Educators Guide to Preventing and Solving Discipline Problemsby.docx

Educator's Guide to Preventing and Solving Discipline Problems
by Mark Boynton and Christine Boynton
Table of Contents
Chapter 2. Establishing Clearly Defined Parameters of
Acceptable Classroom Behaviors
Establishing and teaching clearly defined parameters of
acceptable behaviors is a critical part of classroom discipline,
making up approximately 25 percent of the overall picture (see
Figure S1). In a summary of the research on classroom
management, Marzano (2003) found that “across the various
grade levels the average number of disruptions in classes where
rules and procedures were effectively implemented was 28
percentile points lower than the average number of disruptions
in classes where that was not the case” (p. 14).
Every teacher should formally take the time to teach and
enforce clearly defined parameters of acceptable student
behaviors. Unfortunately, many teachers make the mistake of
announcing rather than teaching parameters to their students.
The truth is that students do not learn what's announced; they
learn what they are taught. It makes no more sense to announce
rules regarding acceptable student behaviors than it does to
announce—rather than teach—math facts. It is critical that you
formally teach and enforce both a discipline plan and rules of
conduct from the very first day of school.
What are the differences between the discipline plan and rules
of conduct? Canter and Canter (1997) describe a discipline plan
as an umbrella policy that specifies rules that apply to all
students, at all times, in all locations. A discipline plan also
specifies how you will respond when students comply or fail to
comply with the rules.
Canter and Canter (1997) also describe rules of conduct as the
policies and rules that apply to specific classroom and
buildingwide locations and events, such as attending
assemblies, working with substitutes, getting drinks, and using

the pencil sharpener. In the category that we call “rules of
conduct,” Marzano (2003) includes how to begin and end the
class day or period; make transitions to bathrooms; conduct fire
drills; use the library; go to a specialist; distribute, use, and
store special equipment; conduct group work; and behave when
doing seat work and during teacher-led activities, including
what to do when work is finished. He states that clearly defined
and taught procedures decrease disciplinary problems at all
grade levels.
You must take whatever time is needed to teach both the
discipline plan and the rules of conduct as they apply to your
class. If you do not formally teach these concepts, students will
be confused as they attempt to determine what the acceptable
policies and procedures are for the classroom. Also, students
who have not been taught rules for acceptable behaviors may
test the waters to find out how far they can push the envelope.
Investing time in communicating and teaching your classroom
discipline plan and rules of conduct is extremely worthwhile, as
it ultimately yields increased learning time for all students.
Discipline Plan
Your discipline plan should encompass all rules for all students
in all locations. The list should not be too long; that is, five or
six rules should be the maximum. Following these six steps will
help you to implement an effective discipline plan in your
classroom:
1. Select rules that are meaningful, specific, and enforceable.
Rules such as “Students are to be good at all times” and
“Students are to act responsibly at all times” are inappropriate
because they are too vague and open to misinterpretation.
2. Establish consequences for students who fail to comply with
the discipline plan.
3. Teach the discipline plan to the students.
4. Post the discipline plan in an easily seen classroom location.
5. Communicate the discipline plan to parents and the principal.
6. Enforce the discipline plan fairly, consistently, and equitably.
Be sure that the rules outlined in your discipline plan are

appropriate, as in Step 1 above. Take a look at the following
rules and consider how difficult they would be to enforce:
· Be good at all times.
· Act maturely.
· Act appropriately.
· Be kind.
While these rules apply to all students in all locations, they are
stated in such a general manner that they can be interpreted
differently by different students. In contrast, the rules in the
next list not only apply to all students in all locations, but are
also specific enough to be understood by all students:
· Follow teacher directives.
· Follow all rules of conduct.
· Speak quietly.
· Keep your hands to yourselves.
Even though these rules are more specific, there still may need
to be some clarification of terms. For example, what you mean
by “speaking quietly” may need to be taught and demonstrated
so that your students are clear on what that means to you. Model
what “quietly” is and is not, and have students demonstrate their
understanding. This is especially important at the elementary
grade levels. The point is to use words that have as little
variability in interpretation as possible and, when necessary, to
teach exactly what is meant by the rules so that everyone is
clear about classroom expectations.
Rules of Conduct
Your rules of conduct should clearly let students know what the
specific behavior standards are for various classroom and
building locations and activities. Canter and Canter (1997)
recommend that there be three categories of rules of conduct:
academic, classroom, and special situation.
Academic rules of conduct prescribe specific behaviors that are
expected during academics. These may include rules regarding
the following:
· Expectations for participating in class discussions
· Expectations for seat work activities

· What students should bring to class to be prepared
· How to seek the teacher's assistance
· When, where, and how to turn in completed work
Rather than simply post academic rules of conduct, you should
teach them to your students in the context of specific academic
situations. For example, when conducting class discussions, you
could teach students that you expect them to raise their hands
and be called on to take part in discussions, you expect
everyone to participate, and you expect students to be respectful
by listening attentively to the thoughts and opinions of others.
When teaching expectations for seat work activities, you could
instruct the students on how to get help if needed, when and
how to get necessary materials, when and how to sharpen their
pencils, and what to do after their work is completed. In
training students how to come to class prepared to work, you
could teach your students to bring the books needed for the
specific subject, pencils or pens, paper or a notebook, and any
special equipment, such as calculators. Each teacher needs to
determine what items students require to be prepared in his or
her class and must teach the students to bring their supplies on a
consistent basis so that they can be ready to learn with the
fewest disruptions to instruction.
Another element you should teach students under your academic
rules of conduct is how to seek your assistance. This may vary
depending on the grouping status of your classroom; the rules
for seeking assistance will probably be different if you are
working with small student groups than if all students are doing
independent work or working in cooperative groups. In some
situations, you may expect them to ask another student before
coming to you for help. You may require that they use other
strategies, such as seeking help from the dictionary or just
making their best guesses without assistance. Different
situations may call for students coming up to your desk, raising
their hands, or using a “help” card to signal that they need help.
The point is that you should clearly teach your expectations in
the context of various academic situations, depending on the

special academic setting and what you determine will help an
individual student and not interfere with other students'
learning.
When, where, and how to turn in completed work is another
academic rule of conduct that you should teach to your students.
If you want students to turn in homework assignments by
placing them in the homework basket at the beginning of the
class period before they are seated, it is important that you
teach that and consistently reinforce students for doing it
correctly. If students are doing independent seat work and you
want them to wait until the bell rings to turn in their work to
you on their way out the door, you need to teach that. What you
want them to do with completed work is not as important as
your teaching what you want within the context of the specific
situation. Again, we stress that students learn what is taught,
not what is simply announced.
Figure 2.1 is an example of academic rules of conduct you may
want to include in your classroom.
Figure 2.1. Academic Rules of Conduct
Class discussions:
· Raise your hand
· Wait to be called on
· Listen attentively and respectfully
· Everyone is to participate
Seat work activities:
· Hold up “help” card for help
· Clear your desk of unneeded supplies
· Sharpen pencils when you enter the classroom
· Read a book when work is completed
Coming to class prepared:
· Bring books needed for the subject
· Bring pencils or pens
· Bring paper, a notebook, and a calculator
How to seek assistance:

