Classroom Rules and Routines

 

Rules and routines keep your class running smoothly so that you have more time for teaching academics. Here are some ideas for establishing, using, and reinforcing rules and routines. Rules Rules are just like other instructional activities. They have to be taught, reviewed, and reinforced if they are to be remembered. As we start the year, the teaching of rules and routines is the first activity we should accomplish. Once this has been done, we can begin to teach and will teach more by the end of the year than if we had simply handed out books and started instruction. Introduce each rule and discuss the variety of behaviors that the rule might include. Reinforce students who are following the rules. Thank them for their consideration. At the elementary level, reinforcement can be done aloud. Upper grade, middle, and high school students can be thanked quietly and privately. Rules should be both written and taught to students at the beginning of the year. Guidelines for establishing rules are:

  Involve the class in making the rules.

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  Keep the rules short and easy to understand.

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  Phrase the rules in a positive way.

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  Remind the class of the rules at times other than when someone has misbehaved.

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  Make different rules for different kinds of activities.

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  Key children in to when different rules apply.

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  Post the rules and review them periodically.

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  If a rule isn't working, change it.

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SAMPLE RULES

Elementary School

  Be polite.

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  Let others work.

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  Work quietly.

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Middle School

  Enter class quietly.

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  Raise hands to talk.

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  Respect the rights of others.

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High School

  Enter class quietly.

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  Raise hands to talk.

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Respect others' rights to speak.

Routines Routines refer to specific behaviors and activities that are taught in order to provide smooth, uninterrupted class operation. Routines, carefully taught, can save large l arge amounts of time during tthe he year. When students know exactly what is expected of them in a variety of situations, the time saved can be spent teaching rather than organizing or disciplining. Develop, teach, and enforce a specific routine for these basic situations:

  Passing papers

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  Leaving to go to the restroom

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  Sharpening pencils

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  Heading of papers

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  Getting supplies and books

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  Working in small groups

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  Dismissing the class

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  When assignments are complete

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  Putting away materials

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  Safety routines

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  Taking attendance

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http://www.nea.org/tools/15377.htm Lesson 5: Use of Classroom Rules & Procedures

This lesson provides information on organizing the classroom through the establishment and maintenance of classroom rules and procedures. Rules and procedures add both consistency and structure to daily classroom activities. The paraeducator often plays an important role in helping students learn both rules and procedures. Once learned, rules and procedures promote an efficient and effective classroom.

 

Establishing and Using Classroom Rules Benefits of Establishing Rules

Rules communicate expectations and form the basis for catching students being good. Establishing Rules

The following are suggestions for establishing classroom rules:

 

Establish rules the first day of school.

 

Involve students in the process. This helps provide ownership for fo r the rules.

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Remember though, that the teacher is final arbiter. Often student rules are too strict.

 

Keep rules to a minimum (3 or 4).

 

Corollary - Rules should be broad enough to cover a wide range of behaviors.

 

Keep wording simple.

 

State rules positively.

 

Rules should not be too strict or too lenient.

 

Vary the rules for different situations.

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Rules should be relevant, they should be clear and they should be concise. Using Rules Effectively

The paraeducator should be prepared to use the classroom rules effectively. This includes reaching agreement with the teacher on descriptions of o f what type of behavior complies with the rules and what type of o f behavior breaks the rules. It also includes reaching agreement with the teacher on what consequences or procedures should be used when rules are followed and when they are not followed. Finally, you should familiarize yourself with the school district policies. Classroom rules must be specifically taught to students. Particularly during the first part of  the school year, the teacher and the paraeducator should spend time teaching the rules to the students. This will include explaining the t he rules and behavior that meets the rules, modeling and practicing these behaviors, providing corrective feedback and providing praise and reinforcement when students follow the rules. r ules. The following also support the classroom c lassroom rules:

 

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Post the rules. This both helps the students remember and helps the teacher and paraeducator be consistent.

 

Periodically remind students of the rules.

 

Emphasize the positive.

