Clara Wright

Jones International University

Professor: Dr. Shana Pate
EDU523: K-12 Classroom and Instructional Management

March 14, 2011

Developing Rules and Procedures

To create positive, inspiring and safe environments that foster sharing,

learning and growth. Most importantly, we respect each child’s uniqueness,
and we make every effort to create educational experiences that
ensure success for every student.
Note: I do not have the reference for these statements but they go hand-in-hand with my teaching philosophy.

Rules
1. How will you involve students in developing the rules?

A draft of my classroom rules will be reviewed on the first day. If possible I will also send a copy of
the draft to parents/students prior to first day of school. During the first day students will work
together to edit the rules by brainstorming why they are at school and what they need while they are
there. I will first model this approach.

Throughout the year and at the end of the year I will discuss the rules with my class making note of
any issues or concerns they may have. These issues will definitely be considered in adapting rules
for the next year.

2. How will you communicate your rules in positive terms?

To begin with my classroom environment will also be one of respect for my students. I will smile as
my students enter the classroom.

I will request the assistance of an older student or teacher to model rules in skits. We will
demonstrate the negative and the positive with emphasis on the positive approach. My voice will be
calm, a smile on my face, and hands/arms held out in a non-demanding manner.

I will purposefully look for a child that is following a rule and bring that to the attention of the class.
Demonstrate that he is following the rule and didn’t even realize it. I will continue to do this daily;
thereby encouraging rules to be followed in a positive manner and not waiting until a rule is violated.

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I will look for the opportunities to use the terms from 101 Way to Praise A Child in all student
situations.

WOW • WAY TO GO • SUPER • YOU’RE SPECIAL • OUTSTANDING • EXCELLENT • GREAT• GOOD • NEAT • COOL • WELL
DONE • REMARKABLE • I KNEW YOU COULD DO IT • I’M PROUD OF YOU • FANTASTIC • SUPER STAR • NICE WORK •
LOOKING GOOD • YOU’RE ON TOP OF IT • BEAUTIFUL • NOW YOU’RE FLYING • YOU’RE CATCHING ON • NOW YOU’VE GOT
IT • YOU’RE INCREDIBLE • BRAVO • YOU’RE FANTASTIC • HURRAY FOR YOU • YOU’RE ON TARGET • YOU’RE ON YOUR WAY
• HOW NICE • HOW SMART • GOOD JOB • THAT’S INCREDIBLE • HOT DOG • DYNAMITE • YOU’RE BEAUTIFUL • YOU’RE
UNIQUE • NOTHING CAN STOP YOU NOW • GOOD FOR YOU • I LIKE YOU • YOU’RE A WINNER • REMARKABLE JOB •
BEAUTIFUL WORK • SPECTACULAR • YOU’RE SPECTACULAR • YOU’RE DARLING • YOU’RE PRECIOUS • GREAT DISCOVERY
• YOU’VE DISCOVERED THE SECRET • YOU FIGURED IT OUT • FANTASTIC JOB • HIP, HIP, HURRAY • BINGO •
MAGNIFICENT • MARVELOUS • TERRIFIC • YOU’RE IMPORTANT • PHENOMENAL • YOU’RE SENSATIONAL • SUPER WORK •
CREATIVE JOB • SUPER JOB • FANTASTIC JOB • EXCEPTIONAL PERFORMANCE • YOU’RE A REAL TROOPER • YOU ARE
RESPONSIBLE • YOU ARE EXCITING • YOU LEARNED IT RIGHT • WHAT AN IMAGINATION •WHAT A GOOD LISTENER •
YOU ARE FUN • YOU’RE GROWING UP • YOU TRIED HARD • YOU CARE • BEAUTIFUL SHARING • OUTSTANDING
PERFORMANCE • YOU’RE A GOOD FRIEND • I TRUST YOU • YOU’RE IMPORTANT • YOU MEAN A LOT TO ME • YOU MAKE
ME HAPPY • YOU BELONG • YOU’VE GOT A FRIEND • YOU MAKE ME LAUGH • YOU BRIGHTEN MY DAY • I RESPECT YOU •
YOU MEAN THE WORLD TO ME • THAT’S CORRECT • YOU’RE A JOY • YOU’RE A TREASURE • YOU’RE WONDERFUL •
YOU’RE PERFECT • AWESOME • A+ JOB • YOU’RE A-OK MY BUDDY • YOU MADE MY DAY • THAT’S THE BEST • I LOVE YOU!
http://juliecantrell.wordpress.com/2010/02/11/101-ways-to-praise-a-child/

3. Are there five or fewer rules?

BE TRUSTWORTHY: Follow directions the first time they are given and keep your eyes on
your own monitor

BE RESPECTFUL: Respect others, yourself, and property by adjusting your voice level to
match the activity, stay at your own computer with hands and feet to your space not your
neighbor’s computer including on your own mouse, and no food, drinks, or gum in the lab.

