Transcript Choosing Rules and Procedures

Establishing
Classroom Norms
and Expectations
Chapter 2
Classroom Management for
Elementary Teachers
Evertson and Emmer
© Pearson / Merrill, 2009
Definition of Terms

Goals
Focus on target aspirations
 Not necessarily attained every day – by the
end of the year or a life
 Personal
 A teacher’s beliefs and goals he or she sets
will influence expectations communicated
to students

Definition of Terms, contd.

Expectations
Desired behaviors or outcomes
 Teacher’s expectations should be known to
students (make VISIBLE the INVISIBLE
expectations)

Teaching rules and procedures directly
 Practicing
 Consistently responding to students’ behaviors

Definition of Terms, contd.

Norms

When behaviors that teacher and students
expect become routine
Definition of Terms, contd.

Rules
Govern relationships with others, time,
space, materials
 Rules identify general expectations
or standards for behavior
 May indicate unacceptable behavior as
well as expected, appropriate behavior
 Do not change
 Are few in number

Definition of Terms, contd.

Procedures
 Procedures are usually directed at
accomplishing something
 Communicate expectations for behavior as
they apply to a specific activity
 Govern ways to get things done
 Change according to need
 Are many in number
 Examples
Sharpening pencils
 Collecting assignments
 Using the bathroom

Why All Kinds of Classrooms
Need Rules and Procedures

All classrooms need rules and procedures.

Form follows function
Rules and procedures must be
carefully chosen.
 Rules and procedures must be taught.

Identifying School
Rules and Procedures
1.
Behaviors that are specifically forbidden

2.
Consequences for rule violations

3.
Example: running in hall
Example: reporting student to school office
Administrative procedures that must be
handled during class time

Example: calling roll; collecting lunch money
Planning Your Classroom Rules

Select a few

4 to 8 (Evertson, et al.) 3 to 5 (Wong)
State them in positive terms
 State them clearly
 Make them consistent with the school rules

Sample Rules
1.
2.
3.
4.

Respect and be polite to all people
Be prompt and prepared
Listen quietly while others are speaking
Obey all school rules
Respect other people’s property
“Respect other people’s property”
Keep the room clean and neat
 Pick up litter
 Return borrowed property
 Do not write on the desks
 Do not use another person’s things
without permission

Use of Classroom Rules
Discuss with and model for students
 Practice and role play
 Post in the room
 Provide a copy to students
 Send a copy home to parents
 Post on website
 Refer to as needed to remind students
of specific behavior

• RE-ENFORCE CONSISTENTLY
• Be consistent
• Be sure that stated rules and
functional rules are the same
SAY WHAT YOU MEAN – MEAN
WHAT YOU SAY!
Student Participation
in Rule Setting
Democratic principles in action
 Promotes ownership and responsibility
 Discussion clarifies and provides
examples

The Process of Developing Rules

Whole class discussion

Possible rules are suggested and
recorded
Categorize the suggested rules
 Develop a title for each category
The title may become the rule
 Rule infractions result in natural or
logical consequences

A teacher who
establishes reasonable rules and
procedures
 who provides an understandable rationale
for them
 who enforces them consistently

Will find that the majority of students are
willing to abide by them
Planning Classroom
Procedures

Procedures for Room Use
Teacher’s desk and storage area (Blue)
 Student desks and other storage areas (Blue)
 Storage for common materials (Red)
 Drinking fountain, sink, pencil sharpener (Red)
 Bathrooms (Yellow)
 Centers/stations and equipment areas (Green)
 Computer stations (Orange)

Procedures for Independent Work
and Teacher-led Activities
Student attention during presentations
(Red)
 Student participation (Blue)
 Talk among students (Green)
 Obtaining help (Yellow)
 When individual work has been completed
(Orange)

Transitions Into and Out
of the Room
Beginning the school day (Green)
 Leaving the room (Yellow)
 Returning to the room (Orange)
 Ending the day (Blue)

Develop the procedure. Use role play or
a skit to model for the rest of the class.
Procedures
for Small-Group Instruction
Getting the class ready for the activity
 Student movement into and out
of the group
 Expected behavior of students in the group
 Expected behavior of students outside
the small group
 Use of materials and supplies

Procedures for
Cooperative Group Activities
Introduced when first used
 Roles and tasks are taught and
practiced
 Consider using role/task cards

Roles

Roles must be assigned and taught
1.
Reporter / Recorder
Clarifying Task Focuser
Turn Maker
Clock Watcher
Encouraging Peace Keeper
2.
3.
4.
5.
General Procedures
Distributing materials
 Interruptions or delays
 Restrooms
 Library, resource room, school office
 Cafeteria
 Playground
 Fire and disaster drills
 Classroom helpers

 Checklist
2 (pp. 40-41)