Rules and Routines
I.
Lesson-Running Routines
1.
Have materials/supplies ready.
2.
Agenda for the day – verbal and written (benchmarks)
3.
Record assignments in planner/review dates for upcoming events
4.
Proper heading for assignment
5.
Have technology equipment ready.
6.
Have centers ready to go.
7.
Have homework assignments ready to be copied in planner/agenda
book.
8.
Turning in work
9.
Materials to bring
10.
Getting Started
11.
Closure
12.
Asking Questions and answering
13.
Discussions
14.
Way of work
15.
How to work cooperatively
16.
Talking
17.
Participation
18.
Refocusing Techniques
19.
Reading papers consistently
20.
Where to put the completed assignments/homework
21.
What to do when work is finished
22.
Group vs. independent
23.
Learning Strategies
24.
Learning Centers
25.
When to write Q & A’s or just Q’s
II. Class Running Routines
1. Pencil Sharpening
2.
Storing personal materials
3. Class parties.
4.
Drills (fire, tornado)/Emergency procedures
5.
Intercom
6.
Corporal punishment
7.
Clinic
8.
Inclement weather
9.
Dissmissals
10.
Late arrivals (buses, tardies)
11.
Absences
12.
Transitions
13.
When to go to the bathroom
14.
No food/drink in room
15.
Lab safety rules
16.
Raise hand to answer questions.
17.
Attendance
18.
Agendas
19.
Materials and Supplies
20.
Clean-up after activities
21.
Release from school
22.
Breakfast
23.
Day beginning routine
a.
Lunch count
b.
Announcements
c.
Pledge
d.
Tardies
e.
Homework – turn-in
f.
1st activity
24.
Teach behavior management system of the class
25.
Clinic procedures
26.
Rainy day procedures
27.
Students mailboxes
28.
Student numbers
29.
Students of the week helper
30.
Teacher’s secretary for the day
31.
Lining up
32.
Use signs (as few words as possible)
33.
Student “jobs”
34.
watering plants
35.
Classroom clean-up
36.
Seating Chart
37.
Greet each child at the door.
II.
Interaction Routines
1.
Raise your hand to speak or get up.
2.
Keep your hands and feet top yourself
3.
Students may talk quietly during designated times
4.
Use indoor voices
5.
Take turns
6.
Speak in complete sentences
7.
Set up teacher-student conference times
8.
Designate (a) collaborative leader (roles)
9.
Weekly progress reports and report cards
10.
Language
11.
Disagree in an appropriate way
12.
Active listening
13.
Positive feedback
14.
Everyone’s involved
15.
Listen when teacher speaks -
or otheradult/student
16.
Students to teacher
17.
Student to student
18.
Classroom guests
19.
Substitute teachers
20.
Student to all others
21.
Lunchroom manners
22.
Appropriate wait time
23.
Tattling
24.
Whole class discussion, recognizing students
25.
When to interrupt, when not to interrupt
26.
Cooperative group roles
27.
Quiet when announcements on
28.
No put downs to others
29.
Students face teacher when teacher talks
30.
Protect confidentiality of classroom discussions
Classroom Climate Concepts
I.
Establishing a positive relationship with students:
1.
Convey individual concerns.
2.
Be sensitive to students needs.
3.
Take an interest in who
your students are – inside and outside of class.
4.
Wall of fame (me bag)
5.
Eye contact
6.
Teacher response to journal entries
7.
Greet students at door and at bus in morning.
8.
Applause/ pat on back
II.
Teaching social skills conductive to a constructive learning
environment:
1.
Teachers consistently model social skills (dress,
interpersonal skills, etc.)
2.
Teach
a.
skill is broken into steps
b.
teach those skills
c.
teacher models/ role play
d.
students role play
e.
feedback from peers
f.
transfer learning to everyday situations
g.
reinforce (recognition, positive comments, incentives, etc.)
3.
Entire school community supports ( special areas, custodians,
cafeteria, etc.)
