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Classroom Rules and Procedures

Rules and Discipline

Despite the negative connotations for the word “discipline,” I believe there is a silver

lining to this often-misinterpreted term that is generally depicted under an unfavorable light.

Rather than discipline being an adverse effect administered by another individual, I view

discipline from a more intrapersonal perspective. I believe discipline is the development of

one’s self-awareness and self-control, unconditional action on what is righteous, regardless

of one’s perception of doing what is principled. Namely, discipline serves to create a

dichotomy between logic and impulse in one’s thought processes.

Certainly, human beings may sometimes become dogmatic and believe they are

infallible (sometimes, delusionally infallible), stopping at nothing to have things go their way.

Occasionally, one’s desires or mindset may not align with the mutual good for everyone. As

a teacher, I believe their affiliation with discipline is to ensure all students are entitled to

receiving the most straightforward and uninterrupted education possible. For students, they

should understand the reason they are pursuing an education and acknowledge the results

of their actions. Aside from becoming “booksmart,” I believe schooling should also help

students develop their senses of self and social awareness. Students should also recognize

the better they are aware of how their demeanor hampers with the teacher’s delivery of the

lesson, the more likely it is for students to succeed in demonstrating mastery of the

concepts.

To mitigate the possibilities of students impeding their peers from obtaining a quality

education, establishing mutually agreed upon expectations and procedures gives students

the opportunity to voice their opinions and contribute to the composition of the guidelines

they will be held accountable to. I believe if every student has a say in what will be expected
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of them, this sense of mutual agreement diminishes the likelihood of students infringing

upon the classroom guidelines while also ensuring the needs and requests of all students

are met. Besides modeling the behavior and attitude I expect students to exhibit and

reminding students the teacher is also subjected to the rules, I will remind students the

classroom is a community and that everyone shares the same goal of becoming educated

and knowledgeable members of society. By instilling the notion of everyone is in the same

boat and pursuing the same goal, this perception may encourage students to cooperate

with their peers and with the teacher, and will hopefully, also allow students to govern

themselves without constantly requiring the teacher to contain the situation.

If a student becomes disruptive in class, I will inform the student he or she is

infringing upon the guidelines they composed and agreed to abide at the beginning of the

school year. If this reminder does not resolve the infraction, I will isolate the disruptive

student, inform them they are inhibiting their peers from their constitutional right to an

education, and ask the student to speak with the teacher after class to reflect on the

undesired behavior and discuss how the student will be expected to behave the next class.

If the unwanted behavior persists, I will refer the student to the school’s behavior specialist

or another school administrator who may contact the student’s parents/guardians and deal

with the situation accordingly.

Well-behaved classes will receive additional participation points to offset missed

assignments or provide a cushion in their course grade. Classes may also receive

confections provided by the teacher, depending on the students’ choice. All rewards will be

determined through a poll; the classroom is a community and the students’ input will be

measured alongside their peers to ensure the reward benefits the most students.

Additionally, voting for class rewards also prepares students to become adults by teaching

them the civic skills found in society.


Rules
Respect all members of the classroom.
This rule should be self-explanatory and
encompasses all behaviors and
expectations for promoting a welcoming
and productive learning environment.
Maintain a neat and orderly classroom.
Students will be expected to restore the
classroom to its original state of cleanliness
before being allowed to leave. The teacher
is not responsible for decluttering messes
caused by students.
Be sure to sign in and out when leaving the
classroom during class.
Students are not required to request
permission when leaving the room;
however, students must document their
entries and exits for safety and for
accounting student activity.
Promptly follow all directions and
procedures in an emergency or during a
disaster drill.
Students will be informed of the procedures
to follow during a disaster and will practice
these procedures during routine emergency
drills. Students will also be informed of how
imperative it is they immediately halt all
tasks and heed the directions of teachers
or school administrators.
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Resolutions
The teacher will model respectful behavior
by treating students with the dignity and
regard expected of them.
Students who breach the rule will be
informed of their infraction. If the unwanted
behavior persists, students will be isolated
from their peers, reflect on their conduct
with the teacher, or referred to school
administrators.
The teacher will model his or her
expectations for a neat and orderly
classroom by verifying their desk is
organized and by presenting the tidiness of
the classroom when students enter class.
Students may create messes as necessary,
but they will be responsible for cleaning
after themselves before class ends. The
teacher will ensure the classroom is
organized and ready for the following class
before dismissing students.
The teacher will check to ensure students
signed in or out on the log before leaving
and when re-entering the classroom.
Students who do not document abide by
the rule will no longer be allowed to leave
the room without asking for permission.
The teacher will inform students to not
prioritize seeking their instructor during an
actual emergency, but to execute the
“memory items” practiced during drills. The
teacher will also explain the relevance of
emergency drills today.
Students who do not participate or
cooperate in emergency drills will be
confronted by the teacher and/or
administrators following the drill to
investigate the reason for noncompliance.
In case of an actual emergency, if students
do not comply with the procedures and
heed the directions of teachers and
administrators, their disregard for the rules
constitutes their acceptance of the risks of
injury or loss of life with the emergency.
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Classroom Procedures

As mentioned in Harry and Rosemary Wong’s (2009) The First Days of School,

procedures provide structured and consistent classroom environments, diminishing the

possibility of plans going awry and discontinuing student learning. The following procedures

are listed in chronological order from the beginning to the end of class as closely as

possible.

