Section 1: Rules and Procedures

The number and kind of rules and procedures vary from class to class and from grade to grade, but every good teacher has them. How students treat one another, when and how students may leave the room, and when it is appropriate to speak out in class are common topics for rules and procedures in every grade.

A theme that runs through this section is the importance of considering when and how to involve students in establishing rules and procedures. Research clearly supports the notion that designing and implementing rules and procedures in class, and even at home, significantly influences students' behavior and learning. But research also indicates that rules and procedures should not simply be imposed on students; they should be created with students. Effective teachers take the time to explain the reasons behind particular rules and procedures, involve students in creating them, and seek their input as much as appropriate. When students are involved in this process, they are more likely to make classroom rules and procedures their own.

This section highlights six areas to consider for classroom rules and procedures:

• Module 1: General Classroom Behavior
• Module 2: Beginning and Ending the Period or the Day
• Module 3: Transitions and Interruptions
• Module 4: Use of Materials and Equipment
• Module 5: Group Work
• Module 6: Seat Work and Teacher-Led Activities

A word of caution: It is counterproductive to set rules and procedures in all of these areas. Inundating students with rules and procedures for every aspect of the classroom clearly is not a good idea. Rules, particularly for young students, should be few—for most grades, no more than eight. In addition, rules should be worded succinctly, making them easier for students to recall and therefore follow.

Each of these modules offers strategies, examples, and practical suggestions for putting these ideas into practice, as well as opportunities for you to reflect on your use of the guidance provided. We encourage you to use the suggestions offered here—along with Classroom Management That Works and other resources—to set appropriate rules and procedures for your classroom and your unique group of students.

▪ Reflecting on Your Current Beliefs and Practices

Before reading the modules in this section, take some time to reflect on your beliefs, perspectives, and current practices regarding rules and procedures for the classroom. Then write your answers to the following questions in the space provided. Your responses will give you a basis for comparison as you read about the strategies recommended in these modules.

• What kinds of rules and procedures do you typically set for your classroom?
• What are some of the reasons for setting classroom rules and procedures?
• How might classroom rules and procedures differ from the elementary to the secondary level?
• Should students be involved in establishing rules and procedures? If so, how?
• Setting rules and procedures is not usually a process that students think of as fun. What are some creative, interesting ways to engage them in the process?
• Think of a time when a classroom seemed to be well managed. What general rules or expectations for behavior did students seem to be following?
• Creating a classroom with no rules or one with too many highly specific rules can lead to problems. What are your thoughts about how to create the right balance?
• Posting lists in a visible place in the classroom is one way to help students remember classroom rules and procedures. What are some other ways?