Welcome!

1. Welcome! Group Members Megan Denise Emily Cindy Jackie

2. Rules? Group Work 5 groups of 3 people Assignment: come up with 5 rules and then pick one good rule and write it on the board.

3. Rules What is a rule?? • Emmer and colleagues (1981) – “written rules which are either posted in the classroom, given to students on a ditto or other copy, or copied by students into their notebooks” • Rules should provide guidelines or benchmarks that help students examine their behaviors and consider the effects on themselves and others. • Behaviors that violate accepted rules should be dealt with by discussing them with students. • When dealing with unproductive behavior, teachers must help students examine both their motivations and the consequences of their actions.

4. The term rule suggests a compliance orientation to classroom management. However, the goals of education and the needs of students are better served by working with students to create a sense of shared community. It is more effective to replace the word rules with words such as behavior standards or norms.

5. Steps to Developing Classroom Behavior Standards: 1. Discuss the values of having behavior standards 2. Develop a list of standards (3-6 rules) a. Positively stated standards b. Clearly differentiate/separate rules from procedures c. Teach the concept of “time, place, and manner” 3. Obtain a commitment to the standards a. Have students sign this commitment b. Decide if anyone else should sign and commit to supporting these standards 4. Monitor and review the standards a. Determine how now students will be involved in understanding and committing to these standards. b. Review these standards when behavior problems increase or at times you expect students may need a preventive review.

6. Discussing the Value of Rules and Behavior Standards: Teachers must begin the school year by teaching the classroom rules and procedures, carefully monitoring students’ behaviors, informing students of mistakes, and reteaching rules and procedures that students are frequently failing to follow. Rules should be developed in conjunction with teaching strategies that enhance active and meaningful student engagement in the learning process, relate to students’ cultural backgrounds and interests, and help develop students’ higher-level thinking skills. The first step in developing classroom rules is to discuss with students why it is important to develop standards all members of the class agree to follow. Help students understand how rules benefit people who must work together

7. Cultural Diffrence “definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds.” White, middle-class values and styles, clearly communicate expectations to students whole own values and personal styles may be quite different than those expected in the classroom. African American students learn most effectively from teachers who set clear expectations and, in a caring yet firm manner, hold students to these expectations.

8. “Compelling State Interests” “ Forrest Gathercoal introduces students to the concept that a person’s constitutional rights do not include the right to violate the rights of others. Students are denied their individual rights only when their actions seriously affect the welfare of others. A shared knowledge of constitutional principles allows objectivity because educators themselves are not personally identified with the rules When personal biases are used as the basis for rules and decisions, educators are more likely to interpret rules violations as violations against themselves personally. Educators are far more successful with misbehaving students when those students feel they are working together with someone trying to help them understand and find ways to live within society’s reasonable expectations.

9. Students cannot violate the following rights of the majority: Health and Safety Property Loss and Damage Legitimate Educational Purpose Serious Disruption of the Learning Process

10. Students can be expected to support rules and procedures that enhance learning only if the learning process is respectful of students and their needsStudents’ learning is dramatically related to the creation of a safe climate in which everyone is treated with dignity.Students benefit from learning about their rights as citizens and seeing that these rights and their dignity are upheld and fostered in the school environment.

11. Developing a List Students may be asked to describe “the way we want to act in our classroom so it is a good place for everyone to learn.” During this stage, encourage the students to state their standards in a POSITIVE manner: Don’t talk while others are talking  Listen quietly while others are talking Don’t steal from each other, or teachers  If you need something, ask to borrow it

12. “Classroom Rules Consistent with Ensuring Students “Compelling State Interests” Health and safety Treat each other politely and kindly. Property loss and damage Treat school and personal property respectfully Legitimate educational purpose Follow reasonable teacher requests Be prepared for class Make a good effort to ask for help when you need it Serious disruption of the educational process Solve problems nonviolently

13. Gathercoal Many students believe that adult decisions are intended to frustrate and demean them. When students learn that adults are not stating that students behaviors are “bad” but rather that they must stand the test of time, place, and manner, students often have a much different reaction to limits set by teachers.Gathercoal also states that all behavior needs to be evaluated by examining time, place, and manner. Most behavior is appropriate at some time, in some place, and if done in a particular manner. Examples: TIMETalking to peers during cooperative learning is desirable; Talking to peers during a test is inappropriate. PLACEBoxing is an Olympic sport;Boxing in the classroom/hallway is inappropriate. MANNERRequest clarification about instructions is polite;Standing up and saying “This material stinks!” is inappropriate.