4.
No small groups early in year
5.
Establish rules and procedures.
6.
Start groups small – pairs.
7.
Establish grade/expectations ahead of time and give to
students.
8.
Agenda/Syllabus for 9 weeks
9.
Evaluate/Assess continuously.
10.
Reflect.
III.
Providing opportunities to learn and work together.
1.
Reading Buddies
2.
Peer Tutoring
3.
Teams for various activities
4.
Study Buddies
5.
Computer Buddies
6.
Group Projects/Clubs
7.
Academic Scavenger Hunts
8.
Peer Mediation
9.
Students Jobs
10.
Cooperative Math Groups
11.
Group Games
12.
Pair students by interests/ability.
13.
Ice Breakers – Share info about self
14.
Totem Pole Activity – Research personal info/name cultural
background/share with whole group.
15.
Rewards/incentives
16.
Class Goals
17.
Establishing Rules/Procedures
18.
Social skills training – how to behave in a group setting.
19.
How to group:
a.
Randomly
b.
Student Choice
c.
Teacher Directed
IV.
Empowering students to take responsibility for their own
behavior.
1.
Peer mediation/Conflict resolution program
2.
Sit with friends if they behave
3.
Self or group evaluations
4.
Opportunity to volunteer for classroom duties.
5.
Late work = zero or less points
6.
Giving Children choices
a.
Assignments
b.
Projects
c.
Products
7.
Behavior/assignment contracts.
Hierarchy of Consequences
A.
Minor
1.
Warning
2.
Moving seat
3.
Time-out in class
4.
Conference with teacher
5.
Nonverbal cues “the look”
6.
Light Touch
B.
Medium
1.
Loss of privilege
2.
Letter home
3.
Time-out in other class
4.
Phone/e-mail home contact
5.
Write an essay/reflection journal
C.
Major
1.
In-school suspension
2.
Out-of-school suspension
3.
Removal from group
4.
Physical restraint
5.
Behavior modification
6.
Conference w/ principle
7.
Expulsion
8.
Arrest
Adult Learner Special Considerations
A. Adults have
set habits and strongly established tastes.
Have
coffee and snacks available to set a happy tone.
Our
faculty loves to talk…so allow 5 min at beginning to socialize.
Use
a timer to keep things moving on schedule.
Use
cross-grouping several times to facilitate a flow of ideas across grade levels.
B. Adults have many preoccupations.
1.
Time accommodations
2.
Rotate seating
3.
Tie in everyday experiences
4.
Relate benefits
5.
Humor
6.
Get something (info.) that can be used in the classroom.
7.
Clarify participants’ expectation.
8.
Make sure that something new will be introduced.
C. Adults have firmly established
attitudes.
1.
Acknowledge attitude.
2.
Some problems exp. by trainer.
3.
Treat as an adult.
4.
Transfer some training responsibility to participants.
D. Adults have selected filters.
1.
Set tone-Listen
2.
Establish trust.
3.
Research-based
4.
Agree to disagree.
5.
Set parameters for disagreement.
E. Adults usually have a specific
purpose for their learning.
1.
Ask what they want to get out of class. (Make list on board)
2.
They (the teachers being taught) need to have a clear
definition about what is being taught.
F. Adults are more strongly
motivated by internal pressures than external rewards.
1.
Assure them that they will have some individual needs met
(goal setting).
2.
Reflection journals (personal)
3.
Research-based- its proven to work anywhere (level 3)
4.
A lot of research on best practices-validates what most of us
are doing (at least somewhat) motivates us to try harder to accomplish those
things presented that we may not do.
G. Adults have strong feelings
about the learning situation.
1.
Food is the way to teachers’ hearts.
2.
Acknowledge their teaching style – no right way.
3.
Use case studies with veteran teachers.
4.
Independent and group activities
5.
Will save you time when you really have to think about your
procedures and right them down – if a problem comes us you can pinpoint.
6.
Will make recovery time after a sub faster.
