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Re: Rules and Consequences
Posted by lynne/ca on 8/21/08
On 8/14/08, Maureen wrote:
> Hi All,
>
> I have read that it is advisable in the first days of
> schools to go over all the rules and their consequences -
> is that really applicable to the high school level; it
> seems like that would be tuned out by rule 10.
>
> My general protocal for consequences are warning, 2nd
> time....move seat, reduce participation points, 3rd time
> detention........does this seem too lenient - suggestions
> will be greatly appreciated.
>
> Also, what are appropriate positive rewards for this
> level? I am second year and still working out the kinks
> from last year. Thanks!!
It's not demeaning to go over rules with high school
students. They can't follow rules if they don't know what
they are! And they may not. (Also, even if they DO know the
rules, it's easy for them to pretend not to if you haven't
taken the time to go over them.) I'd try to present them in
a positive way, though, not a "list of rules and
consequences" but rather "these are my expectations and I
want to help you meet them."
When you tell them NOT to do something, provide an
alternative. i.e. "Don't ask to use the restroom during
classtime except in emergencies; go during the six-minute
passing periods instead."
For most classroom rules I wouldn't go over classroom
consequences, at least not in much detail... in a sense
going over consequences implies that you expect the rules to
be broken. (If you have a specific consequence for the
fifteenth time the student forgets to bring his textbook,
the students will think, "hey, the teacher expects that some
of us will forget our textbook fifteen times! She's even
figured out what she'll do when it happens!" On the other
hand if you simply say, "I expect you to bring your book
everyday," the students with think, "okay, the teacher
expects us to remember our books.")
You also mentioned that students would be tuned out by rule
10. With that, I agree. Try to limit your rules to a few
very general ones. "Be respectful, be prepared, etc...."
Then you can have the students discuss what that means. It's
very tempting to give them a long list yourself, but they're
usually pretty good at coming up with examples. You give
them the general rules, THEY give you the specifics. That
involves them in the process which can get more buy-in, too.
It also gives you a good idea of what they already know
about the rules, since that's one of your concerns with this
age group. And of course, if there are any specifics that
you want mentioned that they don't come up with, you just
add those in yourself during the discussion.
Posts on this thread, including this one
- Rules and Consequences, 8/14/08, by Maureen.
- Re: Rules and Consequences, 8/14/08, by Posting consequences can come back to haunt you.
- Re: Rules and Consequences, 8/15/08, by Maureen.
- Re: Rules and Consequences, 8/20/08, by Sara.
- Re: Rules and Consequences, 8/21/08, by lynne/ca.
- Re: Rules and Consequences, 8/23/08, by zodea.
- Re: Rules and Consequences, 8/24/08, by lynne/ca with a question for zodea.
- Re: Rules and Consequences, 8/29/08, by zodea.
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