Chapter #3-Classroom Behavior

Chapter Three was very long and drawn out and covered a very deep subject. If I had to identify a theme that appeared throughout the reading I would say that consistency is the key. The chapter starts with how poor classroom behavior is a sign of something deeper in the students learning and then goes into an analytical approach to how to work around those issues and hopefully prevent them from occurring. The students advice at the outset is to establish a set of ground rules and ensure that they are equally enforced. The chapter progresses and begins to lay the groundwork for discipline and where the severity should be placed for the infraction. There are certain infractions that have set discipline standards from the superintendent and the school board, but the day to day issues that arise in the classrooms that the teacher has direct control over are the focus of this discussion. In this area is where consistency works it way back into the discussion. Teachers have to be consistent with the application of punishments, just as we have to be consistent for how we establish the rules for the classroom and consistent with our interactions with students.



From my limited experience in the classroom both as a tutor and during the practicum experience, consistency is the one area where all teachers need to take a closer look. As the students all spoke to how difficult it is to adapt and get into a rhythm with different rules for each classroom and each teacher, we need to keep this issue in mind as we approach our student teaching experience and landing our first teaching job. As I continue in the practicum experience and continue reading it will be interesting to see where small town Maine students are similar in their ideas about school and what the students in the book have to say.