ReWriting Classroom Rules and Procedures -- The Affective Framework
"Teaching Students to Care"
My inspiration to contrive "ReWriting Classroom Rules and Procedures--Teaching Students to Care" originated from my day-to-day experiences working in the school system ( both public and private) as a teacher and counselor for the past 30 years. After many teacher-student and counselor-student interactions, I came to realize that many of our students lack the passion to care, there is no public display of kindness or consideration toward classmates and there is a minimal amount of respect shown towards adults in authority.
"ReWriting Classroom Rules and Procedures- - Teaching Students to Care"
is a formula that addresses imparting knowledge to students on the importance of expressing feeling and caring words. This formula will help them develop the character needed to create a "peaceful classroom environment," thereby creating conditions and surroundings that are more conducive to learning. To be effective and gain positive results from a student, the authority figure should practice these procedures on a daily basis.
According to Bloom's Taxonomy, there are three domains in education to teach the whole child:
1. Cognitive - involves knowledge development of intellectual skills.
2. Affective - includes the manner in which we deal with situations emotionally, such as feelings, values, emotions, a sense of appreciation, enthusiasm, personal motivation and attitude.
3. Psychomotor - includes physical movement, coordination and use of motor skills.
The opportunties afforded me have been many, but my most rewarding is working in varied school districts and have seen teachers and other educators do an excellent job in providing a framework for cognitive and psychomotor skills. I rarely see a framework for the "Affective Domain."
In conclusion, "ReWriting Classroom Rules and Procedure- - Teaching Students to Care" is a formula devised to provide a framework for not only Preschoolers through 12th graders, but also for our school principals and classroom teachers.
"ReWriting Classroom Rules and Procedures" provides an "Affective Framework" an includes:
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Classrooms where the rules teach and encourage teachers and students to respect each other differences.
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Classrooms where the rules and procedures are carefully taught and consistently monitored.
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Classrooms where the rules are interesting and give students the desire to succeed.
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Classrooms where the rules will provide teachers the opportunity to have control of their classes, but the teacher will not have to act in a controlling manner.
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Classrooms where the rules are designed to deal with emotional and behavioral situations; problem-solving is taught and used consistently on a daily basis.
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Classrooms where the rules encourage students to take responsibility for their behavior.
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Classrooms where the rules encourage teachers to be facilitatiors and motivators.
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Classrooms where the rules foster critical-thinking, build self-esteem and confidence and creativity is encouraged.
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Classrooms where the rules are used consistently and communicate the same behavioral objective.
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Classrooms where the rules require parental input and guidance on a daily basis.
"ReWriting Classroom Rules and Procedures - - The Affective Framework"
will help students to become"Caring Possibility Thinkers"