Leontyne Anderson PBS/ Feb 9, 2020
2. Using the matrix below, develop rules to align with the school ’s behavior expectations and to reflect the guidelines for developing rules that you learned about in this module.
C are about others and self
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Use kind words
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Share items
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Say please and thank you
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Keep hands to self
•
Wash hands
•
Keep food to self
•
Wait for turn to talk
A ct responsibly
•
Follow directions
•
Follow directions
•
Keep area clean
•
Follow directions
T
S eamwork tay positive
•
Use kind words
•
Take turns
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Clap and high five
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Do your best
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Believe in yourself
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Stay in line
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Clean table area
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Use inside voice
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Wait for turn to talk
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Keep hands and feet to self
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High five or hand shake
1.
3. Describe four ways you can intentionally and systematically teach the classroom rules you listed in the matrix above. Teachers can do this by defining the rules, involving children in the process, reviewing them with the children, and providing additional supports if needed. Define the rules using clear, child-friendly language (i.e., simple, concrete; “We clean up” instead of “We clean up after we make messes with paint and glue”).Provide examples and non-examples when defining the rules to ensure that children understand them. For example, during group time the teacher might ask the children to role-play using “inside voices” and “outside voices.” Involve children in discussions about the rules and why they are important. A teacher might ask,
“Why do you think it is important to go down the slide feet-first?” Sometimes, children

Leontyne Anderson PBS/ Feb 9, 2020 won’t agree with or understand the purpose of the classroom rules; for this reason, it is important to discuss why these rules are in place. Review classroom rules daily during large-group times. This provides children with regular reminders about the rules and helps ensure that adults are consistent in how they talk about rules and behaviors. In addition to the more-universal strategies for teaching rules (described above), teachers might need to provide some c hildren with more individualized instruction and support, such as additional one-on-one instruction and reminders about the rules.
4. Imagine you are a teacher who has a class of twelve 4 –5 year following olds. The children in your class have been doing a good job all the rules with the exception of “listening when others talk.
” Describe a classroom reinforcement system you could implement. Be sure to include: a.
What your system would (visually) look like? It would be a rules poster that would include the rule “Listening when others talk”. There would be blank tables on the poster.
b.
How you would involve the children? Each time a child is acknowledged for following the rule he/she is directed to make a X on the table with a dry-erase marker. c.
How you would acknowledge the children? Once the table is filled with Xs, the class earns a celebration.