· Hold up “help” card during independent work
· Ask your neighbor during reading groups for help
Completed work:
· Place in designated baskets at the teacher's direction
Homework:
· Place in designated baskets when entering classroom at the
start of class
Classroom rules of conduct prescribe specific behaviors that are
expected while students are in the classroom and procedures
that students are to follow. They include expectations about the
following kinds of activities:
· When to use the pencil sharpener
· How, when, and where to get drinks
· How to enter and exit the classroom
· How to respond to the teacher's signal
· What constitutes a tardy
Once again, rather than simply posting these rules, you should
teach them on the first day of school and reteach as necessary.
It is critical that your instruction be specific regarding your
expectations and that you consistently hold students accountable
to these expectations.
You may allow students to use the pencil sharpener only at the
beginning of the school day or during independent seat work so
as not to interfere with instruction. The same may apply to
when you want students to get drinks. Some teachers expect and
teach their students specific ways to enter the classroom, such
as lining up at the door before being given permission to enter.
When students do come in, you may expect them to go directly
to their seats and work on the assignment on the board. Many
teachers insist that at the end of class, the bell does not excuse
the students, the teacher does. In order for this to be done in an
orderly fashion, students may be excused one row at a time,
with the teacher waiting until the entire row of students is ready
and quiet before excusing them.
Regarding the teacher's signal, it is essential that the students

know what the signal is, that they give the teacher their
attention immediately when the signal is given, and that the
teacher wait until every student has complied before continuing.
And finally, teachers must teach what they mean by “tardy,”
whether it commences immediately after the bell rings or up to
a minute after the bell rings.
Again, we are advocating not that you adopt these specific
procedures for your classroom rules of conduct but that you
decide what your rules are and then teach and reinforce them for
your students. Figure 2.2 lists examples of classroom rules of
conduct.
Figure 2.2. Classroom Rules of Conduct
Pencil sharpener:
· Use before the tardy bell
Drinks:
· Get before the tardy bell
Entering the classroom:
· Line up at the door, and wait for the teacher to admit you to
the classroom
Exiting the classroom:
· Clear desks
· Sit quietly
· Keep eyes on the teacher
· Wait for dismissal by the teacher
Response to teacher's signal:
· Keep hands folded
· Sit quietly
· Keep eyes on the teacher
Arrival to class:
· Be in your seat before the tardy bell rings
Special situation rules of conduct prescribe behaviors that are
expected when students participate in special activities. They
include rules about the following procedures:

· How to go to the library or gym
· How to work with substitutes
· How to respond to fire drills
Students going to the library or gym may be expected to follow
dismissal procedures similar to those at the end of the day, with
students waiting for the teacher to line them up rather than
running to the door when the bell rings. Many teachers teach
their students that whatever rules apply when the teacher is
there also remain in effect when there is a substitute teacher in
the classroom. As additional support, they may make
consequences for student misbehaviors harsher when a
substitute is in charge. When you teach your students how to
respond to fire drills, you may have them immediately stop
whatever they are doing, quickly and quietly walk to and line up
in the designated area, and silently wait for instructions.
Figure 2.3 shows examples of special situation rules of conduct
that you may have for your classroom.
Figure 2.3. Special Situation Rules of Conduct
Going to the library, the gym, lunch, or a specialist:
· Wait to be dismissed by the teacher
· Walk quietly and quickly to line up
· Wait silently
Substitutes:
· All building and classroom rules apply with substitutes
Fire drills:
· Stop what you are doing immediately
· Be silent
· Walk quietly and quickly to the designated area
· Wait for the teacher's instructions
Whatever you decide on for your rules of conduct, there are five
steps you should follow in establishing these rules:
1. Determine the rules of conduct for each category.
2. Teach the rules of conduct.

3. Post the rules of conduct.
4. Communicate the rules of conduct to parents and the
principal.
5. Enforce the rules of conduct by implementing the
consequences that are specified in your discipline plan.
Joanna is a 1st grade teacher. She firmly believes that students
need to follow clearly defined parameters of acceptable
classroom behaviors. On the first day of school, she taught
students her signal and how to respond to it, what supplies to
bring to class every day, how to be dismissed from class, where
to put their work, when to sharpen their pencils, and how to get
help from the teacher. Not only did she teach these rules to the
students, but throughout the day they practiced the rules and she
posted them clearly and visibly on the walls of the classroom.
She knew that she would spend at least the first couple of weeks
of school teaching these rules and practicing them with her
students until the students' compliance became automatic. In
addition, she had communicated all of her classroom rules to the
principal and to the parents in a letter that she sent home before
the first day of school. In that letter, she included her classroom
phone number and the best times for parents to call if they had
any questions. She also reviewed the consequences that would
ensue if students failed to follow the classroom rules and the
positive rewards for following the rules.
Teaching Your Discipline Plan and Rules of Conduct
Remember, the time you spend teaching both your discipline
plan and your rules of conduct is an investment that pays huge
dividends in increased learning, on-task student behavior, and
increased job satisfaction for you. This is a very important
concept, one that many teachers fail to spend adequate time
addressing. This could be due to the following misconceptions
many teachers have regarding teaching a discipline plan, as
Jones (1987) points out:
· Kids should just know the rules.
· Rules only need to be announced.
· Rules only need to be taught at the beginning of the year.

· Kids resent time spent teaching and enforcing rules.
The truth is that if you don't teach the rules, your students won't
know what the rules are and they will test you. Also, as we
stated earlier, students learn what they are taught, not what is
announced. This needs to be an ongoing process, with the rules
taught and retaught as needed, not just at the beginning of the
year. Finally, students don't resent the time spent on this
process. They want structure, and structure is needed in order to
provide good instruction.
You should follow these six steps when teaching your discipline
plan and rules of conduct:
1. Begin with a set. Begin the lesson by clearly communicating
to the students what they are about to learn and why it is
important.
2. Explain the logic and rationale for each rule. Students tend to
support policies that are logical and make sense. Don't assume
the students understand the logic behind each rule. Instead,
explain the rationale for each rule and why it's important.
3. Model the behavior that is expected. The best lessons
incorporate specific examples of the concepts being taught.
When teaching your discipline plan and rules of conduct, you
should model exactly what is expected.
4. Allow for questions and answers. Encourage your students to
ask questions to be certain they understand the concepts being
taught.
5. Direct students to demonstrate their understanding. After you
teach both your discipline plan and rules of conduct, you should
require the students to demonstrate their understanding of the
concepts. The students should be required to repeatedly practice
the rules until it is clear they grasp them.
6. Reteach the discipline plan and rules of conduct. If at any
time it becomes apparent that the students are not abiding by
your discipline plan or rules of conduct, you should not hesitate
to reteach each of the concepts.
Thomas is a new 5th grade teacher. He understands that he
needs to be very clear with his students regarding what he

expects and to explain the rationale for his expectations. One of
the rules he has for his students is that they walk very quietly
and respectfully in the hallways when transitioning from the
classroom to other parts of the school, such as for lunch, for
assemblies, or to go to the library. On the first day of school, he
explains that the class will receive instruction not only in the
classroom but also in many different parts of the school
building. He goes on to make clear to the class that as the oldest
grade level in the building, they are responsible for modeling
appropriate behavior for other students. In addition, he tells
them that he has confidence in them, is proud of them, and
knows that they will be a shining example for the entire school.
He goes on to explain that when they are moving from one place
to another, there is a potential for other classrooms to be
interrupted and disturbed if students walking in the hallways are
loud or inconsiderate. He expects his students to walk in a
straight line on the right side of the hallway, be absolutely
silent when they walk, and keep their hands to themselves. He
demonstrates what he means with a couple of students he has
“pretaught,” and he then has the class practice several times
during the day.
An excellent way to see how well the students understand your
discipline plan and rules of conduct is to give them a written
test. Thompson (1998) encourages teachers to give students a
test that requires them to answer questions regarding the
classroom and building discipline plan and rules of conduct.
Figure 2.4 shows some questions teachers might want to put on
the test.
Figure 2.4. Discipline Plan Test
· List four things you are to do when you hear, “Give me your
attention, please.”
· List the procedures you must follow before using the
bathroom.
· List two things you must do to avoid being tardy.

