Rules and Consequences

Virtual Session Monday, November 3, 2025 · 3:15 – 4:15

Reading

October 20 - 26: Chapter Nine - Consistency

October 27 - November 2: Chapter 12 - Lesson Design

November 3 - 9: Chapter 13 - Rules and Consequences

Virtual Session

November 3, 2025 · 3:15 – 4:15pm

Google Meet: https://meet.google.com/pej-taqp-qdd

Consistency

Reading

Chapter 9 Consistency (pages 130 - 139)

Focus of Chapter

Being consistent does not mean being a robot; it arises out of caring for our students and their learning. When we are inconsistent we send our class mixed messages that ultimately invite inappropriate behavior. Since we are the primary authors of what happens in the classroom, students follow our lead, and they will behave in ways we unconsciously allow. The trick is to get conscious and consistent. In this chapter we look at how to become more consistent in several specific areas. Being consistent in these areas will also help us become more consistent overall, as our “muscle” of consistency is strengthened.

Objective

Foster student trust by establishing and practicing consistency.

Key Points to Remember

Establish and practice hand-raising policies. Avoid letting students argue with the teacher. Avoid the “popcorn” effect.
Hold ground without over-explaining.
Consistency arises out of our caring for our students and their learning.

Lesson Design

Reading

Chapter 12 Lesson Design (pages 170 - 197)

Focus of Chapter

Classroom management doesn’t occur in a vacuum; it is intricately tied to what we teach and how we teach it. The ideal classroom is a place where learning is enjoyable — and high-level engagement happens every time we teach a lesson. It’s no surprise, then, that by motivating and engaging students, we can keep management problems at a minimum. This chapter introduces many techniques for getting and keeping student attention and increasing student participation and enjoyment of learning through active engagement.

Objective

Incorporate strategies for increasing student participation in your lesson plans.

Key Points to Remember

Start each lesson with a focus on what students will learn, not on what you will teach.
Check for understanding in multiple ways.
Make plans for absences and late work.
Use variety and pair or group work.
Slow down delivery and break lesson into smaller “chunks.”
Involve all students, especially in the closure of each lesson.

Rules and Consequences

Reading

Chapter 13 Rules and Consequences (pages 200 - 245)

Focus of Chapter

While assuming the best about our students, caring for them, preparing well and carrying a sense of inner authority help prevent most problems, there are bound to be times when intervention is necessary. In schools this intervention is usually called “consequences.” All teachers, either overtly or subtly, employ rules and consequences. In this chapter we explore the what, how, and why of choosing and enforcing classroom rules. Rules that are worded behaviorally rather than morally and that are enforced with a clear but flexible hierarchy of consequences will lead to a safe and structured learning environment where all students, even our toughest, have an opportunity to learn and thrive.

Objective

Create a tiered hierarchy of consequences to meet your needs.

Key Points to Remember

Limit the number of rules to five or six.
Make rules specific and clear, and word them behaviorally, not morally.
There are no punishments, just consequences.
Consequences serve as a pause to get student attention.
Use a flexible hierarchy of consequences, starting with the mildest. Consider giving students input in forming rules and consequences. Let the consequences do the talking.
Consistently implement a procedure for quiet or getting attention.
Give students choices when giving consequences.
Use soft eyes to help keep your non-verbal body language and tone of voice firm, yet soft.
Document misbehavior with a system that works well for you.

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