BE RESPONSIBLE: Raise your hand before talking or getting out of your seat, do not print
without asking permission, and keep your passwords safe.

BE FAIR: Always work with others to do the right thing and assist others when asked.

BE CARING: Do the right thing for follow students including leaving your computer stations
neat, chairs pushed in, free of clutter and paper, headphones, mouse, and keyboard in place.

BE A GOOD CITIZEN: Always follow school rules including use of polite and appropriate
language

4. Where will the rules be displayed in the classroom?

As Burden (2010) recommended rules will be displayed on a posted and displayed (“in a prominent
place in the classroom”) on the wall by the door so students may be able to see upon entering and
leaving the room (p. 94, para. 6). Rules will also be posted on the bulletin board.

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5. When will you periodically review the rules?

I will purposefully look for a child that is following a rule and bring that to the attention of the class.
I will continue to do this daily; thereby encouraging rules to be followed in a positive manner and not
waiting until a rule is violated.

Rules will be review with each new student (Burden, 2010, p. 95, para. 1). Students are so excited
after being out of school such as after the Christmas break. Therefore, rules to be reviewed “after a
holiday, or after the winter, or spring break (2010, p. 92, para. 1).

6. Do you have a plan for handling violations of the rules?

I plan to use the approach explained Teaching with Love and Logic: Taking Control of the Classroom
by Jim Fay & David Funk. (Love and Logic® is a method of working with students which was
developed by educational expert Jim Fay, child psychiatrist Foster W. Cline, M.D. and Charles Fay,
Ph.D., Fact Sheet, para. 1).

Love and Logic "uses humor, hope, and empathy to build up the adult/child relationship, emphasizes
respect and dignity for both children and adults, provides real limits in a loving way, [and] teaches
consequences and healthy decision-making" (Fact Sheet, para. 4).

There are four beliefs that form the foundation of Love and Logic.
They are (Cunningham, 2002, para. 2):
 "'Discipline is effective when it is a central part of learning.'
 'Misbehavior finds its roots in discouragement and control issues.'
 'Modeling of self-disciplined behavior is our best teaching tool.'
 'The most critical component of discipline is the relationship that is built between the teacher
and the student'" (Fay and Cline, M.D., 1997).

I agree with the authors that “The effective teacher administers consequences with empathy and
understanding, as opposed to anger and lecture” (Fay & Funk, 1995, p. 36, para. 1). Yes children
(students) learn from their mistakes when: *They experience the consequences of their mistakes;
*Adults in their environment provide empathy (1995, p. 36, para. 2).

My plan for handling violations of the rules uses Love and Logic Solution: The Delayed or
“Anticipatory” Consequence. According to Jim Fay “immediate consequences work really well with
rats, pigeons, mice, and monkeys. In real-world classrooms, they typically create more problems than
they solve” (Fay, 1998, para. 1).

I know that personally when I become frustrated it is difficult for me to think and in-turn if I am not
careful I relay these emotions to my students and others around me. In my home life I wait before
reacting to such a situation so I can act appropriately. It only makes sense to do the same in my
classroom as Jim Fay relates. He teaches “The next time a student does something inappropriate,
experiment with saying, “Oh no. This is so sad. I’m going to have to do something about this! But not
now…later. Try not to worry about it” (Fay, 1998, para. 10). In their book Fay and Funk relates that
“delayed consequences are usually much more effective than immediate ones. Take your time, talk it
over with friends. Deliver consequences when both you and the student are in the thinking state (Fay
& Funk, 1995, p. 276, para. 9).
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In summary my plan will be to first wait and think giving responses related from Fay book such as:
“I will let you know after lunch when I am not teaching what the consequences will be for your
actions. Don’t worry about it now.” By stating “don’t worry” the student will worry and think about
it. In one of his examples in the teacher waited until the next day and then the student came to the
teacher and wanted to know. The teacher told the teacher after school they would discuss the issue.

See below for an extensive example from their book regarding a student that “talked back” to a
teacher (Fay, J., & Funk, D., 1995, pps 17-18):

Teacher What have I done to make you so upset?

Student You’re always trying to make me look bad.

Teacher No, I don’t.

Oh yes, you do! You just wait until I don’t know the answer and then you call on me so
Student
I’ll look bad.
Wait! I don’t know when you don’t know the answer. And, I don’t want you to look bad.
Teacher I have an idea. How would if work if when I call on you, and you don’t know the answer,
you just look away, and I call on someone else right away?

Student Yeah. I guess that would help.

Good. Have we got a deal? If so, let’s get on with the important things we both have to
Teacher
do. See you tomorrow, pal.