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Explain the importance of rules.

The teacher and the paraeducator should also find ways to monitor how consistent they are in applying the rules. Strategies might include completing a self-check questionnaire, recording of interactions with students regarding the rules and observation by the teacher. Sample Rules

The following three rules are examples which meet our criteria for good rules.

 

Watch the teacher and watch your work.

 

Keep your hands and feet to yourself.

 

Talk only on your turn.

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These examples are simple and concise. They are stated positively. They allow you to identify when a student is following the rule. Establishing Procedures

Most activities in the classroom occur on a regular basis. Getting materials and starting lessons, asking the teacher or paraeducator for assistance, and moving from one activity to another are example of activities which occur on a daily basis. Classrooms which establish procedures for accomplishing these activities are more effective and efficient. To create procedures, the teacher outlines the steps in the activity act ivity and creates rules for carrying out the procedure. The procedure is then explained to students and practiced. The teacher and the paraeducator provide cues to students, model correct co rrect behaviors and reinforce students for following identified procedures. Procedures also promote consistent behaviors from teachers and paraeducators. The following are further examples of activities for which the teacher might define procedures: 

 

General procedures

  beginning of the period

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  use of materials and equipment

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  ending the period

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Procedures during seatwork and teacher-led instruction

  student attention during presentations

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  student participation

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  procedures for seatwork

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Procedures for student group work

 

  use of materials and supplies

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  assignment of students to groups

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  student goals and participation

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  learning teams

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Miscellaneous procedures

  behavior during interruptions

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  special equipment

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  personal belongings

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http://para.unl.edu/legacy/Organization/lesson5.php As far as my classroom rules, I would obviously have some the first day of class, but I would like to have input from my students so that they become accountable for their actions. I would also take their input on the consequences for breaking the classroom rules as well. One thing to remember, we do not want to have too many rules where it becomes a hassle for our students to remember r emember them, but also, it is important i mportant to state them positively, make them specific, and make sure they are displayed around the classroom. Not only wil willl these help students remember the classroom rules, but they will also know what is expected of  them. As a future teacher, I understand that it is important to introduce rules/expectations the first day of class so that they know what you want out of them, but also, it is important to model that behavior continuously throughout the year. With that being said, the rules I would implement in my classroom are: 1.) Make sure you come prepared with all your materials and ready to learn. 2.) Please keep your hands, feet, and objects to yourself. 3.) The playground is made for running, the classroom was made for walking. 4.) Please raise your hands. 5.) Treat others, as you would like to be treated. As far as having certain procedures/routines, if you want students to learn what you expect out of them, it is important you come into the classroom with a set of ideas of what you want your students to know how to do. To begin with, I think it is very important to establish an environment that is inviting/supportive, where students’ come prepared to learn. In order to do this, I plan to teach my students to come into the classroom, get their materials ready, and maybe have a problem ready for them to work on the first 5-10 minutes of class. This activity will be done with the purposes of getting them ready to learn. As far as the distribution of materials, in order to lower the traffic in my classroom, I plan to have designated students responsible of getting the materials for the entire group. This student will also be in charge of collecting the group’s work. Also, when exiting a class, I plan on

 

implementing a system where I have one line leader responsible for the order of the line, and one door holder. These positions will be rotated daily, ensuring the participation of all my students’. I also plan on having a designated classroom bathroom break before taking my students’ to lunch, and specials, depending de pending on the times. And finally, I would like to close my day by having my students deliberate over how productive we were as a cla class ss the entire day. What could we have done differently? Did we follow directions? Etc. By doing this, I feel that I will help my students become more reflective of their behavior, but also accountable. http://ows.edb.utexas.edu/site/jorges-website/rules-and-procedures Classroom Routines Routines help with time management in the classroom. They also help children to know what is expected of them and how to perform independent tasks. Predictable schedules, rules and transitions are all a part of creating a nurturing classroom.

Develop a sense of ownership with students by providing them the opportunity to contribute to these areas at the beginning of the year. One of the most important things about establishing classroom management is thatstudents must be taught the routines.

