Classroom behavior rules that create a safe and productive learning environment

Students and teachers need to have procedures for everything based on   the needs of the particular class. Establishing classroom procedures,   rules, consequences, and reward systems help to optimize time for   instruction and allows the learning environment to operate efficiently.

In this assignment, you will  create Section 3 “Classroom   Procedures” and the Section 4 “Rules, Consequences, and   Reward Systems.”

Part 1: Classroom Procedures

Use the “Class Profile” as a sample class of students   for your selected grade level and complete the “Procedures ,   Rules, Consequences, and Rewards” template.

• Five procedures, including one procedure addressing     students’ safe and responsible use of technology
• The     purpose of each procedure
• Procedure steps and   activities
• When each procedure will be introduced, modeled,     and practiced
• Assessment and feedback

Below your procedures write a 100-150 word rationale explaining how   procedures minimize distractions and maximize instructional time.

Part 2: Rules, Consequences, and Rewards
List five rules and five consequences for your future classroom   that include:

• Classroom behavior rules that create a safe and productive     learning environment
• Explanation of your consequences in   action,
• Description of where and how you will document the   consequences.
• Explanation of your personal reward   system.

Support your writing with a minimum of 2-3 scholarly resources.

This assignment uses a rubric. Review the rubric prior to beginning   the assignment to become familiar with the expectations for successful completion.

Class Profile

 

Student Name	English Language Learner	Socio-economic Status	Race/ Ethnicity	Native Language	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level
Arturo	Yes 4	Low SES	Mexican	Spanish	Male	No	Glasses	Grade level	One year below grade level – 98	At grade level 151
Bertie	Yes 5	Low SES	Vietnamese	Vietnamese	Female	No	None	Grade level	One year above grade level – 210	At grade level 108
Beryl	No	Mid SES	White	English	Female	No		Grade level	Two years above grade level – 268	At grade level 163
Brandie	Yes 4	Low SES	Liberian	Liberian English	Female	No	None	Grade level	At grade level – 178	One year below grade level 79
Dessie	Yes 4	Mid SES	Russian	Russian	Female	No	None	Grade level	At grade level – 113	One year below grade level 65
Diana	Yes 4	Low SES	Mexican	Spanish	Female	No	None	Grade level	One year below grade level – 79	At grade level 198
Donnie	No	Mid SES	African American	English	Female	Yes	Hearing Aids	Grade level	At grade level – 150	At grade level 124
Eduardo	Yes 5	Low SES	Puerto Riccan	Spanish	Male	No	Glasses	Grade level	One year below grade level – 88	At grade level 101
Emma	No	Mid SES	White	English	Female	No	None	Grade level	At grade level – 124	At grade level 135
Enrique	No	Low SES	Mexican	English	Male	ADHD	None	One year above grade level	One year below grade level – 45	At grade level 163
Fatma	Yes 5	Low SES	Mexican	Spanish	Female	No	Glasses	Grade level	One year below grade level – 21	One year above grade level 289
Frances	No	Mid SES	Mexican	English	Female	No	Diabetic, Glasses	Grade level	At grade level – 116	At grade level 114
Francesca	Yes 5	Low SES	Mexican	Spanish	Female	No	None	Grade level	At grade level – 162	At grade level 178
Fredrick	No	Low SES	White	English	Male	Learning Disabled	None	One year above grade level	Two years below grade level – 285	Two years below grade level 15
Ines	Yes 4	Low SES	Mexican	Spanish	Female	Learning Disabled	Glasses	Grade level	One year below grade level – 50	One year below grade level 55
Jade	No	Mid SES	African American	English	Female	No	None	Grade level	At grade level – 183	One year above grade level 224
Kent	No	High SES	White	English	Male	ADHD	Glasses	Grade level	At grade level – 178	One year above grade level 208
Lolita	Yes 5	Low SES	Navajo	Navajo	Female	No	None	Grade level	At grade level – 110	At grade level 141
Maria	No	Mid SES	Mexican	Spanish	Female	No	NOTE: School does not have gifted program	Grade level	At grade level – 139	Two years above grade level 296
Mason	Yes 4	Low SES	Vietnamese	Vietnamese	Male	Yes	High Functioning Autism	Grade level	At grade level – 154	At grade level 138
Nick	No	Low SES	White	English	Male	No	None	Grade level	One year above grade level – 205	At grade level 180
Noah	No	Low SES	African American	English	Male	No	Glasses	Grade level	At grade level – 193	At grade level 177
Sharlene	No	Mid SES	White	English	Female	No	None	Grade level	One year above grade level – 110	At grade level 125
Sophia	Yes 5	Mid SES	Guatamalen	Spanish	Female	No	None	Grade level	At grade level – 129	At grade level 152
Stuart	No	Mid SES	White	English	Male	No	Allergic to peanuts	Grade level	One year above grade level – 231	At grade level 116
Terrence	No	Mid SES	African American	English	Male	No	None	Grade level	At grade level – 189	At grade level 192
Wade	No	Mid SES	White	English	Male	No	Glasses	Grade level	At grade level – 179	One year above grade level 223
Welington	Yes 3	Low SES	Cuban	Spanish	Male	Learning Disabled	Glasses	Grade level	One year below grade level – 82	Two years below grade level 24
Wendell	Yes 2	Low SES	Somalian Refugee	Somali	Male	No	None	Grade level	One year below grade level – 51	Two years below grade level 45
Yung	Yes 4	Low SES	Burmese	Burmese	Male	No	None	One year below grade level	One year below grade level – 98	Two years below grade level 65

 

 

Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99