EDU527- CLASSROOM MANAGEMENT

CHAPTER 5:

ESTABLISHING
EXPECTATIONS FOR
BEHAVIOR
O How will you students know what to do if ou don’t
tell them?

O It’s unfair to keep the students guessing about the

behaviours you expect.

O Not knowing the norms for appropriate behaviour

causes insecurity and misunderstanding.

O But clearly defined classroom rules and routines help

to create an environment that is predictable and
comprehensible.
 Objectives:
1. To provide structure and predictability
that help students to feel more
comfortable

2. To reduce complexity of classroom

life; concentrate on learning.
 Research on effective
classroom
 Teacher as an effective manager (Kounin 1970)

- Teach students about RULES and PROCEDURES

- Stated rules, explain the rationale, provide example

of an appropriate behaviour
 FOUR GUIDLINES for
planning classroom rules
 Rules should be reasonable and necessary
 Rules need to be clear and understandable
 Rules should be consistent with instructional
goals and with what we know about how people
learn
 Classroom rules need to be consistent with
school rules.
 Planning rules for general
conduct
 Christina’s class rules:
O Respect every member of the class by using
appropriate language, paying attention when
people are speaking & raising your hand to
speak.
O Complete assignment on time
O Bring the required materials for the class.
PLANNING ROUTINES FOR
SPECIFIC SITUATION
 Leinhardt Weidman & Hammond, 1987
University of Pittsburg observed the behavior
of effective classroom managers and
categorized the routines they used:
O Class-Running Routines
O Lesson-Running Routines
O Interaction Routines
1. Class-running routines
 Non academic routines –enable to keep the
class running smoothly
O Administrative duties
 Taking attendance
 Recording tardiness
 Distributing school notices
1. Class-running routines
 Routines for the student movement
O Entering the room at the beginning of the
period
O Leaving the room at the end of the period
O Going to the restroom
O Going to the nurse
O Going to the library
O Fire drills
O Getting materials
1. Class-running routines
 Housekeeping routines
O Cleaning whiteboards
O Watering plants
O Storing personal items (book bags)
O Maintaining common storage areas
2. Lesson-running routines
 Routine that directly support instruction by
specifying the behaviors that are necessary for
teaching and learning to take place.
O What to bring to class
O Collecting homework
O Recording who have done homework
O Distributing materials
O Preparing and collecting the assignments
 3. Interaction routines
 Routines that specify when talk is permitted
and how it is to occur
O Talk between teacher and students
O During whole-class lessons
O When the teacher is working with small group
O when the teacher needs the class’s attention
O When students need the teacher’s attention
 3. Interaction routines
 Routines for students and teachers to use to
get each other’s attention
 During independent assignments
 Before the bell rings
 During transitions
 During loudspeaker announcements
 During cooperative learning activities
 During peer conferencing
 When visitor comes to speak with the teacher
 Teach rules explicitly
 Define terms
 Discuss rationales
 Provide examples

Remember, developing good rules and

routines is only the first step. For rules
and routines to be effective, teacher must
actively teach them to the students. Time
spend on the rules and routine at the
beginning of school will pay off
increased instruction time through out
the year.
 Reflection & activities
 Thinking about rules :
 Working together with a partner, develop a set
of rules for your classroom. About five rules
should be sufficient.
 For each rule, list a rationale and examples
that you will discuss with students to make the
rules more meaningful. Think about which
rules are most important to you and why.