Rules /Classroom Management Presentation

Jeff Arnold Acknowledgement: Dr. Dennis Scheitinger 12/10/2008 Notes Rules /Classroom Management Presentation Please; 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.

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 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!”)

J. Arnold Why we need to have good Rules: Teacher Response to Behavior

Behavior Feelings Action/Impulse*

Attention Irritation Verbal Annoyance

Power Anger Physical Frustration Fear

Revenge Anger Flight Frustration Fight Dislike Hurt Devastation

Avoidance Fear 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.

Title: The Authority for Creating Rules Matrix (draft)

J. Arnold Virtue Value Rule Norm Expectation / Behavior that (Abstract) (Abstract) (Concrete) (Abstract) Procedures promote norm (Concrete) (Concrete) Justice* Fairness** Only one person Social skills allow Stay seated until class Sharing of Wrong none, You are talks at a time. us to show respect is dismissed resources by doing important (silence*) for each other in Push in chairs before injuries or -Who you are many ways. Smiling leaving the class omitting the -What you Turn cell phones off or to vibrate. Treat others the Greetings benefits that believe -What you way you would Put trash in proper are your duty say (feel) Use professional like to be treated. receptacle Handshake -What you do language. If you cause a problem I (sincerity*) I will treat you with will ask you to solve it. Looking at the Others are respect so you will person speaking important know how to treat If you cannot solve the Address problem, or choose not to, -Who they are me. classmates by I will do something. -What they Feel free to do first names. What I do, will depend on believe (temperance*) anything that -What they doesn’t cause a the special person, and the say (feel) special situation. Return materials problem from -What they do anyone else. If you fell something is to proper place unfair, whisper to me, when finished. “I’m not sure that is fair”, (order*) and we will talk. Humility* Modesty** / Follow the Participate by Stay on assigned task Giving and Being humble*, Pride** directions given responding accepting feedback is being by your quickly and Complete assignments Good leaders Peers and the unpretentious follow rules. instructor. politely to your on time instructor’s (Resolution* / instructor provide and modest, feedback to the requests. Products) someone who It is O.K. to Raise your hand students. does not think when you have a (Roles) (Students, ask for help. Come to class prepared: that he or she is question. colleagues, parents, better or more Learn the limits of bring proper materials and the important than Rules help us Ignore outbursts your talents, to class administration others. all work from other ability, or provide feedback to Arrive to class on time together. students authority; and, do the instructor.) (Industry* lose no Sometimes by (Tranquility* Be not reach for that giving up power (Moderation*/ not disturbed at which is beyond time) Say “Please” and you can gain new Frugality*) trifles, or at your grasp. (Role) “Thank you”. understandings. accidents In small groups, ask a common or Celebrate success classmate for help unavoidable) in your self and in before asking the other others. teacher. 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 mean Norms: time, products, roles, respect, and participation Rules are at the center of the learning environment – all rules are based on a set of values!! Classroom rules are objectives and need to be:

J. Arnold 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 date 2) Explain assignment in detail at least one week before they are due 3) Start and end class on-time 4) Provide useful feedback and allow for rebuttal 5) Post assessment tools on-line

J. Arnold Procedures Worksheet 1. Seating Arrangement: 15. Materials needed for class: ___ Open Seating ___ Assigned Seating 2. Behavior for entering the Class: 16. Procedure if you do not have class materials: ___ Visiting with friends allowed ___ Visiting with friends not allowed ___ Place personal belongings in desk, locker or bookshelf 17. What to do when you need to leave the class or cannot cope: ___ Place class materials on desk ___ Copy class work from board ___ Copy homework assignment from board ___ Other: ______18. Class policy for making up work:

5. Behavior when leaving the class: 19. Penalty for late work: ___ Leave when the bell is sounded ___ Leave only when dismissed by the teacher 6. Format for heading papers: 20. Grading policy: ___ Model of format: ______Location on paper 21. Testing schedule:

22. Structure of class procedures:

5. Procedure for turning in completed work: 23. Where to put trash: ___ Will be discussed with each assignment ___ At beginning of each class ___ At end of each class 24. Policy on chewing gum or eating in class: ___ Only when requested by teacher

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

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

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

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

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

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

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

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

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

J. Arnold 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

J. Arnold Title: Classroom Rules Scoring Rubric

Attribute Level 4 Level 3 Level 2 Level 1 Rules are Three (3) – Five More than five Only two positive Only one positive measurable and (5) positively rules are rules are included. rule is included. observable stated rules are included. OR OR (Weight: 0.5) included. OR A student’s Three or more Score And One rule may not behavior can be rules are based on A student’s be positively easily observed value statements behavior can be stated. and recorded for that cannot be Reviewer: ______easily observed OR all but two of the easily observed and recorded for A student’s rules. nor measured. Instructor: ______each of the rules behavior can be (Out of 2 points) easily observed and recorded for all but one of the rules. Rules include a Rules include a Rules do not Rules are Rules are relevant compliance rule, compliance rule, address a full narrowly focused and realistic for a talking rule, and a talking rule, and range of and provide a classroom use an in class an in class management rigid structure and (Weight: 0.5) behavior rule. All behavior rule. issues in a typical require students to Score rules are Rules apply to all classroom. unnecessarily positively stated students most of OR forfeit key and apply to all the time. Rules One rule requires freedoms. Reviewer: ______students at all respect personal students to OR times. freedom of each unnecessarily Three or more Instructor: ______All rules are student. forfeit key rules deal with (Out of 2 points) written to respect OR freedoms. expectations that personal freedom A student can OR could be better of each student. A quickly comply Two rules deal communicated as student can with all but one with expectations procedures. quickly comply rule by modifying that are better with any rule by behavior in class. communicated as modifying procedures. behavior in class. Icons / Each rule has a At least two rules At least one rule No relevant icons Writing relevant icon to have a relevant has a relevant are used. Mechanics / help students to icon. icon. OR (Weight: 0.5) remember the OR OR The writing Score rule. One rule may not Two rules may demonstrates a And be clear. not be clear. lack of control of Each rule is clear OR OR the conventions of and logical. There are one or There are one or written English. And two errors in two errors in OR Reviewer: ______There are no grammar, syntax, grammar, syntax, There are three or errors in spelling capitalization, or capitalization, or more errors in Instructor: ______grammar, syntax, spelling but they spelling that grammar, syntax, (Out of 2 points) or capitalization do not interfere interfere with capitalization, or that interfere with with readability. readability. spelling that readability. interfere with readability.

J. Arnold Benchmarked Papers: Based on the Abbreviated Classroom Rules Scoring Rubric Distinguished: Benchmarked Paper Rules for a Grade 4 classroom Please, 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.

J. Arnold 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.

J. Arnold 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!

J. Arnold 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.

J. Arnold 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

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

Rules for a Grade 4 classroom Level 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.”

J. Arnold Guided Practice 1: Whole Group: Please score the following classroom Abbreviated Classroom Rules Scoring Rubric. Grade 4: Classroom Rules 1) Listen and follow directions 2) Do your best work 3) Raise hand for permission to speak, unless called upon by teacher 4) Keep hands, feet and objects to self at all times 5) Use appropriate language 6) Do your work neatly 7) 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:

J. Arnold 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 yourself Always keep your feet on the floor Always sit in assigned seat All classroom furniture will remain free of garbage and damage Unless 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

J. Arnold

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 directions 2) Do your best work 3) Raise hand for permission to speak, unless called upon by teacher 4) Keep hands, feet and objects to self at all times 5) Use appropriate language 6) Do your work neatly 7) 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

J. Arnold Virtues according to Benjamin Franklin These 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.

J. Arnold