rulesandroutinesorprocedures-indianauniversitybloomington.docVIP

The following outline attempts to summarize and extend the meta analysis presented by Robert Marzano in his book, Classroom Management that Works. His work addresses four general components of effective classroom management: (1) rules and procedures, (2) disciplinary interventions, (3) teacher-student relationships, and (4) mental set. He also discusses the importance of (5) social-emotional learning in the context of promoting student responsibility. Rules and Procedures The rules and procedures that a teacher needs for his/her classroom will depend on the needs and dispositions of the teacher and the students. Rules are based on broad social principles—like those contained in school mission or belief statements or other school-wide initiatives, such as school-wide discipline plans. Procedures generally tell students “what to do when” and the best procedures are not dependent upon direct supervision by teachers. The intended outcome is that students can independently carry out tasks so that you can attend to teaching and organizing instruction. Typically teachers find the following categories helpful in developing rules and procedures. Action Step 1: Identify specific rules and procedures for your class. Classroom rules Rules are based on sound principles (Use School-wide expectations). Rules describe specific behavior, are observable and measureable in terms of accurate performance Rules are stated positively—tell students what do, not what not to do. Rules are typically in place for all activities within a setting Areas generally addressed (Elementary grades) Politeness and helpfulness Respecting property Interrupting others Hitting or shoving Areas to be addressed (Secondary grades) Bringing materials to class Being in the assigned seat (or in room) at the beginning of class Respecting and being polite to others Talking or not talking at specific times. Leaving the assigned seat Respecting property Procedures Tell students what to do when—acti