Rules and Contracts Terry W. Neu, Ph. D.

What does Discipline look like? Rules (4 to 6) clearly defined and consistently carried out. Unacceptable behavior is defined Acceptable behavior is defined Consequences are clear Rewards are presented

When making rules: Keep the statement positive: instead of “no touching or hitting” Use “Keep your hands and feet to yourself”

When making rules: Focus on important behaviors Keep the wording simple and short Keep the meaning clear and recognizable Make sure these behaviors are observable Consider the students rights and responsibilities

When making rules: Discuss the rules with students-  Usually the first day of school with a review any time a new student joins the class. Teach the rules like you would content. Discuss the reason for the rules-  Students should understand the rationale for rules. What will the rules accomplish

When making rules: Give examples-  Why do keep our hands and feet to ourselves. Be sure students understand consequences.  Talk about rights and responsibilities in your class. What is the pay off for responsible behavior? What are the consequences for both desirable and undesirable behaviors.

When making rules: Be sure that the rules are posted  They should be easy to read and posted in an area where they cannot be missed Remind students of the rules on occasion  If a student is having difficulty with a rule, address it individually instead of submitting the entire class to a lecture

Types of Rules A compliance rule  Follow directions; do what is asked of you A preparation rule  Have books, pencils, paper, and homework A talking rule  Raise your hand and ask permission to speak. Talking with friends is only allowed at certain determined times.

Types of Rules An in-class behavior rule  Keep hands and feet to yourself. Leave your seat only with permission. An on-time rule  Be in your seat before the bell rings. Be in class and prepared by (bell) A transition behavior rule  Walk down the hall without conflict with others

Behavior Categories First degree behaviors might include minor infractions. Consequences could be to redirect the child to classroom activities. If the student cannot be redirected: think about offering a choice---moving to a different location, an apology, etc…

Behavior Categories Second degree behaviors could include chronic first degree behaviors, fighting, walking out of class, or refusal to respond. Consequences could be a call home (don’t forget to call home for good behavior and success as well), time out, removal from class or referral to the office (a last resort).

Behavior Categories Third degree behaviors might include the child who is totally out of control or violent behavior against person or property. The consequences might include a parent conference, meeting with the school administration, in school or out of school suspension, or discussion with appropriate pupil services staff.

Clearly defined procedures Administrative  Taking attendance, collecting required forms, distributing school announcements Class running  Non-academic routines that enable the classroom to run smoothly: transitions between activities, computer use, etc…

Clearly defined procedure Lesson running  Routines that directly support instruction by specifying the behaviors that are necessary for teaching and learning to take place. What to bring to the lesson, collecting homework, recording who has completed homework, returning homework, organization of assignments, what can be done after work is complete.

Clearly defined procedures Interaction  Routines that specify when talk is permitted and how it is to occur Student movement  Entering the room, restroom visits, nurse visits, fire drills, pencil sharpening Housekeeping  Maintaining the classroom, watering plants, storing personal items

A Three Step Process for Teaching Routines and Procedures Explain  Demonstrate the procedure step by step Rehearse  Practice the procedure. Students should be able to perform the action automatically Reinforce  Check for understanding and praise and reward acceptable rehearsal