1. Intervention Coordinators 2007
Rule Setting
Intervention Coordinators 2007

2. RULE SETTING Setting up the boundaries
This session must be done within the first few lessons at the beginning of the academic year
Have a ready prepared list of your expectations of the class - It is very difficult to impose a condition in hindsight with students and they will react badly against you. Think about flash points/arguments in the past and ensure that you prepare for as many eventualities as you can
Involve the students in setting boundaries for classroom behaviour.
Begin by asking them what expectations they have of you. Then ask what expectations they have of each other. Finally ask them to set the rules of the classroom (i.e. expectation of themselves) and what will happen if the rules are infringed. Allow discussion around this and get everyone to agree. It is important to give them ownership of their own behaviour alongside their learning.

3. Setting up the boundaries
Use positive statements wherever necessary such as “We ask permission if we need to move out of our seats” as opposed to “No getting up off our seats”
To prevent a suggestion of personal criticism when correcting behaviour ensure that rules begin with “we” rather than “you”. As such the rule is nothing personal – it applies to everyone and there is a strong reason for it.
Have the students draw up a poster of each of the lists of expectations and get each person (including yourself) to sign up to them.
Remember that rules do not change behaviour but positive action and interaction do!

4. Dealing with infringements
Once you have every student ‘signed up’ to the behaviour agreement, all you need to do is remind them of it if they breach any conditions. Rather than personalise the incident approach it from the standpoint that the behaviour contravenes the list of expectations the class agreed upon.
If a rule has been broken give a warning that the behaviour is unacceptable and ask them to correct it. If it persists lay down a formal verbal warning, explaining why the behaviour is unacceptable and what consequences will follow for further infractions.
If the behaviour persists then consider which available option would be most suitable to deal with the situation (moving student/yellow card/time out/removal of rewards/sanctions etc).

5. Classroom Rules and Procedures Checklist
When discussing the rules which should be implemented in the class, the following should tend to be included:
Principles for interacting with all others
Principles for interacting with Tutor
Specific rules for room e.g. health and safety
Roles of teacher and any learning assistant
Routines if tutor is delayed in arrival
Routines for entering class
Rules about late arrivals
Routines for initially settling
Tutor cues to attend to tutor

6. Classroom Rules and Procedures Checklist
Behaviour when attending to tutor
Tutor cues for discussion
Behaviour in discussions
Behaviour in teams
Routines/organisation for access to resources/equipment
Routines/student cues for gaining help
Working behaviour in tasks
Routines for end of lesson
Agreements about noise/loud talking
Procedures for asking to go to the toilet
Classroom rules/agreements e.g. phones/mp3 players/eating, drinking, attire
Consequences in class for keeping to rules/not keeping to rules