Optimal Environment for Classroom Routines When teachers create a nurturing environment, they are showing students that they are valued. An organized classroom that students understand how to use reduces stress in children and the teacher.

Focus on classroom organization at the beginning of the year:    

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Plan activities to personalize students' entry into your room (be at the t he door, welcome letter)

 

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Meet with all the parents early on - they want to see you and know who will be working so closely with their child

 

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Classroom set up: arrange materials in a predictable manner that are easy for f or students to access

 

 

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Organize and label all materials. Labeling is essential for students who are  learning a second language  are language and are in the preproduction or early prediction stages.

 

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Make the classroom feel like home. Adding a few plants, p lants, softer lighting and dedicated areas for a  a reading library  library can help.

 

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The classroom set up should include a personal space for each child that belongs to them only. Examples of this are name tags on desks, d esks, lockers, pouches over the back of each chair, and a book box for each child's independent reading from  from IPICK IPICK  or or  Reading Karate. Karate. 

 

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Have a predictable daily schedule that you post in the classroom. If your students are non-readers, use pictures to show the order of the day.

 

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Develop a classroom discipline plan that follows your management plan and students can easily understand.

 

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Give students specific jobs and responsibilities makes it a student centered classroom.

 

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Design the classroom so that there are areas for both social interaction and quiet areas not associated with punishment.

 

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Create a positive environment by regularly using  using classroom awards  awards to promote motivation.

Facilitating Transitions with Classroom Setup and Routines  

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Plan a predictable daily schedule with activities that are appropriate in length for your age groups.

 

Schedule longer blocks of time in the classroom to minimize transitions.

 

Give a "heads-up" before a transition is going to occur.

 

Develop transition activities to help children switch gears (a song, calling

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student numbers, a quick game).

 

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Ask students to repeat instructions back to you.

 

Use multi-modal signals to prepare children for transitions. This is particularly important for different learning styles.

 

Practice transitions through modeling and repetition. Show the students

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desired and undesired behaviors that are expected as part of all classroom routines.

Essential Activities that Require Classroom Routines  

Beginning the day

 

Entering and exiting the classroom

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Heading papers Sharpening pencils or retrieving supplies

 

 

Collecting and handing out papers

 

Leaving the classroom for a bathroom or drink break

 

Signaling the teacher during guided reading time

 

Asking a question

 

Tornado, hurricane, fire or lock-down procedures

 

What to do when finishing work early

 

Lunch and attendance count

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Snack time, if needed

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Cleaning the room; when to perform classroom jobs

 

Dismissal

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Remember to always have copies of your classroom routines for both students and parents. To get the best results, you must review the expectations and routines, discuss them and provide lots of practice for kids to internalize your expectations about your organized classroom. http://www.primary-education-oasis.com/classroom-routines.html#.UV98yaJkO-g

Management Rule #1 1.  Student engagement strategies keep students on task.

2.  Use Use  classroom procedures  procedures to create consistency. 3.  Always Always  check for understanding. understanding.  environmentusing using respect. 4.  Create a  a safe classroom environment 5.  Use Use  classroom consequences consequences  to correct wrong student behavior. language  to communicate information. 6.  Use the  the tone of your voice and body language 7.  Academically challenge challenge  every student. 8.  How to easily get your  your students' attention. attention.  chart..  9.  Use a  a classroom seating chart learning  and group projects. 10.  Increase participation by usingcollaborative usingcollaborative learning

Student Engagement

Keeping students on task is the primary challenge for any teacher. If your high school or middle school students are doing what they should be doing, then you do not have any management problems. 

