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Classroom Rules Discussed at Length

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Detailed overview of considerations for development and successful implementation of rules for elementary and secondary classroom settings.

Detailed overview of considerations for development and successful implementation of rules for elementary and secondary classroom settings.


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  • 1. classroom rules- discussed in detail !! * Lecture notes included on each slide ! Presented by: Brent Daigle, Ph.D.
  • 2. classroom rulesExpectations determine success • Expectations in the form of rules • Why are rules so important? • Rules lay out your expectations for students • These are the rules we are going to play by • Your expectations, stated as rules, are the foundation on which your class will operate Presented by: Brent Daigle, Ph.D.
  • 3. chapter 3Good rules: • Good rules offer a learning environment where effort and achievement are expected, recognized, and rewarded. Prevent problem behavior increase available time 2 learn increases productive learning limits “testing” by students Offers predictability Offers security Sets parametersPresented by: Brent Daigle, Ph.D.
  • 4. chapter 3rule guidelines: Limit the number of rules • 3 – 4 no more than 5 – 6 • Why? So students can remember them ! • Should not be a long list of do’s and don’t Presented by: Brent Daigle, Ph.D.
  • 5. chapter 3rule guidelines: Limit the number of rules Straightforward and simple • Attorney should not be needed to interpret your rules • Forget school aids – the rules need to pertain to your classroom dynamics and your style of teaching • Cant buy that in a store • Mo money commercial – example of not straigthforward and not simple (click the image for link to commercial – youtube link – hopefully it works when you view !  ) Presented by: Brent Daigle, Ph.D.
  • 6. chapter 3rule guidelines: Limit the number of rules Straightforward and simple observable & measurable• The behaviors described in the rules should be observable and measurable.• This means that the rules should not be open to any number of interpretations due to vague language or lack of specificity.• You should be able to count the number of times the behaviors described in the rules occur • Example – out of your seat – its obvious that you are out of your seat.Presented by: Brent Daigle, Ph.D.
  • 7. chapter 3rule guidelines: Limit the number of rules Straightforward and simple observable & measurable Positively stated * when possible • Rules should state what the students should do (we call these start or do rules) • As much as possible we should avoid stop rules (telling students what you don’t want them to do) • Use this guideline only if it does not confuse the meaning of what you want • Example: No profanity is better than Always use positive language even when you are upset Presented by: Brent Daigle, Ph.D.
  • 8. chapter 3rule guidelines: Limit the number of rules Straightforward and simple observable & measurable Positively stated * when possible Focus on important behavior • Important student behaviors are behaviors that are closely linked to student achievement and appropriate classroom behavior – that is they are linked to behaving like a student. Presented by: Brent Daigle, Ph.D.
  • 9. chapter 3rule guidelines: Limit the number of rules Straightforward and simple observable & measurable Positively stated * when possible Focus on important behavior • Print or write your rules in letters that are large enough to be read from anywhere in the classroom! • Some teachers (EBD?) may want to make small laminate of rules (small square) and tape to desk – • Rules need to be VISIBLE VISIBLE vISIBLE • Rules need to be referred to often  Post rules in obvious spot
  • 10. chapter 3PRO TIPWay of getting attention fast ! • Rhythm clapping • Hand in the air • Thumbs up • Lights off (I hate this one) • Teach it the very first day !!! • This is VERY USEFUL for elementary teachers – can be modified and age appropriate for secondaryPresented by: Brent Daigle, Ph.D.
  • 11. types of rulesCompliance Ruleo Follow teacher directions• Follow the teachers directions right away• Do what your teacher asks immediately • Try to keep words limited in rules - 4-5 words if possiblePresented by: Brent Daigle, Ph.D.
  • 12. types of rulesPreparation Ruleo Everything ready to learn • Rule that stresses importance of readiness to learn/work • Example: • Have books, pencils, and paper when you come to class. • Have your homework completed when you come to class. • Remember, rules need to be specific to your classroom dynamics- if you don’t give homework, no use in a homework rule! Presented by: Brent Daigle, Ph.D.
  • 13. types of rulesTalking Ruleo What is your approach? • Talking isnt necessarily bad – your tolerance speaks to your philosophy as a teacher • Examples: • Raise your hand and ask for permission to speak • Talk to others only about the task at hand or during free time Presented by: Brent Daigle, Ph.D.
  • 14. types of rulesClassroom-behavior Ruleo Class-wide guidelines • Keep hands and feet to yourself • Leave your seat only with permission Presented by: Brent Daigle, Ph.D.
  • 15. types of rulesOn-time Ruleo punctuality importance • Be in your seat before the bell rings. • Be in class by 8:00 a.m. • This is probably more relevant to high school/ secondary – level students • How to reward? Reinforcement to those who are there! Presented by: Brent Daigle, Ph.D.
  • 16. types of rulesTransition-behavior ruleo Transition between class • Walk in the halls without talking or touching anyone. • Put your work materials away in two minutes without talking. • Walk on the square (elementary) • Requires PRACTICE and TEACHER DILIGENCE to make sure students understand the procedure • The squares – stay on a square • Practice Presented by: Brent Daigle, Ph.D.
  • 17. examples of bad rulesRespect Authority • No saying that respecting authority is a bad thing – but how does this impact your classroom situation • Rules should be specific to your classroom needs – is respecting authority a real problem – or are you trying to really say to respect you (as a teacher) • Shouldn’t respect be earned ….rather than a rule ?? Presented by: Brent Daigle, Ph.D.
