Rules and Procedures

Rules and Procedures

Effective classroom rules and procedures should clearly delineate student behavioral expectations, which research indicates should be negotiated between the teacher and students. Both rules and procedures relate to student behavioral expectations. While the rule lays out general expectations for students, the procedures delineate specific behavioral expectations in specific situations. According to the research, the effective development and implementation of classroom rules and procedures decrease classroom disruptions and increase student achievement. The following hyperlinked resources can assist in these endeavors:

Footnotes

1. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003) Classroom Management that Works Alexandria, Virginia, Association for

Supervision and Curriculum Development - page 16.

Additional references:

Brophy, J.E. “Classroom Organization and Management.” The Elementary School Journal 83, no. 4 (Mar 1983): 264-285 (esp. 269-270).

Hawkins, D.J., Doueck, H.J., and Lishner, D.M. “Changing Teaching Practices in Mainstream Classrooms to Improve Bonding and Behavior of Low Achievers.” American Educational Research Journal 25, no. 1 (Spring 1988): 31-55 (esp. 36).

Buckley, P.K. and Cooper, J.M. “Classroom Management: A Rule Establishment and Enforcement Model.” The Elementary School Journal 78, no. 4 (Mar 1978): 254-263.