I believe setting classroom "expectations"as opposed to calling them rules is certainly important, as it sets the tone for the year. As we previously discussed, having these expectations written somewhere in the classroom might be helpful as you could refer to them directly. I also believe the physical environment of the classroom will have a major effect on behavioral issues. Having pencil sharpeners accessible at multiple locations (so that students don't need to cross the entire classroom to access them), a comfortable area for independent or group reading, a desk setup whereby students can be placed in view of the teacher from all locations, all would lead to a more conducive class. In the case study in Ch 13, I would (early on in the semester, before the issue "spread") take each child aside quietly (in order not to embarrass them) and re-emphasize the class expectations, ask if they have any concerns, and then re-emphasize the consequences (both positive and negative) of fulfilling or not fulfilling those expectations.
I have not had an opportunity to address my CSEL case study yet so will add my continuum of responses to this post once I have done so.
I think it is a great idea to address each child individual and not in front of a group. In what little experience I have had I noticed that some kinds like the attention of being called out in front of everyone, more so with middle to high school level then elementary. I agree that physical environment can set the tone for students.
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