensity situations involving
students’ lack of adherence to rules and procedures?
Being “With It”
*Key Strategies:
*Talk privately to disruptive students
*Use “stimulus cueing” (prearranged stimulus or sign)
*Move around the entire room or make eye contact
*Notice potential problems
*Use a series of graduated actions
*Look at suspected students
*Move in the direction of students
*Stop the class and confront the behavior (in a calm
and polite manner.)
Using Direct-Cost Consequences
*Two Major Interventions:
1. Time-Out: within or outside of classroom
Some form of concrete action plan should be
developed before their return – make sure students
understand and control their offending behavior.
2. Overcorrection: Engage students in activities that
overcompensate for inappropriate behavior (ex.
clean marks on walls, desks, etc)
Using Group Contingency
*Two types:
1. Interdependent Group Contingency: the entire
class receives reward only if every student meets a
behavioral goal.
2. Dependent Group Contingency: positive and
negative consequences are dependent upon the
behavior of one student or a small group of students
who have been singled out for behavioral change
(typically used in clinical settings).
Using Home Contingency
*Begins with a meeting between parents/guardians, the
teacher, and the student.
*Identify behavior concerns
*Student has input into behavioral goals, consequences,
and rewards
*Plan is implemented at school and at home
Dealing with High-Intensity Situations
*Student is out of control and external resources are not
available (teacher is own his/her own)
1. Recognize the student is out of control
2. Step back and calm yourself
3. Listen actively to the student and plan action
4. When the student is calm, repeat a simple verbal
request
Designing an Overall Plan for
Disciplinary Problems
*Sample:
I will start by examining my relationship with every student:
*With which ones do I have a poor relationship or no
relationship?
*What can I do to improve these relationships?
*What will I do to remain “withit” during every class?
*What will I do to be consistent with positive and negative
consequences?
*What is my strategy for dealing with high-intensity,
dangerous situations?
*At what point will I bring administrators into a situation?
Check for understanding
1.
2.
3.
4.
5.
6.
Being “withit”
Using direct-cost consequences
Using group contingency
Using home contingency
Dealing with high-intensity situations
Designing an overall plan for disciplinary problems