There are important guidelines
for the creation and enforcement of classroom rules, relative
to all grade levels.
In Creating Rules:
Include the students in the decision-making process.
This creates
ownership and empowerment.
The teacher may need
to guide students somewhat.
State all rules positively.
If the students
generate a rule such as "No Hitting or
Name Calling," the teacher may respond, "Great
rule. You are saying that we should 'Treat
Others With RESPECT.'"
Rules stated positively
imply an expectation and contribute to a positive
milieu.
Limit
the number of rules (I suggest
5-10).
Culminate
with a brainstorming activity to
evaluate and encourage the understanding
of the rules. For example, if a
rule says "Be Prepared," allow
the students to brainstorm in small
groups about what this rule implies.
Here are some ideas:
Be Prepared
Have your homework
Have a pen or
pencil
Dress appropriately
for the weather and activities
Bring your gym
clothes
Get forms signed
Etc...
When Enforcing
Rules:
Make sure the students understand the consequences. Whenever possible,
include the students in deciding consequences for rule infractions. Always
comply with school policies and communicate "zero tolerance" where
student safety is concerned.
Follow through;
be consistent.
Communicate choices;
empower students.
Involve parents.
Check for understanding;
have the rules signed.
Have them brainstorm
with the students as suggested above.
Make the punishment
fit the crime.
For example, a student may be assigned to clean the cafeteria for a
week as a result of throwing food during lunch.
Provide feedback;
help students process.
Use preventative
proactive strategies in the classroom.
Proximity control
- placing yourself near student(s) who may
need your presence to encourage appropriate
behavior.
Planned ignoring
- purposeful ignoring to allow an inappropriate
behavior to extinguish itself.
Vicarious reinforcement-
giving purposeful reinforcement to those exhibiting
a desired behavior. For example, "I like
the way Jim is raising his hand."
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