Thomas H. Allen, Ph.D.
(c)1996. All rights reserved. Fair use by teachers and students is authorized. Commercial use is prohibited except by prior written permission by the author This outline is explained in detail in class. Experienced teachers will recognize parts of the Lee Canter and Fred Jones approaches.
Its purpose is to provide a framework for laying out the classroom control plan developed by a teacher to meet the needs of a specific school class and to satisfy the teacher's style needs.
Some teachers (and many pupils) need a structured situation. This framework provides for that.
Other teachers prefer to allow students maximum freedom to develop. This framework provides for that as well.
Probably all teachers hope that the structure that is typically required at the beginning of a class can wither away and be replaced by self-motivated learning in a self-regulated environment with cooperative, mature behavior. This framework should facilitate that to the extent possible.
The blank form is followed by
¥ a form with examples,
¥ a commentary on effective classroom management and
¥ a commentary on motivation.
RULES [STATED POSITIVELY] May be developed with the class or imposed but must be "taught" along with consequences.
1. Be in your seat by the end of the tardy bell.
2. Be prepared with materials and assignments.
3. Raise hand to ask questions or participate.
4. Respect others and the property of others.
5. If more rules are needed, I will announce them. [i.e., no ex post facto rules]
INCENTIVE PLAN [DESCRIBE]
Every other Friday there will be a Preferred Activity Time [PAT] period of up to one hour--time determined by net minutes earned by the class. Minutes may be earned by quick compliance with teacher's directions, etc. Minutes may be lost by violation of class rules by one or more members. [Since the teacher controls this, a reasonable amount of net time will be earned by the class.] The class will choose the preferred activity from a menu developed by the class and approved by the teacher [only educationally- related and "legal" activities will be approved].
POSITIVE CONSEQUENCES [MAY VARY WITH EACH RULE.]
1. Praise from teacher.
2. Points toward Preferred Activity Time.
3. Call home or note home telling how good the pupil's work has been, how cooperation has improved, etc.
LIMIT SETTING ACTS [TO BE USED BEFORE IT IS TIME TO EMPLOY NEGATIVE CONSEQUENCES].
1. Proximity, point to work to be done.
2. Blink lights or raise hand for class attention.
3. Suspend instruction and call name [this is understood to constitute a warning].
NEGATIVE CONSEQUENCES [MAY VARY WITH EACH RULE] A HIERARCHY OF STEPS
1. Talk with student in hallway or after class.
2. Lunch detention
3. Lunch detention and phone call/note home.
BACK-UP PLAN [OUTSIDE HELP]
4. In school suspension [remainder of period].
5. Referral to vice principal.
6. Parent-pupil-teacher-administrator conference with contract and/or suspension.
Note: The teacher should obtain support of master teacher [and vice principal if appropriate] prior to implementation of the plan. The plan is hierarchical--the teacher always knows what will be done next if the present step doesn't achieve desired results. The teacher can then remain calm with the assurance that the plan will work and thus avoid becoming emotionally involved.