· What are the four items you are to bring to class always?
· List the two times you are allowed to go to your locker.
Setting and teaching clearly established parameters for
acceptable student behaviors is an important component of a
discipline plan. When they are done effectively and monitored
closely, consequences rarely need to be used.
15
Creating and Implementing Effective Rules and
Consequences
Chapter Two
I. Determining Rules
II. Determining Consequences
III. Teaching Expectations
IV. Reinforcing Good Behavior
Introduction
Classrooms are unpredictable places. On the first day of
school, students do not know when they can go
the bathroom, if they will be punished for leaving their seats, or
how the person at the front of the room
will treat them all year. At any moment, the fire alarm could
ring, the intercom could blare with
announcements, someone could start a fight, the overhead lamp
could blow, a child could have a seizure,
an administrator could ask you to step out into the hall during
your lesson. These – and a host of other
distractions and dangers – create a lot of potential areas for
confusion and rather unsafe feelings for

children.
Of course, older children have had to process more cumulative
expectations than kindergartners who are
entirely new to the culture of school, but the fundamental issue
remains: if there is a doubt about
expectations for behavior in the classroom, students may
develop their own patterns for behaving. As a
wise teacher once said, if you don’t have a plan for your
students, they will have a plan for you.
Determining rules and consequences, teaching them to students
and outlining the benefits of working
within them, is a critical up-front investment of a new teacher’s
time and energy. These pieces of your
classroom management plan help promote appropriate student
behavior, prevent student misbehavior
and create a sense of order and predictability in your classroom.
Rules, and your explanation of them,
tell students how you expect them to behave. Consequences
outline what would happen if students chose
to break the rules. Strategies for reinforcing good behavior,
both intangible and tangible, bolster a
student’s desire to make the right behavioral choices and follow
your rules.
This chapter will address the components of proactive behavior
management. First, we will discuss the
characteristics of effective rules and consequences. We will
also explore factors to keep in mind when
determining the rules and consequences for your particular
classroom. Then, we will examine how to
best teach those rules and consequences to your students.
Finally, we will consider the importance of
reinforcing good behavior through intangible, and sometimes
tangible, rewards.

These three steps, together with the implementation of
classroom “procedures” discussed in chapter three
(for example, the specific process you teach your students for
how to enter the classroom or how to move
from one station to the next) are prerequisites to creating a
predictable, secure classroom that meets
students’ basic needs for safety and routine and gets you one
step closer to creating a culture of
achievement. Always remember that good behavior is a means
to an end, not an end itself. Your
expectations for student behavior must support your broader
vision for student achievement, your ultimate
“end.” To see how some teachers present their rules,
consequences, and procedures to students as means
to a culture of achievement, look at “Class Expectations” in the
Classroom Management & Culture Toolkit
(pp. 1-5); this Toolkit can be found online at the Resource
Exchange on TFANet. �
Effective Rules and Consequences
16
I. Determining Rules
Establishing explicit behavioral expectations entails outlining
rules and consequences so that students understand exactly
what behaviors are allowed and what behaviors are prohibited.
This first step toward helping your students meet their
behavioral potential is worth a considerable investment of
energy early on; setting rules and consequences minimizes the
need for other types of more corrective discipline (i.e., actually

implementing the consequences).
Determining Appropriate Rules
Rules are general standards of conduct and should apply to
student behavior in all classroom situations, regardless of the
activity. In that way, rules are distinct from procedures, which
outline specific behaviors during a particular type of activity.
Consider the reflection of a former '00 corps member from the
Rio Grande Valley:
My worst rule was a requirement that students always raise their
hands before speaking.
I quickly realized it wasn’t important or appropriate for students
to always raise their
hands, for example during cooperative groups or whole-class
brainstorm discussions.
Students were unclear about what I expected, and this lack of
consistency undermined
my whole system. I took it off the list of rules for non-
negotiable behavior, and instead
created a set of procedures to teach students what I expected
during different, specific
activities.
When crafting classroom rules, keep in mind three general
guidelines:
� Phrase your rules in the form of a positive statement.
� State your rules clearly.
� Minimize your list of rules (most teachers have 3-5 rules).
The following table gives examples of rules that do and do not
meet these guidelines:

Characteristics Rationale Examples to Follow Examples to
Avoid
1. Rules should be in the
form of a positive
statement. Avoid rules
framed as negative
statements.
Positive rules explain what
students should be doing.
Negatively stated rules
simply tell students what to
avoid and challenge
students to find
inappropriate behaviors
that fall outside the scope
of the rule.
Respect your classmates in
your words and actions.
Listen when someone else
is talking.
Class time is for class
activities.
No disrespectful
comments.
No talking out of turn.
No toys or games in class.

2. Rules need to be stated
clearly. (Avoid rules that
are vague unless you
intend to discuss the rule
extensively with
students).
Students should be able to
understand the behavioral
expectation.
Come to class prepared
with all required materials.
Follow the teacher’s
directions.
Every student will
demonstrate habits of a
responsible learner.
Always use appropriate
conduct.
Rules, Consequences, and
Procedures
Because rules and consequences need to
be established before procedures, and
procedures are often built from and
aligned with the classroom rules, we
chose to address rules and consequences
before procedures in this text. As
mentioned in the introduction,
procedures are another essential

element of any classroom management
plan. The next chapter will take an in-
depth look at how to establish and teach
procedures.
17
3. Rules should be few. Each rule appears more
important when there are
fewer of them. Fewer rules
are also easier for students
to remember and for
teachers to enforce.
Finally, having just a few
rules avoids the sense that
you are trying to control a
student’s every movement.
Rules such as Class time is
for class activities or Follow
the teacher’s directions
address many behaviors in
one rule.
No gum, food, or drink in
class. Bring your
homework, book,
notebook, and pen to class
everyday. Be on time. No
profanity. No leaving the
room without permission.

There is a certain tension between keeping your list of rules
short and making sure those few rules are clear
to students. In order to establish a manageable list of rules,
teachers often have to make each rule broad
enough to cover more than one specific behavioral expectation,
yet often those broad rules are no longer
explicit. We’ll talk about this more in the section below on
teaching rules, but all rules – especially those that
are broad – should be discussed extensively with students.
Students need to know exactly what “Class time is
for class activities” does and does not mean.
Other Considerations When Determining Rules
When considering what rules to establish, you must determine
the kind of environment you would like to
maintain. As the leader of your classroom, what kind of
classroom atmosphere will you use your
authority to establish? You should also consider the age and
maturity of your students in order to be
realistic and fair in your expectations. For example, it is
particularly important for young students that
rules are short and easy to remember. Also, do not expect very
young children (ages 2-7) to find it easy to
see the world from someone else’s perspective, since they are
likely to be very egocentric at this point in
their cognitive development. For example, with very young
students, Keep your hands to yourself is
easier to understand and follow than Respect others. The
Learning Theory text discusses how the
developmental levels of your students may impact your
classroom management strategies.

