Jeff Arnold 1/27/2009 Acknowledgement: Dr. Dennis Scheitinger Notes Rules /Classroom Management Presentation Please; 1) Turn cell phones off or to vibrate. 2) Use professional language. (Do not use profanity) 3) Only one person talks at a time. Objectives: • Compare and contrast a classroom rule with a lesson (behavioral) objective. • Relate rules to the students’ need for attention and power. • Relate our set of rules to virtues, values, expectations, procedures, behaviors and consequences using The Authority for Creating Rules Matrix. • Use the Rules Rubric to score three (3) of benchmarked sets of rules. • Provide feedback on the Rules Rubric’s reliability and validity. • Use the Rules Rubric to score your classroom rules. Going further… • Use the Rules Rubric to score your school rules. • Refine/develop your own classroom rules, procedures, and consequences handbook • Promote coherence among classroom and school norms by coordinating with teachers at your grade level /school. To be enforced rules need to be observed and measured – rules are behavioral objectives. Rules lay the foundation for classroom procedures. Classroom rules and procedures promote norms. Norms: Time. Are you going to start on time? If not how long will you wait for others? If you are going to start on time, what about latecomers? Products. Are participants expected to complete something? What are the expected products? What is the role of each person in the production. Roles. What are the roles of all of the participants and facilitators? Are all people clear on their roles? Respect for others. How will respect for others be manifested? What does it mean in the workshop context to show disrespect? How will the group avoid disrespect? Participation. Who is expected to participate and how will they demonstrate participation? What role will the facilitator play in providing equal opportunities to participate? Examples of norms of participation for adult learning settings include; • Self-monitor if you tend to talk too much. -Allow others a chance to express themselves by not “taking the floor” too much. • Listen with an open mind and heart. • Engage in dialogue with others, don’t just tell what you know. Page1 Daemen College TLQP Project Define Discipline: Describe the behaviors you see in your classroom: __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________, __________ As you share the behaviors the instructor will categorize behaviors as either E’s or I’s (Try to determine what E and I stand for – please do not yell out until the end of the exercise) E I I and E are the first letter of what words – that go into the column headings? The goal is to help students move from an extern to an internal locus of control. Rules and procedures have been shown to be very effective in addressing attention-seeking behavior. In most classrooms I have observed about 90% of the student problem behavior is aimed at seeking attention. Questioning students is generally more effective than yelling. “Where should you be?” (instead of: “Get to class!”) “What should you be doing?” (instead of: “Get to work!”) “What will you do next time?” (instead of: “Never do that again!”) Page 2 J. Arnold Why we need to have good Rules: Teacher Response to Behavior Behavior Feelings Action/Impulse* Attention Irritation Annoyance Verbal Power Anger Frustration Fear Physical Revenge Anger Frustration Dislike Hurt Devastation Flight Fight Professional Concern Prescriptive or resigned to failure Avoidance Fear of Failure * Between stimulus and response is choice – your choice depends on your level of conscientiousness Ground Rules The responsibility you have as an educator is immense, your actions can have far reaching implications. Relationships with students need to be based on consistent and firm expectations, and contribute to your students becoming respectful, honest, and productive members of society. An essential step in establishing positive relationship is setting clear expectations. Classroom rules and norms communicate expectations for the learning environment. By establishing rules and norms in the beginning of a course a lot of misunderstandings can be avoided. Rules and norms can vary depending on the type and level of the course. In some cases you may find it useful to post rules on the wall. Setting clear classroom rules and consequences aid students in gaining an understanding of the set of values that norms are built upon. Character Education is based on the idea, that once students understand how a set of concrete rules, relate to a set of abstract values, students can internalize norms. It is possible that the set of values you have in the school are not the same as in a student’s home. At home, it maybe OK (and even expected) to hit someone back. At schools we seek justice – but