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"Classroom Code of Conduct" by Jessica Scholz

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"Classroom Code of Conduct" by Jessica Scholz

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In my research of strategies that can contribute to a positive classroom climate, I came across a great suggestion by the Association for Supervision and Curriculum Development (ASCD) which is establishing a “Classroom Code of Conduct”. This Classroom Code of Conduct should consist of ideas that the students share regarding ways and behaviors that they would like to be treated within the classroom. This is a great strategy for the teacher to implement because it allows students to feel a sense of ownership in the classroom’s daily routine and standards. Additionally, it would be a great way to start the school year and ‘plant the seed’ for students of a positive, safe and collaborative learning environment. The Classroom Code of Conduct strategy would work similarly in both a physical and an online classroom environment. The ideas that students come up with may vary depending on their classroom location. For in person classrooms, students may include suggestions such as “respecting others’ personal space, being mindful of others’ belongings, etc.”. Whereas in a virtual classroom situation, they may include suggestions such as “be attentive when peers are sharing, keep yourself on mute when others’ are talking”, etc. Overall, I strongly believe developing a code of conduct with your students, whether in-person or virtual, is a great way to establish positive norms and expectations in a classroom that simultaneously helps students realize they are building a positive environment for learning for all involved.

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Every day as millions of students go to school, their parents and caretakers hope these young people will be treated with care, valued, inspired, and educated. Students hope they will get along with their peers and teachers, have their work measure up, and enjoy the process of learning. These hopes define positive classrooms for parents and students.

Unfortunately, the accountability requirements of No Child Left Behind have created a different definition of positive classrooms for many educators. For them, positive classrooms have come to mean places where students arrive at school ready to learn; work diligently to master academic standards (particularly math and reading); go home and accurately complete homework; and return to school the next day eager to learn more. Often, teachers are so focused on ensuring that students pass achievement tests that they have little or no time to address students' social and emotional needs.

Education has to work for all stakeholders. By implementing the following seven strategies, we can combine the need for positive classrooms that support the whole child with the need for accountability and improved academic performance. The Positive Action program ( www.positiveaction.net ) has refined these strategies through 26 years of research, evaluation, and development, and has implemented them in more than 13,000 schools.

1. Make Learning Relevant

Students are more engaged in learning and retain knowledge better when they see that it is relevant and vital to their own success and happiness. By discovering students' talents, learning styles, and interests, teachers can adjust teaching methods and strategies. By giving students a say in how the classroom operates, teachers increase students' sense of ownership in the education process.

2. Create a Classroom Code of Conduct

A positive and productive classroom requires a common understanding of positive and negative behaviors. To establish this understanding, teachers ask students to identify the ways they like to be treated. This discussion elicits lists of behaviors that are respectful, fair, kind, and empathetic. Together, teacher and students conclude that treating others the way you want to be treated is the best code of conduct, and they agree that this code will dictate the behaviors that are appropriate for their classroom.

3. Teach Positive Actions

The importance of doing positive actions to feel good about yourself.

Positive actions for a healthy body (such as nutrition, exercise, and sleep).

Positive actions for the intellect (such as thinking, decision-making, and problem-solving skills).

Positive actions for self-management (such as managing time, energy, emotions, and other personal resources).

Positive actions for getting along with others (such as treating others fairly, kindly, and respectfully).

Positive actions for being honest with yourself and others (such as taking responsibility, admitting mistakes, and not blaming others).

Positive actions for improving yourself continually (such as setting and achieving goals).

4. Instill Intrinsic Motivation

People need to feel good about themselves. In the Positive Action program, teachers help students understand that people are likely to feel good about themselves when they engage in positive actions. The program explains a three-step process for choosing positive actions: First, we have a thought; second, we act consistently with the thought; third, we experience a feeling about ourselves based on the action. That feeling leads to another thought, and the cycle starts again. With practice, students learn that if they have a negative thought, they can change it to a positive one that will lead to a positive action and a positive feeling about themselves-a powerful intrinsic motivator.

With repeated reinforcement by the teacher, this simple explanation helps students understand and improve their behavior in any situation.

5. Reinforce Positive Behaviors

Teachers can strengthen intrinsic motivation by recognizing and positively reinforcing positive actions when they see them. Recognition activities and items-such as tokens, stickers, and certificates-can be effective. But when teachers or other staff use this strategy, it's important that they recognize the positive behavior, ask how it made the student feel, and tell the student the extrinsic reward is a reminder of that good feeling. When students make the connection between their performance and feeling good about themselves, intrinsic motivation is enhanced and positive behaviors continue.

6. Engage Positive Role Models

Families and community members are concerned about their children's welfare, often want to be engaged in their children's education, and have resources to offer. Educators can integrate them into many classroom and school activities, such as curriculum activities, assemblies, committees, after-school events, and homework.

