1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
by Robert J. Marzano, Barbara B. Gaddy, Maria C. Foseid, Mark P. Foseid and Jana S. Marzano
Table of Contents
In nearly every situation in life, spoken and unspoken rules guide how we interact with and treat other people. As friends and colleagues, for example, we expect consideration and respect from one another. As neighbors we share expectations about such things as noise and how and where we park our cars. Generally we try to observe other rules of common courtesy.
In many situations, the societal rules for our interactions with one another are unspoken. For example, most movie theaters don't have a posted list of rules for waiting in line, but the unspoken rules are clear: After you buy your ticket, go to the end of the line of people waiting to get into the theater; don't cut in line even if you see someone you know; and don't shove or push to get into the theater. Whether spoken or unspoken, one easy way to think about overall expectations for behavior is the golden rule: Do unto others as you would have them do unto you.
Rules and procedures for general classroom behavior deal with the broad areas of respect and courtesy as well as more specific issues, such as listening to the teacher or to classmates who are speaking, and being in the assigned seat when class begins. In some classrooms, teachers involve students in establishing overall class rules for conduct. Involving students helps to build their buy-in and responsibility for the overall environment of the classroom.
Establishing rules and shared expectations for general conduct helps to lay a solid foundation for effective classroom management. In this module, we discuss the following specific strategies:
Regardless of the set of rules or expectations developed, it's important to post them in a visible place in the classroom—for example, on the classroom door, on the wall near the clock, or on a cabinet door. These reminders, which students can easily refer to throughout the day, help students adhere to shared rules.
Many effective teachers involve students in writing a class pledge or promise. This strategy helps create a shared sense of responsibility for the classroom, respect for self and others, and an overall culture of learning. It also is a great way to reinforce students' responsibility for the management of the classroom, as the examples in Figure 1.1 illustrate. Asking students to sign the pledge further reinforces student buy-in and responsibility. A class promise can also be communicated in other forms—for example, through a poem such as that in Figure 1.2.
A Circle of Friends
We've joined together as classmates as the new year begins.A year full of learning while we become friends.We'll share and be kind as we work and we play.Our friendship will grow with each passing day.
In addition to—or in place of—a class pledge or promise, some teachers establish a few briefly worded rules for general classroom behavior. In general, classroom rules, such as those in Figure 1.3, deal with respect, politeness, and consideration, but other general rules also help keep the classroom safe and more conducive to learning.
Classroom Rules (1st Grade)
Classroom Rules (2nd Grade)
Classroom Rules (3rd Grade)
Our Basic Rights
Rules for Classroom Behavior (Secondary)
Making Our Classroom a Place for Learning
Many teachers engage their students in establishing overall classroom rules and procedures. For example, you might facilitate a discussion at the beginning of the year about when it is appropriate and not appropriate for students to leave their seats, emphasizing the importance of demonstrating politeness and respect for others. Such a discussion typically involves identifying expected behaviors and procedures for using the pencil sharpener, getting resources and materials from central places in the room, returning materials to shelves, and conferring with other students sitting across the room.
Although there are, of course, some common overall rules that elementary and secondary teachers should establish, rules also vary depending on the age and grade level of students. For example, many elementary school teachers assign specific seats for their students at the beginning of the year. At the secondary level, however, teachers frequently let students sit where they choose as long as their seating choice does not interfere with their learning. Allowing students to choose their own place in the classroom is a sign of respect for their maturity. Students also appreciate this approach, which helps build their support for rules and procedures set by the teacher.
In addition to general rules for classroom behavior, some teachers create graphics or posters that emphasize the importance of character or specific personal characteristics, such as honesty, integrity, or respect, as shown in Figure 1.4.
For general classroom procedures, you can establish simple gestures or symbols to communicate basic messages in the classroom. Here are some examples:
One common situation in which the raised-hand technique can be used is the school assembly. The principal raises her hand to quiet the room; teachers encourage quiet by being the first to raise their hands, stop talking, and turn their attention to the principal. Students learn to notice that adults' hands are raised, and then they stop talking and put their hands up, too. Used consistently, this approach catches on and the room becomes quiet more quickly. This technique is a respectful way to bring a large group to order without raising voices.
In addition to broad rules for conduct, many teachers also set rules for more specific behaviors, such as listening, or for bully-proofing the classroom. As with other rules, you should post these in a visible place in the classroom and consider adding symbols or drawings to make them easier for students to remember, as shown in Figures 1.5 and 1.6.
Here's another way to think about it: HA HA SO!
H = Help others. If someone is being bullied, step in and help!
A = Assert yourself. Speak up or walk away.
H = Humor helps. Maintain a good sense of humor and keep the situation light!
A = Avoid. Stay away from negative situations.
S = Self-talk. Keep your own internal “talk” positive about what happened. Don't blame yourself for something you didn't do.
O = Own it. At the same time, take responsibility for your own actions.
Regardless of the specific rules or procedures established for general classroom behavior, it's important to follow through consistently and to reinforce these norms. You can do this in a variety of ways. Here are some specific suggestions:
Copyright © 2005 by Association for Supervision and Curriculum Development. All rights reserved.
No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in
critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.
Subscribe to ASCD Express, our free e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.