Detailed overview of considerations for development and successful implementation of rules for elementary and secondary classroom settings.

1. classroom rules
- discussed in detail !!
* Lecture notes included on each slide !
Presented by: Brent Daigle, Ph.D.

2. classroom rules
Expectations determine success
• Expectations in the form of rules
• Why are rules so important?
• Rules lay out your expectations for students
• These are the rules we are going to play by
• Your expectations, stated as rules, are the
foundation on which your class will operate
Presented by: Brent Daigle, Ph.D.

3. chapter 3
Good rules:
• Good rules offer a learning environment where effort
and achievement are expected, recognized, and rewarded.
 Prevent problem behavior
 increase available time 2 learn
 increases productive learning
 limits “testing” by students
 Offers predictability
 Offers security
 Sets parameters
Presented by: Brent Daigle, Ph.D.

4. chapter 3
rule guidelines:
 Limit the number of rules
• 3 – 4 no more than 5 – 6
• Why? So students can remember them !
• Should not be a long list of do’s and don’t
Presented by: Brent Daigle, Ph.D.

5. chapter 3
rule guidelines:
 Limit the number of rules
 Straightforward and simple
• Attorney should not be needed to interpret your rules
• Forget school aids – the rules need to pertain to your
classroom dynamics and your style of teaching
• Cant buy that in a store
• Mo money commercial – example of not straigthforward and
not simple (click the image for link to commercial –
youtube link – hopefully it works when you view !  )
Presented by: Brent Daigle, Ph.D.

6. chapter 3
rule guidelines:
 Limit the number of rules
 Straightforward and simple
 observable & measurable
• The behaviors described in the rules should be
observable and measurable.
• This means that the rules should not be open to any
number of interpretations due to vague language or lack
of specificity.
• You should be able to count the number of times the
behaviors described in the rules occur
• Example – out of your seat – its obvious that you
are out of your seat.
Presented by: Brent Daigle, Ph.D.

7. chapter 3
rule guidelines:
 Limit the number of rules
 Straightforward and simple
 observable & measurable
 Positively stated * when possible
• Rules should state what the students should do (we call
these start or do rules)
• As much as possible we should avoid stop rules (telling
students what you don’t want them to do)
• Use this guideline only if it does not confuse the
meaning of what you want
• Example: No profanity is better than Always use
positive language even when you are upset
Presented by: Brent Daigle, Ph.D.

8. chapter 3
rule guidelines:
 Limit the number of rules
 Straightforward and simple
 observable & measurable
 Positively stated * when possible
 Focus on important behavior
• Important student behaviors are behaviors that are
closely linked to student achievement and appropriate
classroom behavior – that is they are linked to
behaving like a student.
Presented by: Brent Daigle, Ph.D.

9. chapter 3
rule guidelines:
 Limit the number of rules
 Straightforward and simple
 observable & measurable
 Positively stated * when possible
 Focus on important behavior
• Print or write your rules in letters that are large
enough to be read from anywhere in the classroom!
• Some teachers (EBD?) may want to make small laminate of
rules (small square) and tape to desk –
• Rules need to be VISIBLE VISIBLE vISIBLE
• Rules need to be referred to often
 Post rules in obvious spot

10. chapter 3
PRO TIP
Way of getting attention fast !
• Rhythm clapping
• Hand in the air
• Thumbs up
• Lights off (I hate this one)
• Teach it the very first day !!!
• This is VERY USEFUL for elementary teachers – can be
modified and age appropriate for secondary
Presented by: Brent Daigle, Ph.D.

11. types of rules
Compliance Rule
o Follow teacher directions
• Follow the teachers directions right away
• Do what your teacher asks immediately
• Try to keep words limited in rules - 4-5 words
if possible
Presented by: Brent Daigle, Ph.D.

12. types of rules
Preparation Rule
o Everything ready to learn
• Rule that stresses importance of readiness to
learn/work
• Example:
• Have books, pencils, and paper when you
come to class.
• Have your homework completed when you come
to class.
• Remember, rules need to be specific
to your classroom dynamics- if you
don’t give homework, no use in a
homework rule!
Presented by: Brent Daigle, Ph.D.

13. types of rules
Talking Rule
o What is your approach?
• Talking isn't necessarily bad – your tolerance speaks
to your philosophy as a teacher
• Examples:
• Raise your hand and ask for permission to speak
• Talk to others only about the task at hand or
during free time
Presented by: Brent Daigle, Ph.D.

14. types of rules
Classroom-behavior Rule
o Class-wide guidelines
• Keep hands and feet to yourself
• Leave your seat only with permission
Presented by: Brent Daigle, Ph.D.

15. types of rules
On-time Rule
o punctuality importance
• Be in your seat before the bell rings.
• Be in class by 8:00 a.m.
• This is probably more relevant to high school/
secondary – level students
• How to reward? Reinforcement to those who are
there!
Presented by: Brent Daigle, Ph.D.

16. types of rules
Transition-behavior rule
o Transition between class
• Walk in the halls without talking or touching anyone.
• Put your work materials away in two minutes without
talking.
• Walk on the square (elementary)
• Requires PRACTICE and TEACHER DILIGENCE to make
sure students understand the procedure
• The squares – stay on a square
• Practice
Presented by: Brent Daigle, Ph.D.

17. examples of bad rules
Respect Authority
• No saying that respecting authority is a bad thing – but
how does this impact your classroom situation
• Rules should be specific to your classroom needs – is
respecting authority a real problem – or are you trying to
really say to respect you (as a teacher)
• Shouldn’t respect be earned ….rather than a rule ??
Presented by: Brent Daigle, Ph.D.

