Establishing Rules and Procedures
Or, “What Do I Want and How Do
I Get Students to Do It?
Govern relationships with
RULES DO NOT CHANGE
– Govern ways to get things done
trips to the restroom
asking questions/talking in class
– PROCEDURES CHANGE ACCORDING TO
How Many Rules Should I
Generally, should be limited to 3-6 rules
for elementary students and no more
than 8 rules for secondary students
There is no prescribed number of
classroom procedures…have as many as
you need to make things flow smoothly.
Guidelines for Writing Rules
Consistent with Always Applicable
Understandable when possible
Do-able Stated behaviorally
Manageable Consistent with own
Areas to Be Covered by Rules
Evaluating and Improving Rules
Do not talk in class.
Abstain from initiating physical contact
with others in our learning community.
Avoid hitting, kicking, or otherwise
touching your classmates.
Be ready for class.
Follow directions correctly the first time.
Evaluating and Improving, Cont.
Listen to everything that is going on in
Don’t be late for class and be prepared
Leave your desk only when the teacher
has given you permission.
Think deeply and have a kind heart.
Involving Students in Rule-
Decide ahead of time what behaviors
you can/cannot live with.
Limit student participation to realms
where they can have real input (can’t
change school rules)
Remember your objectives. Emphasize
that students can choose to follow the
rules and that there are consequences
for failing to do so.
Teaching Classroom Rules
Make rules public
– post rules in class
– send rules home for parent signature (keep
this document on file)
Make rules explicit
– discuss specific expectations relevant to
each rule and give specific examples
THE KEY: Consistency
Make rules followed
– BE CONSISTENT!!!
– Make sure that stated rules and functional
rules are the same (rules “mean” what
Times for Procedures!
Transitions in and out of room
– beginning/ending the day or period
– leaving/returning to the room
Room Area Use
– teacher’s desk
– student desks/storage
– pencil sharpener/trash can/chalkboard
General recurring activities
– materials for class
– distributing/collecting materials
– interruptions, announcements, fire/disaster
drills, split class periods
– restrooms/water fountains
– library, resource classes, office, phone
– lockers, cafeteria, playground
– classroom helpers
Seat work and teacher-led instruction
– student attention and participation
– talking or getting out of their desks
– getting help
– completed assignments
– getting ready
– receiving assignments
– student movement
– expected behavior
Steps in Teaching a Procedure
– Give concrete definitions
– provide reasons (rationale)
– demonstrate the procedure
– present tasks step-by-step
– explain and demonstrate cues
Reteaching (as necessary)