18
II. Determining Consequences
While consequences are often framed as something
used only after a rule has failed, they are more
accurately viewed as part of the structure that
makes rules work. A student needs to know, up
front, what would happen if she were to break a rule.
She can then choose to follow the rule or break the
rule and incur the negative consequence. Helping
students realize this cause and effect relationship,
and that they have the power to choose the resulting
“effect,” is one of the many ways teachers can
empower their students and help them develop self-
discipline. Self-discipline “involves the capacities to
regulate oneself, to anticipate consequences, and to
give up an immediate gratification to receive a long
term goal”6 and is one of the most important
behavioral skills we can teach our students.
Cecily Feltham (Los Angeles ’99) wants her third graders to
develop self-discipline and begins to discuss
the concept of “cause and effect” with her students on the first
day of school. She asks the students,
“What happens when you drop a bowling ball on your foot?
Talk in pairs for ten seconds, and then I may
ask you to explain your partner’s answer.” Students are
quick to point out that dropping a bowling ball on your foot
has the negative effects of inflicting pain and perhaps
breaking toes. In the ensuing discussion, Cecily leads her
young students to understand that not paying attention, not
thinking actively, and not putting energy into their work has

negative effects as well – namely that one doesn’t get
smarter, people don’t respect you more, and you don’t gain
more social and economic capital. On the other hand, if
students do meet behavioral expectations and work hard by
exercising self-discipline, those benefits (i.e., “effects”)
probably will be realized.
Making sure you and your students clearly understand what
actions and statements are appropriate and inappropriate in your
classroom, and that everyone knows
what you will do immediately if a student does or says
something unacceptable, is the first step towards
helping your students make the right behavioral choices. If a
student chooses to follow the rules, then
that student avoids the consequences and receives the benefits
that come from meeting your behavioral
expectations. If a student chooses to break a rule, then that
student chooses the consequence. And you
can tell them this, in a conversational, matter-of-fact tone.
We’ll discuss the actual implementation of
consequences in Chapter Four: Responding to Misbehavior.
6 Gimbert, Belinda. The Responsive Classroom: A Practical
Approach for Teaching Children to Care.
http://teachers.net/gazette/OCT02/gimbert.html, accessed
7/1/2010.
Consequences: Positive, Negative, or Both?
Some classroom management experts limit their
definition of consequences to the negative results of
a student not meeting behavioral expectations.
Others assert that consequences can be either
positive or negative; they teach students that any

action, whether it is following a rule or breaking a
rule, will have a consequence. With this definition,
following a rule has a positive consequence (praise,
self-respect, tangible rewards) while breaking a rule
has a negative consequence (warning, time after
class, notification of parents). In this text, for clarity,
consequences are defined as the negative result of
not meeting behavioral expectations. Positive
reinforcement is discussed at length in this chapter’s
section on reinforcing expectations.
I really have tried to empower my students
to see their behavior as their choices. In
this way, they view themselves as
responsible for their own decisions. It
becomes much less of me punishing and
more of me reminding students of what
kind of person they’ve already said they’re
trying to be.
Annie Lewis O’Donnell, Baltimore ’01
Vice President, Program Design
Teach For America
19
Characteristics of Effective Consequences
In establishing consequences, you will want to take into account
what characteristics make some
consequences more effective than others. First, the degree of
consequences should increase gradually,
so as to give students adequate warning before imposing a more
severe penalty. Effective consequences

flow logically and naturally from the student’s behavior.
Finally, effective consequences keep the
student’s dignity intact.
The following table highlights the characteristics of effective
consequences.
Characteristics Rationale Examples to Follow Examples to
Avoid
Consequences should be
gradual, progressing from
less severe to more severe
as misbehavior is
repeated.*
This sends the message that
students have the potential
to behave and simply need
to understand and choose to
follow the expectation.
When they repeat the
misbehavior, they choose
the more severe
consequences.
1. Warning
2. Short detention after
class or school
3. Written plan for
improvement
4. Guardian contact
5. Severe clause: Sent to

principal
1. Warning
2. Sent to office
or
1. Phone call home
2. Parent conference
3. In school detention
natural and/or logical.
Natural consequences
follow from the event or
situation, as students are
allowed to experience the
outcome of their poor
choices or behavior,
highlighting the rationale of
the rule.
Logical consequences are
structured learning
opportunities arranged to
teach appropriate behavior.
If a student runs to be the
first in line, he receives a
warning and is asked to
walk instead at the end of
the line. (natural)

When a student misbehaves
during rehearsal for a play,
she receives a warning and
is told that if the poor
behavior continues, she will
have to sit out of the
rehearsal until the next day.
(logical)
When a student is
disrespectful to a group
member during group
work, they are allowed to
remain in the group but
are held in from recess.
(neither logical nor
natural)
Consequences should
maintain the dignity of the
student.
consistent from student to
student, and delivery of
consequences should
always address the
particular behavior in
question, not the student
and his or her behavioral
history.
If three students interrupt
the teacher during a class
period, they all receive a
warning.

If three students
interrupt the teacher
during a class period,
the first gets ignored,
the second gets a harsh
warning, and the third
student, who has a
history of not raising his
hand, gets detention
after school because the
teacher is so “fed up” by
that time.
* In the case of severe behavior that stops the entire class from
functioning (e.g., fighting between students) students
forfeit the right to move through the hierarchy of consequences.
Such behavior calls for immediate removal from the
classroom. However, save administrative intervention for
extremely serious offenses such as fighting. Involving
administration takes the situation out of your control and
students may no longer see you as the ultimate authority.
20
So, what consequences do teachers actually find effective?
Obviously, there are a variety of
consequences that successful teachers employ to maintain their
clear behavioral expectations.
Remember to exercise consequences that are congruent with
your own style, as you need to be able to

implement them with confidence and comfort if and when a
student chooses to misbehave. For example,
if you do not want students to equate punishment with writing,
you may not want to have students write “I
will behave” 100 times. Of course, consequences also need to
be hooked to your rules so that they flow
logically and naturally from the student’s misbehavior. The
following table sets out a few appropriate
consequences teachers might use.
Potential Consequences
Consequence Description
Call or write
home
You might have a student fill out a form that encourages him to
reflect on his behavior. A family
member should be required to read over and sign the reflection
form before the student returns
it to you the next day. If you have access to a phone and a free
period you might have the student
call home with you during a break in the day. Or, you could
call a family member in the evening
or send a note home with the student. When communicating
with the family member about the
misbehavior, always begin with a sincere positive comment
about the student, explain the
specific misbehavior that occurred that day, and state your
confidence that the student will
make positive choices in the future.
Send student to
another room
Many teachers have arrangements with a nearby colleague

where they can bring a student to
the other teacher’s classroom to work independently on an
assignment. This strategy serves to
provide the student with a chance to calm down and regroup.
Be sure to avoid communicating
an attitude of “good riddance” and do not use this strategy
regularly. Leaving your room with no
further consequence might be exactly what your student wants.
Revoke
privileges
At the elementary level, chronic misbehavior results in a loss of
recess time, classroom jobs,
computer privileges, or other pre-determined “valuable”
activities. At the secondary level,
where you have most students for only one period each day,
revoking privileges is a less
common consequence. However, some secondary corps
members report success with revoking
the privilege of hallway time between classes. Asking a student
to remain in your classroom for
3 of the 5 minutes between periods (obviously, you can’t make
them late to their next class),
while their friends are able to chat and laugh in the hallway, can
be a strong deterrent to
misbehavior.
Move student to
another seat
When a student is distracting – or seems distracted by – a
nearby student, you should move him
or her to another seat. Doing this in the middle of class is often
quite effective with younger
students (K-6). This immediate seat move can also be effective

with older students. Some
teachers suggest going a step further and creating a new, well-
considered seating chart to
implement the very next day if you discover there are several
pairs or groups of students that
need to be separated.
Time-out chair
Most appropriate in younger grades, the time-out chair is a
physical space where students can
go to cool off and think about their behavior. You might also
have a student write a note of
apology or a reflection on how to make better choices in the
future. A sample reflection journal
is in the Classroom Management & Culture Toolkit (p. 6); this
Toolkit can be found online at the
Resource Exchange on TFANet. �
Conference with
the coach
Secondary teachers should make an effort to develop strong
relationships with the athletic staff
of their school. Coaches often have great influence on students,
especially if children are
jeopardizing their athletic eligibility by potentially failing your
class. Having a conference with
the coach is a consequence that applies to individual students
and probably wouldn’t be part of
your overall consequence system.
21

