Expectations
I expect my students to behave appropriately in all settings (classroom, hallways, restrooms, cafeteria, special area classes, the playground, etc.). This includes:
1. Be in your assigned seat, ready to work when the bell rings.
2. Be prepared!!! Bring the required materials to class everyday (paper, pencils, books).
3. Keep your hands, feet, and objects to yourself.
4. Be kind!!! Do not use rude language or gestures.
5. Follow directions.
1. Be in your assigned seat, ready to work when the bell rings.
2. Be prepared!!! Bring the required materials to class everyday (paper, pencils, books).
3. Keep your hands, feet, and objects to yourself.
4. Be kind!!! Do not use rude language or gestures.
5. Follow directions.
Behavior Management
When a student does something positive that is above and beyond the required, (s)he will receive a punch on his/her behavior card. Some examples of things a student can do to receive a punch on the card are: doing "catch-up" work without being told, complimenting another student, helping another student, and doing excellent work within a lesson. Once a student has received 20 punches on his/her card, (s)he can turn the card in for a prize. Prizes include reading/activity time on the couch, snacks, game time, extra time with friends, etc. The students are in charge of keeping track of their own punch card (however, the cards are magnetized so the student can stick them on the side of his/her desk). I will keep track of how much behavior punch cards each student fills up. After each student has filled two punch cards, the entire class will have a pizza party. Other behavior management systems may be employed throughout the school year, based on each student's needs.
My students are given choices when not behaving in an appropriate way. If the student is acting disruptively or is unwilling to participate, (s)he is given two choices. The first choice is the positive option and the student is told what the consequence will be (i.e. some kind of positive reinforcement). The second choice is the negative option (i.e. something the student generally does not want). The student this gets to make the choice. The students will often make the positive choice because they are given some control over situation (within reason) and they understand the consequences. If a student continually refuses to participate or acts in a negative way, other options may need to be explored and parents and administrators will be included in this decision.
My students are given choices when not behaving in an appropriate way. If the student is acting disruptively or is unwilling to participate, (s)he is given two choices. The first choice is the positive option and the student is told what the consequence will be (i.e. some kind of positive reinforcement). The second choice is the negative option (i.e. something the student generally does not want). The student this gets to make the choice. The students will often make the positive choice because they are given some control over situation (within reason) and they understand the consequences. If a student continually refuses to participate or acts in a negative way, other options may need to be explored and parents and administrators will be included in this decision.