fairness is based a set of consequences (values) that do not relay on physical force. Well it is true that we do not want to impose political and religious values on students in our public schools, we need to teach and promote social values. Title: The Authority for Creating Rules Matrix (draft) Page 3 J. Arnold Virtue (Abstract) Value (Abstract) Justice* Wrong none, by doing injuries or omitting the benefits that are your duty Fairness** You are important -Who you are -What you believe -What you say (feel) -What you do Others are important -Who they are -What they believe -What they say (feel) -What they do Humility* Being humble*, is being unpretentious and modest, someone who does not think that he or she is better or more important than others. Sometimes by giving up power you can gain new understandings. Modesty** / Pride** Good leaders follow rules. It is O.K. to ask for help. Rule (Concrete) Only one person talks at a time. (silence*) Turn cell phones off or to vibrate. Use professional language. (sincerity*) Address classmates by first names. (temperance*) Return materials to proper place when finished. (order*) Follow the directions given by your instructor. Raise your hand when you have a question. Rules help us Ignore outbursts all work from other together. students (Moderation*/ Frugality*) (Tranquility* Be not disturbed at trifles, or at accidents common or unavoidable) Norm (Abstract) Expectation / Procedures (Concrete) Social skills allow Stay seated until class us to show respect is dismissed for each other in Push in chairs before many ways. leaving the class Treat others the Put trash in proper way you would receptacle like to be treated. I will treat you with respect so you will know how to treat me. Feel free to do anything that doesn’t cause a problem from anyone else. Participate by responding quickly and politely to your instructor’s requests. (Roles) Learn the limits of your talents, ability, or authority; and, do not reach for that which is beyond your grasp. (Role) Celebrate success in your self and in other others. If you cause a problem I will ask you to solve it. If you cannot solve the problem, or choose not to, I will do something. What I do, will depend on the special person, and the special situation. If you fell something is unfair, whisper to me, “I’m not sure that is fair”, and we will talk. Stay on assigned task Complete assignments on time (Resolution* / Products) Come to class prepared: bring proper materials to class Arrive to class on time (Industry* lose no time) In small groups, ask a classmate for help before asking the teacher. Behavior that promote norm (Concrete) Sharing of resources Smiling Greetings Handshake Looking at the person speaking Giving and accepting feedback Peers and the instructor provide feedback to the students. (Students, colleagues, parents, and the administration provide feedback to the instructor.) Say “Please” and “Thank you”. Virtues*: justice, humility, temperance, silence, order, resolution, frugality, industry, sincerity, moderation, cleanliness, tranquility, chastity - from Franklin's autobiography, compiled by Paul Ford. Value**: fairness (what I want / what you want), modesty/pride, enjoy responsibly, make your word impeccable or do not speak, structure/flexibility, determination/stubbornness, extravagant/cheap, product/process, warm/cool feedback, excess/shortage (balance), sterile/filthy, chaos/sensory deprivation, promiscuous / cloistered – and the golden mean Norms: time, products, roles, respect, and participation Rules are at the center of the learning environment – all rules are based on a set of values!! Classroom rules are objectives and need to be: Page 4 J. Arnold 1) Observable 2) Measurable 3) Positive 4) Statements / Not questions 5) Limited to five or less 6) Related to a set of values that are held by all members of the learning community Involve your students in developing a discipline by using one or more of these approaches 1) Negotiate (some) rules at the start - the students decide whether these rules become part of the social contract. 2) The teacher shares his/her values with the student – and the student suggests rules. 3) The students share their values with the teacher – and the teacher suggests rules. 4) Students develop rules for themselves and/or the teacher. Please review your classroom rules using the Rules Rubric on the next page. Note: Please note that students need to understand rules (concrete) before based they understand virtues and values (abstract). Examples of Students’ Expectations for Instructor 1) 2) 3) 4) 5) Page 5 Return graded assignments one week after the due date Explain assignment in detail at least one week before they are due Start and end class on-time Provide useful feedback and allow for rebuttal Post assessment tools on-line J. Arnold Procedures Worksheet 1. 