Detention
Though you should check with your administration on the exact
policies involved, you may have
the authority to assign lunch or after-school detention to
disobedient students. During
detention, a student might have to clean all the desks in your
classroom after defacing his, or
complete a form that explains what he did wrong, why he made
a poor choice, and what he plans
to do when faced with a similar choice in the future.
“Hands & Words
Are Not for
Hurting”
If students use their hands to hurt others, you might consider
requiring them to use their hands to
help others instead. The Hands & Words Are Not for Hurting
Project is a non-profit organization that
has developed a program of non-violence and conflict
resolution.7 To read how you might introduce
this program to your students, see “Hands & Words Are Not for
Hurting” in the Classroom
Management & Culture Toolkit (p. 7) found online on the
“On the Porch”
When students misbehave at the KIPP academies, they are
relegated to “the porch,” which
comes from the expression, “If you can’t run with the big dogs,
stay on the porch.” When a
student is on the porch, she is not allowed to sit or eat with the

rest of her class and she must
write a letter of apology explaining what she did and why she is
sorry. (The Knowledge is Power
Program was started by Teach For America alumni and KIPP
schools are widely regarded for
the powerful cultures they have built.)
Systems for Tracking Consequences
It is important for the teacher and the student to know,
throughout the day or class period, exactly where
the student is on the hierarchy of consequences. Students are
more motivated to behave when they know
what is expected of them and when they can track their progress
towards the ultimate goal of exemplary
behavior. Below are some example systems for tracking student
behavior.
Traffic Lights
A popular system at the early elementary level,
the green, yellow, and red regions of a traffic
light represent different levels of behavior.
Student names are put on a clothespin and the
teacher moves the pins up and down depending
on student behavior (green = excellent behavior,
yellow = warning, and red = consequence, such
as time out or missed recess. Some teachers
add another color, such as blue, which indicates
that a phone call will be made to parents.) After
students have completed the consequence, the
teacher should move the student’s clothespin
back to yellow, and then to green with continued
appropriate behavior. Students should be
granted a fresh start each new day by beginning
again on green.

The principles of this consequence system can be applied in
many different ways. For example, if you do
a new thematic unit every 6 or 9 weeks, you might substitute a
space ship for the traffic light during a unit
on outer space or a sunflower during a unit on plants. When
you begin the new unit, you have a great
opportunity to review your rules and consequences when
presenting the new system (which is the same
except now students should be aiming to keep their clothespin
at the top of the space ship or on the head
of the flower).
7 http://www.handsproject.org, accessed 7/1/2010.
Documenting Consequences
One cardinal rule for yourself regarding student
consequences: document, document, document. Many
teachers keep folders for each child, with contact
information, diagnostic results, examples of student work, a
record of contact with parents and any documentation of
student misbehavior, with dates. You will need these
citations for parent conferences, for proof during a
disciplinary hearing, and for your own reflection on your
interaction with students. It may be wise to have your
students sign a form every time they stay after class or
reach a certain level of the consequences ladder, adding a
sense of official weight to their poor choices. You can
always refer back to your records – and point back to the
appropriate entry – if a student says this is her first offense.
22

Card Charts
Many teachers, especially those who teach elementary students
and have the same group of students all
day, set up a class “card chart.” In this system, each student
has a library card pocket with his or her
name on it and five cards of different colors. Rachel Schankula
(Delta ’99) had her fifth graders begin the
day on black, representing excellent behavior.
If a student chose to break a class rule, she was directed to
move the black card to the
back of the pocket and ensure that the yellow card, which
represented a formal
warning, was in the front. If the student chose to break a rule
again, they put the red
card in the front. This meant that the student had to sit by
herself in the cafeteria OR
write a behavior essay AND that I would call her parents that
night regarding the
observed behavior. If the student chose to break a rule yet
again, she reached the
blue card, which resulted in a 15-minute after-school detention
on Friday afternoon (I
would send a notice home to parents to let them know that we
would need to make
arrangements for their child to stay for detention). In extreme
situations, a student
reached her white card, which meant that the student had to
leave the classroom
immediately and go to the principal’s office. I kept a record of
where students’ cards
were at the end of the day in an Excel file. I referred back to
this file when
determining conduct grades and when having parent/student

conferences. Every
Monday morning, each student would start over again on the
black card. (Examples of
behavior essays are in the Classroom Management & Culture
Toolkit (p. 8) found
online at the Resource Exchange on TFANet. �
Check Sheets
At the secondary level (because traffic lights are too childish
and a card chart for each section of students
might take up too much space) some teachers post a piece of
paper that represents each class of
students. When a student first breaks a rule, the teacher gives a
verbal warning and puts the student’s
initials on his or her class’s sheet. For any rules broken by the
student after the warning, the teacher
puts a check by the initials (one check = stay after class, two
checks = fill out a behavior reflection form
after school, three checks = parents contacted). These sheets
are taken down every Friday and put into a
binder for future reference, and new, blank sheets go up for
Monday morning.
A variation on this system is to have a region of your
chalkboard where you note students’ initials and
checks. However, you may not want to take up space on your
board for that, and chalk can be
accidentally erased.
Clipboards
While the check sheet system allows students (and their peers)
to see the consequence level for any
misbehaving student on the wall, some secondary teachers set
up a more private system in which
students sign a class clipboard and write a quick explanation of

what they did wrong each time they break
a rule. For example, after a verbal warning for the first offense,
Melissa is required to stay after class for
a quick conference with the teacher. There, she signs her name
and explains her poor behavioral choice
on the appropriate clipboard. The next time Melissa breaks a
rule, she must stay after school for a
longer conference and again sign the clipboard. At the third
offense, Melissa’s parents are called; at the
fourth, her parents are cordially invited to come to school and
sit in the classroom with her. A student
must also sign the clipboard when late to class or if he doesn’t
bring in his homework (if he later brings in
the assignment the teacher highlights the student’s name on the
clipboard signifying she received it).
23
Corps members who use this system find that having
students sign their name formalizes their poor choice
and serves as a record for parent conferences. The
clipboard-based system of Timothy Hearn, a teacher at
Frederick Douglass Academy in Harlem, was described in
the January 2004 issue of Teacher Magazine. He tracks
his students’ behavior and participation in class using a
chart and symbols he created. Samples of Mr. Hearn’s
“Weekly Behavior Record Sheet” and his corresponding
key are included in the Classroom Management &
Culture Toolkit (pp. 9-10) found online at the Resource
Exchange on TFANet. �
Aligning Your Expectations with Those of the School
As you develop and set your behavioral expectations, you

should take into account the broader school context.
The culture of your school, for better or for worse, has a
significant impact on the way discipline and routine
practices will play out within your classroom and the
school at large. If your school has a strong, positive
culture of behavior, you should align your classroom
expectations and rules with those used by your
colleagues to every extent possible so that your classroom
environment is consistent with the school
environment in which your students are used to operating. In
some cases, especially at the middle school
level, you may be on a team of teachers who work with the same
group of students. This is a wonderful
opportunity to collaboratively create a rules and consequences
system that every student will be expected
to follow in every classroom.
Some corps members are in schools with school-wide point
systems for misbehavior (students get five
points for chewing gum, ten points for horseplay in the
hallways, 25 points for defying a teacher, etc.).
When a student reaches a certain level of points, there are set
consequences administered by the
principal or behavior management officer. Teachers in schools
with these types of structures need to
determine how to integrate their own classroom discipline
system with the school’s system. Often, a
combination of the two systems is best, as one corps member
reports:
I found that a balance between using my own series of
consequences and giving students
school points at the last stage of the consequence hierarchy (or
when there was an
egregious offense) was most effective. Students saw me as the

