Classroom Rules
Rules should address noise level, movement inside, and interactions with property, peers, and adults.
General Guidelines for Developing Rules Limit the number of rules (5 or fewer) and keep them simple. (e.g., be kind to others; keep the room neat; walk in the classroom; help each other.) State rules positively. Ensure that rules are developmentally appropriate for the age and development of children in the group. For example, a younger three-year-old may not understand the concept of “rule”; however they may understand the concept of staying safe. Post rules visually with pictures or line drawings. Rules should be clear and concise. Teach children the rules systematically and review the rules on a regular basis. Reinforce the rules at high rates initially and at lower rates throughout the year. Involve children in developing their classroom rules.
Strategies for Involving Children in Developing Rules Name the rules and have a child demonstrate the rules. Name the rules and have the children identify the visuals that might illustrate the rules on poster. Allow children to help decorate a rules poster.
Fun Ways to Reinforce Rules Play rules bingo with the children by placing symbols of rules on bingo cards. Make a big book of school rules by using large pieces of paper and encouraging children to help make pictures and pages about each rule and then laminate the pages. Share home rules by encouraging children to draw a picture of their home and to take it home with them along with some blank circles. Together, children and parents write their home rules on the circles, tape them to the picture of their home, and send it back to school. Play rules charades by having children model rules and asking the other children to guess what rule is being modeled.
Adapted from: The Center on the Social and Emotional Foundations for Early Learning, 2002
Social-Emotional Foundations for Early Learning (SEFEL): Positive Relationships and Supportive Environments NC Early Learning Network