2. Seating Arrangement: ___ Open Seating 15. Materials needed for class: ___ Assigned Seating Behavior for entering the Class: ___ Visiting with friends allowed ___ Visiting with friends not allowed ___ Place personal belongings in desk, locker or bookshelf ___ Place class materials on desk ___ Copy class work from board ___ Copy homework assignment from board ___ Other: ______________________________________ 16. Procedure if you do not have class materials: 3. Behavior when leaving the class: ___ Leave when the bell is sounded ___ Leave only when dismissed by the teacher 19. Penalty for late work: 4. Format for heading papers: ___ Model of format: _______________________________ ___ Location on paper 20. Grading policy: 17. What to do when you need to leave the class or cannot cope: 18. Class policy for making up work: 21. Testing schedule: 22. Structure of class procedures: 5. Procedure for turning in completed work: ___ Will be discussed with each assignment ___ At beginning of each class ___ At end of each class ___ Only when requested by teacher 23. Where to put trash: 6. How to request a drink of water: 25. How to ask for assistance: 7. Procedure for going to the restroom: 26. When is talking allowed: 8. Procedure for Going to the clinic/nurse: 27. Procedure for asking questions: 9. Procedure for going to the office: 28. Procedure for responding to questions: 24. Policy on chewing gum or eating in class: 10. Procedure for sharpening pencils and requesting supplies: 29. Procedure if you are unsure about asking a question in front of classmates: 11. What to do when tardy to class: 30. Rules for attire – ie, hats: 12. Procedure for going to the locker: 31. Rules for attire – Clothes with slogans/sayings: 13. Policy regarding book covers and jackets: 32. Rules on cigarettes and alcohol: 14. Policy on care of texts: 33. Rules on weapons: Page 6 J. Arnold Consequences - Effective Implementation 1) Always implement a consequence 2) Select the most appropriate consequence from a pre-established list a. Include natural consequences b. Design a set of progressive consequences i. Warning ii. Name on board (check marks) iii. Move seat iv. Call home 3) State the rule and consequence to the student – you don’t need to say more 4) Use Proximity 5) Make direct eye contact 6) Be private. Use a soft, calm voice. Only the student(s) should hear 7) Do not embarrass the student 8) Be firm, clear, and committed – strength come from a commitment that you are doing the right thing, not from the use of force 9) Do not think in terms of winning and losing. You and your students are both on the same team. 10) Control anger. Expressing anger shows that you are human, but a chronically angry teacher is not effective. 11) Do not accept excuses 12) Sometimes it is best to let the student choose the consequence 13) Avoid traps – the conflict cycle; diffuse power struggles. 14) Avoid behaviors that make you a victim / bully or aloof / interrogator Remember: Communication is better than force Notes: (Prompt, Progressive, Proportional, Practical – Natural, Not Punishment) The following is an excellent reference to help you during your student teaching and preparing for your first day as a teacher. Wong, Harry K, and Wong, Rosemary T., The First Days of School, Harry K. Wong Publications, Inc., Mountain View, CA, 2001 Additional Information: ISBN 0-9629360-2-2 / Library of Congress Catalog CARD number; 97-91202 Phone: (605) 965-7896 / website: www.effectiveteaching.com Page 7 J. Arnold Title: Classroom Rules Scoring Rubric Attribute Level 4 Level 3 Level 2 Level 1 Rules are measurable and observable (Weight: 0.5) Score Three (3) – Five (5) positively stated rules are included. And A student’s behavior can be easily observed and recorded for each of the rules More than five rules are included. OR One rule may not be positively stated. OR A student’s behavior can be easily observed and recorded for all but one of the rules. Rules include a compliance rule, a talking rule, and an in class behavior rule. Rules apply to all students most of the time. Rules respect personal freedom of each student. OR A student can quickly comply with all but one rule by modifying behavior in class. Only two positive rules are included. OR A student’s behavior can be easily observed and recorded for all but two of the rules. Only one positive rule is included. OR Three or more rules are based on value statements that cannot be easily observed nor measured. Rules do not address a full range of management issues in a typical classroom. OR One rule requires students to unnecessarily forfeit key freedoms. OR Two rules deal with expectations that are better communicated as procedures. Rules are narrowly focused and provide a rigid structure and