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  • Writer's pictureJill Walsh

Why are rules important in a classroom?

Rules create healthy and safe environments in which all children can learn. Middle school and high school students have come to expect certain rules; therefore, I will not make them with students but present them as finished. This projects an aura of confidence and competence; they can begin to see that I care about them because “students need to feel that someone is looking out for and is responsible for their environment, someone who not only sets limits, but maintains them” (Wong, et al., p. 11). Rules are made to keep order and set limits. Rules encourage positive behaviors and discourage negative ones. They are not concerned with academics; rather they are focused on individual behavior (Wong & Wong, 2009, p. 150). There should be no more than five rules. There are specific rules and general rules. General rules address broad range of behavioral concepts; therefore, they must be explained and are better for, “effective veteran teachers who have learned how to encourage good classroom behavior over the years” (Wong & Wong, 2009, p. 151). Beginning teachers do better sticking to more specific rules, at least at first. While I believe that this is good advice, I am going to use a mix of general and specific rules. My reasons for this are that middle school children tend to enjoy thinking up ways to find loopholes or to otherwise get around the rules because of technicalities. General rules will allow me the flexibility to combat this tendency. While I do admire creativity, I can’t encourage my students’ exercising it in this instance. This mix will be complemented by the school rules, so there are many specific rules that I do not have to repeat. These cover responsible classroom interaction, expectations for AVID, and how to handle tough situations.  


The rules are as follows:

1. Follow all instructions with alacrity.

2. Raise hand for permission to speak.

3. Keep your hands to yourself.

4. Follow Kant’s categorical imperative.

5. Use academic language.


I explain that rules exist for their benefit and they will help students behave responsibly and maturely. The presentation that follows gives a brief rationale for each rule.


Hierarchy of Consequences and Rewards

Rules attract consequences and rewards. Students choose to follow or to not follow the rules. These are explained in the presentation, along with the “severe” clause that I can skip any or all intervening steps for dangerous or otherwise severe infractions. Under California education code section 48900, I can suspend, or recommend that an administrator suspend, a student for up to two days for serious violations of school policy or for breaking the law (Department of Education, 2017, p. 12). These include serious offenses such as bringing a weapon to school, stealing school property, being under the influence of alcohol, or engaging in bullying (Cal Ed. Code 2.4). When a student chooses to break a rule, the first consequence is a warning; the second offense of the day will attract an infraction notice for the student and a short conference with me. The third infraction warrants a call home and a meeting with me; the fourth offense merits a call home and lunch with me to discuss why the student is acting in such a disruptive manner. What sort of burden is that student carrying that makes him or her behave like this? A fifth infraction will have to be met with the consequence of a referral to administration. The consequences hierarchy starts new every day with every student.

Rewards are given out initially for meeting the expectations of the rules in order to create positive momentum for the class and individual students. I want them to experience success right away. Starting in the third or fourth week of school, rewards will be given for exceeding, not merely meeting, the expectations. Students can earn them through academic achievement, excellent progress, or exhibiting growth in executive function skills or social and emotional skills. The hierarchy of individual rewards are:


1. Joy of learning

2. Verbal praise

3. School points

4. Denarius


The idea for these rewards comes from 7 Steps to a Great Start to the School Year by Tyler Hester that has much practical advice given by a teacher who failed to use effective classroom management the first year he taught (2016). He now generously shares with others the lessons he learned. His first day handout is in the appendix. The denarius is my version of a reward ticket that can be exchanged for further rewards. One denarius can be exchanged for a high-five celebration of the awesomeness of the student. Two denarii are exchanged for either a “positive call home” (Hester, 2016, p. 33) or note home. Three denarii are required to receive one school point. Four denarii are exchanged for two school points, or I will buy the student any book they want off Amazon (Hester, 2016, p. 33). This shows students that I think books and the ideas in them are a valuable reward because I am willing to spend my own money to put the books in their hands.


Whole class rewards will be given at my discretion to maintain a sense of anticipation that any day could bring a whole class reward. Humans love random rewards; it’s part of why we like competitive games. Different periods compete against each other to earn these rewards by following rules, behavior expectations, and exhibiting academic growth. These may include ten minutes to socialize at the end of class on Friday, playing the thwacking game with vocabulary, the right to put the teacher on the “hot seat” and ask appropriate questions, have a portion of the class conducted outside, privilege to choose a guest speaker, etc. Progress towards these rewards would be informal and teacher-determined. They will be introduced after the initial excitement/anxiety of the beginning of the year has dissipated to arouse new interest in students according to the theory that unpredictable rewards are more desirable.


Alongside the rule, procedures are also established to create a productive learning environment for all students. They are for the benefit of both the teacher and the student. I need to clearly communicate this to my middle schoolers who have difficulty understanding how what they learn in school will be of tangible benefit to them in their lives. To help me convey that what I am teaching them, and the behavior I require of them in class, is truly useful, I include an “I am going to teach you to be successful” slide in my procedures presentation during the first week. It conveys the idea that our classroom procedures are for their benefit because they will help them develop the skills of productive and successful adults. I will model and have students practice the procedures and remind them of each as we go through the first two weeks together. There are no punishments when students don’t follow the procedures, but they will earn rewards because I want to establish a positive momentum right away. Many of these procedures were informed by The Classroom Management Book (Wong, et al., 2014).


References

Cal. Ed Code ch. 2.4 § 27.6.1 Suspension or Expulsion. 1976 & 2004. Retrieved from https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=4.&title=2.&part=27.&chapter=6.&article=1.


Department of Education. (2017, January 31). California compilation of school discipline laws and regulations. Retrieved from https://safesupportivelearning.ed.gov/sites/default/files/discipline-compendium/California%20School%20Discipline%20Laws%20and%20Regulations.pdf


Hester, T. (2016). 7 steps to a great start to the school year. Retrieved from http://www.7steps.org


Wong, H., & Wong, R. (2009). The first days of school. Mountain View, CA: Harry K. Wong Publications.


Wong, H., Wong, R., Jondahl, S., & Ferguson, O. (2014). The classroom management book. Mountain View, CA: Harry K. Wong Publications.

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