Applying Classroom Rules and Procedures...SAY, SHOW, CHECK!

Consequences should be both positive and negative. Establishing them at the beginning of the school year is essential and can be detrimental to your classroom environment. When students are constantly being redirected, it takes away from learning and should be distinguished.  However, recognition and acknowledgement of good student behavior can be a positive affect in the classroom.   Contrary to rules and procedures, consequences are usually routinely and repeated. Rules, procedures, and reinforcement are put in place to support student learning and overall success.

The first two weeks of school will consist of reviewing and modeling classroom rules and expectations.  The focus for me will be to create a culture of respect.  Respect for each other, the classroom, materials, and overall school. Explicit greetings, leadership opportunities, cues, and signals will be another way to decree rules and procedures. Picking one rule of the day to review during morning meeting will help support and teach the students my classroom customs.  Teaching students how to function together while implementing my management skills will comfort and support positive relationships. 

A traffic light behavior system will be explained within the first month. As a way to discuss this tool, enforcing rules and introducing new concepts should be broken down.  A brief understanding of the purpose of a traffic light and the system will be explained.  Explaining how the traffic light works to the class should be engaging.  I will ensure to help them problem solve and connect it to their real world at home or in the environment.  Being intentional with everything, specific praise, self and parallel talk and questions, and open ended questions will be strategies used to help students understand. 

Staying on green will mean that students followed the rules, tried their very best, and payed attention through out the day.  When on yellow, students have followed most of the rules, tried some of the time, and didn't always pay attention.  Red light means that the students didn't follow the rules, didn't do their best or try.  Students on green will receive stickers, chants, and student of the day acknowledgements.  Students on yellow will be encouraged to do better but praised for their efforts.  Students on Red will get a note sent home to parents will a report on that students day. Depending on how serious the behavior is, students will also get a phone call home and/or lose recess/center time. 

New routines and expectations of students should be shared with parents or guardians.  Social emotional goals will also be put in place to guide student emotions and self regulations.  The first week or two of school can be tough for both parents and students.  Conferencing with parents and students provide support.  Parents support is needed to ensure students understanding of both positive and negative consequences.  Clarification of the purpose of rules and consequences shall be explained by both the teacher and the parents.  Parents will sometime adapt and use tools suggested by teachers. Creating home connections demonstrations to the student that parents and teachers are on the same page.

Teachers should always give explicit directions to students.  Explanations of how to use materials and clean-up will be broken down and repeated.  Centers and materials will be limited at the beginning.  I will introduce centers slowly and create signs or smiley faces with signs that say open or close.  Gradually things will be pulled out as students learn how to take care of things.  Students will be constantly praised for putting things away nicely and in a timely matter.  Students will model for other students and I will praise those who have mastered the skill and those who are trying their best.  Lining up and transitions will be modeled as well.  Classroom rules, hallway rules, and outside rules will be discussed and compared.  Opportunities for students to practice lining up and sharing will be given.

After 2 weeks, new strategies will be introduced, if additional support with the routine and procedure of the classroom, is needed.  Center meetings will be put into place as a pre-correction.  Before students are allowed to transition, we will go over the classroom rules and discuss where things belong. Students will be reminded and praised for knowing supporting our warm and positive environment. Like all the other centers, our "Calm down" center will be introduced and explained as well.  I will read books and give examples as to how and when it is used.  Frequent conversations with take place with me and my students as another way to aid positive student-teacher interactions. 

Generating "What-if" questions will encourage behavior modeling.  Use of pictures, posting the classroom schedule, and making real world connections will serve as a great reference.  I will also show the students behavior done inappropriately or incorrectly.  We will work on a particular skill through out the day and I will try to be flexible, and figure out what works for my students.  Different learning styles will be addressed and differentiated. Support of multiple learning and children's interest is needed for student success. 

Rules and routines should be clear, firm, and simple for prekindergarten students.  It is critical for me to make the rules and consequences apply to what they are doing and that it makes sense. The benefit of rules and routines is that it gives students guidance and safety.  Having a strong routine and tone on day one supports behavior management and productivity.  Consistency with your class connections and time management is substantial.  You do not get a second chance to make a first impression so I will be an effective teacher from the very start.

Sources: 
The Art and Science of Teaching - Chapter 7
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