RULES AND PROCEDURES Chapter 2

 The most obvious aspect of effective classroom management involves the design and implementation of classroom rules and procedures.  All effective managed classrooms have them.  The absence of routines and procedures can waste large amounts of time.

 What is a rule? Identifies general expectations or standards.  Procedure? Communicates expectations for specific behaviors.

 Chart page 14  Research indicates that rules and procedures should not simply be imposed on students.  The proper design of rules and procedures involves explanation and group input.

 The most successful teachers take pains to explain the rule and the reason behind it to children.  Helps them see the need for the rule and accept it.

Action Steps 1.Identify specific rules and procedures for your classroom  General expectations for behavior  Beginning and ending the class day or period.  Transitions and interruptions

 Materials and equipment  Group work  Seatwork and teacher-led activities  Rules and procedures should be established for general conduct and behavior in a variety of contexts.

At the secondary level, rules and procedures for general behavior commonly address:  Bringing materials to class  Being in assigned seat at the beginning of class  Respecting and being polite to others  Talking or not talking at specific times  Leaving the assigned seat  Respecting other people’s property

 Vignette – page 19 Beginning of the School Day or Beginning of the Period  The manner in which class begins sets the tone for what happens next just as the manner in which the school year starts sets the tone for the rest of the year.

 Beginning rules and procedures should be set for the beginning of the day and the beginning of the period.  The same can be said for the ending of the day or the ending of the period.

 At the secondary level, rules and procedures that pertain to the beginning and ending of class commonly address: 1.Taking attendance at the beginning of the period 2.Addressing absences from the previous day 3.Dealing with tardies 4.Ending class with clear expectations Vignette – page 20

Transitions and Interruptions  Inevitably students will have to leave and enter class for one reason or another  At the secondary level, the following are usually addressed: 1.Leaving the room 2.Returning to the room 3.Fire and disaster drills 4.Split lunch period Vignette – page 21

Use of Materials and Equipment  At the secondary level, they usually address: 1.Distributing materials 2.Collecting materials 3.Storage of common materials Vignette – page 22

Group Work  Cooperative learning activities have a positive impact on student achievement, interpersonal relationships, and attitudes about learning.  These are attributed to students’ increased interaction with the content and with each other.

 Must be set up well  Rules and procedures at the secondary level usually deal with: 1.Movement in and out of the group 2.Expected behaviors in the group 3.Expected behaviors when not in the group 4.Group communication with the teacher Vignette – page 23

Seatwork and Teacher-Led Activities  Rules and procedures at the secondary level usually deal with: 1.Student attention during presentations 2.Student participation 3.Talking among students 4.Obtaining help

5. Out-of-seat behavior 6. Behavior when work is completed Vignette – page 25

2.Involve the students in the design of rules and procedures  Effective managers don’t simply impose rules and procedures on students; rather they engage students in the design of them.  May discuss why rules and procedures are important  Present the students with rules and procedures you are considering

 Discuss and allow them to make suggestions  You have the final word Vignette – page 26