Jeff Arnold Acknowledgement: Dr. Dennis Scheitinger 12/10/2008 Notes

Rules /Classroom Management PresentationPlease; 1) Turn cell phones off or to vibrate.2) Use professional language. (Do not use profanity)3) Only one person talks at a time.

Objectives:• Compare and contrast a classroom rule with a lesson (behavioral) objective.• Relate rules to the students’ need for attention and power. • Relate our set of rules to virtues, values, expectations, procedures, behaviors and consequences using The Authority for Creating Rules Matrix.• Use the Rules Rubric to score three (3) of benchmarked sets of rules.• Provide feedback on the Rules Rubric’s reliability and validity. • Use the Rules Rubric to score your classroom rules.

Going further…• Use the Rules Rubric to score your school rules.• Refine/develop your own classroom rules, procedures, and consequences handbook• Promote coherence among classroom and school norms by coordinating with teachers at your grade level /school.

To be enforced rules need to be observed and measured – rules are behavioral objectives. Rules lay the foundation for classroom procedures. Classroom rules and procedures promote norms.

Norms:

Time. Are you going to start on time? If not how long will you wait for others? If you are going to start on

time, what about latecomers?

Products. Are participants expected to complete something? What are the expected products? What is the role

of each person in the production.

Roles. What are the roles of all of the participants and facilitators? Are all people clear on their roles?

Respect for others. How will respect for others be manifested? What does it mean in the workshop context to

show disrespect? How will the group avoid disrespect?

Participation. Who is expected to participate and how will they demonstrate participation? What role will the

facilitator play in providing equal opportunities to participate?

Examples of norms of participation for adult learning settings include; • Self-monitor if you tend to talk too much.

-Allow others a chance to express themselves by not “taking the floor” too much. • Listen with an open mind and heart. • Engage in dialogue with others, don’t just tell what you know.

Page1 Daemen College TLQP Project

Define Discipline:

Describe the behaviors you see in your classroom:__________, __________, __________, __________, __________, __________, __________,

__________, __________, __________, __________, __________, __________, __________,

__________, __________, __________, __________, __________, __________, __________

As you share the behaviors the instructor will categorize behaviors as either E’s or I’s(Try to determine what E and I stand for – please do not yell out until the end of the exercise)

I E

I and E are the first letter of what words – that go into the column headings?

The goal is to help students move from an extern to an internal locus of control. Rules and procedures have been shown to be very effective in addressing attention-seeking behavior. In most classrooms I have observed about 90% of the student problem behavior is aimed at seeking attention. Questioning students is generally more effective than yelling.“Where should you be?” (instead of: “Get to class!”)“What should you be doing?” (instead of: “Get to work!”)“What will you do next time?” (instead of: “Never do that again!”)

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Why we need to have good Rules: Teacher Response to Behavior

Behavior Feelings Action/Impulse*

Attention IrritationAnnoyance

Verbal

Power AngerFrustration

Fear

Physical

Revenge AngerFrustration

DislikeHurt

Devastation

FlightFight

AvoidanceFear of Failure Professional Concern Prescriptive or resigned to

failure

* Between stimulus and response is choice – your choice depends on your level of conscientiousness

Ground Rules

The responsibility you have as an educator is immense, your actions can have far reaching implications. Relationships with students need to be based on consistent and firm expectations, and contribute to your students becoming respectful, honest, and productive members of society.

An essential step in establishing positive relationship is setting clear expectations. Classroom rules and norms communicate expectations for the learning environment. By establishing rules and norms in the beginning of a course a lot of misunderstandings can be avoided. Rules and norms can vary depending on the type and level of the course. In some cases you may find it useful to post rules on the wall.

Setting clear classroom rules and consequences aid students in gaining an understanding of the set of values that norms are built upon. Character Education is based on the idea, that once students understand how a set of concrete rules, relate to a set of abstract values, students can internalize norms. It is possible that the set of values you have in the school are not the same as in a student’s home. At home, it maybe OK (and even expected) to hit someone back. At schools we seek justice – but fairness is based a set of consequences (values) that do not relay on physical force. Well it is true that we do not want to impose political and religious values on students in our public schools, we need to teach and promote social values.

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Title: The Authority for Creating Rules Matrix (draft)

Virtue(Abstract)

Value(Abstract)

Rule(Concrete)

Norm(Abstract)

Expectation / Procedures (Concrete)

Behavior that promote norm

(Concrete)Justice*Wrong none, by doing injuries or omitting the benefits that are your duty

Fairness**You are important -Who you are -What you believe -What you say (feel) -What you do

Others are important -Who they are -What they believe -What they say (feel) -What they do

Only one person talks at a time.(silence*)

Turn cell phones off or to vibrate.

