| Are you feeling great about the excellent | | | | in home working, turning in money and permission |
| progress you have made as you prepare for that | | | | papers, returning from recess set for learning, |
| first, enchanting day with real students in your | | | | asking for instructions to be repeated, and |
| own classroom in your dream job? You may also | | | | heading out and returning from lunch). As the |
| feel tired - even exhausted. This is perfectly fine | | | | school year unfolds, you will encounter more |
| and acceptable and I recommend that you get | | | | procedures to clarify and must determine |
| used to it. Teaching is tiring: being responsible for | | | | appropriate behavior for each. By keeping a list |
| the learning success of 15, 20, or 200 students is | | | | you will be better prepared for next year plus |
| an ominous task but one that is also richly | | | | when new students arrive in your room, you will |
| rewarding. | | | | have a handy tool for sharing the procedures in |
| To have your classroom operating on A+ level, | | | | your class. |
| rules and procedures must be clearly explained | | | | With definite expectations for procedures there |
| and then adhered to. Rules include items of | | | | will be fewer disruptions in instruction; fewer |
| behavior like being on time or being considerate to | | | | disruptions in instruction mean more students are |
| classmates and the teacher. Procedures are | | | | learning; more students learning create success |
| every movement in the classroom and | | | | for you and for them; success eliminates stress, |
| throughout the school. These are matters like | | | | frustration, and disruption. See how it all circles |
| gathering materials, transitioning from subject to | | | | together. If you are unsure about a procedure |
| subject, or moving through the hallways to music | | | | (like using the restroom during class time) check |
| or lunch. | | | | with a colleague on how he handles this situation. |
| Begin by identifying what will make the perfect | | | | You can also experiment to see what works best |
| situation for discipline in your room. You want life | | | | for you and your students, i.e. written instructions |
| under control but you do not need to be a tyrant. | | | | on the board or in a hand-out or pencil sharpening |
| In fact you will find that if you have rule upon rule | | | | only before school instead of between subject |
| upon rule, it is more difficult to maintain a climate | | | | changes. |
| conducive to learning. Too many rules can bring | | | | As long as you are clear with your expectations |
| confusion. Plus you often must add more rules to | | | | to your students and you continually enforce and |
| enforce the rules you already have. The biggest | | | | maintain your rules and procedures with absolute |
| considerations are: students on time and with | | | | fairness, problems will evaporate and learning will |
| learning materials and being courteous to others. | | | | radiate throughout your room. Kids really do like a |
| These just about encompass everything in a | | | | teacher who is competent and on top of teaching. |
| classroom. The remainder of a smooth running | | | | That is you with clear rules and procedures. |
| classroom is clearly delineated procedures: | | | | There are times that the best intentions for rules |
| sharpening a pencil, getting a drink, asking a | | | | and procedures fail: vomit, blood, irate parents, or |
| question, moving to a partner, gathering boxes of | | | | medical crises are examples. For these times |
| classroom materials, and so on. | | | | refer to your policy book for correct procedures |
| While youngsters who are new to the school | | | | (safety gloves and office notification), and forge |
| scene may need repetition of classroom rules | | | | on as best as possible. Some of your favorite |
| (because some of them have never sat down | | | | stories next summer may well include a few of |
| and listened to anyone in their short lives), older | | | | the disasters that took place during your first |
| students already know the expectations. A quick | | | | days on the job. I'll warn you that first graders |
| review should suffice. It is the procedures that | | | | throw up; physical education students fall down; |
| often create havoc for a new teacher. Jot down | | | | chemistry experiments run amuck; cooking |
| every possible movement for your students | | | | projects catch fire. If all of these don't add to the |
| (those previously listed plus late work and turning | | | | thrill and excitement of the job, what does? |