Wheatley et al. (2009) found that praise for the good things students do is much more effective for eliciting wanted behavior than the fear of punishment. In my classroom procedures are retrained and not punished, and they are most definitely not linked to a numerical grade. And, for procedures that are followed to a ‘t’ they are most definitely praised. I believe this to be a great way to teach the functions of the classroom and the way that students should behave. For applying rules within the school, there is a behavior chart that we can put behavior marks into that's very akin to a demerit system, however, it does not result in detentions, except in extreme cases, or anything of that nature that takes students out of their school day. It revolves around involving parents into the conversation of trying to have their students be the best students that they can be.
For applying the classroom rules within my classroom, I use the three marks on the whiteboard system that I explained in my critical thinking post for module 5. As Wheatley et. al. (2009) has found that a system that praises students for their good behavior, not solely punishing for bad behavior, has long lasting results, I believe that my system of classroom management and applying the rules and procedures does just that. Hubbell & Goodwin would agree as per the coursebook,
“The bottom line appears to be this: the best feedback isn’t a score or grade; it’s guidance on what students are doing well and what opportunities they have for improvement. That’s why it’s important for teachers to provide students with feedback that includes information they can use to guide and self-correct their learning, not to size up their performance while it’s still a work in progress.”
Having behavior expectations within the classroom and a very clear way to see if they are meeting the behavior expectations, or if they are not, shows them that they can inform their own learning based on self-correction.
Student Goal Setting with a Rubric Based Performance Strategy
In order to foster success within the classroom I believe that rules and procedures have their place, and it's a well-deserved place, but there should also be a growth mindset that's instilled within students (Fraser, 2018). I imagine that I could create a rubric that would be administered at the beginning of the unit and explain to the students that there is a new column on it, much like the rubric I gave to the students to self-assess their knowledge on division and multiplication. However, this new rubric would have a category or column about student behavior, or what several have studied and called, including Hubbell & Goodwin (2013) and Fraser (2018), a growth mindset. It would have sections such as ‘I ask how to improve’, ‘I overcome obstacles’, ‘I know that growth in learning requires effort’, and ‘Instead of saying that I'm not good at this, I ask how can I become better at this’. Including a synthesis of the growth mindset in the rubric will provide yet another way for students to self-assess and for me to provide non-evaluative feedback.
Fraser, Diana M. “An Exploration of the Application and Implementation of Growth Mindset Principles Within a Primary School.” British Journal of Educational Psychology 88.4 (2018): 645–658. Web.
Hubbell, E. R., & Goodwin, B. (2013). The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day. ASCD.
Wheatley, Rikki & West, Richard & Charlton, Cade & Sanders, Richard & Smith, Tim & Taylor, Matthew. (2009). Improving Behavior through Differential Reinforcement: A Praise Note System for Elementary School Students. Education and Treatment of Children. 32. 551-571. 10.1353/etc.0.0071.