 

Getting Students on Task

Classroom procedures and routines are essential for getting students on task. Once students enter the classroom, they should follow a routine up until they are dismissed from class. Routines are created by procedures. Students should work on a warm-up right when the starting bell rings. Work at the beginning of the class goes by many names: do now, starters, bell ringers, etc. This is a good routine for getting your students on task in class. cl ass. A list of  good  classroom procedures  good procedures is covered on the following page. Keeping Students on Task

Having lessons that students actually want to learn will be your main tool for keeping students on task. The other nine rules also help keep students on task. As you can see, everything comes back to curriculum. Differentiated Learning

Every student is different. Writing lessons that every student will want to learn is difficult. If  you threw an ice cream party, would every student be happy? Probably not. What about students who are lactose intolerant? They might feel left out. Differentiation is not only having multiple learning modalities in one lesson, it is using many lessons that concentrate on different learning modalities. Almost everyone is a visual learner, but those same people may be kinesthetic learners, as well. Be aware of which learning modality you are targeting in a lesson, and try to target a different modality the next day. This keeps your class fresh and interesting for all students. http://www.lessonplansinc.com/classroom_management_student_engagement.php Safe Classroom Environment

A safe classroom environment has many different aspects that work in conjunction with each other. These include classroom rules, consequences, procedures, respect, your attire, and a tidy room. This page will cover rules, your attire, and the physical aspects of your classroom.

Teaching Respect

Respect is a difficult word to define because it means something different to each person. If you want your students to be respectful, you must model respect. It may not be easy to get high school or middle school students to be respectful in your class. It's almost guaranteed that they will not be respectful if you are not respectful. You cannot be a hypocrite. Try to say only positive things about people. Stop students from gossiping about other students. Creating a safe classroom environment is difficult when slander is present.

 

  Try to make all your students feel like they are an integral part of the class. Every student is different; there is no need for you to point this out. If a student wants to share how they are different, that is ok, but pointing it out yourself is not ok. Try to be consistent with your rules. An example would be: if Johnny can't wear his bandana, Sally can't either. Try to say please and thank you when making requests. Students might be shocked by this and might see it as a sign of weakness, but you are modeling correct behavior for your classroom. Try to get the parents involved in the positive things their child is doing. When parents are invited to come to school, they will remember the positives of your class. The more you integrate the parents on the positive aspects of your class, the more likely they will support you when discipline issues arise. Try to go to every meeting regarding your students, especially IEPs. Responding to parent's phone calls and emails promptly is important but time consuming. Using a website where students and parents can access password protected grades or homework assignments can help time management. Example Classroom Rules

You should have easy to remember classroom rules. Try to keep each rule to no more than five words, and there should be no more than five rules. Create a large sign with your rules and put it where every student can see it. The idea is that the rules are both easy to understand and easy to remember. They should not repeat the school rules, since all students should be following those already. Example, "be on time" is not a good goo d rule since this is true for all classes and once the students are in class; this rule no longer applies to the students. Good classroom rules may include: 1.  “No food, drinks, gum, or edible items”. This rule works well since not all teachers have consistent rules for edible items. 2.  “No sexual, drug, violent or inappropriate topics”  topics”  3.  “No swearing, vulgar, or offensive language”  language”  4.  “Show respect: teacher, others, room, and yourself”  yourself”  5.  “Raise your hand to speak”  speak”  6.  “Stay on task and in your seat”  seat”  Rules do change from teacher to teacher and should be used to enhance your teaching style and classroom environment. If a student breaks the rule, write their name on the board and consequences  for after class. they have to stay after class to talk to you. Save your  your  classroom consequences

 

Student Confrontations

Before doing anything else, ask for advice from the vice principal when working with potentially aggressive students. The placement of students who do not get along with each other is critical to a safe classroom environment. When creating a  a  seating chart, chart, place students who are aggressive toward each other on the polar opposite sides of the room. Remember to place the friends of the two students in areas far enough away that they will not be tempted to provoke a confrontation. If the students ccannot annot behave themselves in your class, you must get help from the office. You need to create a safe classroom environment for all students. Classroom Set-up & Organization

Maintaining a clean and organized classroom communicates to your students that you are a professional. Students might think your disorganization is the reason for their lost papers. The degree of cleanliness and organization is up to you, but it is important for all school supplies to be put away so that they don't become a danger to you or your students. This is especially true for science lab equipment. http://www.lessonplansinc.com/classroom_management_safe_environment.php Nonverbal Communication

Non-verbal communication is rarely taught in teacher training programs. However, body language and the tone of your voice are major factors in communicating and thus teaching. A teacher can be declared boring by not varying the tone of their voice. During interviews, most principals look at the enthusiasm of a potential teacher. Enthusiasm is communicated by tone and body language. An enthusiastic teacher makes m akes for enthusiastic students.