Use professional language. (sincerity*)

Address classmates by first names.(temperance*)

Return materials to proper place when finished. (order*)

Social skills allow us to show respect for each other in many ways.

Treat others the way you would like to be treated.

I will treat you with respect so you will know how to treat me.Feel free to do anything that doesn’t cause a problem from anyone else.

Stay seated until class is dismissed

Push in chairs before leaving the class

Put trash in proper receptacle

If you cause a problem I will ask you to solve it. If you cannot solve the problem, or choose not to, I will do something.What I do, will depend on the special person, and the special situation.If you fell something is unfair, whisper to me, “I’m not sure that is fair”, and we will talk.

Sharing of resources

Smiling

Greetings

Handshake

Looking at the person speaking

Humility*Being humble*, is being unpretentious and modest, someone who does not think that he or she is better or more important than others.

Sometimes by giving up power you can gain new understandings.

Modesty** / Pride**Good leaders follow rules.

It is O.K. to ask for help.

Rules help us all work together.

(Moderation*/Frugality*)

Follow the directions given by your instructor.

Raise your hand when you have a question.

Ignore outbursts from other students(Tranquility* Be not disturbed at trifles, or at accidents common or unavoidable)

Participate by responding quickly and politely to your instructor’s requests.(Roles)

Learn the limits of your talents, ability, or authority; and, do not reach for that which is beyond your grasp. (Role)

Celebrate success in your self and in other others.

Stay on assigned task

Complete assignments on time(Resolution* / Products)

Come to class prepared: bring proper materials to class

Arrive to class on time(Industry* lose no time)

In small groups, ask a classmate for help before asking the teacher.

Giving and accepting feedback

Peers and the instructor provide feedback to the students. (Students, colleagues, parents, and the administration provide feedback to the instructor.)

Say “Please” and “Thank you”.

Virtues*: justice, humility, temperance, silence, order, resolution, frugality, industry, sincerity, moderation, cleanliness, tranquility, chastity - from Franklin's autobiography, compiled by Paul Ford.Value**: fairness (what I want / what you want), modesty/pride, enjoy responsibly, make your word impeccable or do not speak, structure/flexibility, determination/stubbornness, extravagant/cheap, product/process, warm/cool feedback, excess/shortage (balance), sterile/filthy, chaos/sensory deprivation, promiscuous / cloistered – and the golden meanNorms: time, products, roles, respect, and participation Rules are at the center of the learning environment – all rules are based on a set of values!!

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Classroom rules are objectives and need to be:

1) Observable

2) Measurable

3) Positive

4) Statements / Not questions

5) Limited to five or less

6) Related to a set of values that are held by all members of the learning community

Involve your students in developing a discipline by using one or more of these approaches

1) Negotiate (some) rules at the start - the students decide whether these rules become part of the social

contract.

2) The teacher shares his/her values with the student – and the student suggests rules.

3) The students share their values with the teacher – and the teacher suggests rules.

4) Students develop rules for themselves and/or the teacher.

Please review your classroom rules using the Rules Rubric on the next page.

Note: Please note that students need to understand rules (concrete) before based they understand virtues and values

(abstract).

Examples of Students’ Expectations for Instructor

1) Return graded assignments one week after the due date2) Explain assignment in detail at least one week before they are due3) Start and end class on-time4) Provide useful feedback and allow for rebuttal5) Post assessment tools on-line

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Procedures Worksheet1. Seating Arrangement:

___ Open Seating ___ Assigned Seating15. Materials needed for class:

2. Behavior for entering the Class:___ Visiting with friends allowed___ Visiting with friends not allowed___ Place personal belongings in desk, locker or bookshelf___ Place class materials on desk___ Copy class work from board___ Copy homework assignment from board

___ Other: ______________________________________

16. Procedure if you do not have class materials:

17. What to do when you need to leave the class or cannot cope:

18. Class policy for making up work:

3. Behavior when leaving the class:___ Leave when the bell is sounded___ Leave only when dismissed by the teacher

19. Penalty for late work:

4. Format for heading papers:___ Model of format: __________________________________ Location on paper

20. Grading policy:

21. Testing schedule:

22. Structure of class procedures:

5. Procedure for turning in completed work:___ Will be discussed with each assignment___ At beginning of each class___ At end of each class___ Only when requested by teacher

