aura asked a number of great questions on the last post.  I will try to address some of them here.

How do you get there?  Which system do you have that replaces participation points that works?  How do you deal with discipline (attitude, absences, English). Which is the social contract you have with your students and parents?        How did you reach this social contract?How do you enforce the rules that make daily living (la convivencia) possible?

Below is the contract that I created to address these issues.  When I have an administration that requires a signature, I'll collect that.  Our Dean of Students and Principal have a copy.  A copy is on my website and a copy is sent home to parents. 

The key to this, however, is taking time the first week of school to address each point below:

Sus Derechos y Sus Responsibilidades

Your Rights and Responsibilities

1.   You have a right to be treated as an individual who interesting, capable, and  

       important.

      You have a responsibility to treat others the same way.

2.    You have the right to a positive learning environment every day.

       You have the responsibility to learn and accomplish something positive every day.

        3.     You have the right to be informed about the academic and personal goals of this course and your progress towards those goals.

         You have the responsibility to complete the class work and homework designed

        to help you achieve these goals and to monitor your progress.

            4.    You have the right to communicate with me in a respectful and appropriate manner about issues that affect you in class or in this building.

         You have the responsibility to communicate with me whenever you have a 

         problem, question, or concern about issues in this class, or your achievement in this

         class.

        You have the responsibility to communicate if you, or anyone else, is in danger of 

        physical or emotional harm.

These are posted in the room and referred to as necessary.   We address them as "new information", one per day the first week...IN ENGLISH...along with any number of team-building and get-to-know-you activities in Spanish. 

I address infractions to the above immediately and directly...although not always publicly.  A one-to-one conversation often goes a long way.    The first two are the most important.  As the teacher, I have the final say if there is disagreement on what kind of behavior falls "outside of the lines".  I briefly mention and discuss "boundaries" so that students understand that there is a need to have lines drawn for appropriate/inappropriate behavior. 

The most effective way that I have found, thus far, to address "out of bounds" behavior is to quietly use the following statement.   "You now have the opportunity to make the choice to ___________ (pass back the papers, let the lesson continue, apologize, refocus, get to work, pick up that paper etc. etc. etc.)  I do not offer another option.  I do not state the consequence if s/he does not comply.  I offer a calm, small smile.  90 % of the time the student does the right thing.  Most of the time, the student either was carried up in the moment and wasn't thinking, or, wanted to see if I was paying attention.   The distracted ones just get back on track.  The ones who needed to see if I was paying attention found out that I was and get back to doing the right thing.   Students absolutely know what is appropriate behavior and what is not....by WHAT WE ALLOW TO HAPPEN. 

What we allow, we encourage.

The first few weeks with a new teacher, it is the students' job to find out exactly what that teacher will allow.  For example:   talking when the teacher is talking, writing on other students and/or their belongings/desks etc., arriving late to class, not engaging in class activities, pretending to not know anything, sarcasm, mean remarks, making fun of others,  inappropriate clothing, not doing homework, passing notes, texting, eating and drinking in class...............................................

I don't take it personally when students test the boundaries.  As adolescents, that is what they are wired to do.   They want to know how I will handle trouble when it comes.   They need to know that they can trust me to keep the classroom a safe place.   Ironically, it is the "troublemakers" that need to know this the most.    Many of them are extremely bright and knowing where the boundaries are is how they function.   Many of them have learned survival skills outside of the classroom and want to know from the beginning which of those skills they will need to survive this  venue.   Some of them have a reputation to uphold.   If I am consistent about the rules, their classmates will not look to them to act up.  If I am NOT consistent, then it becomes their role to see what I'll be like today.   They learn by watching adults....and each other.   Adults who are inconsistent become playthings and entertainment.  I let them know up front that we have other things to do.

So...Step 1:  The Rules and Responsibilities

Step 2:   Identify the Boundaries and Stand Firm

Step 3:  Offer the Better Option....Calmly.

Step 4:  "Conduct" the Class

I tell students that this class is much like a band/chorus/orchestra and I'm the Maestro.   I literally "conduct" the class.  They need to follow my words, facial expressions, gesture etc. and respond appropriately.  The first piece we learn is the "Signal" (check out the post below_

http://blog.heartsforteaching.com/2009/09/10/u-is-for-unexpected.aspx

I take my job as Maestro seriously and choose my activities (pieces) carefully based upon the strengths, interests and abilities of the students.   From Day 1, I make it clear that I have chosen everything for THEM.  Not because it is next in the book, what the other classes are doing, I think it's cool, it makes me look good or another group liked it.  For THEM.  I choose activities which I know that my students will enjoy and will be successful at.  

As we do activities we keep the 4 Rights and Responsibilities in mind.  Another part of the first week :  Desk Drills.

http://blog.heartsforteaching.com/2010/08/29/desk-drills.aspx

   I don't actually "need" desk drills as much as I did back in the day....but it gives me a wonderful opportunity for a brain break and some straight talk about how to treat others.

Like many other teachers, I also get my students involved in classroom responsibilities from the beginning.   I ask them to pass out papers (never pass back papers with grades...that's my job),  answer the phone,  put up articles about the school on the Noticias bulletin board, be the class artist for the day, organize the highlighters....whatever might need to be done.   I try to ask a wide, wide variety of students to help....often starting with the "rule-breakers."  These students most need a "role" in class and are happy to be offered something other than class clown or trouble-maker. 

When necessary, I follow all of the steps outlined in my school's disciplinary procedure.   this too is very very important.   That system is there for a reason.   The students need to know that if nothing else works,  the system will eventually address the issue.  

Last...but definitely not least...

In the last 5 years I have required less and less homework...and instead grade all in-class assigments.   Inspired by research and exhausted by the battles which always seem to accompany homework,  I have chosen to actively and clearly offer as little as possible.   When I give homework (usually one day per week if it is a 5 day week) I make sure that it is accessible from the Internet and easy to do without help.  

My students have NOT learned nor acquired any less.  In fact, they spend MORE time outside of class using Spanish.   They actively listen to music and watch programs in Spanish or read online in Spanish because it interests them.   Yes...even in my little rural district.   Parents often report siblings speaking to each other in Spanish at home.  

By de-emphasizing homework I have eliminated several things:

a)  an ENORMOUS battleground where no one ever won a battle nor a war.

b)  frustration over who did it and who didn't.

d)  students entering class a failure before class even starts.

I can also frequently remind students that when we use class time well, I can continue to keep homework to a minimum. 

Now, before TPRS, this really didn't seem possible.  What progress students made, they made because of the 'memorization' that took place via those assignments.    Homework really appeared to make the biggest difference in gains.

With TPRS, those output activities are just a little decorative icing on the cake.   A little goes a long way.

The final piece of the puzzle is to continually focus on my students as people who are acquiring language, not students fulfilling requirements under my watch.     I do not need to know all of the personal details of their lives, but I do try to remember that they have lives.   In a few short years, they will be out in the world working with my future grandchildren,  helping my generation to pay for retirement,  defending our country,  earning a living  and  each of them already affects a world of folks around them.

I try to remember to ....

Treat each student as if he or she has the potential to change the world. 

Because they all do.

I'm not sure that that answers all of Laura's questions, or yours...so keep in touch.

with love,
Laurie