RULES and CONSEQUENCES

1. RULES and CONSEQUENCES True or False?

2. Rules are what we “can and can’t live with in the classroom.” TRUE (Smith, 165).

3. PRINCIPLES are more specific than RULES FALSE, more general (Smith, 164).

4. “Be in your seat when the bell rings” is a PRINCIPLE. FALSE, it’s a specific RULE. (Smith, 165).

5. “Treat each other kindly” is a PRINCIPLE. TRUE, it’s a general statement. (Smith, 164).

6. “The student has the right to learn and the teacher has the right to teach” is a PRINCIPLE. TRUE, it’s a general statement. (Smith, 164).

7. “Bring all books and materials to class”is a PRINCIPLE FALSE, it’s a specific RULE. (Smith, 166).

8. Smith believes that,“Respect each other”is a RULE FALSE, It’s a general Principle (Smith, 166).

9. JOHNSON believes that :“Respect yourself and others” is a RULE that could apply to lots of things, like gum chewing. TRUE, Johnson does say this; however, Smith believes that the above is a PRINCIPAL and should be a general title over a list of specific rules. (Johnson, 144) (Smith,166)

10. Smith believes you should haveonly 1 or 2 PRINCIPLES (or “mission statements” as titles above your rules.) TRUE (Smith, 164).

11. RULES are written forspecific BEHAVIORS. TRUE (Smith, 166).

12. Smith believes you should limit your RULES to only about 5 or 6. TRUE (Smith, 165).

13. JOHNSON believes that :RULES should be made about things the teacher would never tolerate. TRUE, Things that do not happen by ‘accident’ like biting, kicking, insults, harassment. (Johnson, 142).

14. JOHNSON believes you should: Limit the amount of RULES. TRUE, The more rules you create, the more time you must spend enforcing them with consequences. (Johnson, 143).

15. Smith believes that :CONSEQUENCES are punishments. FALSE, Their purpose is to get the student’s attention, and remind them that they have the power of choice. (Smith, 167).

16. Smith believes that :CONSEQUENCES are preventions. FALSE, Consequences are about INTERVENTIONS. (Smith, 167).

17. Smith believes that :CONSEQUENCES are preventions. FALSE, Consequences are about INTERVENTIONS. (Smith, 167).

18. Smith believes that :CONSEQUENCES should be in an order from the most serious, to the mildest. FALSE, Arrange in a hierarchy from mildest to more serious. (Smith, 167,170).

19. JOHNSON believes that :PROCEDURES are different than behavioral RULES. TRUE, Procedures are more like “guidelines” for completing activities. (Johnson, 142).

20. JOHNSON believes that :“No gum chewing” is anappropriately stated rule. FALSE, State all rules ‘POSITIVELY’, such as: “Dispose of your gum properly before entering the classroom. “ (Johnson, 144).

21. Johnson believes that :CONSEQUENCES should be considered carefully so they don’t punish the teacher like supervising a student during your lunch period. TRUE, Also unfair to assign essays or send to principal before using other choices (Johnson,145).

22. Johnson believes that when the teacher assigns CONSEQUENCES, they take control and responsibility for the situation . TRUE, BUT, Johnson does not agree this is right! (Johnson,149).

23. Johnson believes that CONSEQUENCES should be assigned in such a way so that the students accept responsibility for their behavior. TRUE, (Johnson,149).

24. Johnson believes that CONSEQUENCES should address the specific behaviors, and provide positive feedback. TRUE, Similar to natural and logical ones, like Smith’s “actual consequences inside the classroom” (Smith,176-177) (Johnson,150-152).