authority figure and the
behavior management officer appreciated the fact that I handled
my own discipline
problems and only involved him in the most extreme situations.
In some cases, you may feel personally uncomfortable with
certain behavioral policies of your school or
believe a more effective approach exists. When a policy does
not conflict with your personal values, but
you feel it will be ineffective in your classroom, carefully
consider the possible ramifications of
circumventing or objecting to the policy. In some cases, the
ramifications may outweigh the benefits. In
other cases, it may be appropriate to ask your principal or other
supervisor whether you can depart from
the policies to accommodate the particular needs of your class
or an individual student in your class.
More difficult are situations in which you believe that a school
policy conflicts with your own personal
values or sense of what is an appropriate punishment for
children. When faced with this challenge, you
should follow your personal comfort level after weighing the
options, keeping in mind that any departure
I had a clipboard with a behavior tracking sheet
for each day of the week for each class. For each
student, I would circle “W” for a warning, “2” for
the second time I had to speak to him or her
about something, “3” if he or she earned a
detention. If the student got to three, the student
had to take home a slip with checked boxes
explaining why the student had earned the
detention and get it signed by a parent. The next
day, students would start over. This chart

allowed me to see at a glance how each student
behaved for the week, and it gave me evidence
when I called parents. And the best thing was
that rather than getting involved in arguments, I
could calmly mark my chart and move on with
class.
Diana Adamson, New Jersey ’02
Activities and Service Learning Coordinator,
The American School in London
24
from the standard procedure could be perceived as disrespectful
to the school or community. When
determining what you are personally comfortable with, it is
often helpful to try to understand the policy from
the school or community’s point of view before making a
judgment. This may in fact alter your own beliefs
of what is appropriate. Also, keep in mind that it may be
difficult to teach your students and uphold a
behavioral system that is unfamiliar to them. Ultimately, you
must determine how to effectively balance the
culture in which you are operating with your own personal
philosophy. Often a compromise is possible, in
which you begin with the expected approach and gradually
modify the system to fit your personal style.
A Brief Note on Corporal Punishment
Perhaps the most marked example of the kind of dilemma
described above is corporal punishment,
which could include spanking or striking a child with a paddle,

having a student stand for extended
periods of time, or requiring a student to hold a book in each
hand with arms extended to the side. Many
schools in which corps members teach include corporal
punishment as one of the consequences of
misbehavior. (Note: corporal punishment policies must comply
with strict legal regulations, including the
prior consent of parents or guardians and the presence of a
witness.) Every teacher in such a school
must make a personal decision as to whether to implement this
consequence, and that decision should
reflect both the teacher’s own value system and a clear
understanding of community expectations.
III. Teaching Expectations
Determining appropriate rules and consequences is only the first
step in helping your students meet your
high behavioral expectations. Now, you must teach those
expectations – as you would any academic
objective – and reinforce them over time.
Teaching Rules and Consequences
Some teachers establish their rules and consequences before
students arrive and without student input,
while others develop them collaboratively with students.
Student participation in setting the expectations
can increase their investment in them. However, since new
teachers must focus on establishing their
authority in the classroom, new teachers often find it most
effective to develop the rules and
consequences themselves in order to communicate to their
students firm guidelines for behavior from
the beginning. Otherwise, students may perceive that the new
teacher in front of them wants to be their

friend – or does not know how to take leadership of the
classroom. It would be a precarious start to the
year to say, “so, guys, what should the rules be?” and get “no
homework!” as an answer.
Teachers who are successful in their attempts to involve
students
in the rule-making process not only have already established
their authority, but have also come into that conversation with a
clear idea of how they will ensure the effective creation of
rules.
Dawn Gunderson (Baltimore ’01) starts her year by asking her
high school students to explain the differences between a
productive and unproductive classroom, using her students’
answers as a way of framing the rules she has already drafted.
She also shares her expectations for herself – such as returning
papers on time, working her hardest for the class’s benefit and
coming to class prepared – to show that she holds herself to
high
standards as well.
Irrespective of the approach you choose, once you have
generated a short list of clear, positive rules and
gradual, logical, meaningful consequences that fit the criteria
detailed in the first two sections of this
Assume nothing – if you simply talk
about your rules, there is no reason to
conclude that your students will follow
suit. When you teach, model, and
continuously practice classroom rules,
you give your students real examples
of what you expect of them.
Seth Cohen, Rio Grande Valley ‘00
Staff Attorney, New York Lawyers for

the Public Interest
25
chapter, you will need to explicitly teach them. Some teachers
assume that rules and consequences are
discussed once, put on poster board, and left alone. On the
contrary, you must teach these expectations
as you would any other academic objective. This does not mean
simply reading them from a handout, but
rather providing rationales, soliciting input, having students
identify examples and non-examples, and
using other instructional methods to convey and practice this
new information. You should teach
expectations for behavior immediately at the beginning of the
year and review them throughout the year.
You’ll want to be sure to do the following when teaching
expectations:
Discuss and solicit from students the need for the rules. You
should use two related strategies on this
front. First, discuss the rationale for rules with your students,
both at the beginning of the year and
periodically throughout the year. Educational researcher Robert
Marzano recommends beginning this
process by exploring real-life situations that require rules:
For example, most students have a sense that there are certain
expectations for behavior
during dinner when guests are at the house that are different
from the rules and
procedures that apply when only family members are having

dinner together. Similarly,
most students are aware of the fact that there are rules and
procedures governing
behavior in church that do not apply to the behavior in one's
own living room. A
discussion regarding the importance of rules and procedures in
situations outside of
school provides a nice set-up for the discussion of classroom
rules and procedures.8
If students recognize the rationale and positive side of rules,
they are more likely to become invested in
them. Then, be sure they understand the direct correlation
between each of your rules with their
ambitious learning goals. For example, you might explain to
students that your rule about “listening
when someone else is talking” is designed to let all students
learn as much as possible from one another
so that together the class can reach its goals.
Identify specific expectations relevant to each rule. Provide
examples of what following each rule looks
like (and doesn’t look like) in action. This is especially true if
your rules encompass several behaviors,
such as Respect your classmates or Class time is for class
activities. Many corps members state that
they take time with their students at the beginning of the year to
brainstorm what rules such as these
mean in practice. While you should have several manifestations
of the rule Respect your classmates in
mind prior to this group discussion, you will probably be
surprised at how right on and insightful students
can be. (It’s true – they know what it means to respect their
classmates. They just need you to enforce
it.) Once students have thoroughly explored the specific

expectations of each rule, you might type up a
“class contract” that lists each rule and the explicit behaviors
that fall under each rule. Then, give
students their own copies and ask them to sign them. Keep
these for future reference or have students
keep them in a binder that remains in class.
Explain and demonstrate the consequences of breaking the
rules. Students need to actually see what
will happen if they break a rule. Many corps members role play
with “disruptive” students. They ask for
volunteers to read short scripts in which students break a rule
and the teacher administers the
consequence. Not only do students enjoy this modeling, they
also get to see exactly what will happen if a
student chooses to break a rule.
8 Marzano, Robert. Classroom Instruction that Works.
Alexandria, VA: ASCD, 2001.
26
Invest your students in meeting your behavioral goals. Tell
your students the benefits of following the
rules. Just as you do with academic goals, you will need to
motivate your students to meet your
behavioral goals for the class. Perhaps you decide to graph the
numbers of “morning meetings” where
everyone remembers to raise their hand before sharing, with the
goal of working together to have 10

straight days with no student interruptions. Perhaps you decide
to keep track of the number of days that
your students all come to class fully prepared, with their
book, notebook, homework, and something to write
with. We’ll talk about general principles to keep in mind
when reinforcing positive behavior in the next section.
Check for understanding. As you will become
accustomed to doing in every lesson, you should follow
up with your students to be sure that they have
internalized the rules. Many teachers test students on
the rules of the classroom with a cause-effect quiz.
Some have students draw cartoons of appropriate and
inappropriate student behavior, akin to the “Goofus and
Gallant” duo. But do not assume that because you read
the list of rules and discussed them that students have
internalized them.
The Classroom Management & Culture Toolkit contains lesson
plans for the first week of school (pp. 11-
15) and a sample timeline for teaching rules and procedures (p.
16), which maps out how you might teach
and review a classroom management plan throughout the year;
this Toolkit can be found online at the
IV. Reinforcing Good Behavior
Just as with academic learning, behavioral learning is
predicated on feedback; following instructions
properly should be reinforced through frequent affirmation.
Students need to know when they are
demonstrating the desired expectations, especially when the

