Rules and Classroom Guidelines

Classroom Rules and Guidelines:

1. Be a Team Player
2. Be Kind
3. Be Honest
4. Be Your Best

For effective classroom management, three to four rules will suffice. Above are my
classroom rules and guidelines: Be a team player. Be kind. Be honest. Be your best.
These four rules, in my opinion, embody a wide variety of unwritten rules.

Be a Team Player:
A classroom is made up of a group of students, teachers, paraeducators, etc. We
must all work together in a positive manner. To be a team player, individuals must listen
to encourage others. This rule supports a collaborative learning environment, and it
reminds students that we should be building each other up.

Be Kind:
An upbeat atmosphere plays a large role in student success. To create and
maintain this ambiance children must learn how to be kind to their peers, teachers, and
faculty members. Having a Sunshine Chair and a Team Encourager will help promote
and exemplify this rule.

Be Honest:
Honesty is a characteristic that every classroom and individual should strive to
uphold. From a behavior standpoint, honesty leads the way to open communication
within the classroom. This quality is important in all grade levels, and its important that
students become aware of its significance in the primary/intermediate grades.
Furthermore, it encourages children to focus on their own learning and expanding their
knowledge without relying on another persons answers.

Be Your Best:
When students see this rule, they will be prompted to try their hardest. All
children are unique in their interests, personalities, and learning. Each student,
regardless of their learning needs, need to be reminded to try their best. One childs
best is different than anothers, and this individuality should be encouraged.

Implementing These Rules:



I chose to establish my classroom rules on my own, and then, engage students

in a discussion about why these guidelines are important. I plan on asking students the
following questions:
1. What does it mean to be a team player?
2. Why do you think its important to be kind to everyone and not just our
friends?
3. How can honesty help us become better learners and classmates?
4. What does it mean to be your best?
My rationale behind this decision is that engaging students in a discussion about these
guidelines will help me clarify each ones significance. Children can also use this
opportunity to share their thoughts about classroom policies. If students begin to
discuss other rules such as no gum chewing or shouting, then I can discuss the
Unwritten Rules. After our discussion, I will ask students to write a short paragraph
explaining how they believe the four rules will help them succeed in the school year.
Once everyone is done writing, I will have all the students sign Our Classroom Rules
(page 9). This page will be at the front of the classroom for students to reference.
Additionally, our weekly newsletter will include the rules and guidelines at the bottom of
the page.


Rewards and Incentives

In regards to incentives and rewards, my goal is to move students from extrinsic
to intrinsic motivation. I hope that by the end of the year the children in my class are
driven by their desire to grow as learners. However, I do believe that, if used
appropriately, rewards and incentives can play a positive role in learning. Therefore, my
classroom will have a balance of individual and classroom incentives and rewards. This
decision reinforces two of my classroom guidelines, Be a Team Player and Be Your
Best. If incentives and rewards are given on both an individual and classroom level,
then students will hopefully meet the rules set in place at the start of the school year.

Below is a more specific description of my rewards and incentive plan.

Individual Incentives:
In my grade school, every student had a bubble gum jar, and if someone walked
by, he/she would see who was the most behaved and who was the least behaved. This
can have a negative effect on students because they may feel embarrassment or
competitive ness against their peers. A behavior punch card is an individualized
approach to motivate students. Since each student will have their own card, they only
need to focus on their own behavior. I will keep ahold of every childs punch card, and
for each punch I make, I will provided meaningful praise. After the whole card is
punched, students will receive a reward.

Individual Rewards:
When a child earns a reward they will be given a list of five things that they can
choose from. The items on the list were chosen because they cause little to no
interruption of the daily routine. Students can choose from: shoes off, line leader,
choosing the book for story time, messenger, or use a fun pen. Since the individual child
earned the reward, its important that he/she is the one who receives the bonus.
Additionally, these rewards are not distracting, and if some students have not earned a
reward, they will not feel shameful.

Classroom Incentives:
I want students to encourage positive classroom behavior, and a management
strategy I would like to implement is Behavior Bingo. This technique promotes
teamwork because the entire class must be behaving in order to cross of a number on
the bingo chart. For instance, if the whole class walks in a straight line for a week to
specials, they can make a cross. If students receive a compliment from another teacher
or faculty member then they receive two crosses. All students must be active


participants with this strategy. When the entire board has been check off, students will
receive a classroom reward.

