1. Classroom Management Part 4: Classroom Rules and Routines Marla Yoshida Classroom Management UCI Extension • International Programs

2. Tools for Teaching by Fred Jones
Part Five: Building Classroom Structure
Chapter 11: Succeeding from Day One
Chapter 12: Teaching Routines

3. What are your classroom rules?
Chapter 11

4. The first day of school: You have to make your rules “stick.”
Reality is the law. Rules that students don’t really have to follow are just hot air.
Students quickly learn what they can get away with in your class.
Chapter 11

5. How do you make the rules stick? You have to mean business.
Start the class in a strong and positive way.
Listen to what’s going on in the room, good or bad.
Apply consequences calmly and consistently. Don’t get upset.
Don’t reward students who have not done what you asked.
Chapter 11

6. Proactive vs. reactive discipline
Proactive discipline: Plan ahead and get organized to manage the class from the first day, and from the beginning of the period. 
Reactive discipline: Wait until something bad happens, then panic and try to figure out what to do. 
Chapter 11

7. Begin each class efficiently
As soon as you enter the room, make it clear that it’s your room now. The classroom becomes an “English Zone.”
Chapter 11

8. Start the class with bell work
Bell work: A short assignment that students start to do as a matter of routine as soon as the bell rings.
Post a short review assignment in the same place every day. Train students to start working immediately.
Give students 5 minutes to work. While they work, you can take roll, set things up, etc.
Chapter 11

9. What can you do for bell work?
Three sentences to copy and correct.
Five verbs. Write past tense and past participle.
Write 3-4 sentences about a picture.
Vocabulary flash cards.
The message: When class begins, be ready to get right to work.”
Chapter 11

10. Hints for bell work Keep it simple.
Make sure it leads into the day’s lesson or reviews the last lesson.
Check the work quickly with the class. Have students correct their own work or exchange with a partner.
Have students keep bell work in a notebook. Collect it every week or two just to be sure they’ve done it.
Chapter 11

11. Your ideas for starting the class?
Chapter 11

12. The first day of class
“You never get a second chance to make a first impression.”
Introduce bell work and other routines from the first day
Relationship building is vital. Icebreakers are helpful.
Chapter 11

13. 1. General classroom rules
General rules tell overall expectations for good work and good behavior.
Rules should be few, simple and clear.
State rules in positive terms, not negative.
Only make rules that you are willing to enforce every time.
Chapter 12

14. 1. General classroom rules
Set reasonable and appropriate consequences.
Consider having the class help decide on some of the rules.
Teach the rules to students. If possible, post them on the wall.
Chapter 12

15. Too many negative rules can be overwhelming.
Chapter 12

16. Chapter 12

17. Chapter 12

18. Chapter 12

19. Chapter 12

20. Sample Class Rules #1
Be on time, in your seat, and ready to work when the bell rings.
Bring all your materials (including your homework) with you every day.
Raise your hand when you want to speak.
Stay in your seat except when the teacher gives you other directions.
Be kind.
Ask for help if you need it.
Use appropriate classroom language.
Chapter 12

21. Sample Class Rules #2 Come to class on time every day.
Listen carefully when the teacher or another student is talking.
Be respectful to your teacher and to one another.
Speak English as much as you can.
Speak so that people can hear you, but don’t shout.
Keep a positive attitude.
Keep our classroom clean.
Chapter 12

22. 2. Specific procedures or routines
These tell exactly how to do this or that—how to do things as a group.
Procedures must become an automatic routine.
Invest time in teaching routines carefully from the first day of class.
Chapter 12

23. Establish high standards
It’s easier to have high standards in your classroom than to have low standards.
“Never do anything for students that they are thoroughly capable of doing for themselves.”
Chapter 12