Establishing Establishing Classroom Classroom Norms and Norms and

ExpectationsExpectationsChapter 2 Chapter 2

Classroom Management for Classroom Management for Elementary TeachersElementary Teachers

Evertson and EmmerEvertson and Emmer

© Pearson / Merrill, 2009© Pearson / Merrill, 2009

Definition of TermsDefinition of Terms

GoalsGoals Focus on target aspirations Focus on target aspirations Not necessarily attained every day – Not necessarily attained every day –

by the end of the year or a lifeby the end of the year or a life PersonalPersonal A teacher’s beliefs and goals he or A teacher’s beliefs and goals he or

she sets will influence expectations she sets will influence expectations communicated to studentscommunicated to students

Definition of Terms, contd.Definition of Terms, contd.

ExpectationsExpectations Desired behaviors or outcomesDesired behaviors or outcomes Teacher’s expectations should be Teacher’s expectations should be

known to students (make VISIBLE the known to students (make VISIBLE the INVISIBLE expectations)INVISIBLE expectations)

Teaching rules and procedures directlyTeaching rules and procedures directly Practicing Practicing Consistently responding to students’ Consistently responding to students’

behaviorsbehaviors

Definition of Terms, contd.Definition of Terms, contd.

NormsNorms When behaviors that teacher and When behaviors that teacher and

students expect become routinestudents expect become routine

Definition of Terms, contd.Definition of Terms, contd.

RulesRules Govern relationships with others, Govern relationships with others,

time, space, materialstime, space, materials Rules identify general expectations Rules identify general expectations

or standards for behavioror standards for behavior May indicate unacceptable behavior May indicate unacceptable behavior

as well as expected, appropriate as well as expected, appropriate behaviorbehavior

Do not changeDo not change Are few in numberAre few in number

Definition of Terms, contd.Definition of Terms, contd. ProceduresProcedures

Procedures are usually directed at Procedures are usually directed at accomplishing somethingaccomplishing something

Communicate expectations for behavior as Communicate expectations for behavior as they apply to a specific activity they apply to a specific activity

Govern ways to get things doneGovern ways to get things done Change according to needChange according to need Are many in numberAre many in number ExamplesExamples

Sharpening pencilsSharpening pencils Collecting assignmentsCollecting assignments Using the bathroomUsing the bathroom

Why All Kinds of ClassroomsWhy All Kinds of ClassroomsNeed Rules and ProceduresNeed Rules and Procedures

All All classrooms classrooms need need rules and rules and procedures.procedures. Form follows functionForm follows function

Rules and proceduresRules and procedures must be must be carefully chosen.carefully chosen.

Rules and proceduresRules and procedures must be taught. must be taught.

Identifying Identifying School School Rules and ProceduresRules and Procedures

1.1. Behaviors that are specifically forbiddenBehaviors that are specifically forbidden Example: running in hallExample: running in hall

2.2. Consequences for rule violationsConsequences for rule violations Example: reporting student to school officeExample: reporting student to school office

3.3. Administrative procedures that must be Administrative procedures that must be handled during class timehandled during class time

Example: calling roll; collecting lunch moneyExample: calling roll; collecting lunch money

Planning Your Classroom Planning Your Classroom RulesRules

Select a fewSelect a few 4 to 8 (Evertson, et al.) 3 to 5 (Wong)4 to 8 (Evertson, et al.) 3 to 5 (Wong)

State them in positive termsState them in positive terms State them clearlyState them clearly Make them consistent with the school Make them consistent with the school

rulesrules

Sample RulesSample Rules

1.1. Respect and be polite to all peopleRespect and be polite to all people

2.2. Be prompt and preparedBe prompt and prepared

3.3. Listen quietly while others are Listen quietly while others are speakingspeaking

4.4. Obey all school rulesObey all school rules Respect other people’s propertyRespect other people’s property

““Respect other people’s Respect other people’s property”property”

Keep the room clean and neatKeep the room clean and neat Pick up litterPick up litter Return borrowed propertyReturn borrowed property Do not write on the desksDo not write on the desks Do not use another person’s Do not use another person’s

things without permissionthings without permission

Use of Classroom RulesUse of Classroom Rules Discuss with and model for studentsDiscuss with and model for students Practice and role playPractice and role play Post in the roomPost in the room Provide a copy to studentsProvide a copy to students Send a copy home to parentsSend a copy home to parents Post on websitePost on website Refer to as needed to remind Refer to as needed to remind

students of specific behaviorstudents of specific behavior

• RE-ENFORCE CONSISTENTLY• Be consistentBe consistent• Be sure that stated rules and Be sure that stated rules and

functional rules are the same functional rules are the same

SAY WHAT YOU MEAN – MEAN SAY WHAT YOU MEAN – MEAN WHAT YOU SAY! WHAT YOU SAY!

