Module 3

Developing A Classroom
System
Developing a Classroom System

 So far we have discussed a major

component of your system- procedures
and routines
 The last two components needed for a
successful system are rules and
discipline
Developing A Classroom System

 Along with procedures you also need to

have a set of class rules and a discipline
plan in place..
Developing A Classroom System

 During this module, we will discuss the

importance of a discipline plan and you
will then create your plan before the end
of this module. You are one step closer
to beginning your school year
Developing A Classroom System

 Teachers must have a discipline plan in

place or you are planning to fail.
 DO NOT think you can teach effectively
and run a classroom without a discipline
plan in place. I have seen many
teachers think it is not necessary….IT IS!
It is very
important!
Why Rules?

 The reason to establish rules is to set limits or

boundaries, just like rules in a game.
 Students are used to rules! There are rules in
games they play, at home, at school. They
need rules to have structure. Students will
behave better with guidelines than without.
Basic Structure for A Discipline Plan
Harry Wong, p.143

 Three parts to a Discipline Plan

• “Rules- what the expected behaviors are”
• “Consequences- What the student chooses to
accept if a rule is broken”
• “Rewards- What the student receives for
appropriate behavior”

Function of rules: To prevent or encourage behavior by stating

student behaviors clearly
Two Kinds of Rules
 General Rules: Specific Rules:

To the point and clearly

 Cover a lot of cover one behavior.
behaviors

Example:
 Example:
Be in class on time
 Respect others
Keep your hands and
 Take care of your
school feet to yourself
 Be polite and
helpful
General Rules

• A lot of different behaviors can be covered by

one rule
• Advantage- Offer flexibility with a lot of
behaviors being covered by a few rules
• Disadvantage- Must be explained clearly so
that students will know what is acceptable and
not acceptable
Specific Rules

• Very clear and cover one behavior

• Advantage- very clearly stated, students know
exactly what is expected
• Disadvantage- you are limited to five rules, so
you must have good management skills and
determine what behaviors are important to
you as a classroom manager.
How to create your rules

 Create only 3- 5 specific rules

 One set of rules will not work for all teachers
 Post rules permanently in classroom!!!
 When you begin to create your rules,
use Harry Wong’s book. Page 146 will
help when creating a plan specific to
your needs
A Simple Classroom Set of Rules
“The Five B’s”
1) Be seated

2) Be prepared

3) Be responsible

4) Be productive

5) Be respectful
Consequences
 Students need to know that someone is
in control and sets limits.
 There must be consequences when
students break a rule
 Rules have the best effect when there
are rewards and consequences
Two Kinds of Consequences

 Positive consequences- have

REWARDS
 Negative consequences- have
PENALTIES
Consequences
Rules have consequences when broken

 students are aware of a teacher’s

enforcement or non-enforcement of the
rules
 Students will test the rules
 Post consequences of your rules
Students Test Rules

 Students know if you let them use the

restroom during the middle of instruction
• They know Mr. Alwaysraisedhand lets me go
only during independent work and Mr. Smith
lets me go anytime I ask. They know and if
you let them go only during a specific time
they will only ask then. If you are lenient, they
will take advantage of it.
Consequences

 Consequences occur when a student

breaks a rule.
 Consequences are not punishments,
they are a results of a chosen action.
What are consequences?

 “Consequences are not punishments”

 They may be considered penalties.
 They are used to penalties
 The issue is CHOICE!
Important when dealing with
consequences

 Do not stop a lesson to deliver a consequence

 When students question…….practice
“Because you chose to break rule
number 2”

“Key word is choose! Choosing means that

one is responsible and accountable for
actions”
Rules for the teacher when
disciplining

 Remain calm
 Do not yell
 Do not degrade students
 Respect the students
 Be consistent
Create A Discipline Plan

 If students choose to break a rule, you

must have consequences in place.
 The next slide gives an example of a
discipline plan used by a teacher on our
campus
An Example Discipline System

The Check System

1st Offense: Warning
2nd Offense: Student/teacher conference
and parent contacted and Lunch
detention assigned
3rd Offense: After school detention
4th Offense: Referral
An Example Discipline System

 This system would last a week, another

teacher also used this system and would
make it last a full six weeks. Usually,
after students contact parents, it helps to
change their behavior.
How to activate your plan to be
an effective teacher

 1) Post your rules

 2)Post your consequences and rewards
 3) Immediately enact the consequence when a
rule is broken
 4) Always give positive feedback to individual
and whole class
 5) Make your behavior predictable and
consistent.
An Example From Harry Wong

 P. 154
 1) Follow rules the first time they are given
 2) Raise your hand for permission to speak
 3) Raise your hand for permission to leave
your seat
 4) Do not touch anyone else with your hands,
your feet, or any object
 5) No cursing or profanity
The Problem Is Not Discipline

“The number one problem in the classroom

is not discipline; it is the lack of
procedures and routines.” Harry Wong,
p. 167

Be sure you have procedures, routines,

and rules in your classroom system.
Difference between rules and
procedures: Know the difference

 DISCIPLINE concerns how students

BEHAVE
 PROCEDURES concern how things
ARE DONE
 DISCIPLINE Has penalties and rewards
 PROCEDURES Have No penalties or
rewards
Other Items: Seating Chart

 You should also be sure to have a

seating chart in a convenient place for
anyone that might be in your classroom
 A seating chart will also help with
discipline when you are out
Conclusion

 Rules are expectations of appropriate

student behavior
 Decide on your rules : Post in your
classroom
 Communicate these rules to students
 Easier to maintain good behavior than to
change inappropriate behavior
Conclusion

 Your class will run smoothly if you have

rules, procedures, and routines in place.
 Your class should be able to run without
you because your students will know the
expectations and routines.
Sources

 Microsoft PowerPoint software

 Microsoft Clipart
 Harry Wong, “The First Days of School”