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There has to be consequences, both positive and negative, for rules to be effective.

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Chapter 16- How to create consistency in the classroom

Key Idea: Classroom and instructional procedures improve teaching and learning.

Classroom management procedures lay the foundation for structuring the classroom. They create coherency, continuity, and consistency.
Instructional procedures lay the foundation for acquiring information and learning.
When students are taught procedures, they are taught responsibility for their learning.
Procedures produce permanent change. There are fewer behavioral problems and increased academic learning time.

All effective teachers procedures to assist in managing a classroom and maximizing learning time.
Teacher success can be traced to the ability of the teacher to manage the classroom.
In a school with a culture of consistency, students know who to do, when to do it, and how to do it.

Chapter 17- How to have an effective discipline plan

Key Idea: The ultimate aim of any discipline plan is to teach students self‐discipline.

Discipline is behavior management, not classroom management.
A well‐managed classroom will minimize your discipline problems.
School must be a safe, protected, and controlled environment where students come to learn and interact with each other without fear.
Behavior is caused. Discipline is learned.
Prevention is much more effective than intervention.
The function of a rule is to prevent or encourage behavior by clearly stating the expectations you have of students.

Rules must have consequences.
Little or no learning takes place when a teacher has to take time away from teaching to enforce rules.
The best reward is the satisfaction of a job well done.