expectations are new (generally early in the
year) or when the circumstances under which the students
demonstrated them are particularly
challenging.
When reflecting on your approach to positive
reinforcement, you’ll need to consider when and how
frequently to give positive reinforcement, regardless of
whether that reinforcement comes in the form of
tangible or intangible rewards. On the one hand, positive
reinforcement can be a way of ensuring that students
don’t misbehave in order to gain attention. School can
be a dreary place when teachers are only stressing
negative behaviors. On the other hand, you don’t want to
get into a habit of praising or rewarding students
constantly for meeting a low bar. This can inadvertently
send the signal that you have low expectations for their
behavior and can also make students dependent on your
positive reaction to meet even the most basic of
expectations. Alfie Kohn, author of Punished by
Classroom rules and procedures are taught, at
first, like a military drill. They are timed and a
little bit silly, but after solving a few math
problems with the class on how far behind we
could fall if we took too much time completing
simple tasks, they get the idea. For example, if it
takes the class three and a half minutes to find
their reading journals and a pencil instead of one
minute, by the end of the year, we will have lost a
day and a half looking for pencils.
Jennifer Cecil, South Louisiana ‘03
Graduate Student, University of Michigan
The highest expectation that we can hold for our

students is for them to behave in appropriate
ways because they see the importance of it and
because they want to. They have to be
intrinsically motivated to behave and learn. If a
child sits quietly in class because he is either
afraid of what will happen to him if he talks or
because he will get to choose out of the prize box
if he doesn’t, we are lowering our expectations
for student behavior and reducing students to
subjects to be trained.
Pablo Depaz, Los Angeles ‘00
Ethnic Studies Teacher,
Animo Green Dot Charter High Schools
27
Rewards,9 asserts that, “Rather than bolstering a child’s self-
esteem, praise may increase kids’
dependence on us. The more we say, ‘I like the way you….’ or
‘Good ______ing,’ the more kids come to
rely on our evaluations, our decisions about what’s good and
bad, rather than learning to form their own
judgments.” Kohn holds that a “simple, evaluation-free
statement (‘You put your shoes on by yourself’ or
even just ‘You did it’) tells your child that you noticed. It also
lets her take pride in what she did…If a child
does something caring or generous, you might gently draw his
attention to the effect of his action on the
other person: ‘Look at Abigail’s face! She seems pretty happy
now that you gave her some of your snack.’
This is completely different from praise, where the emphasis is
on how you feel about her sharing.”10

Experts such as Jere Brophy offer a few additional
recommendations when it comes to giving praise.11
� Be specific. One of the most effective ways to get students
to follow directions is simply to narrate
that someone else has already done what you’ve asked.
“Richard is sitting in his seat quietly, ready to
go outside for recess.”
� Highlight improvement. In order to foster the idea that
students can learn to behave, point out when
students are making strides in this direction—and how they did
so. “Class, I am proud of you for
remembering to walk quietly in the halls this time. I think
Natasha’s suggestion about putting our
fingers on our lips really helped us remember.”
� Indicate how following expectations yields benefits. “Our
homework assignment is challenging
tonight. But because everyone is in their learning position and
ready to participate in the lesson, I
know you will be able to learn a lot and then do a great job with
that homework.”
Keeping in mind that you don’t want to praise
students for simple tasks or make them
dependent on your positive reinforcement,
remember that students should reap the benefits
of meeting your high behavioral standards. After

all, students choose to follow the rules not only to
avoid negative consequences but also to receive
positive outcomes. Those positive outcomes are
not only – in fact they should rarely be – shiny
pencils, candy bars, or pizza parties. With such
tangible prizes, students engage in learning
activities in order to receive rewards that are
artificially linked to behavior. As we mentioned
when discussing self-discipline, you must help
students realize that the greatest benefits of
following the rules include recognition, self-
respect, peer-respect, a classroom where they
and their classmates can make academic gains,
and increased life options. Your ultimate goal should be to
foster intrinsic motivation, whereby students are
motivated to behave and to learn because of the positive results
that stem naturally from that choice. For
example, a student truly invested in his own academic success
will likely abide by the rule “Come to Class
9 Kohn, Alfie. Punished by Rewards. Boston: Houghton Mifflin,
1993.
10 Kohn, Alfie. “Five Reasons to Stop Saying ‘Good Job!’”
http://www.alfiekohn.org/parenting/gj.htm, accessed
7/1/2010.
11 Brophy, Jere. “Teacher praise: a functional analysis.”
Review of Educational Research, 51(1), 5-32.
Each time we changed seating charts we'd have a new
theme for our groups - continents, animals, literature
characters or things that related to our current study.
Teams would research information about their group
name, present to the class, and create signs to proudly
hang above their desks. I used the groups to reinforce

praise - "The Africa group is working so effectively, The
Salamanders got their books out nicely, etc..." As I
observed this good behavior I used tick marks to tally
points on the board. Teams that had the most points
received non-material perks throughout the day - like
getting dismissed first or being first in the lunch line.
Marion Hodges Biglan, South Louisiana ‘93
Managing Director, Regional Operations Business
Partner
Teach For America
28
Prepared,” because he is intrinsically motivated to succeed, and
he knows he cannot succeed without the
materials that are necessary to learn.
However, there are strong arguments for extrinsic
motivators in some contexts. Learning is too critical to
wait for a student to develop the maturity or self-discipline
necessary to work entirely from intrinsic motivation.
Moreover, students motivated extrinsically often begin to
recognize the intrinsic value of their work and behavior.
Many teachers feel that extrinsic motivators – especially in
the form of intangible “perks” – remain preferable to
using only negative consequences to keep students in line.
If you do decide to use tangible rewards in your
classroom, know that a variable schedule of providing the
reward works better than a fixed schedule; that is, if you
were to provide a reward every third time a student
completed a task, the reward would soon lose its value.

As any slot machine player could tell you, when the
reward is less certain, persistence in the task improves.
Relatedly, a McREL study has indicated that rewarding students
for simply performing a task may
eventually decrease motivation (e.g. if the class earns “team
points” when everyone is on time). However,
when the teacher provides rewards for the successful attainment
of a certain performance standard (e.g.,
making improvement on a set of math problems), students’
intrinsic motivation may increase.12
As you think about the kind of positive reinforcement you will
use in your classroom, beware of
subconscious bias, which may subtly reinforce limited roles for
gender groups. Studies by Sadker and
Sadker show that boys receive praise for content and innovation
(e.g. “Your ideas show a lot of
imagination”) while girls are recognized for neatness and
following directions (e.g. “You have such nice
handwriting”). Monitor your own patterns of interaction with
students by audio- or videotaping your
interactions with your students. You may even find that the
tone of your voice or the phraseology
changes depending on who the student is. You may find
yourself offering an enthusiastic “good job,
buddy” to male students who answer questions correctly – and a
curt “that’s right” to female students in
a similar situation.
Now that you have explored the importance of positive
reinforcement, and the arguments for and against
reinforcing student behavior with extrinsic rewards, you will
need to develop your own approach to
positive reinforcement. Your system can be informal or formal
(where specific positive responses stem

from following rules, just as consequences stem from breaking
rules), and can be based on the
performance of the whole class, small groups, or individuals.
Specific strategies for motivating students
to meet your behavioral and academic goals will be discussed in
Chapter Six: Valuing Hard Work, Team
Effort, and Academic Success.
First, though, we must discuss the other piece of creating a
classroom environment that supports
students in meeting your high expectations for behavior: the
creation and implementation of classroom
procedures and routines. That is the subject of the next chapter.
12 Marzano, Robert. Classroom Instruction that Works.
Alexandria, VA: ASCD, 2001, 56-57.
Let’s Not Make a Deal
If you decide to give tangible rewards in your
classroom, psychologists encourage teachers
to remember Premack’s principle. Rather than
allowing students to dictate the conditions
under which they will be willing to behave (“Let
me sit here now and I promise I’ll be good”),
tell students that they can enjoy rewards after
they fulfill your expectations (“You may move
back to your seat when I’ve seen you behave
the way I know you can”). You may recognize
this as your grandmother’s rule: no <insert
delectable treat> until you finish your <insert
loathsome vegetable>.

