A_Handbook_for_Classroom_Management_That_Works_----_(Section_1_Rules_and_Procedures).pdf

M ODULES 1–6 1 RULES...

M ODULES 1–6 1 RULES AND PROCEDURES Perhaps the most obvious aspect of effective classroom management is class- room rules and procedures. Rules and procedures convey the message that “I’m here to teach and you’re here to learn.” They give students the struc- ture they need and also help them feel that the classroom is a safe and pre- dictable place. In this handbook, we use the terms rules and procedures. Both refer to stated expectations about students’ behavior, but the terms differ in impor- tant ways. A rule identifies general expectations or standards; a single rule can encompass a wide range of expected behaviors. A procedure communi- cates expectations for specific behaviors. Effective teachers use both rules and procedures. For example, you might establish the rule “Respect other students and their property” and also create separate procedures for returning books to the appropriate place in the classroom and participating respect- fully in class discussions. Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. 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 proce- dures 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 stu- dents. Effective teachers take the time to explain the reasons behind partic- ular rules and procedures, involve students in creating them, and seek their 5 Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  6 A HANDBOOK FOR CL ASSROOM MANAGEMENT THAT WORKS 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 sugges- tions 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. Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. 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. Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  RULES AND PROCEDURES 7 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? Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. Should students be involved in establishing rules and procedures? If so, how? Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  8 A HANDBOOK FOR CL ASSROOM MANAGEMENT THAT WORKS 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? Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. 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? Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  Module 1 General Classroom Behavior In nearly every situation in life, spoken and Recommendations for Classroom Practice unspoken rules guide how we interact with and Establishing rules and shared expectations for treat other people. As friends and colleagues, for general conduct helps to lay a solid foundation example, we expect consideration and respect for effective classroom management. In this from one another. As neighbors we share module, we discuss the following specific expectations about such things as noise and strategies: how and where we park our cars. Generally we try to observe other rules of common courtesy. Writing a class pledge or promise In many situations, the societal rules for our Establishing overall classroom rules and interactions with one another are unspoken. For procedures example, most movie theaters don’t have a Consistently reinforcing norms posted list of rules for waiting in line, but the unspoken rules are clear: After you buy your Regardless of the set of rules or expecta- ticket, go to the end of the line of people wait- tions developed, it’s important to post them in ing to get into the theater; don’t cut in line a visible place in the classroom—for example, even if you see someone you know; and don’t on the classroom door, on the wall near the shove or push to get into the theater. Whether clock, or on a cabinet door. These reminders, Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. spoken or unspoken, one easy way to think which students can easily refer to throughout about overall expectations for behavior is the the day, help students adhere to shared rules. golden rule: Do unto others as you would have them do unto you. Writing a Class Pledge or Promise Rules and procedures for general classroom Many effective teachers involve students in behavior deal with the broad areas of respect writing a class pledge or promise. This strategy and courtesy as well as more specific issues, helps create a shared sense of responsibility for such as listening to the teacher or to classmates the classroom, respect for self and others, and who are speaking, and being in the assigned an overall culture of learning. It also is a great seat when class begins. In some classrooms, way to reinforce students’ responsibility for the teachers involve students in establishing overall management of the classroom, as the examples class rules for conduct. Involving students helps in Figure 1.1 illustrate. Asking students to sign to build their buy-in and responsibility for the the pledge further reinforces student buy-in overall environment of the classroom. and responsibility. A class promise can also be 9 Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  10 A HANDBOOK FOR CL ASSROOM MANAGEMENT THAT WORKS Figure 1.1 Class Promise and Pledge Our Promise to Each Other When we care about each other in our classroom, we share what we have, listen carefully, help each other learn, work hard, and have fun together. We understand that everyone makes mistakes, that we stand up for ourselves and others, and that when someone asks us to stop, we stop.This is who we are even when no one is watching. My School Pledge I pledge today to do my best In reading, math, and all of the rest. Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. I promise to obey the rules In my class and in my school. I’ll respect myself and others, too. I’ll expect the best in all I do. I am here to learn all I can, To try my best and be all I am. Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  RULES AND PROCEDURES 11 communicated in other forms—for example, conferring with other students sitting across through a poem such as that in Figure 1.2. the room. Although there are, of course, some com- Establishing Overall Classroom Rules and Procedures mon overall rules that elementary and second- In addition to—or in place of—a class ary teachers should establish, rules also vary pledge or promise, some teachers establish a depending on the age and grade level of stu- few briefly worded rules for general classroom dents. For example, many elementary school behavior. In general, classroom rules, such as teachers assign specific seats for their students those in Figure 1.3, deal with respect, polite- at the beginning of the year. At the secondary ness, and consideration, but other general rules level, however, teachers frequently let stu- also help keep the classroom safe and more dents sit where they choose as long as their conducive to learning. seating choice does not interfere with their Many teachers engage their students in learning. Allowing students to choose their establishing overall classroom rules and proce- own place in the classroom is a sign of dures. For example, you might facilitate a dis- respect for their maturity. Students also cussion at the beginning of the year about appreciate this approach, which helps build when it is appropriate and not appropriate for their support for rules and procedures set by students to leave their seats, emphasizing the the teacher. importance of demonstrating politeness and In addition to general rules for classroom respect for others. Such a discussion typically behavior, some teachers create graphics or involves identifying expected behaviors and posters that emphasize the importance of char- procedures for using the pencil sharpener, get- acter or specific personal characteristics, such ting resources and materials from central places as honesty, integrity, or respect, as shown in in the room, returning materials to shelves, and Figure 1.4. Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. Figure 1.2 Classroom Poem 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. Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  12 A HANDBOOK FOR CL ASSROOM MANAGEMENT THAT WORKS Figure 1.3 Overall Classroom Rules Classroom Rules (1st Grade) Rules for Classroom Behavior (Secondary) 1. Be safe. 1. Respect one another at all times. 2. Be kind. 2. Maintain eye contact when communicating 3. Be polite. with others or when someone—a teacher or a classmate—is speaking. Classroom Rules (2nd Grade) 3. Use “6-inch voices” when working in small groups or in pairs. 1. Listen carefully. 4. When working in groups, say “please” and 2. Follow directions. “thank you”; praise each other and use 3. Work quietly. Do not disturb others who good manners. are working. 5. Remember: Only one person speaks 4. Respect others. Be kind with your words at a time. and actions. 5. Respect school and personal property. Making Our Classroom a Place for Learning 6. Work and play safely. 1. Respect others—when someone is Classroom Rules (3rd Grade) speaking, listen. 2. Follow directions. 1. Be kind and respectful to others 3. Keep hands, feet, objects, and unkind and yourself. remarks to yourself. 2. Listen when others are speaking. 4. Bring required materials to class. 3. Use your manners and be safe. Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. 5. Be in your seat when the bell rings. 4. Keep your hands and mean words 6. Raise your hand. to yourself. 7. Remember the rules we set for leaving 5. Have fun. your seat or leaving the classroom: Maintain respect and quiet, think before you act, and Our Basic Rights minimize disruptions to the learning process. 1. All students have the right to be treated with respect. 2. All teachers have the right to be treated with respect. 3. Everyone has the right to feel safe in the teaching and learning environment. 4. Everyone must demonstrate a respect for the school’s property. Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  RULES AND PROCEDURES 13 the room; teachers encourage quiet by being Figure 1.4 the first to raise their hands, stop talking, and Reinforcing Personal Characteristics turn their attention to the principal. Students learn to notice that adults’ hands are raised, and citizenship fairness then they stop talking and put their hands up, caring too. Used consistently, this approach catches on Character Counts respect and the room becomes quiet more quickly. This responsibility technique is a respectful way to bring a large trustworthiness group to order without raising voices. In addition to broad rules for conduct, truthful factual many teachers also set rules for more specific faithful accurate open behaviors, such as listening, or for bully-proofing genuine the classroom. As with other rules, you should moral Honesty just honorable post these in a visible place in the classroom real and consider adding symbols or drawings to straightforward sincere trustworthy make them easier for students to remember, as shown in Figures 1.5 and 1.6. For general classroom procedures, you can Figure 1.5 establish simple gestures or symbols to commu- nicate basic messages in the classroom. Here are Rules for Listening some examples: Raised hand. Raise your hand to signal Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. 3. Be s that it’s time to be quiet and pay attention. Stu- 4. Hands 2. M dents raise their hands as they stop talking and till. o uth look at you. 1. Ey free. quie Hands over ears. Put your hands over es on t. your ears to signal that group work has become sp too noisy, or quietly walk over and flick the ea ke r. overhead lights on and off. ten. Raised book or pencil. A student holds up 5. Lis a book or a pencil to signal that he needs help—for example, during study time. One common situation in which the raised- hand technique can be used is the school assembly. The principal raises her hand to quiet Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  14 A HANDBOOK FOR CL ASSROOM MANAGEMENT THAT WORKS Figure 1.6 Bully-Proofing Rules 1. We will not bully other students. 