23. Where to put trash:

24. Policy on chewing gum or eating in class:

6. How to request a drink of water: 25. How to ask for assistance:

7. Procedure for going to the restroom: 26. When is talking allowed:

8. Procedure for Going to the clinic/nurse: 27. Procedure for asking questions:

9. Procedure for going to the office: 28. Procedure for responding to questions:

10. Procedure for sharpening pencils and requesting supplies: 29. Procedure if you are unsure about asking a question in front of classmates:

11. What to do when tardy to class: 30. Rules for attire – ie, hats:

12. Procedure for going to the locker: 31. Rules for attire – Clothes with slogans/sayings:

13. Policy regarding book covers and jackets: 32. Rules on cigarettes and alcohol:

14. Policy on care of texts: 33. Rules on weapons:

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Consequences - Effective Implementation

1) Always implement a consequence

2) Select the most appropriate consequence from a pre-established list

a. Include natural consequences

b. Design a set of progressive consequences

i. Warning

ii. Name on board (check marks)

iii. Move seat

iv. Call home

3) State the rule and consequence to the student – you don’t need to say more

4) Use Proximity

5) Make direct eye contact

6) Be private. Use a soft, calm voice. Only the student(s) should hear

7) Do not embarrass the student

8) Be firm, clear, and committed – strength come from a commitment that you are doing the right thing,

not from the use of force

9) Do not think in terms of winning and losing. You and your students are both on the same team.

10) Control anger. Expressing anger shows that you are human, but a chronically angry teacher is not

effective.

11) Do not accept excuses

12) Sometimes it is best to let the student choose the consequence

13) Avoid traps – the conflict cycle; diffuse power struggles.

14) Avoid behaviors that make you a victim / bully or aloof / interrogator

Remember: Communication is better than force

Notes: (Prompt, Progressive, Proportional, Practical – Natural, Not Punishment)

The following is an excellent reference to help you during your student teaching and preparing for your first day as a teacher.

Wong, Harry K, and Wong, Rosemary T., The First Days of School, Harry K. Wong Publications, Inc., Mountain View, CA, 2001

Additional Information: ISBN 0-9629360-2-2 / Library of Congress Catalog CARD number; 97-91202 Phone: (605) 965-7896 / website: www.effectiveteaching.com

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Title: Classroom Rules Scoring Rubric

Attribute Level 4 Level 3 Level 2 Level 1

Rules are measurable and

observable(Weight: 0.5)

Score

Reviewer: ______

Instructor: ______(Out of 2 points)

Three (3) – Five (5) positively

stated rules are included.

AndA student’s

behavior can be easily observed and recorded for each of the rules

More than five rules are included.

OROne rule may not

be positively stated.

ORA student’s

behavior can be easily observed and recorded for all but one of the

rules.

Only two positive rules are included.

ORA student’s

behavior can be easily observed and recorded for all but two of the

rules.

Only one positive rule is included.

ORThree or more

rules are based on value statements

that cannot be easily observed nor measured.

Rules are relevant and realistic for classroom use

(Weight: 0.5)Score

Reviewer: ______

Instructor: ______(Out of 2 points)

Rules include a compliance rule,

a talking rule, and an in class

behavior rule. All rules are

positively stated and apply to all students at all

times. All rules are

written to respect personal freedom of each student. A

student can quickly comply with any rule by

modifying behavior in class.

Rules include a compliance rule,

a talking rule, and an in class

behavior rule. Rules apply to all students most of the time. Rules respect personal freedom of each

student. OR

A student can quickly comply with all but one

rule by modifying behavior in class.

Rules do not address a full

range of management

issues in a typical classroom.

OR One rule requires

students to unnecessarily

forfeit key freedoms.

OR Two rules deal

with expectations that are better

communicated as procedures.

Rules are narrowly focused

and provide a rigid structure and require students to

unnecessarily forfeit key freedoms.

ORThree or more rules deal with

expectations that could be better

communicated as procedures.

Icons / Writing

Mechanics / (Weight: 0.5)

Score

Reviewer: ______

Instructor: ______(Out of 2 points)

Each rule has a relevant icon to help students to remember the

rule. And

Each rule is clear and logical.

AndThere are no

errors in spelling grammar, syntax, or capitalization

that interfere with readability.

At least two rules have a relevant

icon. OR

One rule may not be clear.

ORThere are one or

two errors in grammar, syntax, capitalization, or spelling but they do not interfere with readability.

At least one rule has a relevant

icon. OR

Two rules may not be clear.