Your body language and tone of voice can be used in a positive or negative way. Only use them in a positive way. Here are some examples: Some positives include walking over to a student's desk and quietly asking the student to be quiet. You could even just walk near that student and stand there. This usually does the job without you having to say a word. This shows that you are calm and in control. It also reduces the risk of potential conflict. Another example would be to just look at the student, and when you have eye contact, shake your head no. Remember, the point is to not disrupt the other students. When you speak from across the room, other students will look at the student you are addressing. In many instances, students misbehave in order to get attention. By stopping what you were doing, doi ng, you could have inadvertently rewarded that student's misbehavior.

 

Have you ever seen a teacher trying to get a student's attention by yelling? The non-verbal communication is telling the students that the teacher is not in control and maybe does not know what they are doing. There is a simple and empowering way to  to get student's attention..  attention Dressing up for work communicates non-verbally to your high school or middle school students that you are a professional and you take your job seriously. It is important to do this from day one because it is part of the first impressions. It is the same reason why most people dress up for job interviews. It is important to understand that the tone of your voice and body language can communicate just as much or more than the words you say. http://www.lessonplansinc.com/classroom_management_tone_and_body_language.php Classroom Discipline

Punishing misbehavior is one of the hardest aspects of  teaching. For this reason, nine out of ten of the rules of  success help to prevent misbehavior. Consequences

It is important to have consequences when students break your classroom rules. Three very commonly used consequences are referring a student to the office, calling the parents, or making an empty threat. When a teacher tells a student of a consequence but does not follow through, it affects the teacher's t eacher's credibility. The empty threat is meaningless. Calling home and using the administration are effective but the teacher should try to handle the problem on their own. Please remember that high school or middle school students can become discipline problems because of a lack of  procedures in your class. class.  Before the school year starts, have procedures for your consequences in place. Make sure you discuss the following consequences with your principal to make sure that they are in compliance with state laws, district and school procedures. 

 

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Have students write a change of behavior plan stating three things: what they did wrong, why they did it and what they are going to do differently so that they will not repeat it. The behavior plan must be acceptable to you, the teacher, or else the student will be referred to the office. Have the student sign and date this behavior plan. This can be useful since the student is writing the documentation and they will know what they need to do differently.

 

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Call home and explain the misbehavior and what changes you would like to see with their behavior. Have documentation of their behavior so that you can provide the parent/guardian with accurate details. Please be polite and always approach parents

 

from the point of view that you are working together with them. Both of you have the same goals: to get their child to succeed in class.

 

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A consequence that works well with many students is holding them after class, because it is most effective when a consequence is administered as soon as possible. However, this may be a problem at your school if students have a short passing period after your class.

 

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After school detention can be effective but many students have a bus to catch or may not show up.

 

Some schools have set up lunch detail for students who misbehave during class.

 

Referring the student to the office may remove the student from the class for that

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period, but usually does not fix the problem.

 

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Parent /teacher conferences are also a valuable asset. Please be polite and always approach parents from the point of view that you are working together with them. Be prepared for the meeting m eeting with documentation, the student's grades on assignments, and even examples of student work. Your goal g oal of the meeting is to get the student to correct their behavior. The parent's goal is to make sure their kid is going to succeed in your class and is  is  being shown respect. respect. Having good documentation really helps parents to understand that all you want is a change in behavior. Showing parents the change in behavior plans discussed above is a valuable tool.

