| Accountability is a crucial element for the | | | | because they are not followed, it means you |
| effectiveness of any family, business, political | | | | have not built in accountability for your |
| system or--classroom. To maintain a positive | | | | standards--there is no significant consequence for |
| environment in your classroom at all times, you | | | | not doing the undesired behavior, so the student |
| are going to have to make students accountable | | | | repeats it. |
| for every action or behavior that does not | | | | Develop a system of accountability--know in |
| contribute to that environment; and what | | | | advance the consequence for any undesirable |
| accountability really means is that there is a | | | | behavior, positive or negative ( in other words, it |
| significant consequence for not behaving properly. | | | | is not good enough for a student to not talk, they |
| The first step in this direction is to be exactly | | | | also must exhibit the positive behavior of being on |
| sure what you yourself find acceptable and | | | | task ). |
| unacceptable. Have a list of rules that cover | | | | Some ways that teachers try to get classroom |
| every behavior, positive and negative, that you | | | | management under control that DON'T work are |
| require from students. Any time a student veers | | | | lecturing, nagging or repeating directions, yelling, |
| from this acceptable behavior, be ready to hold | | | | calling parents, and giving warnings. |
| them accountable. Every time! | | | | These do not work because they really do not |
| Do you let certain behaviors 'slide' once in awhile, | | | | hold the student accountable. |
| and at other times try to give consequences? | | | | You must find a consequence that matters to the |
| This kind of inconsistency will lead to constant | | | | student--not a consequence that you think |
| turmoil in the classroom, whereas if a student | | | | SHOULD matter to the student, but one that |
| knows beforehand the response they will receive | | | | really does. |
| for undesirable behavior, they will not attempt it in | | | | Once you find something the student cares |
| the first place--that is, IF you have the leverage | | | | about--like, for instance, having to come after |
| to back it up. | | | | school--you have leverage. This means when you |
| If you spend your time warning students, telling | | | | give a direction, the student will now listen, |
| them to be quiet, reminding them to get on task, | | | | because he or she does not want to lose |
| and find yourself endlessly repeating directions | | | | something they value more--their time. |