Student Participation Student Participation in Rule Settingin Rule Setting

Democratic principles in actionDemocratic principles in action Promotes ownership and Promotes ownership and

responsibilityresponsibility Discussion clarifies and provides Discussion clarifies and provides

examplesexamples

The Process ofThe Process of Developing Developing RulesRules

Whole class discussionWhole class discussion Possible rules are suggested and Possible rules are suggested and

recordedrecorded Categorize the suggested rulesCategorize the suggested rules Develop a title for each category Develop a title for each category

The title may become the The title may become the rulerule

Rule infractions result in natural Rule infractions result in natural or logical consequencesor logical consequences

A teacher who A teacher who establishes reasonable rules and establishes reasonable rules and

proceduresprocedures who provides an understandable who provides an understandable

rationale for themrationale for them who enforces them consistently who enforces them consistently

Will find that the majority of students Will find that the majority of students are willing to abide by themare willing to abide by them

Planning Classroom Planning Classroom ProceduresProcedures

Procedures for Room UseProcedures for Room Use Teacher’s desk and storage area (Blue)Teacher’s desk and storage area (Blue) Student desks and other storage areas (Blue)Student desks and other storage areas (Blue) Storage for common materials (Red)Storage for common materials (Red) Drinking fountain, sink, pencil sharpener (Red)Drinking fountain, sink, pencil sharpener (Red) Bathrooms (Yellow)Bathrooms (Yellow) Centers/stations and equipment areas (Green)Centers/stations and equipment areas (Green) Computer stations (Orange)Computer stations (Orange)

Procedures for Independent Procedures for Independent Work and Teacher-led ActivitiesWork and Teacher-led Activities

Student attention during Student attention during presentations (Red)presentations (Red)

Student participation (Blue)Student participation (Blue) Talk among students (Green)Talk among students (Green) Obtaining help (Yellow)Obtaining help (Yellow) When individual work has been When individual work has been

completed (Orange)completed (Orange)

Transitions Into and OutTransitions Into and Outof the Roomof the Room

Beginning the school day (Green)Beginning the school day (Green) Leaving the room (Yellow)Leaving the room (Yellow) Returning to the room (Orange)Returning to the room (Orange) Ending the day (Blue)Ending the day (Blue)

Develop the procedure. Use role Develop the procedure. Use role play or a skit to model for the rest play or a skit to model for the rest of the class.of the class.

ProceduresProceduresfor Small-Group Instructionfor Small-Group Instruction

Getting the class ready for the activityGetting the class ready for the activity Student movement into and out Student movement into and out

of the groupof the group Expected behavior of students in the Expected behavior of students in the

groupgroup Expected behavior of students outside Expected behavior of students outside

the small groupthe small group Use of materials and suppliesUse of materials and supplies

Procedures forProcedures forCooperative Group ActivitiesCooperative Group Activities

Introduced when first usedIntroduced when first used Roles and tasks are taught and Roles and tasks are taught and

practicedpracticed Consider using role/task cardsConsider using role/task cards

RolesRoles

Roles must be assigned and taughtRoles must be assigned and taught

1.1. Reporter / Recorder Reporter / Recorder

2.2. Clarifying Task FocuserClarifying Task Focuser

3.3. Turn MakerTurn Maker

4.4. Clock WatcherClock Watcher

5.5. Encouraging Peace KeeperEncouraging Peace Keeper

General ProceduresGeneral Procedures Distributing materialsDistributing materials Interruptions or delaysInterruptions or delays RestroomsRestrooms Library, resource room, school officeLibrary, resource room, school office CafeteriaCafeteria PlaygroundPlayground Fire and disaster drillsFire and disaster drills Classroom helpersClassroom helpers

Checklist 2 (pp. 40-41)Checklist 2 (pp. 40-41)