Maria Foy
April 15, 2015
Rules and Procedures
2nd Grade
In order to run a successful classroom establishing norms for behavior is a must.
As teachers we can fill our classroom with confusing messages when we fail to structure
and create clear expectations, rules and consequences that follow. It is vital that we
stabilize our classrooms by forming well-defined norms for behavior so that our students
feel comfortable and secure enough to walk with us in their academic journeys. It is no
secret that I have a love of children’s book so naturally rules and procedures in my
classroom will be established by reading aloud a few.
As much as I love books introducing rules and procedure through literature was
not my original idea but I fully intend to use it. It was suggested to me by my practicum
teacher who reads "Lily's Purple Plastic Purse", "I Did It, I'm Sorry", and "Me First" to
discuss the difference between right and wrong (R. Mason, personal communication,
March 9, 2015). Through reading these books like these I will be able to discuss with the
class good character traits. In addition giving scenarios to students will allow for further
discussion on proper decision-making. During a class meeting either near or directly after
reading books and giving scenarios I will hold a class meeting to negotiate what
classroom rules will be.
Of course I will have an idea of the rules I will want to have in the classroom such
as being respectful, raising your hand to talk, listening while others are talking, follow
directions and walk and play in a safe manner. After the class and I have clearly defined
what each of the rules are I will type up a contract stating that the students agree to abide
by the classroom rules. This contract will be sent home to review with parents and will be
completed with parent and student signature. I will also distribute list of rules to the
administration in my school to make sure they are consistent with school rules.
Logically students will wonder what the consequences will be for breaking
classroom rules and such actions will be discussed during the class meeting upon creating
rules. Consequences will depend on whether the misbehavior in a given situation is
minor, more serious or a chronic inappropriate behavior. If it is a minor misbehavior such
as playing with something in desk instead of paying attention in class I may say the
child’s name in the explanation of the lesson as an example to let he or she know I see
what they are doing and that they need to stop and refocus on the lesson. Another
approach to dealing with a minor misbehavior with a non-verbal intervention might
include "making eye contact with student, using hand signals (e.g. thumbs down; pointing
to what the individual should be doing)" (Weinstein et al., 2011, p. 343). I might also
consider using a symbol to place on their desk (e.g. stop sign on desk) to let students
know I see what they are doing and give students a chance to assume responsibility and
get back on task.
If it is a more serious misbehavior like being uncooperative in a group activity I
will ask the student to leave until he/she can cooperate. A second way to handle a more
serious misbehavior would be to have parent contact especially for students who show a
pattern of repeated misbehavior. If a student is consistently unable to complete their
homework it is my responsibility as the teacher to contact parents and seek their help on
resolving the matter.
If the misbehavior is chronic such as having trouble completing work
independently by repetitively getting out of seat, I would implement a self-monitoring
program. In this type of program student will identify the behaviors targeted for change,
have steps to change behavior listed and tally steps as completed each day so student may
evaluate and keep track of his/her own behavior (Weinstein et al., 2011, p. 357-358).
Furthermore a contingency contract is an additional way to self-monitoring that can help
resolve chronic misbehaviors. A contingency contract is an agreement between the
teacher and an individual student that explicitly states what a student must do to earn a
reward. Specifications of the contract are to be negotiated by both parties and should
include behaviors student should exhibit, the period of time involved and rewards that
will follow if behaviors are followed through.
Another piece of establishing norms in the classroom is getting students used to a
routine. I will review the routine every day for the first month of school. Ex. When
students arrive they unpack at their desk, then hang up book bag, begin morning work,
have bathroom break, check morning work and homework, and begin whole group
instruction. They will know what to expect this same routine for the first hour every day.
It is essential that as educators we stay as consistent as possible with students so
that they may find security in our classrooms. As discussed in class despite all our efforts
to stay with consistency in expectations, rules and consequences, they may vary from
child to child and need to be adjusted to fit individual needs (J. Larson, class discussion,
April 12, 2015). Regardless of the diversity of learners within a classroom laying a solid
foundation of rules, procedures and consequences is key in running a smooth, safe and
caring classroom environment.
Classroom Running Routines
Going to the restroom
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If line leader is showing appropriate behavior he/she will be called to line up at
the door
Students who are following directions and are showing me they are ready(sitting
quietly and giving eye contact) to line up will be called on by bin color on table
Line leader will lead the way and I will shortly follow (R. Mason, personal
communication February 23, 2015)
Using Learning Centers
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Quiet talk is allowed, no yelling or screaming
Cooperative learning is encouraged
Disagreements will be worked out peacefully and respectfully
Lesson Running Routines
What to do when assignments have been completed
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Students will turn into red folder and grab the next assignment or handout in the
green folder
Preparing paper for assignment
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Title of assignment on top of page, name and date headed on the right hand corner
Interaction Routines
When teacher is working with whole class lesson (Talk between teacher and students)
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Students will raise their hand to answer questions asked by the teacher
No side conversations will be tolerated unless related to the lesson
If class is addressed in the question the whole class may answer
During cooperative activities (Talk among students)
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Polite and respectful talking, contrasting and comparing ideas about material is
encouraged
Teacher will walk around monitoring student’s conversations as well as
prompting and motivating students to participate and think about the material
being learned
References
Mignano, J., Romano E., Weinstein, S. (2011). Elementary Classroom Management
Lessons From Research and Practice (5th ed.) New York, NY: McGraw-Hill
Companies, Inc.