| Another school year is beginning and you need to plan | | | | - when taught thoroughly it will save valuable time |
| your school year rules and routines. Perhaps last years | | | | during the school day |
| rules and routines didn't work very smoothly. You're | | | | For teachers of the upper grades this is one of the |
| thinking of starting over with your rules and routines, | | | | most neglected activities. You should think of this as a |
| but think twice before you do. Here are some guide | | | | Proactive teacher activity of high importance. When no |
| lines for writing rules and routines that you might not | | | | taught teachers pay dearly during the year. |
| have used. Maybe all you need is to change your | | | | When teaching a routine say for instance how to walk |
| approach to routines and the wording of your rules. | | | | down the hallway quietly. Make sure that you have |
| General rules are rules that help you teach students | | | | pre-taught the non-verbal signals that you will use to let |
| what is expected everyday in class. For example : | | | | students know if they didn't accomplish the required |
| - these are classroom behavior rules | | | | routine as explained by the teacher. |
| - use rules are stated in a positive language and not | | | | Have the students repeat the routine step by steps |
| negative | | | | until they can do it without much supervision. You may |
| - there should be no more than five to eight rules | | | | have to repeat the activity many times. Remember |
| - instill only rules that you are willing to in force | | | | don't settle for any activity that doesn't meet your |
| - these rules should be clear and simple to understand | | | | specific required behavior. Make them start the activity |
| - they should always be posted | | | | over as many times as it takes. Stay calm and don't |
| - these rules should be discussed and modeled at the | | | | show emotions. |
| beginning of school year | | | | When you use this method of teaching your class |
| - when possible write classroom rule as a class | | | | specific routines you are showing them that you feel |
| Specific rules teach routines and procedures for | | | | that this activity is important to you. This is reinforced |
| activities in and out of the classroom. For example | | | | by the time and energy that you invest in that |
| how to walk down the hallway. | | | | particular activity. When you stick to your expectations |
| - teach students specific ways how something must | | | | each new routine taught will move along faster |
| be done | | | | because students have learned that you mean what |
| - teachers teach routines for everyday activities so | | | | you say. |
| the class becomes more efficient | | | | Happy teaching. |