EDUCATIONAL PSYCHOLOGY

Chapter 11 page 231

Problem 11.1 Continued

Response: There are many possible responses to this question. Here are some issues that Jarod should
consider:

1. He is spending two weeks on group projects but still has desks (which he could easily move) in rows.
   During two weeks of group projects, it would likely be a good idea to rearrange desks so that students
   can readily work in their groups when they enter the classroom.


2. Jarod has a whole wall of counter space that he is not using. Instead of keeping handouts on Table 1,
   Jarod should leave the day’s handouts in a stack on the counter right next to the door so that students
   can pick up everything they need for the day as they walk into the classroom. Reference materials could
   also be spread along this counter, so that they are not all crammed in the corner on Table 2.


3. He is wasting bookshelf space for books that are not being used. Jarod could either store books in the
   cabinets or ask the administration for places to put the books. The bookshelves could be used for some
   of the reference materials for the projects (now on Table 2), or he could begin a class library of fiction
   that students could check out.


4. In general, materials students need to get (handouts, reference materials) should be spread out more,
   taking advantage of the poorly-used bookshelf and/or the counter in the back of the room. With his
   current arrangement, there may be traffic jams around Tables 1 and 2.


5. Jarod should try to move the pencil sharpener out of a hard-to-get-to corner of the room.

ESTABLISHING THE RULES AND ROUTINES OF THE CLASSROOM

Both rules and routines are essential components of an effective classroom management plan

(Emmer, Evertson & Anderson, 1980; Marzano, 2003; Bondy, Ross, Gallingane & Hambacher, 2007).

Classroom rules specify general norms for overall conduct, and they say generally how students should or

should not behave. A teacher will have a small number of rules that govern all aspects of classroom

behavior. Routines are much more specific to certain tasks (such as routines for going to recess or handing

in homework), and they provide a series of steps for how to carry out the task (such as the steps to take

when handing in homework). A teacher will have many different routines to carry out all the necessary

classroom tasks.

Rules

Classroom management researchers have recommended some general guidelines or “best practices”

to guide teachers in developing effective classroom rules (Evertson, Emmer & Worsham, 2003; Weinstein

& Mignano, 2007). These guidelines are discussed below:

Number of rules. Teachers should develop approximately 4 to 6 rules. If teachers have too many

rules, the classroom will seem overly rigid, and students may have a hard time remembering them all. If

there are too few rules, critical aspects of behavior that should be covered by class rules will probably be

neglected. Rules should cover several dimensions of behavior including classroom safety (not fighting,

being careful with equipment), respect (e.g., listening to others, treating others respectfully), and making

appropriate effort (e.g., doing one’s best, coming to class prepared every day).

When developing the final set of rules, teachers should be sure that the classroom rules are

congruent with school-wide rules. Some school-wide rules should double as class rules. For example, if the

school emphasizes respecting others throughout the school, then the teacher will want to including respect

for others as one of the class rules.

How to word the rules. Teachers should write rules using positive language, which means