Rewarding Students

To reduce misbehavior, reward good behavior. Rewards should be utilized several times a week. A reward should be something immediately gratifying to the student. You can use this technique to reward a couple of students or reward the entire class. Catching Cheaters & Misbehavior

A good teacher usually won't be sitting at their desk during class. If you are not helping students, you can help make sure that the students are on task. To catch students who cheat or break your rules can be easy if you follow several simple rules: 1.  All work done outside of class has a higher risk of being copied. Try to keep all important and valuable learning experiences in class where you can monitor students. Not only do parents help too much with student work, but students may copy off of each other, copy off the internet, and so on. 2.  Students may try to cheat in class on assignments. If you don't want students to work in a group, you need to be in front of the room watching students' heads and eyes. 3.  To prevent cheating on tests, ask students to roll up their sleeves to their elbows. This will help prevent students from writing answers on their arms or keeping a

 

cheat sheet in their sleeves. Ask students to move their chair in so that their stomach is touching the desk. This will prevent students from looking at their lap where they may have a cheat sheet. It will also help to obscure their view if they have a cheat sheet on the ground or on a backpack. Have two or more versions of  the test so that students may not look for answers from their neighbors. Make sure to check the tables for writing when handing out the test. Never allow cell phones because of text messaging or taking pictures of your tests. Have student remove their hoods and turn the bill of their hat backwards. This will allow you to see the students' eyes the entire time they are taking the test. 4.  To catch students who are using a cell phone in class, watch for students looking at their lap. There is usually no reason why a student needs to be looking at their lap. Just walk over to that student and ask for their phone, even if they put it back into their pocket. 5.  Many students will try to listen to their iPods during class. To prevent this, do not allow students to wear hoods. You Yo u can now see if the students have wires hanging from their ears. Students nowadays may have sun glasses with an mp3 player built in. 6.  If you do not allow chewing of gum, spend 20 seconds during class and scan the room watching students' mouths. If you see a chewing motion, ask the student to spit it out. This can also help if you don't allow any food or drink in class. http://www.lessonplansinc.com/classroom_management_consequences.php Collaborative Learning

There are many benefits to having students work together. It lets the student become the teacher. Working together lets students get their questions answered by someone who is not going to grade them. It lets students talk and get to know each other during class. Working in groups lets high school and middle school students rely on each other when they have to do something that is challenging. Size of Groups

Group work should be based upon your seating chart. Two students working as a group works great. Four students is also a good number. Groups of three are not recommended. Two students will out vote the third and the third student can feel alienated when disagreements arise. You should change your seating chart often. This helps prevent one student from becoming too dependent on another student. Group work cannot be used on all assignments. Independent work, tests and quizzes are necessary to be completed alone.

 

Collaboration Rubric

Student cheating and laziness can be remedied by including student participation in the rubric of each assignment. It is very important for group work to be done in class. Group projects assigned for outside of class time have a high probability of failure because of  schedule conflicts. You can give students a questionnaire at the end of the project where they secretly evaluate their partners. This info can be useful in determining if a student did not participate during the project. Tell the students that they are not providing a participation grade and that you will determine if the information provided matches what you saw during class. Example collaboration rubric questions using a rating scale of 1-5 are as follows: fo llows: How much did they work on their own part of the project? How much did they help you / partners during class time? How useful was their help in the decision making of the project? How easy was it to work with the partner? How often was he/she on task during class time? http://www.lessonplansinc.com/classroom_management_collaborative_learning.php Why Classroom Rules and Procedures Fall Apart

There are four main reasons why students heed some teachers while others do not. By looking at these four areas of why rules and procedures typically fall apart, teachers can not only diagnose why this happens but work on how to fix it. In developing an effective classroom management plan, teachers need to look at how they can enforce their rules and procedures so that they can create better classroom learning conditions. Classroom Management Planning on a Personal Level  

