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These are the steps to create appropriate rules for a positive, learner-centered classroom:

·      Create four to six rules

·      The students participate in creating the rules

·      Make the rules observable, measurable, and specific

·      State rules in a positive rather than negative way

Ex. ‘Walk in the hallway’ instead of ‘Do not run in the hallway’

·      Review and demonstrate the rules – practice, practice, practice!

·      Create sub rules that correspond to major rules

Ex. The rule is ‘Respect others’. The corresponding rules are:

o   Keep your hands to yourself.

o   Listen while others are speaking (Barbetta, Norona, & Bicard, 2012).

When students participate in creating classroom rules, they gain ownership over their behavior and actions. By creating purpose and meaning behind the rules, students will be encouraged to have integrity, honesty, and respect for others. In turn, they will build a positive character. By practicing these positive actions, students will create good life-long habits. Having set expectations is important for every grade level or age because it leaves little room for misunderstandings or ambiguity (Barbetta, Norona, & Bicard, 2012). Students will know exactly what is expected of them.

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2. Consistent Expectations and Consequences

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2. Consistent Expectations and Consequences

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Expectations should be identifiable followed by consistent consequences. When students build a routine, they are prepared and ready to act accordingly. It is important to prepare students for any changes in their daily routine by reviewing and practicing their expected behavior. Taking time each day, especially the first few weeks of school, to practice and demonstrate correct behavior is key in creating routines and transitions (Barbetta, Norona, & Bicard, 2012).

Positive reinforcement and negative consequences are important in ensuring students understand if their behavior is appropriate or not. Starting off strong with positive reinforcements and slowly softening up will help students initially create positive habits. In turn, it is important to focus on reinforcing a behavior not the student. For example, teachers should give specific praise regarding an action not a personality trait by saying something like “thank you for following directions quickly”. I plan to use a reward system, such as collecting stickers to earn ‘bear bucks’ and win prizes at the end of each month. Continuing to give positive reinforcement intermittently is important to keep positive habits and actions.  Negative consequences should always be consistent. There should be the same consequence for the same act such as:

·      Loss of recess

·      Name in the conduct book

·      Moving seats

Students should be treated equally in that they all suffer the same consequence for the same behavior (Barbetta, Norona, & Bicard, 2012). Correspondingly, the consequence should match the behavior. For example, if a student is talking out of turn, it would not make sense to send the student to the principle. However, a verbal warning followed by loss of recess for continued misbehavior would be more appropriate. Having a behavior chart will help document and keep track of student’s behavior.

“The purpose of reinforcement is to help increase the probability that a specific behavior will occur when a stimulus is delivered after a response is shown” (Positive Psychology Program, 2016, p. 1). Positive reinforcement and negative consequences are used to shape and change behavior. There is a specific part of the brain, the basal ganglia, which is “the area of the brain [that] remains active in all age groups” (Positive Psychology Program, 2016, p. 18). The basal ganglia responds strongly to positive feedback; therefore, focusing on positive reinforcement is helpful for every grade level.

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3. Consider Lessons and Instruction as a Behavior Management Tool

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3. Consider Lessons and Instruction as a Behavior Management Tool

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Research has shown using instruction as a tool to demystify learning improves achievement and behavior (Barbetta, Norona, & Bicard, 2012). Relating lessons to students’ interests and lives will help make learning applicable and fun for students. It is helpful to use a questionnaire that asks engaging questions, such as:

·      Favorite subject

·      Hobbies

·      Goals

·      Favorite movies/shows

Encouraging students to create learning goals and monitor their own learning will give them a purpose in their education. They will take ownership over their learning and have a positive attitude toward education. Other strategies to utilize instruction as a tool for behavior management are:

·      Keeping a fast-paced routine to ensure students do not get bored

·      Create active student-involvement activities

·      Use guided practice to keep students on track

The minute students become bored, students begin misbehaving because they are looking to be entertained. Keeping a fast-paced yet manageable lesson will help students stay focused. Likewise, when students feel the curriculum is too challenging, they become frustrated and unmotivated to focus which causes behavior problems.

There are diverse students in every classroom, and each classroom requires different instructional strategies. The challenge is ensuring there is not too much down time, ensuring all students are actively participating, and creating lessons that are not too difficult or too easy (Impact Teachers, 2016). In my future classroom, I will assess and acknowledge all my students’ needs prior to creating the lesson plans. Understanding students’ backgrounds, prior experiences, and their need for educational support is important in creating effective instruction. Second grade students, like any other grade level, have specific demands because they are unique and diverse. Considering instruction is important at any grade level.

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4. Build Positive Teacher-Student Relationships

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4. Build Positive Teacher-Student Relationships

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Personal interactions and having a personal interest in students’ lives is important in creating a positive classroom environment. However, building positive teacher-student relationships is much more than being kind and understanding, it is “modeling assertive, equitable, and positive behaviors” (Beaty-O’Ferrall, Green, & Hanna, 2018, p. 7). Using different strategies for each student based on their needs and utilizing activities that allow every student to succeed will encourage positive relationships. Students want to be involved in discussions and engaged in activities.

Another important factor in creating positive relationships is having empathy toward students, which means making the student feel understood by listening, encouraging, and giving an appropriate response.

Keeping a positive atmosphere and focusing on student’s positive actions rather than negative actions is also important. Finding positives in negative behaviors and reframing the behavior is an interesting but effective strategy. For example, if a student is defiant and does not like working with others, the teacher could view this behavior as the student being independent. The teacher can then praise the student for being independent and focus on using that characteristic in a more effective manner.

As a teacher, managing and controlling personal emotions can be very difficult at times. It is important to be cautious with negative reactions and to respond strategically instead of emotionally to students. Every situation can be turned into a positive lesson. Also, being aware of cultural differences, including your own personal culture, can help create bonds and relevant curriculum (O’Ferrall, Green, & Hanna, 2018, p. 7). Sharing personal triumphs and struggles will make students feel more comfortable opening up, as well. Building positive relationships will build trust and respect in student-teacher relationships, as well as peer relationships.

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5. Teach Students how to Monitor their own Behavior

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5. Teach Students how to Monitor their own Behavior

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Students will become independent and self-sufficient by self-monitoring their actions. This strategy can be used for students with a wide variety of backgrounds and grade levels. By following these specific steps, teachers can encourage students to self-monitor:

·      Target the behavior – phrase in a positive way

Disruptive behavior

Peer communication

Attention to task

·      Define the behavior – observed and measured

Give specific examples

·      Baseline date – three to five pieces of data (Rafferty, 2010)

·      Is the behavior appropriate to remediate?

Should not be a learning strategy

The behavior should be frequent

The behavior should be voluntary and in their control

The behavior should not be extreme

·      Design procedures

Can be during or after activity

Establish a cue for the student to document behavior

·      Teach the student

Discuss the behavior

Model examples and nonexamples

Show and practice recording the data

·      Monitor progress

Make instructional adjustments based on student progress (Rafferty, 2010)

Students will develop “higher levels of self-efficacy, motivation, and school achievement” (Rafferty, 2010, p. 52). It is difficult to manage so many student’s behavior while also trying to teach a lesson and keep track of time. This strategy will help manage overall classroom instruction but also create independent students who are aware of their actions and improvements. In my classroom, I will monitor and create baseline date to determine which students and actions need to be self-monitored. At this grade level, the students will be able to accurately transfer their data to a graph to visually see improvements.

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References * Please click on photo to view references*

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References * Please click on photo to view references*