The Rules
We have only three rules in our classroom, but they are powerful! With these three simple rules, we are able to become a caring, respectful community of learners. Students help develop class guides for what each of these rules will look and sound like in our classroom. This serves many purposes during the first week of school. It allows the students to feel ownership of the classroom and the rules, which instills a greater sense of responsibility. It builds a sense of community, as we tackle this very important topic together, making shared decisions that will affect our learning environment for the rest of the year. It provides early literacy experience through shared writing as we compose the charts together, and through repeated readings of those charts. It gives students an opportunity to ease back into the routines of school, and readjust to the behavior expectations before being bombarded by academic content. To see the rules generated by this year's class, you can come and visit our classroom - they are on display all year!
Be Safe
Our number one rule is to Be Safe. I always tell children that my most important job is to keep them safe, and their most important job is to help me do that. Examples of being safe in the classroom and school include things like: being a good listener (especially during fire or tornado drills), walking instead of running, sitting correctly in your chair (not leaning back so you could fall), telling if someone is doing something unsafe, and, our favorite, KHAFOOTY! (Keep Hands And Feet and Other Objects To Yourself)
Be Kind
Being kind is expected at all times, and unkind behavior has no place in our classroom. Of course, children do have misunderstandings from time to time, and I take seriously my role in helping them learn how to solve social conflicts in a positive manner. Second graders are moving into a new phase of social development in which they can become more self-conscious and take the actions of others much more to heart. However, they are also developing the ability to see a situation from another's point of view. I always seek to help children develop this essential life skill when dealing with social issues. Some examples of what being kind looks and sounds like are: use kind words and good manners, be respectful, be a good listener, try to work things out before going to an adult, and stick up for yourself.
Do Your Best
Every child is different. We each have our own strengths, needs, and learning styles. As such, I do not expect all children to produce work that is identical. There is always room for variation, creativity, and asking for help when it is needed. However, I do ask that each child give me their personal best - best behavior, best work ethic, best handwriting, best thinking - at all times. I will always help children reach their potential, but I will not settle for less than they are truly capable of. This is my deepest philosophy of teaching and learning. I believe we shortchange students when we allow them to think they are any less capable than they are. So, from day one, I make it clear to students that they have so much inside of them, and that my greatest wish is to help them bring it out. Some examples of what doing your best look like in the classroom are: work hard, help others do their best, ask for help when you need it, keep practicing, and never give up.
Consequences
I believe that consequences should arise naturally from behavior. Deep down, every child wants to do their best; by creating a safe, caring environment, I can help them tap into their better impulses and develop positive habits. Of course, children do have to learn appropriate behavior, and times do arise when consequences must be given for negative behavior. At these times, I always try to give a consequence that "fits the crime", so to speak. For example, if a student is playing around during work time, and therefore did not complete the assignment that the rest of the class did, that child will complete the assignment during play time (recess). If certain behaviors become a habit, or logical consequences do not seem to be promoting a behavioral change, however, something else may need to be worked out between the student, myself, and, if necessary, parents. I rarely send students out of the classroom as a consequence, unless the safety of the student or other students is compromised.
To understand more about my approach to behavior and consequences, I suggest exploring the Conscious Discipline link above. Using this approach, I seek to understand the underlying emotional cause for misbehavior, and address those challenges a student might be facing in order to change the behaviors that result.
To understand more about my approach to behavior and consequences, I suggest exploring the Conscious Discipline link above. Using this approach, I seek to understand the underlying emotional cause for misbehavior, and address those challenges a student might be facing in order to change the behaviors that result.