Elementary Classroom Rules and Management

By Leah Davies, M.Ed. Elementary classrooms can become better learning environments when teachers have rules, classroom management skills, and a belief that each child can be successful. Rules help create a predictable atmosphere that limit classroom disruptions and encourage children to use selfcontrol. Children need to be taught that it is their responsibility to make appropriate choices and that they will be held accountable for their actions. Teachers may decide to establish rules or allow their students to assist in formulating them. Teachers who involve their children in the rule making process contend that students are more likely to follow them. One way to involve students in forming rules is to have them brainstorm as a class or in small groups why they come to school and their goals for learning. Then ask them to name rules that will help them achieve their goals. Write their ideas on the board. If a child states a rule negatively, such as, Dont come to school late, ask how it could be stated in a positive way. Below are some examples.

Come to school on time. Bring what you need with you. Listen to the teacher. Follow directions. Be kind to others. Use manners. Work hard. Do your best. Keep your hands and feet to yourself. Follow playground rules.

Then assist them in consolidating their list into three to five basic rules, such as:

be prepared; be respectful; be productive; and be safe. After the rules are decided upon, you may want to have the students sign a copy of them and display them. Review and define each one as needed. Students are more likely to follow the rules if they are clearly stated and understood, and if classroom management procedures are in place and followed.

Some examples of procedures or routines that need to be explained, practiced often and followed consistently:

what to do upon entering the classroom; what signal will be used to get their attention(see 25 Ways to Obtain Childrens Attention in a School Setting); what to do when a signal is given; what to do when it is group time; what to do if they want to speak; what to do if they need to use the restroom; what to do if they need to sharpen their pencil; what to do when they need help; what to do when they are finished with their work; how to line up; how to walk in the hall; what to do in the cafeteria; what to do if a visitor is in the classroom; what to do if the teacher is not in the room; what to do when the fire alarm rings; and what to do before being dismissed.

In addition, listing the schedule for the day helps children know what to expect. Here is an example of a teachers management plan for individual students: First infraction: Name on board. Second: Student writes down the rule that he/she broke. Third: Student looses ten minutes of recess Fourth: A parent is called or a note is sent home for the parent to sign and return. Fifth: The student is sent to the principal. When deemed appropriate provide choices. For example: if a child does not stay on task and complete his work, you could say, Do you want to finish it during free time or recess? Or, if a child is being disruptive, you could say, Would you like to sit in the thinking chair or at your desk with your head down? (see Love and Logic Basics). When given a choice, students tend to feel respected and are more likely to comply. However, allow only a short time for the choice

to be made and if the child does not choose, make the choice for him/her. As much as possible, have the consequence directly relate to the offense. After deciding what rules and management procedures you will use, discuss consequences for broken rules. However, allow yourself some flexibility. Consequences for inappropriate behavior need to focus on helping a child learn from his/her mistakes. At times you may want to meet with a child alone and ask him what you could do to help him make constructive choices. Then listen, share thoughts with your student and develop a plan of action. An idea for classroom management is to put a word on the board such as responsibility. When the class does well, a letter is underlined in red, and when they are off task, the red underline is deleted for one letter. When the whole word is underlined in red, the class earns a privilege such as a theme day or viewing a movie. Having the children brainstorm and vote on ideas of what they would like to receive for their exemplary behavior can foster their desire to follow the rules. A management plan for group work is to divide the children into teams of four or five students. Review what is expected and give each team points for listening to instructions, being respectful toward each other, completing the assignment, etc. After keeping track of the points for a week, the team with the most points could earn extra recess, lunch with the teacher or free time. Start the point system over again the following week. Signals that a child or students need to be on task include: staring, frowning, shaking your head, standing close, holding your finger or hand a predetermined way, or placing a childs name on the board. Making a check on the board may signify a consequence such as the class losing five minutes of recess. Positive consequences for appropriate behavior or exceptional effort also need to be used to reinforce constructive actions. Examples are: specific verbal recognition (see Effective Praise), certificates, handshakes, high fives, thumbs up, smiles, and earned privileges such as getting to eat with a friend from another class or being the teachers assistant. Other acknowledgments could be computer, homework or library passes, or a positive phone call or note sent home to a parent. When an entire class has done exceptionally well on a test or project, provide a fun activity like playing games or having a special snack (see Rewards in the Classroom). Teachers need to anticipate and deal with problem behaviors before they escalate. When teachers enforce a classroom management plan and rules, as well as build a positive relationship with their students, the children will more likely develop self-discipline and learning will take place.

25 Ways to Obtain Children's Attention in a School Setting

By Leah Davies, M.Ed. There are countless times when educators need their students' undivided attention. The following methods are best taught during the first weeks of school. These ideas can assist teachers in providing an ordered and safe learning environment for everyone.

