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Katie Oller

October 23, 2013


Rules and Procedures
2nd grade
When creating my classroom, I will most likely incorporate Rudolph Dreikurs Logical
Consequences theory into my classroom rules and procedures. This theory is a medium teacher
control, and involves the involvement of students and teachers input. This theory requires that
the consequences match the behavior, and is a humanistic approach. The expectations that I will
hold for my students will match the rules of the classroom and school, and will always be posted
in the classroom for my students to view. I will also provide a list of consequences that students
can refer to so they will know the results of bad behavior ahead of time. To generate the list of
rules, I will ask for students input and have a whole class discussion on what they believe their
behavior should look like in the classroom and what consequences should follow if they do not
meet expectations. I foresee this discussion taking place during the first week of school, and
there will be multiple meetings to allow ample time for students to provide their input. During
the discussion, I will ask each student to provide a rule that they believe to be fair to implement
in the classroom (many of the rules will be able to be combined into one rule). This will allow
for each student to have a sense of responsibility and ownership of the rules created.
Although I will be asking for input from my students on rules, I will already have a list in
mind of rules that I feel are appropriate to use in the classroom. I believe that between four and
six rules are fitting for the elementary level in order for students to understand what is expected
of them. Some rules and expectations that I would like to use are: be respectful to others and
their belongings, always do your best, listen carefully, and I cant is not an acceptable word.

Although these rules are what I have in mind to implement into my classroom, I will still involve
students with the brainstorming process, and guide them towards these rules that have already
been generated. Once the rules have been created and are set in stone, a copy of them will be put
at the front of the classroom for everyone to see. For the first few weeks of school, I will make it
a point to address the rules at least once a day to familiarize students with them. In addition, a
copy of these rules will be sent home during the back to school night for the parents to read and
go over. Copies will also be sent to administration for my principal to approve and use as
reference.
Although I will be allowing rules to be a democratic conversation with my students, ideas
for implementing procedures will solely come from the teacher. I will be coming up with the
methods for procedures simply because there are so many, and they are more complicated to
implement in the classroom. To teach procedures, I will begin on the first day and teach the more
important class running routines and interaction routines first. This will keep my classrooms as
orderly as possible because students will know what is expected of them when they are leaving
and entering the classroom, and also what is expected of them relating to conversation. Lessonrunning routines will be something that I will have to teach and remind students of at the
beginning of each lesson, this is because each lesson may have a different routine attached with
it.
Distributing school notices, sharpening pencils, and watering plants all fall under class
running routines. To save time with pencil sharpening, I will not only have an abundance of
pencils already sharpened, but require that students keep a back up pencil at their desk. This will
ensure that not too many students are getting up during lessons or other inappropriate times to
get a new pencil, but if they do need a third pencil, they will be able to get up to get one of the

spare pencils located in the back of the classroom. The only person who will be able to use the
pencil sharpener is the teacher; any other person using the pencil sharpener will cause too much
distraction in the classroom. Distributing school notices and notes from the teacher will be a
simple procedure to implement, because I am planning on sending home a word study folder
containing homework, announcements, and things like notices each night. Using this folder will
be a good way to involve parents and keep a line of communication open. Each morning,
students will drop the folder into a box in the front of the classroom to turn their homework in,
and after checking and collecting homework; I can slip school notices and notes from the teacher
into the folder to hand back to the students to take home. The last class running routine that I will
implement in my classroom is watering plants. At the back of the classroom, I am planning on
making a bulletin board that will have assigned helpers for that week, along with strips that have
each students names on it. Each week, students will be shuffled to be a helper for something
different. Some helper activities would be: watering plants, cleaning whiteboards, door holder,
lunch helper, and various other activities to help maintain the classroom.
One class running routine I will implement in my classroom is teaching my students what
to do when they have completed their assignments. Because I am a big advocate of individual
reading, and reading in general, I will ask that my students read when they are finished with their
assignments and do not have any other task to work on. During this time, students can go to the
carpet to find a book from the classroom library, get a book from their desk, or go to the school
library, and come back to their desk to read silently. Because this routine is not imperative to the
classroom running, I will likely not teach this during the first few days of school. Once the
students have settled into the classroom and rules and procedures, I will then teach them what is
expected of them once they are done with an assignment ahead of time.

Interaction routines will be something that I will want to teach my students from day one
so they know what is expected of them. Two interaction routines that are important for students
to know are what to do when the teacher is working with a small group, and also how to
communicate with one another during centers. An idea that my practicum teacher uses while
working with small reading groups that I really like is the use of a cow boy hat. When she is
working in small groups at a table, she puts on a cowboy hat to symbolize that she cannot be
interrupted unless there is one of three Bs happening in the class: Blood, barfing or a broken
bone. If none of these situations are happening in the classroom, then no one should be
interrupting her time with the students in the small group. During the first few weeks of school,
my teacher reviewed these rules with the students every time before she worked with the small
group, and as the students began to understand the routine, she slowly stopped reminding them
of the routine. While working in small groups, the rest of the students are participating in centers.
Because there is a small group discussion going on during centers, there should be little
discussions going on, and whisper voices. To ensure that students are following these rules and
are whispering at centers, I will give them three reminders over the course of centers. If they
exceed the three reminders, I will require them to go back to their seats and not complete centers.