The Class Conduct

   
The Individual Class Conduct Consequences

	This chart is determined on the behavior of the class at the beginning of
each day.  As we know, people are not built like machines; so, the whole
class temperament will be gauged on a daily basis.  The class, as a whole,
starts out to be neutral.  From that point on, each child’s behavior will be
gauged by the following chart.  I do not believe that positive results can truly
come out of negative reinforcement; that is why I had a ‘good’ behavior side
of the chart as well.



The Chart
Good Behavior: (listed from highest to lowest)
[  ]- goes to The Principal with a ‘golden ticket’ to talk with her of good things.
[  ]- a phone call from me praising you child’s conduct for the day.
[  ]- receives a tangible item of recognition for good behavior.
[  ]- apperception of good behavior by written their numbers on the chalk board.

Bad Behavior: (listed from highest to lowest)
[  ]- a meeting with The Principal 
[  ]- a phone call from me describing your child’s behavior.
[  ]- a problem note to be sent home, signed, and returned back to me the next day.
[  ]- a warning by writing their number on the chalk board.

*** The student will begin at the lowest level in each category.
 Depending on their behavior, they can either go up or down on the chart. ***



Whole Class Conduct Points   ^^^	

	I have decided to use more a more interactive point system for the class
points.  I have a water container in  the classroom with several stages marked
upon it.  The first stage is marked with  ‘MOVIE,’ the second stage is marked
with ‘ICE CREAM,’ and the third stage is marked with ‘PIZZA.’  Everytime
the whole class conduct is good, I pour water into the jug.  Each time that
they ‘hit’ a stage, the whole class makes a vote to either take that option or
keep moving onto the next stage.  Each time that they desire to take the
option, the water container is emptied and we will begin again at the
beginning.

^^^ I do the whole class point system this way because this method will slowly introduce them  to  understand  volume and  measurement. 
Also, to have them collaboratively decide on what to do next.  It’s a basic skill that allows the student to feel more empowered with the
ability of choosing.