KH 4650

Name: Amber Portwood

Class Rules and Routines Assignment

Following your visits to school answer the following questions:

Be sure to review the grading rubric before completing this assignment.

1. List the class rules.

 No talking while the teacher is talking
 Listen to the teacher while they are giving instructions
 No water or bathroom breaks unless told so
 Balls should be held while the teacher is talking
 Do not touch any equipment without permission
 No going outside the boundaries without permission (green border around gym)
 Always try your best

2. Were the rules clearly posted in the gym/classroom?

 The rules were not posted in the gym.

3. Did the teacher establish the rules, or were the rules determined with student input? Which
method do you prefer? Why?
 The teacher established the rules and they were the same ones from years prior. I think
that student input should be welcomed but it is ultimately up to the teacher to decide
what rules work best for the classroom. The teacher has been in that position for years
and though the students may think that P.E. would be better with different rules, the
teacher knows what is best to keep things running smoothly.

4. How will the rules help you manage students when you begin teaching?
 Rules allow the teacher to focus more on student learning and less time on classroom
management. If the rules are introduced early and reiterated often, the students will
always know what is expected of them. Rules also create consistency in the classroom
which fosters a relaxed but work-oriented classroom. By having rules and knowing that
the students understand them, there is a clear reason for discipline when the rules are
not followed.

5. Describe the routines established by the teacher.

 Students established routine of coming into the gym, sitting down their water bottles if
they have them, then they line up on the appropriate line in the gym. The teacher
reinforced routines for prior students and introduced them to new students. He
 established personal space, safety, and partner routines. For personal space, Mr. Ewing
told students to spread out as far as they could within boundaries and then awarded the
student with the most space around them with praise. For safety and personal space, he
had the students run around in this space and be mindful of not running into the other
students. For partner routines, he played a few games that required the students to find
a partner and do a specific handshake. In general, the entire first day focused on
establishing these rules and routines.

6. How was each routine taught to the students?

 As mentioned above, Mr. Ewing used small games to introduce many of the routines to
the students. Some routines were taught verbally such as lining up on the red line when
entering the gym and lining up on the black line to get water from the fountain.

7. Should you teach all of the routines on the first day or as needed? (Refer to Wong’s text).
 “Student success or 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” (Wong, 169). Routines should be taught on the
first day so students know what is expected of them for certain situations throughout
the year. These routines should then be rehearsed and reinforced to ensure students
know what to do.

8. Compare and contrast the teacher’s rules and routines with those described by Rink.
 Rink describes the intent of routines is for students to be able to perform regularly
occurring activities independently and the intent of rules is general expectations for
appropriate conduct in class. Mr. Ewing’s rules and routines align with those described
by Rink. The rules were mostly concepts, with some being more specific to certain
situations.

9. How will the routines save you time when you start teaching?
 Routines enable the teacher to save time describing tasks over and over again. Once the
students learn routines, they can be prompted briefly and get to work on their own. This
saves management time and allows for more academic learning time.

10. According to Rink, what is the ultimate goal of classroom management systems? Cite the page
number from Rink’s textbook.
 “The objective of a good management system is a high level of engagement in what the
student is supposed to be doing” (pg. 143). This is because the less time that is spent on
classroom management means more academic learning time.

Class Rules and Routines Assignment Grading Rubric:

Rating Criteria
Pass Responses provide evidence of an accurate
understanding of the differences between rules and
routines ; responses are accurate and include
supporting evidence from Wong or Rink when
required; all questions are answered completely;
writing is free from grammatical and spelling errors
Fail Responses indicate a misunderstanding of the
differences between rules and routines; responses are
inaccurate and lack supporting evidence from Wong or
Rink when required; one or more questions are not
answered completely; writing contains grammatical
and/or spelling errors