  • 18. examples of bad rulesTake responsibility for youractions • This goes along the lines of good behavior management • Consequence is tied to the offense • Establish as a part of your classroom management that students will be responsible for their actions – a rule is not necessaryPresented by: Brent Daigle, Ph.D.
  • 19. examples of bad rulesRespect others at all times • Respect anyone – peers, teachers, adults ….. • Why is this a poor rule? • Vagueness • It is not specific and covers WAY TO MUCH • More specific: How do we show respect?Presented by: Brent Daigle, Ph.D.
  • 20. examples of bad rulesBe a good citizen • So basically, don’t litter, or make sure to vote? • This is way to vague – what does being a good citizen mean? • Again, in your classroom, make rules specific and tangible – and relevant to your classroom needs Presented by: Brent Daigle, Ph.D.
  • 21. examples of bad rulesDon’t be noisy • This becomes a meaningless rule – because your room will get noisy – (instructional times, disruptions/fire alarms, guests) • When it does, students will see that that this rule means nothing at allPresented by: Brent Daigle, Ph.D.
  • 22. examples of bad rulesDo your best• Not saying that students shouldn’t do their best – but it is not rule worthy• Doing your best is something you foster as a teacher (teach and model intrinsic motivation)Presented by: Brent Daigle, Ph.D.
  • 23. examples of bad rulesMaintain appropriatebehavior at all times• Do you maintain appropriate behavior at all times?• I love this rule because it’s a horrible rule• HOW do you maintain behavior at all times – this should be your focus for rules – not a general vague statement that says to never misbehave. Presented by: Brent Daigle, Ph.D.
  • 24. examples of good rulesFollow teacher directions right awayWork when you are supposed toStay in your seat unless you havepermission to leaveKeep hands, feet, and objects toyourselfRaise your hand for permission to speakPresented by: Brent Daigle, Ph.D.
  • 25. Teach rulesCan’t just tell them MUST teach them ! • Well-stated rules, written prominently on your rules chart, are just the first step. • To be most effective, rules must be taught to your students. • The key word is taught • Rules are not just reviewed, not just discussed, not just covered, not just explained T-A-U-G-H-T • Teach these rules actively and directly in the same manner that you teach any other important concept or skill to your students.Presented by: Brent Daigle, Ph.D.
  • 26. Teach rulesTeach the example and the non-example • Describe and demonstrate specifically what you mean by each rule and what you do no mean. • Give lots of examples and non-examples of what following or not following each rule looks like. Presented by: Brent Daigle, Ph.D.
  • 27. Teach rulesOpportunities to Practice the rule • Provide opportunities to practice rule following. • Provide a lot of practice. • Have the students role-play and rehearse the rules you have just explained and demonstrated. • With younger students, pretend that you are a student and have students be the teacher and decide whether or not you are following the rules. Presented by: Brent Daigle, Ph.D.
  • 28. Teach rulesPraise studentsfor following rules• Give encouragement, corrective feedback, prompts, and reinforcement as needed.Presented by: Brent Daigle, Ph.D.
  • 29. Teach rulesPractice more than once• Its not a one time lesson• You actively teach the rules several times – • Then go over them (actively) periodically throughout the year (as needed)• Schedule a rule-following lesson each day during the first week of school• Two or three times during the second week of school• Then pare down to only a booster session during the third and fourth weeks of school.• Many teachers find it helpful to periodically teach such booster sessions throughout the school year.Presented by: Brent Daigle, Ph.D.
  • 30. rule summaryDon’t just tell - show• Show them what the rules mean by demonstrating what rule-following behaviors and rule-breaking behaviors look like Presented by: Brent Daigle, Ph.D.
  • 31. rule summaryDon’t just tell - showFear of student approval • Don’t fall for the mistaken notion that setting rules will make you seem like a tyrant or a control freak to your students • People like parameters – they like to know what the rules of the game are. • setting rules communicates your expectations about student behavior and achievement. Presented by: Brent Daigle, Ph.D.
  • 32. Don’t just tell - show rule summaryFear of student approvalOnly rules you enforce • Do not ever make a rule that you are not prepared to consistently enforce every time, every day • example-: no noise ever rule – that’s why it’s a bad idea. • setting a rule and then enforcing it inconsistently or haphazardly communicates a great deal to your students. • It tell them, in no uncertain terms, that there is no consistent relationship between what you say and what you do. • You definitely do not want your students to receive this message.Presented by: Brent Daigle, Ph.D.
  • 33. classroom proceduresImpacts learning time • Rules are a statement of what you believe to be the critical student behaviors required to help students learn • Rules are a clear statement about what you value in the classroom and what you expect from your students. • rules do not (and can not) cover every aspect of classroom life • procedures are needed to help teach your students the class routines , systems, and expectations and to ensure that learning time is maximized and that your classroom is a positive and friendly place to learn. • you get from your students what you teach them to do.Presented by: Brent Daigle, Ph.D.
  • 34. classroom proceduresMultiple areas • Procedures are needed for the following areas: • Gaining your attention • Requesting your assistance • Accepting negative feedback • Manners (please, thank you, excuse me) • Behaving appropriately during free time • entering the classroom and getting to work immediately • keeping a neat and tidy work area • Turing the desk around? • Same principles as with rules – you have to actively teach procedures so students know what to expect. Presented by: Brent Daigle, Ph.D.
  • 35. the endPresented by: Brent Daigle, Ph.D.