Fay’s teachings relate that Love and Logic Anticipatory Consequence allows you time to.
"anticipate" whose support you might need, and how the child might try to react (summary book).

"Love allows children to grow through their mistakes. Logic allows them to live with the
consequences of their choices." -Jim Fay, Founder of Love & Logic (summary book).

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7. How will you teach students about the rules?

I will request the assistance of an older student or teacher to model rules in skits. We will
demonstrate the negative and the positive with emphasis on the positive approach.

In keeping with the Love & Logic approach I will use the example explain in
Teaching with Love & Logic (1995). At the start of the year:
Teacher Class, here is a list of the rules I use in my classroom. Please look them over and tell me
if there is anything that seems unreasonable.
Student Where does it tell what’s going to happen if we break the rules?
Teacher I don’t expect you to break the rules. But if that does happen, I’ll do something.
Student Something? What is something?
Teacher I don’t know. It will depend on how you break the rules. I treat everyone in this room as
a unique individual and each situation as a unique case. So, I will think of something
based on the situation. I’ll try to be fair. In fact, if I come up with something you believe
is not fair, I want you to tell me why it’s not fair. If you present a good case, I’ll change
the consequence to something fair.
Student Oh, right. I bet!
Teacher To show you that I mean it, I’ll even teach you the words I want you to say if you think
I’ve done something that isn’t fair. Repeat after me: “I’m not sure that’s fair.” Let’s
practice this until you’re sure you have it.

Procedures
According to Harry and Rosemary Wong “the great majority of what teachers call behavior problems in
the classroom have nothing to do with discipline. The number one problem in education is not
discipline. It is the lack of procedures and routines resulting in students not knowing what to do-
responsibly-in the classroom”

I also agree with their following statements which I had not realize the importance of procedures until
this activity.

Students readily accept the idea of having a uniform set of classroom procedures, because it
simplifies their task of succeeding in school. Efficient and workable procedures allow a great
variety of activities to take place during a school day, and often several activities at a given
time, with a minimum of confusion and wasted time. If no procedures are established, much
time will be wasted organizing each activity and students will have to guess what to do. As a
result, undesirable work habits and behaviors could develop which would be hard to correct
(Effective Teaching, n.d., para. 3).

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I will use The Three-Step Approach to Teaching Classroom Procedures of Harry and Rosemary
Wong that includes: (Effective Teaching, para. 4).

1. Explain: State, explain, model, and demonstrate the procedure.

2. Rehearse: Rehearse and practice the procedure under your supervision.
3. Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes
a student habit or routine.

Emergency procedures are reviewed at the beginning of the year, posted on the wall, and drills are
conducted through the year.

Students will be asked for assistance in updating procedures or procedures will be reviewed at the
beginning of the year, after breaks, with new students, and whenever a procedure is broken.

All of this information will be share with parents and students via hardcopy, and email.

Computer Lab Classroom Procedures

Arrival

 Enter the lab quietly (Computer lab is like a library where people work quietly by themselves.)
 Move to your assigned computer (If you do not remember then you wait on the blue line for
teacher’s assistance.)
 Look on the board for the day’s lesson (If you need help, then raise your hand.)
Get started on the warm-up (don't wait for the teacher, I'll explain the days lesson after everyone
is working)

Computer and Monitors

 All computers and monitors should be on, if not please wait at your seat and raise your hand
 Please note that I can see every ones computer from my computer
 If you are too loud I will block your computer and monitor
 Both will be release once the class is quiet, you will see a message on your screen stating
“Please Show Respect by Being Quiet!”

Dismissal Procedures
 When you hear the bell, Give Me 5!
 Save Work/Exit programs
 Headphones on top of computer
 Keyboard - pushed up to the monitor
 Mouse - pushed up to the monitor
 Wires - not dangling off the table
 Pencils & Paper - returned / trash
 Push in chair and stand behind it until dismissed

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Lining Up Procedures
When instructed:
 Line by your computer's number behind your chair
 One straight line facing forward
 Hands to your side or behind your back
 Voices off

In the Hallway
 No talking
 We will walk slowly as a whole class in one straight line by staying behind whoever is in
front of you, stopping at each corner.
 As we pass by your hallway, you will quietly walk down to your class.

I have encountered a problem . . . .

 No Sound ?
 Volume too high?
 Volume too low?
 Problem with the program I’m using?
 Something wrong with your screen?

Raise Your Hand & Wait for Assistance

I will continue to follow the Love and Logic approach as well as Harry Wrongs recommendations
including the following paragraphs (Effective Teaching).

When procedures are performed correctly, there should be words of praise and smiles.
Effective teachers reinforce the correct technique by having the student perform the technique over
and over again, each time exhorting the student to do it better.