OR There are one or

two errors in grammar, syntax, capitalization, or

spelling that interfere with readability.

No relevant icons are used.

OR The writing

demonstrates a lack of control of the conventions of written English.

OR There are three or

more errors in grammar, syntax, capitalization, or

spelling that interfere with readability.

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Benchmarked Papers: Based on the Abbreviated Classroom Rules Scoring RubricDistinguished: Benchmarked PaperRules for a Grade 4 classroomPlease, 1. Follow directions given by the teacher immediately.

2. Share classroom resources by taking turns. *

3. Work safely on assigned tasks.

4. Put all materials back in their proper place.

5. Please keep hands, feet and objects to yourself.

* Five different procedures are used to help students understand when talking is appropriate in five different situations; 1) large group instruction, 2) small group instruction, 3) independent work, 4) recess, and 5) walking in the halls.

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Distinguished: Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric

Benchmark Score:

Level Score: ________4________ , _____4_________ , _____4_______ (measurable and observable) (relevant and realistic) (writing mechanics)

Point Score: ______2_______ + ______2_______ + _____2_______ = 6 /6 (measurable and observable) (relevant and realistic) (writing mechanics)

Comments: Measurable and Observable:Warm: All five rules are measurable and observable.

Relevant and Realistic:The rules do not specifically address when it is appropriate to talk, however the rule regarding sharing classroom resources is general enough to cover the idea that one person talks at a time. If students understand the procedures for talking in different situations then a specific rule for talking may not be needed. The annotation makes it clear that the teacher has developed a plan to communicate the expectations about when it is appropriate to talk.

Writing Mechanics:Rules are clear and logical and are grammatically correct, and relevant icons are used.

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Proficient: Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric

Rules for a Grade 4 classroom

1. Please raise your hand for permission to speak.

2. Follow directions the first time they are given.

3. Ask permission to leave the classroom.

4. Walk in the classroom and in the halls.

5. Always do your best work!

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Proficient : Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric

Level Score: ________3________ , ______3________ , _______3______ (measurable and observable) (relevant and realistic) (writing mechanics)

Point Score: ______1.5______ + _______1.5_____ + ______1.5______ = 4.5 /6 (measurable and observable) (relevant and realistic) (writing mechanics)

Comments: Measurable and Observable:The rule 5, Always do you best work!, is not measurable or observable. Always doing your best work, is a great expectation, but it is not a rule that can be enforced.

Relevant and Realistic:An additional rule about in class behavior, such as keeping hand and feet to yourself would make your rules relevant to a fourth grade classroom.

Writing Mechanics:The rule 5, “Always do your best work!”, doesn’t have an icon.

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Developing: Benchmarked Paper: Scored using the, Abbreviated Classroom Rules Scoring Rubric

1. Bring all materials to class.

2. Hand-in assignments on time.

3. Raise hand before you speak.

4. While someone is talking, please do not talk.

5. You may only use the bathroom or the drinking fountain during lunchtime.

6. Arrive to class on time.

7. Respect and be kind to yourself and others Developing: Benchmarked Paper:

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Scored using the, Abbreviated Classroom Rules Scoring Rubric

Rules for a Grade 4 classroomLevel Score: ________3________ , ______.5________ , _______3______ (measurable and observable) (relevant and realistic) (writing mechanics)

Point Score: ______1.5______ + _______.5_____ + ______1.5______ = 3.5 /6 (measurable and observable) (relevant and realistic) (writing mechanics)

Comments: Measurable and Observable:Neither “Bring all materials to class”, nor “Respect and be kind to yourself and others” are measurable and observable – Do the required materials change from day to day? How does a student know what materials to bring to class? Seven rules are stated.

Relevant and Realistic:The rules are narrowly focused, for example the rules do not address the need to keep hands and feet to yourself.

The following rules deal with expectations that are better communicated as procedures; “Bring all materials to class.”, “ Hand-in assignments on time.”, “Arrive to class on time.” In addition, students may not be able to quickly comply to these three rules.

Rule 5, “ You may only use the bathroom or the drinking fountain during lunchtime.”, requires the students to unnecessarily forfeit key freedoms.

Writing Mechanics:An icon is not included for Rule 7, “Respect and be kind to yourself and others.”