1. Hold up your hand and say, "Give Me Five." The children put their hands in the air and shout "five!" As they count down to one, they get progressively quieter until "one" is said in a whisper. Or, after saying, "Give me five," everyone puts their hand in the air and counts loudly using their fingers from 1 to 5. 2. Teach the children that the five fingers on their right hand stand for the five things they must do when you hold up your hand. Say, "Give me five," and wait until all the children hold up their hand. Then lead them in saying the five things together. (1) Eyes -- look (2) Ears -- listen (3) Mouth -- closed (4) Hands -- still (5) Feet -- quiet Later when you say, "Give me five," the children are to think of these five things and hold up their hand to show they are ready to listen. 3. Clap or tap in a pattern, for example, clap slowly twice and then clap fast three times. The students are to stop what they are doing and repeat the pattern. If necessary, do it again until all children have responded and are quiet. You may want to vary the pattern. 4. Shake a shaker, touch a wind chime, ring a bell, play quiet music or use any kind of sound maker as a signal for students to be attentive. 5. Raise you hand and stand still until the students are quiet. Or, raise your right hand and put the index finger of your left hand on your lips. The children are to do the same. Another idea is to hold up three fingers which is a silent signal for "Stop, look, listen." Then wait until all the children have their three fingers up and are quiet. 6. Say, in a normal tone of voice, "Clap once if you can hear me." Those listening will quiet down and clap one time. Then say, "Clap twice if you can hear me." More children respond with two claps. Finally say, "Clap three times if you can hear me." By this time you should have the attention of your students. 7. When you say, "Voices," teach the children to respond with a quiet, "Shhh..." Use it if the children are too loud. If you want their attention, say, "Voices" again and they respond with a quieter, "Shhh..." Say it a third time very quietly, "Voices." All students should be quiet and ready to listen. 8. Tell your students that they will be playing, "The Still Waters Game" often, and that they will know the game has begun when you say, "1, 2, 3, 3, 2, 1 still waters has begun." Ask them to freeze like an ice cube and remain silent when they hear that sentence. Time the children to see how long they can remain still. The goal is to beat their best time. Hold your fist in the air and each time you see someone move or talk, put a finger up. Once you have all five fingers up, check your watch and tell the class how long they were able to remain still. 9. Practice having the children stop, look at the teacher and listen when the lights are flicked off and on.

10. Teach the difference between being silly and serious. Tell them that there is room for both of these behaviors. Then practice by saying, "Act silly!" Let them be silly. Then say, "Now, act serious." Model this often at the beginning of the year so when you say, "I need to have serious behavior," they respond accordingly and are attentive. 11. Use a count down or count up system. Say, "You have until five to be ready for....... 1, 2, 3, 4, 5." Start a count down at whatever number you think the students need to be ready. For example, start with 5, 10 or 15 depending on the activity to be put away. 12. Say, "Boys and Girls" and then write numbers as a countdown on the board from 5-4-3-21. The idea is that there is a consequence if you reach one before receiving everyone's attention. For example, a child talking may have to move or lose some free time, or use some other outcome for the whole class. Another idea is to hold up your hand and count silently to five on your fingers as you look at a watch. Teach the students if they do not become quiet by the count of five, their recess time will be cut by the amount of time it takes them to become quiet. 13. Use an old fashioned desk bell that you can tap. One tap means the class is getting too loud. Two taps mean that they need to stop what they are doing and listen. 14. Use a target word for a day or week. Have the students pick one that is related to what they are studying. For example, pioneer, Ohio, or fossils. When you say the word, the children stop, look and wait for directions. Or, the children could respond with a definition or short response to the target word; for example, if you said, "Ohio," the students would respond, "The buckeye state." Other call backs could include "spaghetti" -- "meatballs," or "Abraham" -- "Lincoln." Let the students suggest new words to be used. 15. Use a piece of poster board to make a noise level monitor. On the left side label it 1, 2, 3, and on the right side, list the type of noise acceptable for each. For example: 1 - No talking 2 - Whispering 3 - Normal talking Use a large clip to indicate the acceptable noise level at any given time. 16. Say "1, 2, 3, eyes on me" and the children say back, "1, 2, 3, eyes on you," with their faces turned toward you and looking at your eyes. Or, say "1, 2, 3, Look at me" in a sing song voice. Another teacher-child response idea is for the teacher to say, "Hey, oh," and the children reply "Oh, hey." Or, the teacher says, "Freeze, please." And after giving instructions, the children say, "Melt." 17. Use, "Teacher Says," like "Simon Says." For example, "Teacher says, touch your nose," "Clap once," or "Teacher says, look at me." 18. Say in a robotic voice, "Miss Moore to Class - Come in class" and smile! This method can be used with individual students as well. Or, use a special phrase when something is really important; for example, say, "Mrs. Brown's class..." instead of saying, "Boys and girls." 19. Buy a large rain stick at a science store. When you turn it over, it sounds like rain falling. When the children hear the sound, they are to stop what they are doing and listen.

20. For an assembly of the student body shout the school name and have the children respond with the name of the school mascot, i.e. the administrator shouts, "Memorial" and the children respond with, "Bulldog!" After they shout the mascot name they are to be silent. 21. Let your voice get quieter and quieter as a signal for the children to be quiet. Talk softer or not at all until they are still. Or say softly, "Tootsie Roll, Lollipop, we`ve been talking, now let's stop." 22.Teach young children the following chant:

Teacher says; "1, 2." Children say: "Eyes on you." Teacher: "3, 4." Children: "Crisscross on the floor." Teacher: "5, 6." Children: "No more tricks." Teacher: "7, 8." Children: "Sit up straight." Teacher, "9, 10." Children, "Let's begin!"

23. Sing the following words to the Frere Jacques tune: "Are you listening? Are you listening? Everyone! Everyone! If you are listening, if you are listening, look at me, look at me." Other ways to end the song are: "Snap your fingers" or "Pat your head." 24. Sit in your chair and start singing one song after another with no pauses. The children all join in the singing and come to group time. You can do the same thing with poetry. Start reciting poems that the children know and they will repeat them with you as they join the group. 25. Use motions like circling your hands quickly, then slow down and clap. You can also do the motions to a song like the "Itsy, Bitsy Spider.' When all of the children are copying the gestures silently, sing the song through. Note: A special thank you to all of the educators on teacher chatboards who contributed their "attention getting ideas" for use in this article.