require students to unnecessarily forfeit key freedoms. OR Three or more rules deal with expectations that could be better communicated as procedures. At least two rules have a relevant icon. OR One rule may not be clear. OR There are one or two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability. At least one rule has a relevant icon. OR Two rules may not be clear. OR There are one or two errors in grammar, syntax, capitalization, or spelling that interfere with readability. No relevant icons are used. OR The writing demonstrates a lack of control of the conventions of written English. OR There are three or more errors in grammar, syntax, capitalization, or spelling that interfere with readability. Reviewer: ______ Instructor: ______ (Out of 2 points) Rules are relevant and realistic for classroom use (Weight: 0.5) Score Reviewer: ______ Instructor: ______ (Out of 2 points) Icons / Writing Mechanics / (Weight: 0.5) Score Reviewer: ______ Instructor: ______ (Out of 2 points) Page 8 Rules include a compliance rule, a talking rule, and an in class behavior rule. All rules are positively stated and apply to all students at all times. All rules are written to respect personal freedom of each student. A student can quickly comply with any rule by modifying behavior in class. Each rule has a relevant icon to help students to remember the rule. And Each rule is clear and logical. And There are no errors in spelling grammar, syntax, or capitalization that interfere with readability. J. Arnold Benchmarked Papers: Based on the Abbreviated Classroom Rules Scoring Rubric Distinguished: Benchmarked Paper Rules for a Grade 4 classroom Please, 1. Follow directions given by the teacher immediately. 2. Share classroom resources by taking turns. * 3. Work safely on assigned tasks. 4. Put all materials back in their proper place. 5. Please keep hands, feet and objects to yourself. * Five different procedures are used to help students understand when talking is appropriate in five different situations; 1) large group instruction, 2) small group instruction, 3) independent work, 4) recess, and 5) walking in the halls. Page 9 J. Arnold Distinguished: Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric Benchmark Score: Level Score: ________4________ , _____4_________ , _____4_______ (measurable and observable) (relevant and realistic) (writing mechanics) Point Score: ______2_______ + ______2_______ + _____2_______ = (measurable and observable) (relevant and realistic) 6 /6 (writing mechanics) Comments: Measurable and Observable: Warm: All five rules are measurable and observable. Relevant and Realistic: The rules do not specifically address when it is appropriate to talk, however the rule regarding sharing classroom resources is general enough to cover the idea that one person talks at a time. If students understand the procedures for talking in different situations then a specific rule for talking may not be needed. The annotation makes it clear that the teacher has developed a plan to communicate the expectations about when it is appropriate to talk. Writing Mechanics: Rules are clear and logical and are grammatically correct, and relevant icons are used. Page 10 J. Arnold Proficient: Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric Rules for a Grade 4 classroom 1. Please raise your hand for permission to speak. 2. Follow directions the first time they are given. 3. Ask permission to leave the classroom. 4. Walk in the classroom and in the halls. 5. Always do your best work! Page 11 J. Arnold Proficient : Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric Level Score: ________3________ , ______3________ , _______3______ (measurable and observable) (relevant and realistic) (writing mechanics) Point Score: ______1.5______ + _______1.5_____ + ______1.5______ = 4.5 /6 (measurable and observable) (relevant and realistic) (writing mechanics) Comments: Measurable and Observable: The rule 5, Always do you best work!, is not measurable or observable. Always doing your best work, is a great expectation, but it is not a rule that can be enforced. Relevant and Realistic: An additional rule about in class behavior, such as keeping hand and feet to yourself would make your rules relevant to a fourth grade classroom. Writing Mechanics: The rule 5, “Always do your best work!”, doesn’t have an icon. Page 12 J. Arnold Developing: Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric 1. Bring all materials to class. 2. Hand-in assignments on time. 3. Raise hand before you speak. 4. While someone is talking, please do not talk. 5. You may only use the bathroom or the drinking fountain during lunchtime. 