Classroom Rules
The first component to Canter’s Classroom Discipline Plan is the establishment of classroom rules that clearly tell the students how they are expected to behave. For elementary students these might be:
It is critical that classroom rules must be easily understood and observable so that there is no room for interpretation. For example, "Keep hands and feet to yourself" is an observable rule whereas "Be respectful to others" is unclear (Assertive Discipline 26). If rules are not observable, they are both difficult to enforce and leave room for arguments from students.
Finally, when creating classroom rules it is important that the rules are always in effect. This consistency will again ensure that there is no room for interpretation from students. Therefore, a rule stating a student must raise their hand before speaking is not reasonable because there may be times when a student is allowed to speak more freely, such as when they are working on a group project (Assertive Discipline 26). Once created, the teacher posts her/his chart of rules, with the list of rewards and consequences.
The establishment of classroom rules ensures that behavioral consequences, both good and bad, are based on "informed student choices" (Malmgren and Trezek 36). A student who is aware of the rules makes their behavioral decisions knowing in advance what the consequences will be. Once classroom rules have been established, the teacher can create their plan for positive reinforcement and corrective action.
- Follow directions.
- Keep hands, feet, and objects to yourself.
- No teasing or name-calling. (Assertive Discipline 23).
It is critical that classroom rules must be easily understood and observable so that there is no room for interpretation. For example, "Keep hands and feet to yourself" is an observable rule whereas "Be respectful to others" is unclear (Assertive Discipline 26). If rules are not observable, they are both difficult to enforce and leave room for arguments from students.
Finally, when creating classroom rules it is important that the rules are always in effect. This consistency will again ensure that there is no room for interpretation from students. Therefore, a rule stating a student must raise their hand before speaking is not reasonable because there may be times when a student is allowed to speak more freely, such as when they are working on a group project (Assertive Discipline 26). Once created, the teacher posts her/his chart of rules, with the list of rewards and consequences.
The establishment of classroom rules ensures that behavioral consequences, both good and bad, are based on "informed student choices" (Malmgren and Trezek 36). A student who is aware of the rules makes their behavioral decisions knowing in advance what the consequences will be. Once classroom rules have been established, the teacher can create their plan for positive reinforcement and corrective action.
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