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Lesson 4 |
Introduction |
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Lesson 5:
Use of Classroom Rules & Procedures
This lesson provides information on organizing the classroom through the
establishment and maintenance of classroom rules and procedures. Rules and
procedures add both consistency and structure to daily classroom activities.
The paraeducator often plays an important role in helping students learn both rules
and procedures. Once learned, rules and procedures promote an efficient and
effective classroom.
Establishing and Using Classroom Rules
Benefits of Establishing Rules
Rules communicate expectations and form the basis for catching students being
good.
Establishing Rules
The following are suggestions for establishing classroom rules:
- Establish rules the first day of school.
- Involve students in the process. This helps provide ownership for the
rules. Remember though, that the teacher is final arbiter. Often student rules
are too strict.
- Keep rules to a minimum (3 or 4).
- Corollary - Rules should be broad enough to cover a wide range of
behaviors.
- Keep wording simple.
- State rules positively.
- Rules should not be too strict or too lenient.
- Vary the rules for different situations.
Rules should be relevant, they should be clear and they should be concise.
Using Rules Effectively
The paraeducator should be prepared to use the classroom rules effectively.
This includes reaching agreement with the teacher on descriptions of
what type of behavior complies with the rules and what type of behavior
breaks the rules. It also includes reaching agreement with the teacher on what consequences
or procedures should be used when rules are followed and when they are not
followed. Finally, you should familiarize yourself with the school district policies.
Classroom rules must be specifically taught to students. Particularly during
the first part of the school year, the teacher and the paraeducator should
spend time teaching the rules to the students. This will include explaining the rules
and behavior that meets the rules, modeling and practicing these behaviors,
providing corrective feedback and providing praise and reinforcement when
students follow the rules.
The following also support the classroom rules:
- Post the rules. This both helps the students remember and helps the teacher
and paraeducator be consistent.
- Periodically remind students of the rules.
- Emphasize the positive.
- Explain the importance of rules.
The teacher and the paraeducator should also find ways to monitor how
consistent they are in applying the rules. Strategies might include completing
a self-check questionnaire, recording of interactions with students regarding
the rules and observation by the teacher.
Sample Rules
The following three rules are examples which meet our criteria for good rules.
- Watch the teacher and watch your work.
- Keep your hands and feet to yourself.
- Talk only on your turn.
These examples are simple and concise. They are stated positively. They allow
you to identify when a student is following the rule.
Establishing Procedures
Most activities in the classroom occur on a regular basis. Getting materials
and starting lessons, asking the teacher or paraeducator for assistance, and
moving from one activity to another are example of activities which occur on a
daily basis. Classrooms which establish procedures for accomplishing these
activities are more effective and efficient. To create procedures, the teacher
outlines the steps in the activity and creates rules for carrying out the
procedure. The procedure is then explained to students and practiced. The
teacher and the paraeducator provide cues to students, model correct behaviors
and reinforce students for following identified procedures.
Procedures also promote consistent behaviors from teachers and
paraeducators.
The following are further examples of activities for which the teacher might
define procedures:
- General procedures
- beginning of the period
- use of materials and equipment
- ending the period
- Procedures during seatwork and teacher-led instruction
- student attention during presentations
- student participation
- procedures for seatwork
- Procedures for student group work
- use of materials and supplies
- assignment of students to groups
- student goals and participation
- learning teams
- Miscellaneous procedures
- behavior during interruptions
- special equipment
- personal belongings
Sample Procedures
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