Classroom Rewards:
Similar to the individual rewards, the class will get to choose from a list of five rewards
that benefits the class. The choices are: popcorn and pajama day, extra recess, ice
cream party, and show and tell. The class will vote on which reward they would like to
have. Each student will have an opportunity to share which reward they believe is to be
the best. The voting will be anonymous to avoid any frustration.


Consequences
1. First Offense: Talking while the teacher is talking
a. Consequence: I will pull the student aside after class and discuss that the
childs conversation was most likely distracting to others during class. I will
also discuss how he missed some of the instruction himself and because
of that, the assignment may be difficult for him. He will have to finish the
notes we took while he was talking during recess.
b. Rationale: Its important to inform students on why their behavior was not
classroom appropriate. In this case, I waited till class was over before I
address him individually. I did not want to call the student out for the
behavior because it would interrupt the class time for others. His
responsibility during that time was to take notes. So, he will have meet his
responsibilities before he can go out to recess.
2. Second Offense: Walking outside of the line
a. Consequence: I will talk to the student after we reach our destination and
tell her that I saw she stepped out of line while we were walking to music.
When we come back I will ask her to walk next to me so that she can see
how much more orderly a straight line looks like.
b. Rationale: I will address the child individually to avoid embarrassment, and
if she walks with me on the way back from music she will feel more
inclined to stay in line. Additionally, giving her an opportunity to see why a
walking in a straight line can help her realize why this policy is in place.
3. Third Offense: Using a cellphone in class
a. Consequence: When other students are working, I will walk over to the
student using the phone and ask him why he has it out and if there is
some sort of family emergency I should be aware of. Then, I will take the
phone and keep it at my desk till the end of the day.
b. Rationale: Again, I would like to avoid embarrassing the student because
this could negatively affect his work for the rest of the day. As I am talking
to him privately, I want to make sure there is not a family reason behind
him having his phone out. I dont want the child to feel as if his familys
problems are not valued within the classroom. Keeping his phone at my
desk will prevent it from being a distraction again.
4. Fourth Offense: Not completing homework on time
a. Consequence: During recess time, I will ask the student to complete her
assignment. After it is completed, we will talk about why its important to
have our work done on time.
b. Rationale: I do not want the child to fall further behind in class by piling on
more homework. Utilizing recess time gives the student the chance to
make up her work so that she can be on the same page as her peers.
Additionally, this consequence will remind the student that when we carry
out our responsibilities, we get to enjoy things like recess.
5. Fifth Offense: Shouting out during class
a. Consequence: If a child is shouting out during class, I will raise my hand to
let the student know I heard him, but I am still speaking. I will continue with


my instruction. When class is over, I will pull the student aside and say
When we shout out in class, we sometimes distract our friends from
learning the information. We can also miss the information ourselves. I
will ask the student to write a three-sentence response describing why
shouting out in class is not appropriate.
b. Rationale: Raising my hand during class will be a signal that I teach
students at the beginning of the year. I want the child to know that I heard
him, but it is not his time to speak. Meeting with the student after class
gives us the opportunity to talk about the detrimental effects that shouting
out has in the classroom. I want the student to recognize that why his
behavior was in appropriate. I will keep the three-sentence response and
hand it to the student during class if the behavior persists. This will remind
him that he is not following the rules.


Procedures
Entering the Classroom
1. Walk in quietly and make your lunch choice on the smart board.
2. Put your coat and backpack away.
3. Get your planner, reading book, and reading textbook out from your desk.
4. Write the agenda down in your planner.
5. Silently read until class begins.

Taking Tests
1. Clear everything from the desk except for a pencil.
2. Team leader will get the cover sheets for each table.
3. Wait quietly as the tests are being passed out.
4. Once everyone has his or her test, begin working.
5. When you are finished with your test, turn it into the appropriate tray.
6. Silently read until everyone is finished.
7. When everyone has finished, the team leader will put the cover sheets back.