For example, if a student rushes into the classroom and pushes another student, ask him or her to
return to the door and try again. Tell the student why. Give the student specific directions (walk
quietly, don’t push anyone, go directly to your seat, begin the work that is posted on the board, etc.),
and be sure to use the
student’s name and say “please” and “thank you” to model respectful behavior. (This example will
be used also in the lesson plan for procedures.)

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#1 Explain
Students, I have a procedure to get your undivided attention. You will see me
stand here with my hand up. Or I may hit a bell because some of you will not be
able to see my hand while you are working in a group. When you see my hand
raised or hear a bell, the procedure is as follows:
1. Freeze.
2. Turn and face me, pay attention, and keep your eyes on me.
3. Be ready for instruction. I will have something to say.
Repeat, and look for class understanding.
Byron, please tell me the procedure when you see my hand raised or hear a
bell.
Byron does so.
Yes, yes, yes, thank you, Byron.

Repeat this with several more students.

Is there anyone who does not understand or know what to do if you see my
hand raised or hear a bell?
#2 Rehearse
Good, let’s rehearse the procedure.
We will be working together this year, so let’s get to know one another. Please
look at the people to the right of you. You may have 2 minutes to introduce
yourself and get acquainted.
At 2 minutes, hold up your hand and hit the bell, perhaps doing both this first
time. Do not say a word. Carry out the procedure exactly as you plan to do it for
the rest of the year. Be patient and wait until the class completes the three steps
and is paying attention. Do not give up as you wait for the students to give you
their undivided attention. Compliment them when you have their attention.
Thank you. You practiced the procedure correctly. Now let’s try a different
scenario. You will often find yourself out of your seat, working in groups or
alone somewhere in the room.
Direct two students to stand at the pencil sharpener, two at the bookcase, and one
at the computer.
Direct two students to stand at the pencil sharpener, two at the bookcase, and one
at the computer. Then hold up your hand, and wait for the students to pay
attention.
#3 Reinforce
Thank you. That was the correct procedure for what happens when I hold up
my hand or ring the bell. Please do the same thing each time you see my hand
raised or hear the bell.
Keep using

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Beginning Each and Every Day the Right Way
Just as it is easier to get control at the beginning of the year than it is to regain
control if you’ve lost it, it is easier to start each class period with a quiet class
than it is to quiet a noisy class. You are far less likely to ever have to worry
about discipline problems if your class is continuously occupied. As you can
see, a strong, positive start to the school year and the immediate implementation
of a few simple procedures provide a structure that can help a teacher have a
well-managed classroom. A well-managed classroom gives every student the
chance to have one of the best learning experiences of his or her life.

Procedures are the foundation that set the class up for achievement. Student achievement at the
end of the school year is directly related to the degree to which the teacher establishes good control of
the classroom procedures in the very first week of the school year.

When a class is managed with procedures and the students know these procedures, they will more
willingly do whatever you want them to do. You can then be an exciting, creative, and
informative teacher with a well-oiled learning environment.

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 References

Burden, P.R. (2010). Classroom management: Creating a successful K-12 learning community
(4th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Cunningham, W. (2002). Love and logic. Retrieved March 6, 2011 from

http://wik.ed.uiuc.edu/index.php/Love_and_Logic

Fact sheet. (n.d.). Love and Logic Institute, Inc.

Retrieved March 5, 2011 from http://www.loveandlogic.com/pages/factsheet.html

Fay, J. (1998). Love and logic solution: The delayed or “anticipatory” consequence. © Jim Fay
& Charles Fay, Ph.D., Love and Logic Institute, Inc.
Retrieved March 5, 2011 from www.loveandlogic.com.

Fay, J. & Funk, D. (1995). Teaching with love and logic taking control of the classroom.
Golden, CO: Love and Logic Press.

Jones International University. (2011) Module 4, Theme 2: Using Rewards and Consequences with
Rules:
101-ways-to-praise-a-child. EDU523: K-12 Classroom and Instructional Management.
Retrieved March 6, 2011, 2011, from the JIU Course database:
http://courses.jonesinternational.edu/display.jkg?clid=24227&uid=34270&tpl=frameset
http://juliecantrell.wordpress.com/2010/02/11/101-ways-to-praise-a-child/

What is love and logic® for teachers? (n.d). Retrieved March 6, 2011 from
http://www.loveandlogic.com/what-is-for-teachers.html

Wong, H. & R. (n.d.). Effective teaching. Retrieved March 6, 2011 from

http://www.chipola.edu/instruct/math/cavin/cm%20074/teaching%20procedures.doc
http://teachers.net/gazette/SEP00/wong.html

Summary booklet. (2011). Apple Valley, CA: Lewis Center for Educational Research. Retrieved
March 6, 2011 from
http://www.lewiscenter.org/aae/lovelogic/pdf/Teaching/SummaryBooklet.pdf

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