Tools for Teaching - teflclassroommanagement

Classroom Management Part 4:
Classroom Rules and Routines
Marla Yoshida
Classroom Management
UCI Extension • International Programs
Tools for Teaching
by Fred Jones
Part Five: Building Classroom Structure
Chapter 11: Succeeding from Day One
Chapter 12: Teaching Routines
What are your classroom rules?
Chapter 11
The first day of school: You have to
make your rules “stick.”
• Reality is the law. Rules that
students don’t really have to
follow are just hot air.
• Students quickly learn what
they can get away with in your
Chapter 11
How do you make the rules stick?
You have to mean business.
• Start the class in a strong and positive way.
• Listen to what’s going on in the room, good or
• Apply consequences calmly and consistently.
Don’t get upset.
• Don’t reward students who have not done
what you asked.
Chapter 11
Proactive vs. reactive discipline
• Proactive discipline: Plan ahead and get
organized to manage the class from the first
day, and from the beginning of the period. 
• Reactive discipline: Wait until something bad
happens, then panic and try to figure out what
to do. 
Chapter 11
Begin each class efficiently
• As soon as you enter the room, make it clear
that it’s your room now. The classroom
becomes an “English Zone.”
Chapter 11
Start the class with bell work
• Bell work: A short assignment that students
start to do as a matter of routine as soon as
the bell rings.
• Post a short review assignment in the same
place every day. Train students to start
working immediately.
• Give students 5 minutes to work. While they
work, you can take roll, set things up, etc.
Chapter 11
What can you do for bell work?
Three sentences to copy and correct.
Five verbs. Write past tense and past participle.
Write 3-4 sentences about a picture.
Vocabulary flash cards.
• The message: When class begins, be ready to
get right to work.”
Chapter 11
Hints for bell work
• Keep it simple.
• Make sure it leads into the day’s lesson or
reviews the last lesson.
• Check the work quickly with the class. Have
students correct their own work or exchange
with a partner.
• Have students keep bell work in a notebook.
Collect it every week or two just to be sure
they’ve done it.
Chapter 11
Your ideas for starting the class?
• a
Chapter 11
The first day of class
• “You never get a second chance to make a first
• Introduce bell work and other routines from
the first day
• Relationship building is vital. Icebreakers are
Chapter 11
1. General classroom rules
• General rules tell overall expectations for good
work and good behavior.
• Rules should be few, simple and clear.
• State rules in positive terms, not negative.
• Only make rules that you are willing to enforce
every time.
Chapter 12
1. General classroom rules
• Set reasonable and appropriate
• Consider having the class help decide on some
of the rules.
• Teach the rules to students. If possible, post
them on the wall.
Chapter 12
Too many
negative rules
can be
Chapter 12
Chapter 12
Chapter 12
Chapter 12
Chapter 12
Sample Class Rules #1
• Be on time, in your seat, and ready to work when
the bell rings.
• Bring all your materials (including your
homework) with you every day.
• Raise your hand when you want to speak.
• Stay in your seat except when the teacher gives
you other directions.
• Be kind.
• Ask for help if you need it.
• Use appropriate classroom language.
Chapter 12
Sample Class Rules #2
• Come to class on time every day.
• Listen carefully when the teacher or another
student is talking.
• Be respectful to your teacher and to one another.
• Speak English as much as you can.
• Speak so that people can hear you, but don’t
• Keep a positive attitude.
• Keep our classroom clean.
Chapter 12
2. Specific procedures or routines
• These tell exactly how to do this or that—how
to do things as a group.
• Procedures must become an automatic
• Invest time in teaching routines carefully from
the first day of class.
Chapter 12
Establish high standards
• It’s easier to have high standards in your
classroom than to have low standards.
• “Never do anything for students that they are
thoroughly capable of doing for themselves.”
Chapter 12