To piggyback on my previous post regarding behavioral expectations, and using a TELL-SHOW-PRACTICE model, I thought I’d briefly comment on well-written classroom rules. I previously stated that rules provide information about what is expected, and what will be reinforced by the teacher.

Walker, Colvin, and Ramsey (1995) stated that rules should be:

1) explicitly stated
2) functional
3) established on the first day of class
4) rehearsed
5) practiced

I will add that there should be about three to six rules, and that they should be positively stated, and posted at eye-level. Positively stated means that we tell students what to do, avoiding the word “don’t.” Instead of, “Don’t hit,” I could say, “Keep your hands and feet to yourself.” It is wise to avoid making rules that the dead could follow. Could a dead man follow the rule, “Don’t hit”? Yes, a dead person could, and so it would be helpful to restate the rule to indicate what behavior is expected.

Larson (2005) provided this great example of classroom rules for a middle or high school class:

1. Take care of all personal grooming before entering the classroom
2. Enter quietly and proceed to your assigned seat
3. Place only required supplies on the desktop
4. Speak in a low-volume voice until the class is called to order, then be silent with head up and eyes forward.
5. Raise your hand and be recognized before speaking during teacher directed lessons.
6. Remain in your seat until dismissed or receiving teacher permission.

You may also wish to include a rule about following directions the first time that they are issued.

It may be helpful to develop the classroom rules collaboratively with the students. I often do this during my first session of group counseling. I have students “brainstorm” ideas, and then vote on the ones they feel are essential. I’ve had students stand up to vote, stand on one side of the class to indicate yes, or the other for no, I’ve had them give a thumbs up or a thumbs down and have another student count the responses, or had students use whiteboards to reply to make the process a little more interactive. Also, I participate in the “brainstorm” if certain important expected behaviors are not included, or I ask leading questions. Again Larson (2005) provides a great example of a leading question, “Let’s see raised hands with suggestions about a rule that will help us avoid problems during transitions. How should everyone enter the classroom?”

I do not allow the students to dictate to me what the rules will be, as I ultimately have the final say, but we work on the process collaboratively to foster a sense of ownership.

After the rules have been established, it is helpful to go over both positive and negative consequences for following the rules. I will write more about this in my next post. Stay tuned. . .

References:

Larson, J. (1995). Think first: Addressing Aggressive Behavior in Secondary Schools. New York: The Guilford Press.

Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.