29
Building a Culture of Achievement
Extrinsic Motivation, as a Start
Doannie Tran (Bay Area ’03) had a rough start to the year. His
sixth graders entered the room haphazardly and
did not pay much attention when he gave instructions. Some sat
on their desks. Some shouted to their friends
across the room. Doannie was frustrated.
By late November, however, Doannie had started over with his
students. He took the time to set very clear
expectations for how to enter the classroom. He developed a
clear rules, consequences and rewards system,
stamping his students’ completed “Warm Up” assignments and
distributing tickets that well-behaved students
can redeem for bathroom passes, pencils or other school
supplies. He calls parents regularly, and often for
good reasons. His students now know what’s expected of them,
and they follow the routine. It's a big
improvement, but Doannie says this is just the beginning:
I want them to care more about learning. Right now, all of the
motivations are very extrinsic. All of the
admonitions are very extrinsic. I’m saying, “Don’t do that…or
here’s a ticket, good job.” I want to get to the point
where they want to listen. Now, they’ll listen and they’ll be
quiet. That doesn’t mean they care. I want them to
actually be like, “Shhh! Mr. Tran is talking, and I want to hear
what he has to say because I find this engaging
and I care.” That’s my next goal.
Conclusion and Key Concepts

� You set high expectations for your students’ behavior by
developing appropriate rules and
consequences. Rules should be few and should be clearly and
positively stated. Logical and
graduated consequences should be explicitly tied to each rule so
there is no doubt about the
response if a student chooses to break a rule.
� You must teach your rules and consequences like any other
curriculum content.
� Positive reinforcement, especially in the form of intangible
rewards, is critical to managing your
classroom. Guard against praising and rewarding students for
meeting too low a bar for behavior
and utilizing only extrinsic, materialistic rewards.
1_CMC_Inside.Cover_2011_FINAL2_CMC_TOC_2011_FINAL
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/HRV (Za stvaranje Adobe PDF dokumenata najpogodnijih za
visokokvalitetni ispis prije tiskanja koristite ove postavke.
Stvoreni PDF dokumenti mogu se otvoriti Acrobat i Adobe
Reader 5.0 i kasnijim verzijama.)
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/NLD (Gebruik deze instellingen om Adobe PDF-documenten
te maken die zijn geoptimaliseerd voor prepress-afdrukken van
hoge kwaliteit. De gemaakte PDF-documenten kunnen worden
geopend met Acrobat en Adobe Reader 5.0 en hoger.)
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Read “Harry K. Wong and the Real Meaning of Classroom
Management,” located on the Education World website.
Harry K. Wong
And the Real Meaning
Of Classroom Management
Meet Harry K. Wong, the author of The First Days of School:
How to Be an Effective Teacher, and learn the secret to your
success in the classroom!
Harry K. Wong, a former high-school science teacher in Menlo

Park, California, is now one of the country's leading speakers in
the field of education.
Wong took time to talk to Education World about and the real
meaning of classroom management.
Don't miss Education World's review of the latest edition of The
First Days of School. Click here to read that review.
Education World: Dr. Wong, can you tell us what inspired you
to write The First Days of School?
Dr. Wong: It wasn't inspiration as much as demand. I'd left
teaching high school after 17 years and begun to travel around
the country talking to educators about the importance of
classroom management. Many of the teachers who attended my
early in-service lectures came prepared to be bored. Afterward,
they'd say, "Your lecture was so sensible and practical! I wish
I'd come prepared to take notes. Do you have anything I can
take with me?" At the time, I didn't. Eventually, we created
videotapes of my talks, but teachers still asked for a book. So I
decided to write one.
EW: Both you and your wife, Rosemary Wong, have
backgrounds in education. Did you write the book together?
Wong: I wrote the book. My wife was the editor and designer.
My wife feels strongly that teachers are often treated as second-
class citizens and that little or no money is spent on providing
such amenities as comfortable teachers' lounges or professional
materials. She wanted to design a book that would be worthy of
the professional educator.
EW: Why did you decide to focus on classroom management?
Wong: Student achievement. The bottom line is that classroom
management has a tremendous impact on student achievement.
EW: What's the most common mistake teachers make in
classroom management?
Wong: The most common mistake is that teachers don't do

classroom management. They present lessons, and if something
goes wrong, they discipline.
EW: What's the difference between classroom management and
discipline?
Wong: Classroom management is not discipline. You manage a
store. You don't discipline a store. You manage a team. You
don't discipline a team. You manage a classroom. You don't
discipline a classroom.
EW: Can you give us a definition of classroom management?
Wong: Classroom management is the practices and procedures
that allow teachers to teach and students to learn.
EW: How can teachers begin to manage their classrooms?
Wong: The very first day, the very first minute, the very first
second of school, teachers should begin to structure and
organize their classrooms, to establish procedures and routines.
EW: What are the most important procedures and routines
teachers should establish?
Wong: The most common management routine is to have the
students begin work as soon as they walk into the classroom.
That means an assignment is already posted, it's there every
day, and it's in the same place every day.
The second most common procedure is one teachers use to quiet
the class. One I describe in my book is the 'Give Me Five'
technique. The teacher says, "Give Me Five," and the students
go through five steps:
1. Eyes on speaker
2. Quiet
3. Be still
4. Hands free
5. Listen
In five seconds, the class is quiet.
EW: You didn't mention classroom rules. Why not?
Wong: I talk very little about rules. A procedure is not a rule. A
procedure is a task. Procedures reduce the need for rules and
discipline.
EW: You say in your book that the first few minutes of the

school year can make or break a teacher. What do you tell
teachers who don't establish classroom management techniques
soon enough? If they've missed the first week or month of
school, is it too late?
Wong: I'm asked this question all the time. I tell the teachers
who ask it to go home and ask themselves, "What one procedure
can I establish tomorrow?" Then I tell them to work out the
steps for that procedure. The next day, they introduce that one
procedure to the students. They explain it, model it, and
rehearse it and rehearse it and rehearse it. The next week they
introduce another procedure -- and so on.
EW: Don't all those procedures and routines interfere with
students' creativity?
Wong: All teachers know that students learn best by doing. The
only way a teacher can have a classroom in which kids can learn
by doing, by discovery, by activity, is to establish routines and
procedures. Students cannot be free to create without
procedures and routines.
EW: Do you believe the traditional advice to new teachers -- the
advice that says, "Don't smile until Christmas?"
Wong: I believe that all teachers are talented, that all teachers
can be creative and loving and funny and successful -- only if
the classroom hums with procedures and routines. A teacher
cannot be funny or loving or creative in chaos.
EW: Why did you choose to publish The First Days of School
yourselves?
Wong: We felt that most education books were drab. We wanted
to lay this book out in a more graphically pleasing way. It was
very important to us to give teachers as high a quality book as
possible. We import our paper from Germany. Our books are
printed by a company in Singapore that specializes in museum-
quality books. Our binding is thread-sewn so the books don't
fall apart with use. We wanted to give teachers a product that
brought dignity to the profession.
Article by Linda Starr
Education World®

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