6. Arrive to class on time. 7. Respect and be kind to yourself and others Page 13 J. Arnold Developing: Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric Rules for a Grade 4 classroom Level Score: ________3________ , ______.5________ , _______3______ (measurable and observable) (relevant and realistic) (writing mechanics) Point Score: ______1.5______ + _______.5_____ + ______1.5______ = 3.5 /6 (measurable and observable) (relevant and realistic) (writing mechanics) Comments: Measurable and Observable: Neither “Bring all materials to class”, nor “Respect and be kind to yourself and others” are measurable and observable – Do the required materials change from day to day? How does a student know what materials to bring to class? Seven rules are stated. Relevant and Realistic: The rules are narrowly focused, for example the rules do not address the need to keep hands and feet to yourself. The following rules deal with expectations that are better communicated as procedures; “Bring all materials to class.”, “ Hand-in assignments on time.”, “Arrive to class on time.” In addition, students may not be able to quickly comply to these three rules. Rule 5, “ You may only use the bathroom or the drinking fountain during lunchtime.”, requires the students to unnecessarily forfeit key freedoms. Writing Mechanics: An icon is not included for Rule 7, “Respect and be kind to yourself and others.” Page 14 J. Arnold Guided Practice 1: Whole Group: Please score the following classroom Abbreviated Classroom Rules Scoring Rubric. Grade 4: Classroom Rules 1) Listen and follow directions 2) Do your best work 3) Raise hand for permission to speak, unless called upon by teacher 4) Keep hands, feet and objects to self at all times 5) Use appropriate language 6) Do your work neatly 7) Be kind and helpful to others Level Score: _________________ , _______________ , ______________ (measurable and observable) (relevant and realistic) (writing mechanics) Point Score: _______________ + _______________ + ______________ = ___ / 6 (measurable and observable) (relevant and realistic) (writing mechanics) Comments: Measurable and Observable: Relevant and Realistic: Writing Mechanics: Page 15 J. Arnold College Classroom Rules 1) Follow the directions given by your instructor. 2) Turn cell phones off or to vibrate. 3) Use professional language. (Do not use profanity) 4) Only one person talks at a time. 5) TBD Page 16 J. Arnold Select First Day Classroom Procedures Entering the room Sign-in sheet: Please sign name on sign-in clipboard - Please only sign in yourself!! Handouts: Please pick-up materials at the front of class Hand-in homework: Please put homework on the homework clipboard at the start of class Hand-backs: Please check clipboard for graded assignments Start of Class / Transitions We start class on-time and end on-time Signal to take seat and stop talking / I will not talk if you are talking Partner: Pick-up hand-outs / help remind of rules and procedures Trash: Please put appropriate materials in the recycle bins. - Please empty all liquid from containers before disposing. - Please do not overfill trashcans. Answering a phone call: Please wait until you are out of the room-and away from the door of our room to start talking on your phone. Arriving late: Sign-in and write the time / Sit in closest available seat to the sign-in sheet Leaving Early: Sign-out and write time / Sit in closet available seat to the door Absent: Please call or e-mail if you will be absent or if you plan on being late to class. Partner picks up handouts. Do not ask permission to miss class. In-class assignments cannot be made-up Leaving Classroom: Scan for/pickup trash and straighten up desks. Please hand-in class-work by using the class-work clipboard. Popping Procedure: All members of group must be standing. All members stay standing until all members have completed presentation. Share and Pair: After working on an in-class assignment, students share insights. Thumbs up/thumbs down: Thumbs up help up indicates you understand Asking questions in class: Please raise hand. Filter questions and ask only those questions that impact you and at least two or three other members of our class. When possible ask for clarification from your partner before asking the question. Monitor agenda and time allocation to assist in effective discussions. Identify items that you would like to discuss in our Parking Lot – located under agenda on front blackboard. Optional: Food sign-up: Sign-up to bring food at the start of class and set-up on the table on the sidewall closest to the door. Bring cups, forks, knives, plates and anything else you need to serve the snack. Please do not order out for food! Page 17 J. Arnold Four Agreements: Be impeccable with your word, Don’t take anything personally, Don’t make assumptions, and Always do your best Interesting Rules: Code of Character We will treat others the way we like to be treated so everyone feels respected. We