1. By Isaac Clark

2. “You are remembered for the rules you break.” -Douglas MacArthur

3. RULES  Rules are guidelines that let students know what is expected of them in the classroom. These are helpful in maintaining target behaviors and preventing misbehaviors from occurring. It is the job of the teacher to be responsible for how the rules are created, where they are posted, how the are enforced, the rewards and praise that go with following the rules, and the consequences that go along not following the rules.

4.  Allow students to participate in the creation of the rules.  The rules should be broad and encompass observable behaviors  Rules should address behaviors and not academic achievements  There should be no more than 3-5 rules. CREATION OF CLASS RULES

5.  Rules make students accountable for their behavior.  Behaviors can be monitored using weekly or daily behavior charts.  Parents of students who continue to display misbehaviors should be notified. ACCOUNTABILITY

6.  Rules should be introduced or created on the first day of school.  The rules should be posted in several areas of the class.  The rules should be reviewed. 1.When a student breaks a rule 2.When a student is doing an exemplary job of modeling a rule 3.In weekly/monthly class meetings INTRODUCING AND REVIEWING R ULES

7.  Do not pay too much attention to first offenses of minor misbehaviors, address the student and remind them of the rule and the consequences.  If a student continues to have trouble following the rules follow through with the consequences.  Communication with the parents: 1.Phone calls 2.Letters home 3.Behavior charts  Try not to send a student to the administration. Work to resolve the misbehaviors within the classroom environment. WHAT TO DO WHEN RULES ARE BROKEN

8.  Limit the number of class rules to 3-5 rules.  Too many rules can cause confusion.  HOW MANY CLASS RULES SHOULD I HAVE?

9.  Students will only follow rules that they feel are enforced equitably.  Make sure you are consistent with who and when you correct a misbehavior.  Guide students in the right direction. CONSISTENCY OF THE IMPLEMENTATION OF THE RULES

10.  Praise  Rewards  Games (The Good Behavior Game)  Instructional Choice Time (Centers)  Behavior Charts  Positive Letters and Phone calls Home  Highlighting Student Behavior (Students of the Month) REINFORCING THE RULES

11.  Reinforces the rules and positive behaviors.  Promotes peer reinforcement of the rules.  Extends desired behaviors well beyond the duration of the game. THE GOOD BEHAVIOR GAME

12.  MATERIALS 1. Timer 2. Chalkboard 3. Stamper 4. Student Booklets 5. Rules Posted 6. Daily Rewards 7. Weekly Rewards  PROCEDURES 1. Turn timer on 2. Review rules 3. Identify child and specific problem behavior in a neutral tone of voice 4. Give a check mark to child's team 5. Periodically praise teams for good behavior 6. Identify winning teams on chalkboard 7. Stamp booklets 8. Distribute or promise to distribute rewards and praise THE GOOD BEHAVIOR GAME (CONTINUED)

13.  Send a copy of the rules and consequences home  Behavior Charts  Letters Home  Phone Class Home  Back to School Night  Invite parents to visit the class PARENT INVOLVEMENT

14.  It should be authentic  Consistent  Frequently used  Reinforce positive behaviors  Praise the behavior not the student  Foster peer praise PRAISE

15.  Rules should be fair  They should be posted in the classroom  They should be discussed with the students (When a rule is broken and during weekly meetings)  There should be reminders  Be Consistent  Do not use any form of corporal punishment CONSEQUENCES

16.  Rules should be posted in several areas of the room that can be easily seen by the students. 1.Desks 2.Front wall 3.Rear Wall 4.Front and Back sides of the Door to classroom  Review, when a student breaks a rule  Weekly Meetings  When rewards and praise are given REVIEWING THE RULES

17.  Make sure the arrangement of the classroom is conducive to the class rules  Limit distractions that may lead to misbehaviors  Limit external distractions ENVIRONMENT

18.  Use classmates to help reinforce the rules  Praise students for following the rules Instead of pointing out students who are misbehaving. i.e.) Mike is out of his seat when he should be working on his math assignment.. Praise Asher for sitting in his seat and following directions.  Set up procedures for students to respectfully remind their peers when they are misbehaving PEER REINFORCEMENT OF THE RULES

19. CONCLUSION “Effective classroom rules will increase instruction time and help to create a healthy environment that promotes social, emotional, and academic growth. Teachers must be consistent, fair, and communicative about the classroom rules. Rules are a key element to any classroom. There is no classroom management, without effective rules.”

20. 1.Jones, F. 1987a. Positive classroom discipline. New York: McGraw-Hill. 2.Charles, C.M., & Senter, G. (2005). Building Classroom Discipline (8th ed.). : Allyn & Bacon, A Pearson Education Company. 3.Jones, F. 1979. The gentle art of classroom discipline. National Elementary Principal, 58, 26-32. 4. Charles, C. M. (2005). Building classroom discipline (8th ed.). Needham Heights, MA: Allyn and Bacon. http://www.educationworld.com/a_lesson/lesso n/lesson274.shtml 5.The Good Behavior Game Gamehttp://www.jhsph.edu/bin/i/h/gbg.pdf 6.Hopkins, Gary; School "Rules"! Ten Activities for Establishing Classroom Rules, Education World, 2010. REFERENCES