1) The document discusses strategies for recognizing adherence to and lack of adherence to classroom rules. This includes using verbal and nonverbal acknowledgement, tangible rewards, and contacting homes about positive behavior. 2) Consequences for negative behavior are also outlined, such as being aware of potential issues, using timeouts, overcorrection, and group and home contingencies. 3) The strategies suggested are aimed at reinforcing positive behavior through rewards and deterring disruptions through appropriate negative consequences.

1. Chapter 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and
procedures?
Consequences are the other side of rules and procedures.
Positive influence should be recognized and acknowledge.
Consequences should be both positive and negative.
In the classroom First week students identify the consequences that would be enforced for not
following rules and procedures.
Students appreciate his straightforward and consistent approach.
On Fridays a brief summary is provided of the perceptions of how well students
followed the rules and procedures through the week.
Research and Theory Reinforcement involves straight positive consequences, recognizing adherence
to rules and procedures.
Punishment involves negative consequences, recognizing and evoking sanctions
for lack of adherence to rules and procedures.
Interventions to reduce disruptive behavior work in public school. Effectively
managed reduce disruptive behavior. Healthy balance.
If you reward people for things they are already doing by their own volition,
they will begin to decrease their intrinsic motivation. If students’ attention
becomes focused on external rewards as opposed to task in which they are
engaged, their performance begin diminish.
Rewards: to call their attention; simply for engaging; tied to behavior.
The effect of reinforcement depends on the nature of the reinforcement used
and especially on how it is presented. When used inappropriately, they can be
detrimental to learning.
A negative effect size is associated with a decrease in disruptive behavior.
Reward not only with high grades, but also with verbal praise, public
recognition, symbolic rewards, extra privileges or activity choices, or material
rewards.
Token economies appear most powerful if chits are awarded for positive
behavior and taken away for negative behavior.
Withitness: aware of what is happening in all parts of the classroom at all times.
Continuing scanning the room.
Direct and concrete consequences for misbehavior.
Overcorrection is used when students misbehave in such a way that destroys
some physical aspect of the classroom. Fixing every book, not just his one.
Group contingency: every student in the groups to meet the behavioral criterion
appears to be particularly useful.
Home contingency bringing parents into the management process.
Notifying parents about students’ positive behaviors is typically ranked quite
high by students as a reward for positive behavior.
Notifying parents about negative behaviors is commonly ranked high as a
powerful deterrent by students.
Actions steps
Strategies that acknowledge adherence to rules and procedures.
Action step 1. Use simple verbal and Saying to the class as a whole or to specific students.
nonverbal acknowledgement. Nonverbal: smile, nods, winks, thumbs-up sign, etc.
Catching students being good: speak softly so no other student can hear.
Action step 2. Use tangible Nominal reward such as a certificate for free-fruit drink from the school
recognition when appropriate. cafeteria.
Call home to the parents or guardians or a letter sent home.
At the end of the class period, students tally their total points, and the teacher
records their totals in a separate ledger that he keeps.

2. A color code for behavior.
Action step 3. Involve the home in Contacting the home about their good behavior as a valued acknowledgement.
recognition of positive student Phone calls home: One phone call home per day. Do not have to take very long.
behavior. E-mails: send a brief message to parents or guardians. Send a general message.
Notes home and certificates of good behavior: Certificates of good behavior are
less personalized but easier to administer.
Strategies that acknowledge lack of adherence to rules and procedures.
Action step 4. Be with it. Teacher awareness of potential problems and quick attention to those
situations.
Being proactive: The teacher tries to be aware of incidents that have happened
outside of class that might affect student behavior in class. Quietly and privately
talk to both students before class starts and engage in a brief conversation
about expectations for the day. Prearranged signal to the student to be aware of
and exert control over his current behavior.
Occupying the entire room: the teacher moves to all quadrants of the room
systematically and frequently, making eye contact with every student.
Noticing potential problems: smack of conflict. Attending to unusual behavior by
students.
Using a series of graduated actions: The teacher acts in a manner to seek out
and extinguish the problem behavior immediately.
Looking at the suspected student: This should be done in a way that elicits the
attention of the suspected students.
Moving in the direction of students: Stand right next to the student or students,
quietly and privately talk to the offending student. The interaction as private
and positive as possible. Ensure the student in question is not embarrassed in
front of the rest of the class.
Stopping the class and confronting the behavior: Calm and polite manner. The
confrontation here is public and direct. Explicit statement of the consequences.
Action step 5. Use direct-cost Applied once a negative behavior has progressed beyond a point where it can be
consequences. addressed by whithitness.
Time-out: Asked to sit in the time-out seat, they are not permited to interact
with any members of the class. Demonstrate their desire to reenter the class by
attending to the academic activities that are occurring. Should not be used
simply to get rid of the more difficult students. To help students understand and
control their offending behavior.
Overcorrection: is employed when a student has done something to damage
class property. Making things better than they were before.
Action step 6. Use group Holding the class as a whole responsible for the behavior of any and all
contingency. members of the class. The message is “you’re all in this together”.
Interdependent group contingency receives positive consequences only if every
student in the class meets a certain behavioral standard.
Dependent group contingency, positive and negative consequences are
dependent on the behavior of one student or small groups of students.
Action step 7. Use home Begin with a meeting among the parents or guardians, the teacher and the
contingency. student. Discusses the student’s problem behaviors; the student has the
opportunity to explain or defend the behavior. Positive and negative
consequences are established.
Action step 8. Have a strategy for The teacher should be able to contact the principal or assistant principal, who in
high-intensity situations. turn might contact the appropriate legal authorities trained to address
situations involving physical danger.
Recognize the student is out of control: Trying to reason, only if the student is
calm enough to think logically.

3. Step back and calm yourself: involves establishing some physical space between
the teacher and the student. The teacher does not intend any harm to the
student.
Listen actively to the student and plan action: Listen to the student in an active
manner. Reflecting back. The purpose of active listening is to communicate to
students that their feelings are not discounted and that they are considered
important by the teacher. Until the student calms down, provides time for the
teacher to think through her next actions.
When the student is calm, repeated simple verbal request: the request involve
the student and teacher leaving the classroom. Repeated a number of times.
Action step 9. Design an overall plan Assumption that students are ultimately responsible for their own behavior.
for disciplinary problems. List your typical reactions, analyze, improve your relationship with disruptive
students, meet with students , help the student to develop an explicit plan to
curtail it, isolate the student from class, school suspension, parents are called &
remove the student from the school.
Summary
What will I do to recognize and acknowledge adherence and lack of
adherence to classroom rules and procedures?
Balanced approach
Acknowledge
Positive behavior Negative behavior
Non verbal Tangible Involving Being Using Using group Having a Designing
and verbal recognition the with direct and home strategy an overall
acknowledge home it cost contingency for high- plan for
ment intensity discipline
students