Contracts

Are contracts possible as effective classroom management for all learning styles?

Upon reading Chapter 15 of Bennett and Smilanich, I would like to think so. They describe a formal contract as a "collective and last response by a school staff and parents to assist the student to take action about whether or not to be part of that school's learning environment" (p. 307). However, I think that a formal contract may not work for all learning styles. Furthermore, I believe that not all students will respond to both in and out of school suspensions, leaving school administration and teachers to resort to expulsion. Undeniably, this is the last thing that we want to happen because we are then pushing students out of school.

Bennett and Smilanich emphasize the fact that the students need to be involved in the process of re-shaping their misbehaviour (creating the consequences), in order to feel a sense of responsibility for their misbehaviour. Therefore, I think that Formal Contracts will be the most effective if the students - with various learning styles - are allowed to provide input into the contract that is being formed. I think that the main thing is also getting parents onboard with the Formal Contract. Bennett and Smilanich note that parents must realize that their reported misbehaving child may be a "master manipulator" (p. 299).

I believe that the aspect of community service through Formal Contracts would support students with different learning styles. I would like to think that providing students with the chance to experience the world of work and survival would provide them with a new perspective. Bennett and Smilanich suggest a variety of work placements that could meet the needs of students with different learning styles: food banks, businesses, hospitals, and youth centres. I think that bringing the community into the resolution of the specific student’s misbehaviour puts more responsibility on the student to change his or her behaviour to not only meet the rules outlined by the school, but also by society.

If I had to incorporate a contract for one of my students, I would follow Bennett and Smilanich’s suggestions of:

- Being specific when identifying the student’s misbehaviour outlined in the contract
- Clearly stating the consequences and having others repeating the consequences in their own words
- Most importantly, keeping the environment positive and incorporating care because “if we have not worked at caring and respecting the student as a person and as a learner, we will increase the chances that the Formal Contract will be perceived and possibly experienced as a punishment and will, in the long-term, do more damage than good” (p. 293).