18. examples of bad rules
Take responsibility for your
actions
• This goes along the lines of good behavior management
• Consequence is tied to the offense
• Establish as a part of your classroom management that
students will be responsible for their actions – a rule
is not necessary
Presented by: Brent Daigle, Ph.D.

19. examples of bad rules
Respect others at all times
• Respect anyone – peers, teachers, adults …..
• Why is this a poor rule?
• Vagueness
• It is not specific and covers WAY TO MUCH
• More specific: How do we show respect?
Presented by: Brent Daigle, Ph.D.

20. examples of bad rules
Be a good citizen
• So basically, don’t litter, or make sure to vote?
• This is way to vague – what does being a good citizen
mean?
• Again, in your classroom, make rules specific and
tangible – and relevant to your classroom needs
Presented by: Brent Daigle, Ph.D.

21. examples of bad rules
Don’t be noisy
• This becomes a meaningless rule – because your room
will get noisy – (instructional times, disruptions/fire
alarms, guests)
• When it does, students will see that that this
rule means nothing at all
Presented by: Brent Daigle, Ph.D.

22. examples of bad rules
Do your best
• Not saying that students shouldn’t do their best – but
it is not rule worthy
• Doing your best is something you foster as a teacher
(teach and model intrinsic motivation)
Presented by: Brent Daigle, Ph.D.

23. examples of bad rules
Maintain appropriate
behavior at all times
• Do you maintain appropriate behavior at all times?
• I love this rule because it’s a horrible rule
• HOW do you maintain behavior at all times – this
should be your focus for rules – not a general vague
statement that says to never misbehave.
Presented by: Brent Daigle, Ph.D.

24. examples of good rules
Follow teacher directions right away
Work when you are supposed to
Stay in your seat unless you have
permission to leave
Keep hands, feet, and objects to
yourself
Raise your hand for permission to speak
Presented by: Brent Daigle, Ph.D.

25. Teach rules
Can’t just tell them
MUST teach them !
• Well-stated rules, written prominently on your rules
chart, are just the first step.
• To be most effective, rules must be taught to your
students.
• The key word is taught
• Rules are not just reviewed, not just discussed, not
just covered, not just explained T-A-U-G-H-T
• Teach these rules actively and directly in the same
manner that you teach any other important concept or
skill to your students.
Presented by: Brent Daigle, Ph.D.

26. Teach rules
Teach the example
and the non-example
• Describe and demonstrate specifically what you mean by
each rule and what you do no mean.
• Give lots of examples and non-examples of what
following or not following each rule looks like.
Presented by: Brent Daigle, Ph.D.

27. Teach rules
Opportunities to
Practice the rule
• Provide opportunities to practice rule
following.
• Provide a lot of practice.
• Have the students role-play and rehearse the
rules you have just explained and
demonstrated.
• With younger students, pretend that you are
a student and have students be the teacher
and decide whether or not you are following
the rules.
Presented by: Brent Daigle, Ph.D.

28. Teach rules
Praise students
for following rules
• Give encouragement, corrective feedback, prompts, and reinforcement as needed.
Presented by: Brent Daigle, Ph.D.

29. Teach rules
Practice more than once
• Its not a one time lesson
• You actively teach the rules several times –
• Then go over them (actively) periodically
throughout the year (as needed)
• Schedule a rule-following lesson each day during the
first week of school
• Two or three times during the second week of school
• Then pare down to only a booster session during the
third and fourth weeks of school.
• Many teachers find it helpful to periodically teach
such booster sessions throughout the school year.
Presented by: Brent Daigle, Ph.D.

30. rule summary
Don’t just tell - show
• Show them what the rules mean by demonstrating what rule-following behaviors and rule-breaking behaviors look like
Presented by: Brent Daigle, Ph.D.

31. rule summary
Don’t just tell - show
Fear of student approval
• Don’t fall for the mistaken notion that setting rules
will make you seem like a tyrant or a control freak to
your students
• People like parameters – they like to know what the
rules of the game are.
• setting rules communicates your expectations about
student behavior and achievement.
Presented by: Brent Daigle, Ph.D.

32. Don’t just tell - show
rule summary
Fear of student approval
Only rules you enforce
• Do not ever make a rule that you are not prepared to
consistently enforce every time, every day
• example-: no noise ever rule – that’s why it’s a
bad idea.
• setting a rule and then enforcing it inconsistently or
haphazardly communicates a great deal to your students.
• It tell them, in no uncertain terms, that there is no
consistent relationship between what you say and what
you do.
• You definitely do not want your students to receive
this message.
Presented by: Brent Daigle, Ph.D.

33. classroom procedures
Impacts learning time
• Rules are a statement of what you believe to be the
critical student behaviors required to help students
learn
• Rules are a clear statement about what you value in the
classroom and what you expect from your students.
• rules do not (and can not) cover every aspect of
classroom life
• procedures are needed to help teach your students the
class routines , systems, and expectations and to
ensure that learning time is maximized and that your
classroom is a positive and friendly place to learn.
• you get from your students what you teach them to do.
Presented by: Brent Daigle, Ph.D.

34. classroom procedures
Multiple areas
• Procedures are needed for the following areas:
• Gaining your attention
• Requesting your assistance
• Accepting negative feedback
• Manners (please, thank you, excuse me)
• Behaving appropriately during free time
• entering the classroom and getting to work
immediately
• keeping a neat and tidy work area
• Turing the desk around?
• Same principles as with rules – you have to actively
teach procedures so students know what to expect.
Presented by: Brent Daigle, Ph.D.

35. the end
Presented by: Brent Daigle, Ph.D.