RULES AND PROCEDURES
Chapter 2
 The most obvious aspect of effective classroom
management involves the design and implementation
of classroom rules and procedures.
 All effective managed classrooms have them.
 The absence of routines and procedures can waste
large amounts of time.
 What is a rule?
Identifies general expectations or standards.
 Procedure?
Communicates expectations for specific
behaviors.
 Chart page 14
 Research indicates that rules and procedures should
not simply be imposed on students.
 The proper design of rules and procedures involves
explanation and group input.
 The most successful teachers take pains to explain
the rule and the reason behind it to children.
 Helps them see the need for the rule and accept it.
Action Steps
1.
Identify specific rules and procedures for your
classroom
 General expectations for behavior
 Beginning and ending the class day or period.
 Transitions and interruptions
 Materials and equipment
 Group work
 Seatwork and teacher-led activities
 Rules and procedures should be established for
general conduct and behavior in a variety of contexts.
At the secondary level, rules and procedures for general
behavior commonly address:
 Bringing materials to class
 Being in assigned seat at the beginning of class
 Respecting and being polite to others
 Talking or not talking at specific times
 Leaving the assigned seat
 Respecting other people’s property
 Vignette – page 19
Beginning of the School Day or Beginning of the Period
 The manner in which class begins sets the tone for
what happens next just as the manner in which the
school year starts sets the tone for the rest of the
year.
 Beginning rules and procedures should be set for the
beginning of the day and the beginning of the period.
 The same can be said for the ending of the day or the
ending of the period.
 At the secondary level, rules and procedures that
pertain to the beginning and ending of class
commonly address:
1. Taking attendance at the beginning of the period
2. Addressing absences from the previous day
3. Dealing with tardies
4. Ending class with clear expectations
Vignette – page 20
Transitions and Interruptions
 Inevitably students will have to leave and enter class for one
reason or another
 At the secondary level, the following are usually addressed:
1. Leaving the room
2. Returning to the room
3. Fire and disaster drills
4. Split lunch period
Vignette – page 21
Use of Materials and Equipment
 At the secondary level, they usually address:
1. Distributing materials
2. Collecting materials
3. Storage of common materials
Vignette – page 22
Group Work
 Cooperative learning activities have a positive impact
on student achievement, interpersonal relationships,
and attitudes about learning.
 These are attributed to students’ increased
interaction with the content and with each other.
 Must be set up well
 Rules and procedures at the secondary level usually deal
with:
1. Movement in and out of the group
2. Expected behaviors in the group
3. Expected behaviors when not in the group
4. Group communication with the teacher
Vignette – page 23
Seatwork and Teacher-Led Activities
 Rules and procedures at the secondary level usually
deal with:
1. Student attention during presentations
2. Student participation
3. Talking among students
4. Obtaining help
5. Out-of-seat behavior
6. Behavior when work is completed
Vignette – page 25
2.
Involve the students in the design of rules and
procedures
 Effective managers don’t simply impose rules and
procedures on students; rather they engage students
in the design of them.
 May discuss why rules and procedures are important
 Present the students with rules and procedures you
are considering
 Discuss and allow them to make suggestions
 You have the final word
Vignette – page 26