Students entering the classroom are free to enter after most of the students from the

previous class have departed. Certainly, as mentioned in The First Days of School, people

welcome people—inanimate objects are not welcoming figures (Wong & Wong, 2009). The

teacher is indisposed with the notion of greeting students at the door and issuing each of

them a door prize; the teacher will be inside the classroom to welcome students as they

enter and prepare for class. If the teacher is not in the room, the door will be locked to

prevent students from potentially trashing the classroom.

Seating. Students are not assigned defined locations where they must sit and may

select their seats. Throughout the year, depending on student behavior and other student

needs, the teacher may ask students to switch seats for accommodation purposes; for

example, the teacher may ask outperforming students to sit with their underperforming

peers to provide peer-to-peer assistance.

Addressing the teacher. Students will address their teacher by his first name

because their teacher is not yet ready to be addressed with the formality associated with

being referred to as “Mr. Wong.” For students who have been indoctrinated by former

teachers and are mentally incapable of addressing their teacher by only his or her first

name, these students may use the “Mister” prefix to overcome their mental block and

address their teacher by “Mr. Ben.” Speaking from experience, teachers who allow their

students to address them on a first-name basis are usually the most approachable
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educators and have the most casual and engaging classroom environments. I encourage

students to reach out to their teacher if there is anything they wish to discuss, and I believe

part of appearing cordial and hospitable is by narrowing the social dichotomy between the

student and the teacher. Students should not view their teacher as some divine entity, but

as someone who is just like them and shares the mutual goal of helping students succeed.

Attendance. When class begins, students are expected to be quiet, attentive and

have all their materials needed for class accessible. The teacher will administer a brief daily

“knowledge check” quiz which includes reviewing the previous day’s lesson, opening

questions to have students be thinking about today’s lesson, or questions related to the

news media to ensure students are keeping themselves informed of the world around them.

Students who are not signed in to the testing session by the time the quiz begins will be

considered tardy unless technical difficulties are involved. The teacher will use the list of

respondents as a method of taking attendance; students absent from class or tardy

students forfeit the quiz(zes) for the day unless they provide a justifiable explanation when

requesting to be excused.

Tardy students. Tardy students will be documented, but not disciplined by the

teacher. Walking into class a few moments after the bell is not much of a distraction as

students are still settling into class. However, students who disrupt their peers by habitually

arriving considerably late to class without reasonable justification should find a teacher who

is into that and take their class instead will be contacted by the teacher to determine the

best course of action.

Food and beverages may be enjoyed in class if students quietly consume their

sustenance and do not distract their peers. Food that emits a repulsive and pungent smell is

not permitted to preserve the olfactory well-being of the members of the classroom.

Students who feast like troglodytes and litter the classroom with crumbs or scraps will have
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their classroom meal privilege revoked unless they can prove their ability to consume

comestibles in a hygienic and organized manner.

Asking, listening and responding to questions. If students have a question, they are

asked to save their questions until an appropriate time to avoid interrupting the teacher mid-

sentence or during a thought. Students are expected to be respectful of their peers and be

quiet when a classmate is asking the teacher a question. The teacher will respond to the

student’s question(s) individually or as an announcement to the entire class.

Participation and discussions. Students are encouraged to participate in class

discussions, whether verbally or non-verbally (for those who are shy and reserved). The

teacher will refrain from employing the sadistic popsicle sticks method of forcing student

participation because not only does it breed an unhealthy sense of anxiety, but involuntary

participation often produces futile responses that do not drive a discussion forward.

Although the teacher cannot guarantee every student will refrain from judging their peers for

their responses, the teacher will develop a feeling of community in the classroom to

encourage students to participate and feel comfortable among their peers.

Citizenship. Like a democracy that depends on the diligent and dynamic

engagement of its citizenry, classroom discussions depend on students who have fulfilled

their obligations to prepare for and participate in an informed discussion. Most discussions

involve exchanging perceptions among the members of the class, and students are

expected to complete the assigned readings by the date of discussion and exercise the

skills and perseverance expected of adults—whether it may be through taking notes,

drawing connections, annotating the text, etc.

Moving about the classroom. Students do not need to seek permission to move

about the classroom to retrieve tissues, throw items away, etc. providing that their actions

do not disrupt the learning of their peers.

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Borrowing materials. The teacher will loan students materials such as writing

instruments for use during class if the student arrives unequipped with the necessary

materials for class. Students will be required to provide a possession as a security deposit

to ensure the borrowed material(s) is/are returned.

Student conduct outside the classroom. While students are attending my class for

the day and are my immediate responsibility, they are expected to politely conduct

themselves when walking on school grounds outside the classroom. How students comport

oneself reflects their instructors, especially the teacher who is directly responsible for their

well-being during the day.