7. Always Be Positive

Perhaps the most important strategy, yet often the most difficult to carry out, is to be positive-from classrooms to playgrounds, during school and after. There is always a positive way to respond to a situation. A positive attitude is the change agent that will create positive classrooms and schools that produce happy and successful students.

A Research-Based Program

It is challenging to implement all of these seven strategies continuously and well. For schools looking for a tool, the Positive Action program is one proven approach. The program provides an easy-to-use curriculum for teachers at each grade level; a principal component for developing school climate; and kits to facilitate the involvement of counselors, families, and communities.

Positive Action has been rigorously evaluated in longitudinal randomized studies with students from a range of backgrounds and in a range of community types. The U.S. Department of Education's What Works Clearinghouse reviewed these studies and recognized Positive Action as the only character education program that-by the clearinghouse's standards-achieves positive effects in both academics and behavior (see http://ies.ed.gov/ncee/wwc/reports/character_education/pa ). The many schools using Positive Action stand as testimony that focusing on positive reinforcement and intrinsic motivation in the classroom results in a positive environment for teaching and learning and enhances academic rigor.

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Seven Strategies for Building Positive Classrooms

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The Positive Action program shows that we can promote academic achievement and build students' character.

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Examples of Effective Transitions into the High School Classroom by Marnie Bell-Ferguson

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Examples of Effective Transitions into the High School Classroom by Marnie Bell-Ferguson

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For this assignment, I am focusing on strategies that can help with the transition into a classroom in the high school environment. Whether is it the first period or the last period of the day, students experience different circumstances from each movement in the hallways into classrooms. In order to help students move into your classroom with a fresh perspective, there are many strategies that can help in this time. One of my favorite go-to resources for student-centered learning is Edutopia.com. They recently released a collection of strategies for building a positive classroom environment. These work for both physical classrooms and virtual classrooms. I will share a few of these strategies that I have used effectively in my own classrooms, which align with our school culture and climate.

Within this discussion, the article discusses three key areas that help to make a positive classroom environment: Good relationships, clear communications, and trust.  Here are a few examples that can help create an inclusive, supportive, and loved classroom:

When students first come into the room or virtual platform, make sure you are sharing your excitement with them. Kids pick up on your energy very quickly and how you present yourself can influence how your students feel during your class time.  Welcoming your students in and learning their names quickly will give them a feeling of belonging, which can really go a long way. It's an initial step in positive reinforcement to simply recognize a student. Most kids like to be acknowledged when they enter the room. I also like to give them a 5 minute grace period, to get situated, say hello to friends, etc. I have lofi hip-hop or other mellow music playing during this time.

At the beginning of the school year, take time to get to know your students and let them know you.  This can be done in many ways.  Icebreaker games are often a fun way to exchange information about one another. I like to use a "Getting to Know US" project that includes questions that are inclusive in inquiry and have humor. Because laughter is so healing and can be a great starter to building trust.

Another example of successful transition times into the classroom, which can be used throughout the school year includes having a clear and collaborative understanding of class expectations and norms. Have your students build a classroom charter with you. Explaining cause and effect, repercussions, as well as positive reinforcements, will help students feel more invested in their class time. This offers a sense of ownership and many students will be able to mirror positive behavior from their peers.

References:
https://www.slideshare.net/edutopia/32-strategies-for-building-a-positive-learning-environment

https://teaching.cornell.edu/teaching-resources/teaching-cornell-guide/instructional-strategies/classroom-environment-strategies

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Examples to Avoid or Reconsider in the Classroom for transitions by Marnie Bell-Ferguson

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Examples to Avoid or Reconsider in the Classroom for transitions by Marnie Bell-Ferguson

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I much rather focus on the positive ways to generate a feeling of safety in the classroom, but there are a few actions that are worth acknowledging their toxicity in order to be better at avoiding them.

Bullying and Intimidation
When students are filing into your classroom, the transition from hallways, lockers, and restrooms can be a high anxiety time for many.  It is important to be mindful of your students' body language and be present in the energy coming into the class.  If you see bullying, joking or intimidation happening, do not ignore or rely on students to stop this sort of behavior. It is imperative, as an adult and teacher to lead by example.  Do not tolerate bullies of any kind.

Leave the attitude at home.  I previously shared a positive strategy for welcoming students into the classroom. Needless to say, when teens are entering your classroom space, they will pick up and mirror the energy you bring to your class.  Leave the attitude at home, unless you want to have a lot of shade being thrown around. Maintaining a positive environment, with clear communications on what is expected, is absolutely necessary.

Lastly, do not expect your students to all remember the daily routines in your classroom.  Many classrooms have a diverse range of learners and many with IEP accommodations need to have a visual reminder of what is expected.  Using a whiteboard, a PowerPoint board, or a handout with your daily agenda will help manage students' expectations for the classroom and suggest a healthy routine to build.