14. Getting a Commitment A number of teachers have their students take the list of rules home for parents to sign and return. The fact that everyone is responsible for the students’ behaviors understands the rules and consequences can have a positive effect on their behaviors and can minimize the confusion and tension associated with instances when parents much be contacted about a students inappropriate behavior.When sending a list of rules and consequences home it is important to include a general philosophy statement about your classroom management and instruction.

15. Monitoring and Reviewing Classroom Rules Especially in elementary school classrooms, it is important to review the rules frequently for several weeks. A good approach is to review them every day for the first week; three times during the second week; and once a week thereafter.Classroom rules need to be reviewed with every new student who enters the class.Rules should also be discussed when a student or the teacher indicated that violation of one or more rules is detracting from learning or is infringing on a student’s rights.

16. Key Procedures all my information came from our textbook -Procedures are what we expect students to follow during specific classroom and school activities.

17. -Examples of specific procedures teachers need to set up for an elementary school classroom: 1. Room Areas A. students desks, tables, storage areas B. learning centers, stations C. shared materials D. teacher’s desk and storage E. fountain, sink, bathroom, pencil sharpener

18. 2. School Areas A. bathroom, fountain, office, library B. lining up C. play ground D. lunch

19. 3. Whole Class Activities/Seatwork A. student participation B. signals for student attention C. talk among students D. making assignments E. passing out books and supplies F. turning in work G. handing back assignments H. makeup work I. out of seat policies J. activities after work is finished

20. 4. Small Group Activities A. student movement into and out of group B. bringing materials to group C. expected behavior of students in group D. expected behavior of students out of group

21. 5. Other Procedures A. beginning of school day B. end of school day C. student conduct during delays, interruptions D. fire drills E. housekeeping and student helpers

22. -A procedure is best taught by: 1. discussing the need for the procedure 2. possibly soliciting student ideas 3. having students practice the procedure until it is preformed correctly 4. reinforcing the correct behavior

23. -When introducing the procedures, work with the class to develop -Classroom procedures must be carefully monitored during their initial acquisition. Early in the school year, teachers should respond to almost every violation of a rule or procedure. Whether it is the class or an individual student who violates the procedure the best approach is to ask the student to state the correct procedure and then demonstrate it. For example, is a class lines up poorly after having demonstrated the correct procedure, you should politely comment that you know the class can line up more efficiently and ask them to return to their seats so that they can practice the procedure. You can even ask the students to describe the behaviors associated with lining up correctly and how it benefits the students.

24. -Fun teaching method to teach procedures to students: 1. puppet play 2. story time 3. posters 4. letters 5. oops, I goofed (have students share a time when they broke a procedure) 6. create a play 7. school in relation to community rules 8. rules unscrambled 9. rule bingo 10. wrong way 11. hug or handshake 12. contract for success 13. picture signals 14. rules in the sack (put rules on index cards into a paper bag, students pull out a rule and explain it) 15. hidden rules 16. numbered rules 17. wheel of fortune 18. awards 19. picture posters

25. Who’s responsible for each? • Teachers collaborate with students to identify the need for rules and procedures in the classroom. • When they are given the opportunity to help create the list of rules, students are more motivated to follow them. • Students will understand that the rules are meant to keep them safe and help them figure out what to do.

26. Procedures • Procedures tell students how to perform routine instructional and housekeeping tasks. • Effective teachers begin introducing procedures on the very first day of school and continue to teach and reinforce them throughout the year. • It may be necessary to modify procedures during the school year to adapt to instructional needs or the needs of a particular class.

27. Consistency • Teachers who wish to have a well behaved class need to be consistent in their management every day. • Consistency is what holds together any discipline or behavior plan. Without it, student behavior will go downhill as they realize the teacher will not enforce the rules.

28. Now knowing what you knew before and learned now would you change the rule your group chose to write on the board?