Rules Routines

8/9/2019 Rules Routines

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Rules and Routines

G. Garner, PhD

TE 402

Michigan State University

Spring 2010


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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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Rules

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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Reinforcements/Rewards

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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Reinforcements/Rewards

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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Routines

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

Routines

Lesson Running

Routines

Interaction

Routines


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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

situation.

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

year.

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

Distractions

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

up


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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

level

Documents

Rules Routines