Teachers are often given advice on how to enforce rules and procedures for effectively running a classroom, but often, this advice doesn't take into account the teacher's style and personality. As a result, new teachers imitate other veteran teachers without actually knowing why they are doing it. Your rules need to be thought out in such a way that you are "in line" with them, with your beliefs and feelings. It's alright to take a rule and procedure from another source (i.e. book, teacher), but teachers again, need to know for themselves why this rule and/or procedure is important for running their classrooms effectively. Lack of Follow-through Procedures Creates Discipline Problems 

Students like to test the limits of the rules and procedures and see how far they can go. When teachers lack follow-through procedures, students test the limits l imits of the rules even more. Therefore, teachers need to design both warnings/consequences for infractions to

 

these rules and procedures for dealing with them. New teachers therefore, need to develop ways to "keep track" and be consistent. Enforcing Rules and Procedures Using Special Guidelines  

The best way for new teachers to enforce rules and procedures is to find the CAUSES of  disruptive behavior as opposed to setting up ways to immediately report discipline problems. When teachers locate these causes, they can prevent discipline problems before signs of  them begin to even start. These causes tend to be located in:

 

not creating a step by step warning system

 

calling a third party too soon

 

lack of follow through

 

creating rules that do not suit a teacher's personality

 

identifying disruptive behavior with the wrong student

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Lack of Systematic Rewards and Punishments  

New teachers need reward and punishment systems to reinforce their rules and procedures. Again, these systems should be those which teachers follow through with consistently all throughout the year. As the school year goes on, some teachers' rules and procedures do not fall apart while other teachers' rules and procedures do. Enforcing rules and procedures should be done consistently and gradually in order to create an effective cclassroom lassroom management plan. http://suite101.com/article/why-rules-and-procedures-fall-apart-a89981#.UV99naJkO-g Behavior Management Strategies 

The beginning of each school year is a time for carefully establishing a balance with your students. It is a time for setting clear and consistent limits or boundaries. It is a time to let students know what types of behavior will be accepted and what types will not. It is also a time to set the foundation for a healthy relationship with each student. It is a time for making a connection with each child and his or her family. If you can walk the fine line of  setting limits while weaving the first strands of trust, then you and your students can expect to have a successful school year. And you will be building a foundation for the future success of all of your students. Setting clear and consistent limits or boundaries is a process that is established over time. Some teachers like to generate a class rules list with their group of students. Others make class rules known without any input from the students. However you generate your list of  class rules, it is important to be aware that the list in and of itself is meaningless. Displaying a list of class rules is not enough! The important part is how we, as teachers, deal with the rules and their infractions on an ongoing, daily basis. Just as we are getting to know our students, they are getting to know us. Students will test limits. They want to see if we mean

 

what we say and say what we mean. They want to know what the consequences for violating our rules are. They want to know if we are fair and consistent. They want to know if  we will discipline with dignity. How we as teachers respond to violations of our rules is very important. If we ignore infractions, we are telling the class that a particular rule is not very meaningful. This will make the students wonder if all the rules are genuine. If we overreact to infractions, we are telling students that the only way to get our attention is through negative behavior. It is imperative to be clear with your students. It is also important that you are honest with yourself. What behaviors will you absolutely not tolerate? When we have meaningful class rules that we fairly and consistently enforce, we are building an emotionally, academically, and socially safe learning l earning environment. A classroom that is free from teasing, stimulating, and supportive is the setting in which students can reach their maximum potential. It becomes an environment where students feel it is safe to take educational risks without worrying that others will laugh at their efforts. It is a safe place where the focus is on learning - not looking over their shoulder in fear of  physical or emotional harms. It is a place where learning is fun. In many classrooms, the group dynamics are such that it is not socially acceptable to show interest in academics. There are also many students who have failed so often that they no longer buy into the educational process. In these situations, the responsibility falls on the classroom teacher to reignite the natural curiosity to learn within all his or her students. This is where the social aspect of the group process is so important and valuable. If they are acting like a classroom community, they will be supportive and helpful to one another. This support will allow them to show interest in academics and learning. It will also help to break down barriers formed by years of failing. It will give students a fresh, new start in their educational development. There are many ways to build a classroom community. Students can work together as learning partners. They can also work together on a common goal. For example, when all students hand in homework for a designated number of days, a reward will be given to the group. Or when the group gets a certain number of unsolicited compliments from staff for good behavior, the class will get a reward. This encourages the class to work together as a cohesive unit. It also builds a community spirit so that when learning difficulties become apparent within the group, the class is more supportive to each individual. They are used to working together and are therefore more accepting of one another. It makes the classroom environment safe for educational risks. If an important goal is for our students to treat each other with respect, then the responsibility for modeling respectful communication is on the teacher. Words are very powerful. Be careful how you use them. Be sure that your words focus on the behavior not on the student. There is a very big difference between saying, "You are so lazy!" and, "You haven't done your homework." Teacher remarks should be about abo ut behaviors. Students should know you value them even when you have to address areas that need improvement. Disciplining with dignity is essential for the emotional well being of each child. It is important to remember that some of our students will test us to see if we can maintain our respectful attitude even after they push our buttons. Never personalize students' remarks or behavior. It is about them and their past school experience. It is not personal. However it does allow

