1. Establishing Classroom Norms and Expectations Chapter 2 Classroom Management for Elementary Teachers Evertson and Emmer © Pearson / Merrill, 2009

2. Definition of Terms Goals Goals Focus on target aspirations Focus on target aspirations Not necessarily attained every day – by the end of the year or a life Not necessarily attained every day – by the end of the year or a life Personal Personal A teacher’s beliefs and goals he or she sets will influence expectations communicated to students A teacher’s beliefs and goals he or she sets will influence expectations communicated to students

3. Definition of Terms, contd. Expectations Expectations Desired behaviors or outcomes Desired behaviors or outcomes Teacher’s expectations should be known to students (make VISIBLE the INVISIBLE expectations) Teacher’s expectations should be known to students (make VISIBLE the INVISIBLE expectations) Teaching rules and procedures directly Teaching rules and procedures directly Practicing Practicing Consistently responding to students’ behaviors Consistently responding to students’ behaviors

4. Definition of Terms, contd. Norms Norms When behaviors that teacher and students expect become routine When behaviors that teacher and students expect become routine

5. Definition of Terms, contd. Rules Rules Govern relationships with others, time, space, materials Govern relationships with others, time, space, materials Rules identify general expectations or standards for behavior Rules identify general expectations or standards for behavior May indicate unacceptable behavior as well as expected, appropriate behavior May indicate unacceptable behavior as well as expected, appropriate behavior Do not change Do not change Are few in number Are few in number

6. Definition of Terms, contd. Procedures Procedures Procedures are usually directed at accomplishing something Procedures are usually directed at accomplishing something Communicate expectations for behavior as they apply to a specific activity Communicate expectations for behavior as they apply to a specific activity Govern ways to get things done Govern ways to get things done Change according to need Change according to need Are many in number Are many in number Examples Examples Sharpening pencils Sharpening pencils Collecting assignments Collecting assignments Using the bathroom Using the bathroom

7. Why All Kinds of Classrooms Need Rules and Procedures All classrooms need rules and procedures. All classrooms need rules and procedures. Form follows function Form follows function Rules and procedures must be carefully chosen. Rules and procedures must be carefully chosen. Rules and procedures must be taught. Rules and procedures must be taught.

8. Identifying School Rules and Procedures 1. Behaviors that are specifically forbidden  Example: running in hall 2. Consequences for rule violations  Example: reporting student to school office 3. Administrative procedures that must be handled during class time  Example: calling roll; collecting lunch money

9. Planning Your Classroom Rules Select a few Select a few 4 to 8 (Evertson, et al.) 3 to 5 (Wong) 4 to 8 (Evertson, et al.) 3 to 5 (Wong) State them in positive terms State them in positive terms State them clearly State them clearly Make them consistent with the school rules Make them consistent with the school rules

10. Sample Rules 1. Respect and be polite to all people 2. Be prompt and prepared 3. Listen quietly while others are speaking 4. Obey all school rules  Respect other people’s property

11. “Respect other people’s property” Keep the room clean and neat Keep the room clean and neat Pick up litter Pick up litter Return borrowed property Return borrowed property Do not write on the desks Do not write on the desks Do not use another person’s things without permission Do not use another person’s things without permission

12. Use of Classroom Rules Discuss with and model for students Discuss with and model for students Practice and role play Practice and role play Post in the room Post in the room Provide a copy to students Provide a copy to students Send a copy home to parents Send a copy home to parents Post on website Post on website Refer to as needed to remind students of specific behavior Refer to as needed to remind students of specific behavior

13. RE-ENFORCE CONSISTENTLY Be consistentBe consistent Be sure that stated rules and functional rules are the sameBe sure that stated rules and functional rules are the same SAY WHAT YOU MEAN – MEAN WHAT YOU SAY!

14. Student Participation in Rule Setting Democratic principles in action Democratic principles in action Promotes ownership and responsibility Promotes ownership and responsibility Discussion clarifies and provides examples Discussion clarifies and provides examples

15. The Process of Developing Rules Whole class discussion Whole class discussion Possible rules are suggested and recorded Possible rules are suggested and recorded Categorize the suggested rules Categorize the suggested rules Develop a title for each category The title may become the rule Develop a title for each category The title may become the rule Rule infractions result in natural or logical consequences Rule infractions result in natural or logical consequences

16. A teacher who establishes reasonable rules and procedures establishes reasonable rules and procedures who provides an understandable rationale for them who provides an understandable rationale for them who enforces them consistently who enforces them consistently Will find that the majority of students are willing to abide by them

17. Planning Classroom Procedures Procedures for Room Use Procedures for Room Use Teacher’s desk and storage area (Blue) Teacher’s desk and storage area (Blue) Student desks and other storage areas (Blue) Student desks and other storage areas (Blue) Storage for common materials (Red) Storage for common materials (Red) Drinking fountain, sink, pencil sharpener (Red) Drinking fountain, sink, pencil sharpener (Red) Bathrooms (Yellow) Bathrooms (Yellow) Centers/stations and equipment areas (Green) Centers/stations and equipment areas (Green) Computer stations (Orange) Computer stations (Orange)

18. Procedures for Independent Work and Teacher-led Activities Student attention during presentations (Red) Student attention during presentations (Red) Student participation (Blue) Student participation (Blue) Talk among students (Green) Talk among students (Green) Obtaining help (Yellow) Obtaining help (Yellow) When individual work has been completed (Orange) When individual work has been completed (Orange)

19. Transitions Into and Out of the Room Beginning the school day (Green) Beginning the school day (Green) Leaving the room (Yellow) Leaving the room (Yellow) Returning to the room (Orange) Returning to the room (Orange) Ending the day (Blue) Develop the procedure. Use role play or a skit to model for the rest of the class. Ending the day (Blue) Develop the procedure. Use role play or a skit to model for the rest of the class.

20. Procedures for Small-Group Instruction Getting the class ready for the activity Getting the class ready for the activity Student movement into and out of the group Student movement into and out of the group Expected behavior of students in the group Expected behavior of students in the group Expected behavior of students outside the small group Expected behavior of students outside the small group Use of materials and supplies Use of materials and supplies

21. Procedures for Cooperative Group Activities Introduced when first used Introduced when first used Roles and tasks are taught and practiced Roles and tasks are taught and practiced Consider using role/task cards Consider using role/task cards

22. Roles Roles must be assigned and taught Roles must be assigned and taught 1. Reporter / Recorder 2. Clarifying Task Focuser 3. Turn Maker 4. Clock Watcher 5. Encouraging Peace Keeper

23. General Procedures Distributing materials Distributing materials Interruptions or delays Interruptions or delays Restrooms Restrooms Library, resource room, school office Library, resource room, school office Cafeteria Cafeteria Playground Playground Fire and disaster drills Fire and disaster drills Classroom helpers Classroom helpers

24. Checklist 2 (pp. 40-41) Checklist 2 (pp. 40-41)