End-of-class dismissal. Students will be instructed to restore the classroom to its

original, organized state before the teacher dismisses the class. The teacher will check to

ensure the tables are clean and free of materials, the floor is tidy, and the classroom is

neatly arranged for students in the following class or for the following day. Upon completing

the room inspection, the students are free to leave the classroom and are no longer directly

responsible by the teacher.

Leaving class. Students are free to leave the classroom to visit the lavatories at any

time during class if they do not create a significant disruption to the lesson. The teacher

possesses no authority over dictating when students are permitted or forbidden to attend to

their bodily matters, and students are not required to seek permission from the teacher for

this matter. However, students are required to document their entry and exit times for safety

and security purposes. The only exception to this procedure is when an exam is being

conducted; in this case, students are informed to resolve their bodily needs before the exam

begins and are discouraged from leaving the room to ensure the validity of their exam.

School-wide announcements. Unnecessary and irrelevant announcements such as

fundraisers or other conspicuous attempts to elicit money do not possess the merit to
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interrupt the classroom and halt the teacher’s instruction to listen. Students are not required

to quiet down during such announcements; however, students are expected to remain quiet

and listen to announcements containing pressing information such as transportation

schedules or emergency procedures.

Seeking assistance. Students who need help or would like to conference are

encouraged to reach out to their teacher; the teacher may not always be constantly

inquiring about a student’s understanding, and part of the responsibility lies with the student

to inform their teacher of any struggles. Students may also indicate their level of

understanding or submit their request to meet with the teacher by writing a note on the

assignments they do not feel they have an adequate understanding of the concepts.

Previously absent students. Absent students will be expected to check the class

website for assignments or ask their teacher for missed assignments. If not, students will be

given the missed assignments when they return, and a due date will be discussed with their

teacher and mutually agreed upon.

Assignment directions. Directions for each assignment will be printed and/or verbally

communicated, and students will be expected to complete the assignment following the

instructions delivered. It is the student’s responsibility to request clarification from the

teacher; if students do not seek further explanation from their teacher, this implication

suggests their understanding and constitutes their acceptance of the directions stated for

the assignment.

Headings on papers. The teacher will set the expectation and provide an example of

a proper heading with the student’s name, class, and date. Students who submit

assignments with incomplete headings will be marginally penalized; however, students who

submit assignments with insufficient identifying information should not expect a score for the

assignment. The teacher is not responsible for actively pursuing the owner of a nameless
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assignment, and students who gripe to their teacher about the effect of improper/insufficient

headings on their grade will find their teacher is disinclined to adopt the student’s sense of

emergency.

Late submissions are not allowed without teacher approval. Deadlines for

assignments will be announced and posted in a visible location in the classroom and on the

class website. The teacher is rigid with deadlines to groom students into becoming

responsible and reliable adults; however, students are encouraged to contact their teacher

to plead their case and request for an individualized modification for a deadline if necessary.

Life is a long process of getting tired, and sometimes, a screwball appears out of nowhere.

If the circumstance appears plausible, the teacher will attempt to alleviate the student’s

stress and make accommodations.

Grades will be updated weekly. Most assignments will be digitally submitted onto the

school’s learning management system, and feedback will be electronically posted within

seven business days. Assignments will be evaluated on how much a student’s abilities have

changed, along with whether students met the expectations for the assignment. Other

factors will also be considered in the grading process, such as whether the teacher provided

adequate and sufficient opportunities for students to demonstrate mastery of the concepts.

Emailing the teacher. Should students have a question, they are encouraged to

contact their teacher via electronic means if face-to-face communication prompts a panic

attack. Seeking to prepare students for the formal style of communication expected in

business and professional environments, the teacher values formality and proper etiquette

in electronic means of communication. If the relationship between the student and the

teacher becomes less aloof throughout the year, a more nonchalant tone such as “Hey

Ben,” may be accepted. Unlike most teenagers, the teacher’s vernacular does not consist of

three words (“bro,” “bruh” and “guys”); students should avoid employing slang or “text-
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speak” in their messages, most of which the teacher cannot comprehend and to which he

likely will ignore.

Progress reports. Students and their parents or guardians will be given a progress

report, whether it may be an electronic or physical copy, at the end of each grading period.

Although the parents or guardians will be notified, no parent signature is required because it

is the student who decides what they wish to derive from their education without being

compelled by any external influences.

Emergencies and emergency drills. The teacher will inform students of emergency

procedures to follow and assembly locations in case of an emergency. Students will also be

forewarned not to wait for their teacher’s orders if he or she is not present during an

emergency. The teacher will ensure every student participates in drills to practice the

procedures to follow during an emergency. Students who choose not to heed the directions

of teachers or administrators during drills or emergencies are making the decision to

endanger their wellbeing in an emergency, and the student’s parent or guardian will be

informed of their child’s apathy toward emergency procedures to prevent future liability

issues. These notices will be documented and must be acknowledged by the parent or

guardian.
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References

Wong, H. K., & Wong, R. T. (2009). The first days of school: how to be an effective teacher.

Mountain View, CA: Harry K. Wong Publications, Inc.