 

us to show them that things can be different in our classrooms. We can break old patterns of  behavior. We can treat them and all students with respect even when it is tough. By doing so, we are modeling to the group how to interact in a mature and healing way during difficult times. Always remember that the child who acts like they need approval the least is the one who needs it the most. While it is very important to set firm and consistent limits at the beginning of the school year, it is also important to shape the desired behavior of the class. Catch them being good. Focus on the positive while redirecting the negative. Reinforce the good behaviors. Class discussions should highlight the good behavior rather that the bad. Some teachers punish students by giving lunch detention for behavioral infractions. Why not reward good behavior instead by inviting those who are on the right track to eat lunch in the classroom with you? This communicates that the good behavior is more valuable to you. Students don't have to act out to get your attention. It also gives you a chance to get g et to know your students better. Celebrate good behavior in your classroom. This will communicate clearly to your students that good behavior is valued. If we say that good behavior is our goal, yet harp on bad behavior, we are giving the students a mixed message. We can make curriculum choices that help create a classroom community. Grouping and teaming activities create a bond between students in all subject areas. Bibliotherapy is a wonderful technique that allows students to explore life experiences through fictional characters. There are several excellent books that incorporate the theme of community. Swimmy, by Leo Lioni, shows students why working together as a team is so important. The Goodness Gorillas by Lisa McCourt shows the power that can be generated when a group of  kids work together towards a common goal Sarah, Plain and Tall by Patricia MacLachlan portrays the uneasiness, vulnerability, and anxiety experienced by children as they get to know a new and significant adult in their lives. Selecting literature that parallels the building of the classroom community offers children a chance to use fiction to explore the concept in a non-threatening way through story book characters. By studying how fictional characters feel and deal with similar life experiences, students can examine their own personal experience and add to their repertoire of o f behavioral responses. Making connections with families is also a priority at the beginning of the school year. Families Famili es have valuable information about our students. They are our students' first teachers. They know what has worked in the past and what needs to be addressed. They know our students better than we do and we need their input to develop the most successful learning program for our students. When the school and the home are working together, anything is possible. Reach out to the families and let them know they are important. Let your first communication to them be a positive one. Don't wait to call them about a negative experience. Instead, share a funny story. Compliment a well done homework assignment. Let them know that their children are important and that you recognize their efforts. If we focus on positive behaviors and build a trusting, respectful relationship with our students, we are ensuring a successful school year for our students and for ourselves. We are allowing them an opportunity to grow and made academic accomplishments in a safe environment. We are showing them that schools are a place where anything and everything

 

is possible. This knowledge might make a huge and significant difference in the lives of your students. It might give them hope and perseverance when times are tough in the future. It could encourage your students to take educational risks and to become enthusiastic about learning.  http://www.inspiringteachers.com/classroom_resources/articles/classroom_management_ and_discipline/behavior_management_strategies.html