Rules Routines

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  • 8/9/2019 Rules Routines


    Rules and Routines

    G. Garner, PhD

    TE 402

    Michigan State University

    Spring 2010

  • 8/9/2019 Rules Routines


    Why Rules and Routines? Classroom management research has shown effective

    classroom managers establish and consistently maintain a classroom code of rules

    establish routine procedures (routines) for specific (oftenrepeating) tasks. (Emmer, Evertson, Anderson,1980; Bohn Roehrig,PressleyI(recent MSU prof, 2004)

    Rules offer students ownership in their own behavioralmanagement.

    Routines offer students an opportunity to predict whatwill happen in their day and anticipate learningexperiences.

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    Simple, observable behaviors

    Positively stated expectations. Tell them whatyou want to see.

    Magic number of 5

    Student Input

    Post visibly in room. Refer to often

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    Consequences Consequence should reflect the infraction.

    Consequence MUST be meaningful or the action isirrelevant.

    Consequence must be agreed upon by studentsand teacher. Make this a community decision.Offer options.

    BE CONSISTENT!! Once a consequence is given,follow through. NEVER BACK DOWN! Allowing astudent to escape a consequence for whateverreason will undermine your entire classroommanagement system

    Pay and forget. Once a consequence is served orpaid, the event is forgotten and student allowed tostart with a clean slate. Do not bring it up again.

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    Best way to prevent misbehavior is to fully encourage and

    explicitly define expected behavior.

    Catch your students being good!

    Find a way to reward behavior that follows your expectations.

    Explicitly model and teach behavior expectations.

    Use small tokens to reward behavior on an hourly/daily basis.

    Remember: 10 positive for every 1 negative

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    Use combination of individual behavior reinforcement and largergroup reinforcement

    Give students physical proof they are doing the right thing.

    Go out of your way to notice and reinforce appropriate behavior

    Determine method of reinforcement based on individual studentneeds. Like consequences, rewards are ineffective if they aremeaningless.

    Debate: Tangible vs Intangible or Extrinsic vs Intrinsic

    Brainstorm ideas for intangible rewards/appropriate tangibles

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    Provide students with predictable patterns

    of behavior for everyday tasks and

    situations (ie: going to lunch, using the

    restroom/water fountain, packing up at the

    end of the day) Teach at beginning of school year. Allow

    time for this teaching/learning process

    Gives students security/predictability

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    Weinstein defines

    three types of

    routines:Class Running


    Lesson Running




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    Routines Choose daily activities that require most if not all students to

    be active

    prepping for lunch

    returning from lunch

    going to any class outside of the classroom (music/pe/art)

    morning routines

    prepping for a particular academic subject such as writing

    materials for journaling or preparing for a science lab

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    Other Helpful ThoughtsStay calm at all times when addressing a behavior issue

    Leave rules and consequences out in a visible location.

    Keep a log of behaviors and what you do to address the


    Find ways to constantly reinforce your students for the

    small thingsraising their hands, finishing work, sitting

    quietly waiting for the others to be ready.

    Use a reward system that is meaningful and accessible.

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    The First Three Weeks!

    The first three weeks in a semester are crucial

    Create rules together on day one

    Begin teaching each routine on day one (these will take

    three weeks to take hold) Routines for anything that is repeated throughout the


    From the rules, create a list of consequences for

    breaking the rules Decide how you will positively reward your students and

    begin that system on day one.

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    Preparing for Day One

    Classroom design

    How will classroom physically operate?

    Smooth movement?

    Areas that reinforce instruction


    Placement of resources and teacher Teachers desk?

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    Preparing for Day One Schedule design

    Literacy blocks?

    Required time for content areas? 150 min of literacy

    60 min of math

    Consider hunger, fatigue, breaks, end of day

    Consider transitions, break time, bathroom breaks, art, music,

    pe, specials, special education students leaving Time at beginning and end of each day to wrap up and clean


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    Preparing for Day One Consider management philosophy

    Positive reinforcement system

    Full class or individual management system?

    Group as well as individual rewards

    Use of non-tangible rewards Free time

    Computer time

    Reading time

    Running errands

    Consequence system and how you will maintain it Not following up will lose that battle

    Routines for many classroom activities

    Chances for student ownership of the room

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    Preparing for Day One: Activity

    Ten minute Quickwrite:What is my classroom management style?What do I

    expect from my students and how will I establish thatenvironment? How will I set up my classroom and

    why?Group Activity:

    1. Draw a grade level from the box

    2. Design a set of classroom rules (5) along with 5

    rewards and 2 consequences3. Design 2 routines that you would use at that grade