2. We will help others who are being bullied by speaking out and by getting adult help. 3. We will use extra effort to include all students in activities at our school. 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. Consistently Reinforcing Norms Provide time for students to talk or Regardless of the specific rules or procedures write about why rules and procedures for gen- established for general classroom behavior, it’s eral classroom behavior might be important Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. important to follow through consistently and to and useful. reinforce these norms. You can do this in a vari- Provide feedback to students about the ety of ways. Here are some specific suggestions: extent to which they are following the rules Model the procedures for students, or ask and procedures so they can refine, improve, or students to participate in modeling. correct their behavior. Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  Module 2 Beginning and Ending the Period or the Day One way to get the most instructional time out Beginning with a Balance of Learning and “Administrivia” of the day or class period is to establish rules It’s easy to fall into the habit of spending and procedures for how you begin and end the first part of class simply taking attendance, your time with students. Beginning and ending passing out completed assignments, and dealing well—and consistently—sets the tone for the with other administrative tasks, often referred to classroom and helps students know what to as “administrivia.” Obviously, determining who expect. It is one way that you can reinforce a is present and who is absent is important, but to sense of structure and consistency and commu- make the most of students’ learning time—and nicate that the classroom is a place for learning. your own time—you might start the day by giv- ing students an opportunity to set their own learning goals for the day based on overall goals Recommendations for Classroom Practice you have established. As we note in Section 3, “Teacher-Student Relationships,” this approach Like other rules and procedures, the specific also conveys the idea that you care about your ways in which teachers start and end the day or students’ interests and personal goals. period vary. Regardless of the specific routines Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. Many effective teachers also give students established, however, whether at an elementary “sponge” activities to work on—sometimes school, middle school, or high school, classroom referred to as the “daily starter” or “daily warm- management is enhanced when teachers estab- up”—when they enter the classroom. Madeline lish routines that communicate order and learn- Hunter is frequently credited with the idea of ing at the same time. In particular, we using these activities to minimize gaps in stu- recommend the following strategies: dents’ learning—to “soak up” every available Beginning with a balance of learning and minute of learning time. Many sponge activities “administrivia” are designed to help students review their prior Establishing shared activities that rein- learning or activate background knowledge as force class unity they learn something new. Ending with activities that reinforce Many online and print resources provide learning and discipline ideas for sponge activities. Depending on 15 Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  16 A HANDBOOK FOR CL ASSROOM MANAGEMENT THAT WORKS students’ grade level and the content area being Figure 2.1 studied, you might start the day with journal Starting the Day: An Example writing, puzzles, math problems, brain teasers, or brainstorming activities. The sponge activities are as varied as teachers themselves. However, The teacher greets each student individually the activities must be meaningful and tied to at the door. specific learning goals for students. In addition Students read silently for a short time while to, or in place of, sponge activities, you might the teacher quickly takes attendance and ask students to talk quietly in pairs or in small then stops by each student’s desk to provide groups about the previous day’s homework feedback about individual behavior or aca- assignment and what they learned. demic performance. The entire class stands and recites the Pledge Establishing Shared Activities of Allegiance and then listens to a recording That Reinforce Class Unity of “God Bless America.” Many teachers, particularly teachers of ele- mentary students, begin the day with activities The teacher verbally recognizes students as a that establish and reinforce a sense of commu- class and lets them know they are welcomed nity and unity among students. Students who and cared for. feel that they are part of a community of learn- ers, who have the experience of “being in this together,” are more likely to be part of the solu- tion than the problem. consistently—help establish the classroom as a One way to start the day is to acknowledge predictable environment for learning. There are birthdays or other important events in stu- a variety of ways to end the day or period, Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. dents’ lives, or to recite the Pledge of Alle- such as homework assignments, answering giance or the school pledge. This might also be questions, reflecting on learning, or reminding the time to recognize particular achievements students about putting away supplies. Teachers of the class as a whole or to announce class of young students, in particular, can use the activities, such as a family potluck or an time to reinforce good habits, such as cleaning upcoming schoolwide science fair. Figure 2.1 up after oneself and storing materials in their summarizes how an elementary school teacher proper place. Teachers also frequently use this might start the day. time to review homework assignments. To rein- force good study habits, you might create a list Ending with Activities That Reinforce of brief homework reminders or guidelines, Learning and Discipline such as those shown in Figure 2.2, and refer Like activities for beginning the day or the students to these at the end of the day or class period, ending activities—when used class period. Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  RULES AND PROCEDURES 17 Secondary teachers often use the end-of- Figure 2.2 class time to bring closure to the day’s learning End-of-Class Homework Reminders process. One common approach is to ask stu- dents to do a reflection writing activity (in a Plan a daily homework time. journal, for example) about what they learned Take home everything you’ll need. that day, then pair up and share what they Choose a quiet study place. wrote. One way to extend this process is to ask Read and follow all directions. Do your work neatly and carefully. the pair to write key points they learned that Ask for help if you need it, but do the work day on a note card and turn it in to you. Stu- yourself. dents also might jot down questions or short Keep your homework in a special place. notes about things they found confusing or Return your homework on time. unclear, or something they would like to learn about in more depth. Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  Module 3 Tr a n s i t i o n s a n d I n t e r r u p t i o n s Leaving the classroom for lunch. Using the Establishing Rules and Procedures for Recurring Situations restroom. Going to the library, computer cen- ter, or resource room. Moving from one class to A useful strategy for transitions and inter- another or from one learning center to another. ruptions is to establish rules and procedures for Going outside for recess. The list of things that recurring situations, such as completing one can and do interrupt time for learning is long. classroom activity and beginning another, using Regardless of the grade level, every teacher the bathroom, and leaving the classroom for needs to deal with certain interruptions and lunch. By creating rules and procedures, sharing transitions—both within the classroom and these with students, making sure they under- from the classroom to other areas of the school stand them, and asking for their feedback or school grounds. (when appropriate), you can prevent unneces- For students who have difficulty focusing, sary delays and problems. such interruptions can be especially distracting The complexity and type of rules or proce- and translate into even less learning time if not dures established vary greatly, depending on managed well. Because many students appear students’ age and maturity. In some situations, to have difficulties with attention and focus, the rules students must follow might be very the need to effectively manage interruptions specific, such as the bathroom rules listed in Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. is pressing. Figure 3.1 for an elementary-level class. Simi- larly, you may find that students need a great deal of structure when moving from one learn- Recommendations for Classroom Practice ing center to the next. Figure 3.2 is an example Establishing rules and procedures for transi- of how one elementary-level teacher facilitates tions and interruptions is an important aspect this process. of classroom management. Specifically, we sug- Rules and procedures can be very simple gest the following strategies: and straightforward—perhaps as simple as a Establishing rules and procedures for particular comment you make or a signal you recurring situations give just before a break in the learning process. Practicing transitions and potential For example, you might say, “Please take the interruptions next five minutes to complete the project you Engaging students as leaders during are working on” or quietly write on the board transitions and interruptions “Five minutes left.” Of course, in the latter 18 Marzano, Robert J., et al. A Handbook for Classroom Management That Works, Association for Supervision & Curriculum Development, 2005. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=289659. Created from uta-ebooks on 2024-09-23 19:22:58.  RULES AND PROCEDURES 19 Figure 3.1 Figure 3.2 Bathroom Rules Moving from One Learning Center to Another 1. No talking in the bathroom. 2. You have only three minutes for Teacher: “Okay, everyone, you have two minutes bathroom time. to finish your work.” (The teacher gives students two minutes.) 3. Do your job and don’t mess around. 4. Go to the bathroom only during group Teacher: “Now please clean up your center.” bathroom breaks, recess, or independent (The teacher provides time.) work time. Teacher: “Okay. Now we will find out which We promise to follow the bathroom rules. center to go to next.” (The teacher points to the (Each student in the class signs the list.) chart that lists students by name and by center.) The teacher then leads the class in the song “Open and Shut Them” as a cue for attention, and students begin to move to their new situation, you must have established this as a centers. routine so students know to periodically look at the board as they are working. Practicing Transitions and Potential Interruptions practicing and demonstrating behavior that When the bell rings (or you signal that it’s works—as well as behavior that doesn’t work. time to move to another activity or go to This can be a useful process for many things Copyright © 2005. Association for Supervision & Curriculum Development. All rights reserved. recess), mayhem is much more likely to ensue that occur in the classroom, from tardiness to if a procedure has not become rou