Lining Up
1. Stand up and push your chair in.
2. Remain standing behind your desk.
3. Wait until your table is called before walking to line.
4. The first person will hold the door for everyone.
5. The last person will turn off the light.

Recess Time
1. Clear off your desk and put papers in their appropriate places.
2. The Equipment Manager will head to the front of the line.
3. Follow the line up procedure.
4. Enjoy recess!
5. When the whistle is blow, gather all of your belongings and head to the line.
6. Give all the equipment to the Equipment Manager
7. Get into a single file line.
8. Follow the teacher back into the building.

First Student Finished

1. Quietly, place your pencil down.
2. Stand up and push your chair in.
3. Walk quietly to the back table and place the assignment or test into the
appropriate tray.
4. Head back to your seat.
5. Silently read until everyone is finished.

Using the Classroom Library

1. Wait until silent reading, study hall, or a break between classes before checking
out a book


2. Go over to the library and pick up a ruler.

3. Use the ruler to mark the place of any book that is pulled out.
4. Place the book back in the appropriate spot if it will not be checked out.
5. If a book is being checked out, walk over to the Check Out sheet and write your
name, book title, and date on the form.
6. When the book is finished, place it back in the correct spot.
7. Write the date when the book was returned on the Check Out sheet.
8. Put the ruler back in the bucket.

Hallway Behavior
1. Silently follow the line leader down the hall.
2. Keep arms and legs to yourself.
3. Remain in a single file line.
4. If another student, visitor, or faculty member needs to get through the line, pause
and let them pass.
5. Remain in single file line and continue walking silently.


Policies
To use a birthday party/invitation, hands to self, and how to head your paper policy, I
will have them written in student friendly language and posted on the wall at the front of
the room. Students can refer to these policies, as well as others, throughout the year.
They are written in student friendly language because I want the children to understand
what each policy means. Sometimes school or classroom handbooks can use a
language that is too rich for children to understand. Using my policies in this way will
prevent confusion among students.

1. Birthday Party/Invitations
a. Birthday parties can help students feel either included or excluded.
Therefore, if you would like to pass out invitations for a birthday party, you
may only do so if everyone is invited. If you choose not to invite everyone,
you will have to wait until before or after school to hand out your party
invitations. If you decided to pass them out before or after school,
everyone who received an invitation must put it in their planner or
backpack. They cannot be brought out during the day. We went to prevent
each other from feeling ignored or left out. When one of us feels neglected
in the classroom, we arent going by our first rule, Be a Team Player. I
expect you all to be team players and keep our classroom positive,
inclusive, and encouraging!
2. How to Head Your Paper
a. Proper headings should be written on all the assignments and tests that a
student turns in. A proper heading includes the first name, last name, and
short date in the upper right hand corner. Before beginning an
assignment, you should write your heading at the top so you do not forgot.
A bowl of highlighters will be on the table in front of the Turn-It-In Tray. It is
there so that you will remember to highlight your heading before turning in
your paper. If a paper is turned in without a heading, I will take off a half
point.
3. Hands to Self
a. Hands and feet must always be kept to yourself. Regardless if it is done in
a jokingly manner, hands and feet are not to be used to push, shove, kick,
etc. This violates one anothers rights and goes against two of our
classroom rules, Be a Team Player and Be Kind. Poking or hitting each
other is not being kind. As a matter of fact this is a classroom and school
policy. That means, if it is broken I will have to give you a consequence.


Preventative Maintenance
Potential Problem 1:
Two boys who are known for being talkative are placed into my classroom. I will assign
one child to be in charge of morning announcements, and the other student will give the
closing announcements. Additionally, I will seat them away from each other to prevent
any side chatter.

Potential Problem 2:
A student who likes to get up from her desk and walk around during instruction time is
placed in my classroom. I will give her the classroom job of Paper Passer. She will
pass out papers to her classmates, and when a lesson is complete, she will pick them
up and put them into the Turn-It-In Tray.

Potential Problem 3:
When a child who is fairly groggy in the morning time walks in to class, I will pull him
aside and ask him to pick out a GoNoodle for the kids to do at the start of the day. This
will keep him engaged at the start of the day, and the GoNoodle will keep him active.