will walk quietly in the halls to show we care about others learning and safety. We will keep hands to ourselves so that everyone can be safe. We will speak softly and politely so that others will listen. Be responsible in words and actions. Stop and think before you act. I can appreciate differences. I can cooperate and negotiate. I can be a good friend. I can agree to disagree. I can make good choices I can keep hands to myself. I can help to resolve conflicts. I can get along with others. PRIDE Professional Responsibility In Daily Efforts • • • • • • • • • • • • • Attend and participate in class. Be on time and ready at the scheduled start of class. Sit in your assigned seat and raise your hand if you wish to speak. Wait until you are called on before you speak. Come prepared to class. Remain in your assigned seats until you are dismissed or otherwise instructed. You should always bring your notebook and something to write with. Do not bring food, candy, gum or drinks to class. There is no eating in class. If you leave class (bathroom, office, band lesson etc.) be prepared to stay after school to make-up work. Complete all assigned work to the best of your ability. Mature behavior is expected. Be patient and tolerant of yourself and others. Keep hands, and words to yourself Always keep your feet on the floor Page 18 J. Arnold Always sit in assigned seat All classroom furniture will remain free of garbage and damage Unless given permission otherwise, you can only talk about your assigned work Be responsible. Be a good citizen. Pay attention. Be ready to learn. Demonstrate respect for others. Respect others’ rights. Respect authority. Treat school property appropriately Do your best. Take care of your materials. Maintain appropriate behavior in the classroom. Be Safe Be a team member Be kind to others. - Be polite. - Aim high Be: Positive, Punctual, Polite, Prompt, Proactive, Properly dressed, and Prepared Page 19 J. Arnold KEY Do Not Copy Guided Practice 1: Whole Group: Please score the following classroom Abbreviated Classroom Rules Scoring Rubric. Grade 4: Classroom Rules 1) Listen and follow directions 2) Do your best work 3) Raise hand for permission to speak, unless called upon by teacher 4) Keep hands, feet and objects to self at all times 5) Use appropriate language 6) Do your work neatly 7) Be kind and helpful to others Level Score: ________2________ , _______4_______ , _______1______ (measurable and observable) (relevant and realistic) (writing mechanics) Point Score: _______1_______ + _______2______ + ______.5_____ = 3.0-3.5 / 6 (measurable and observable) (relevant and realistic) (writing mechanics) Comments: Measurable and Observable: Rules; 2) Do your best work, 6) Do your work neatly, and 7) Be kind and helpful to others all are expectations—are based on value statements- Use appropriate language may need some more explainationRule 2 and 6 seem to overlap so I did not take off twice. Relevant and Realistic: No problems –Full credit Writing Mechanics: No icons- Level 1 Page 20 J. Arnold Virtues according to Benjamin Franklin These are the virtues that Benjamin Franklin used to develop what he called 'moral perfection'. He had a checklist in a notebook to measure each day how he lived up to his virtues. They became known through Benjamin Franklin's autobiography and inspired many people all around the world. Authors and speakers in the self-help movement report being influenced by him, for example Anthony Robbins who based a part of his 'Date with Destiny' seminar on Franklin's concept. 1. Temperance. Eat not to Dullness Drink not to Elevation. 2. Silence. Speak not but what may benefit others or yourself. Avoid trifling Conversation. 3. Order. Let all your things have their places. Let each Part of your Business have its Time. 4. Resolution. Resolve to perform what you ought. Perform without fail what you resolve. 5. Frugality. Make no Expense but to do good to others or yourself: i.e. Waste nothing. 6. Industry. Lose no Time. Be always employ'd in something useful. Cut off all unnecessary Actions. 7. Sincerity. Use no hurtful Deceit. Think innocently and justly; and, if you speak, speak accordingly. 8. Justice. Wrong none, by doing injuries or omitting the benefits that are your duty. 9. Moderation. Avoid Extremes. Forbear resenting Injuries so much as you think they deserve. 10. Cleanliness. Tolerate no Uncleanness in Body, Clothes or Habitation. 11. Tranquillity. Be not disturbed at Trifles, or at Accidents common or unavoidable. 12. Chastity. Rarely use Venery but for Health or Offspring; Never to Dullness, Weakness, or the Injury of your own or another's Peace or Reputation. 13. Humility. Imitate Jesus and Socrates. Source: Franklin's 13 Virtues Extract of Franklin's autobiography, compiled by Paul Ford. Page 21 J. Arnold