| A | B |
|---|
| Rules | the explicit statements of teacher’s expectations for students’ behavior in a classroom. |
| Procedures | the patterns for accomplishing classroom tasks. |
| Teachers communicate their expectations to students through | development and enactment of rules and procedures. |
| Expectations | desired behaviors or outcomes. |
| It is much easier for students to meet a teacher’s expectations | when they know what the expectations are. |
| A teacher wants to establish classroom norms that create | an effective classroom in which student learning time is maximized. |
| Teachers who establish and maintain norms for an effective learning environment | spend more time teaching because less time is usurped by discipline. |
| Successful classroom managers help students identify | what is expected of them and how to achieve these expectations. |
| The expectations teachers have for students | affect their current performance, and can influence future performance, particularly at the early grades. |
| Clarity in instruction | increases student academic engagement and achievement. |
| Know what you want students to do | and at what level of achievement. Make sure it is something they can accomplish. |
| Monitor student progress | and offer feedback to students en route and following task completion. |
| If you inconsistently reinforce your expectations | students will assume a lack of commitment on your part. |
| Break large tasks | into smaller pieces to simplify them and to offer more frequent feedback checkpoints. |
| Signals (such as making hand gestures, turning off the lights, ringing a bell) | can be an effective way to indicate the beginning or ending of an activity or can be a reminder to students of behavioral expectations. |
| Rules are few in number, always apply, and must be understood | by all. Procedures are many in number, are specific to certain tasks, and must be understood by all. |
| Teaching rules and procedures to students at the beginning of the year and enforcing them consistently | across time increases student academic achievement and task engagement. |
| Your actions and interactions with students | can either support or undermine the classroom rules and procedures you are implementing. |
| Classroom rules should not conflict with school rules; | school rules should be in effect in the classroom. |
| Rules must be stated so that students clearly understand what is meant. | Vocabulary should be consistent with students’ grade and ability level. |
| Rules should be consistent; | they should not vary or change. |
| Your rules should reflect what you believe about | how students learn best. |