References:
https://www.learningforjustice.org/magazine/speak-up-against-hateful-rhetoric

https://www.theclassroom.com/negative-attitudes-teachers-8648637.html

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Respectful to Students and Teachers-Laurisa H.

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Respectful to Students and Teachers-Laurisa H.

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Physical Classroom:
Respectful classroom behaviors should be a rule set at the beginning of the semester. Teachers should establish expectations of how students should treat each other.
Examples of respectful behaviors are:
-use a respectful tone of voice.
-do not make fun of others when speaking.
-respect peers' responses and thoughts.
-Teachers acknowledge students that demonstrate kindness and thoughtfulness.
-respecting the different platforms students use to communicate
-having digital media etiquette.
-building a safe and positive online environment.

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Positive Classroom Relationships-Laurisa H. 

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Positive Classroom Relationships-Laurisa H. 

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1. Online Classroom: Putting students into breakout rooms to connect and build relationships with each other. For example, having a prompt of the day such as "what is your favorite music genre and why". Instead of jumping into the lesson plan immediately, students can open up with an ice breaker to feel comfortable with each other. Using positive backgrounds for students to express what they like or who they are. Using the "reactions"  button in the virtual classroom is another strategy for students during discussions or responses. Teacher also needs to have positive and respectful relationships with their students.

2. Physical Classroom: The teacher has a positive relationship with the students so that they can feel comfortable asking questions in the classroom. Instead of being unapproachable where students are timid to ask for assistance or to have classroom discussions. Encouraging collaborative work so that students can feel comfortable receiving positive feedback from peers. Positive feedback can be given through in-person discussions, comments, or reactions.

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Routines
Welcoming Transitions
5 min with friends
Visual Charts for tasks
Music with Bellringers
Give options on how to communicate
Raise their hands, draw,
classroom surroundings (decor)

Positive relations in the classrooms
Being comfortable with peers
Encourage collaborations
teaching redirecting expressions

Non Examples:
making fun or judging others for mistakes

ONLINE Examples:
Breakout rooms
appropriate backgrounds
Using reactions
Following the rules (i.e. ....)

Don't:
single out students
encourage plagiarism
use inappropriate backgrounds
Trick the teacher in thinking you are in class.

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Positive Classroom Culture: Online ~ Caroline 

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Positive Classroom Culture: Online ~ Caroline 

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Examples:
Having inspirational or upbeat music playing in the background as students enter the class. This sets the tone of the class and lightens up energies.

Allowing students to have creative [appropriate] backgrounds. They can even create their own backgrounds and display it. Giving the option to change it daily would be fun and they can give a little description each time. (This would help encourage or motivate second language learners  or shy students to speak a bit more).

Also using the online tools available to engage, motivate and be supportive of others online.

Being creative, for example, doing a cosplay based on a lesson that is being taught would be engaging, fun and keep students.

I watched a teacher enter the online class with a potato filter, it was the funniest thing ever! I wanted to be in that class! ~ This is an example of positive classroom environment.

Non-Examples:
Using trickery (we have seen the tik tok videos) to pretend to be in class (or allowing this behaviour as a teacher) does not help in creating a positive online environment.

Using inappropriate backgrounds for online classes would be a practice that should not be followed, continued or started.

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Positive Classroom Culture: Offline ~ Caroline 

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Positive Classroom Culture: Offline ~ Caroline 

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Examples
Creating a welcoming decor ~ First impressions are not only person to person. Entering a classroom that has students in mind sets a positive tone when they walk in.  Also including them in deciding what goes into the classroom decor is great example of positive classroom culture.

Encouraging a respectful and inclusive atmosphere is another great example. Teaching expressions student can use to express their feelings in a positive way will be beneficial to a positive classroom culture. For example, instead of saying "that was a dumb mistake..." you could teach  students to use "let's try it this way..."

Non examples would include:
~ creating an environment where it is solely teacher centered.
~ having students memorize passages as part of the lesson
~ students no having the ability to have any input whatsoever.
~ students being penalized excessively for every single error they might make.

The examples mentioned, do not in any way call for a culture of positivity. It is quite toxic.

Reference:

https://www.langeentrepreneur.com/blog/what-does-your-classroom-learning-environment-look-like

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Collaborating on Establishing a Classroom Charter
Starting school with "Getting to Know You" exercises
Intentionally memorizing names

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Physical classroom environment
Works:
1. build positive and trusting relationships with students
2. clear classroom rules
3. respect
4. not interrupt people when they're speaking, learn to listen
5. share with others about the things they are interested in and what they did during the weekend
6. birthday wishes

Don't work:
laugh at others' mistakes

Online
Works:
1. chat before starting the lesson
2. know more about their interests and hobbies
3. always welcome to raise their hands to ask questions or share their ideas
4. turn the camera on

Don't work:
1. everyone's muted
2. spend too much time on the teacher's input (might feel boring)