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Guided Practice 1: Whole Group: Please score the following classroom Abbreviated Classroom Rules Scoring Rubric. Grade 4: Classroom Rules

1) Listen and follow directions2) Do your best work3) Raise hand for permission to speak, unless called upon by teacher4) Keep hands, feet and objects to self at all times5) Use appropriate language6) Do your work neatly7) Be kind and helpful to others

Level Score: _________________ , _______________ , ______________ (measurable and observable) (relevant and realistic) (writing mechanics)

Point Score: _______________ + _______________ + ______________ = ___ / 6 (measurable and observable) (relevant and realistic) (writing mechanics)

Comments:

Measurable and Observable:

Relevant and Realistic:

Writing Mechanics:

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Four Agreements:Be impeccable with your word, Don’t take anything personally, Don’t make assumptions, and Always do your best

Interesting Rules:• Attend and participate in class.• Be on time and ready at the scheduled start of class.• Sit in your assigned seat and raise your hand if you wish to speak.• Wait until you are called on before you speak.• Come prepared to class.• Remain in your assigned seats until you are dismissed or otherwise instructed.•  You should always bring your notebook and something to write with.• Do not bring food, candy, gum or drinks to class.• There is no eating in class.• If you leave class (bathroom, office, band lesson etc.) be prepared to stay after school to make-up work.• Complete all assigned work to the best of your ability.• Mature behavior is expected. • Be patient and tolerant of yourself and others.

Keep hands, and words to yourselfAlways keep your feet on the floorAlways sit in assigned seatAll classroom furniture will remain free of garbage and damageUnless given permission otherwise, you can only talk about your assigned work

Be responsible. Be a good citizen. Pay attention. Be ready to learn. Demonstrate respect for others. Respect others’ rights. Respect authority. Treat school property appropriately Do your best. Take care of your materials. Maintain appropriate behavior in the classroom. Be Safe Be a team member Be kind to others.- Be polite.- Aim high

Be: Positive, Punctual, Polite, Prompt, Proactive, Properly dressed, and Prepared

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KEY Do Not Copy

Guided Practice 1: Whole Group: Please score the following classroom Abbreviated Classroom Rules Scoring Rubric. Grade 4: Classroom Rules

1) Listen and follow directions2) Do your best work3) Raise hand for permission to speak, unless called upon by teacher4) Keep hands, feet and objects to self at all times5) Use appropriate language6) Do your work neatly7) Be kind and helpful to others

Level Score: ________2________ , _______4_______ , _______1______ (measurable and observable) (relevant and realistic) (writing mechanics)

Point Score: _______1_______ + _______2______ + ______.5_____ = 3.0-3.5 / 6 (measurable and observable) (relevant and realistic) (writing mechanics)

Comments:

Measurable and Observable:Rules; 2) Do your best work, 6) Do your work neatly, and 7) Be kind and helpful to others all are expectations—are based on value statements- Use appropriate language may need some more explaination- Rule 2 and 6 seem to overlap so I did not take off twice.

Relevant and Realistic:No problems –Full credit

Writing Mechanics:No icons- Level 1

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Virtues according to Benjamin FranklinThese are the virtues that Benjamin Franklin used to develop what he called 'moral perfection'. He had a checklist in a notebook to measure each day how he lived up to his virtues.They became known through Benjamin Franklin's autobiography and inspired many people all around the world. Authors and speakers in the self-help movement report being influenced by him, for example Anthony Robbins who based a part of his 'Date with Destiny' seminar on Franklin's concept.1. Temperance. Eat not to Dullness Drink not to Elevation.2. Silence. Speak not but what may benefit others or yourself. Avoid trifling Conversation.3. Order. Let all your Things have their Places. Let each Part of your Business have its Time.4. Resolution. Resolve to perform what you ought. Perform without fail what you resolve.5. Frugality. Make no Expense but to do good to others or yourself: i.e. Waste nothing.6. Industry. Lose no Time. Be always employ'd in something useful. Cut off all unnecessary Actions.7. Sincerity. Use no hurtful Deceit. Think innocently and justly; and, if you speak, speak accordingly.8. Justice. Wrong none, by doing injuries or omitting the benefits that are your duty.9. Moderation. Avoid Extremes. Forbear resenting Injuries so much as you think they deserve.10. Cleanliness. Tolerate no Uncleanness in Body, Clothes or Habitation.11. Tranquillity. Be not disturbed at Trifles, or at Accidents common or unavoidable.12. Chastity. Rarely use Venery but for Health or Offspring; Never to Dullness, Weakness, or the Injury of your own or another's Peace or Reputation.13. Humility. Imitate Jesus and Socrates.Source: Franklin's 13 Virtues Extract of Franklin's autobiography, compiled by Paul Ford.

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