T/TAC - Training and Technical Assistance Center at the College of William and Mary

Providing Structure: Routines and Rules Checklist

by Carolyn Ito

Teachers who develop and communicate clear routines and rules to their students are more likely to create well-managed classrooms and enjoy the year teaching.  Consider each of the following questions.  Check each indicator that you feel needs to be improved in your classroom.  

1.  Do I develop efficient procedures and routines for my classroom? Do my students know how to:

• Enter and leave the classroom?
• Get to work immediately?
• Come to attention?
• Respond in emergency situations (fire drill, injury, loss of power)?
• Distribute, exchange, and collect materials?
• Sharpen pencils?
• Move about the room?
• Ask questions and request help?
• Listen to and respond to questions?
• Indicate understanding?
• Respond to visitors, knocks at door, and phone calls?
• Listen during PA system announcements?
• Work cooperatively?
• Obtain missed assignments upon returning from an absence?
• Use time wisely when completing an assignment early?
• Move appropriately through the halls?

2.  Do I determine viable classroom rules?

• Do my rules support school-wide and district policy?
• Do my rules set and maintain limits?
• Do I have 5 or fewer rules?
• Are my rules stated positively and succinctly?
• Do my rules include positive and negative consequences?

3.  Do I teach and reinforce my procedures, routines, and rules?

• Do I teach my classroom routines and rules?
• Do I post my rules in the classroom?
• Do I send home a copy of the rules to be signed by parents/guardians?
• Do I explain, model, demonstrate and have my students rehearse routines and rules?
• Do I reinforce procedures until they become routines?
• Do I test student knowledge of rules by the second week of school?
• Do I periodically review the rules?
• Do I teach the rewards and consequences for following the rules?
• Do I encourage students to support each other in following the rules and routines?

4. Do I plan and give rewards for following rules?

• Do I emphasize that students earn rewards?
• Do I teach what my rewards mean (like praise, positive self-concept)?
• Do my rewards promote self-discipline?
• Do I explain the time factors associated with rewards?
• Do I post my rewards along with the rules?
• Do my rewards include smiles, high fives, and handshakes?
• Do I have an efficient system for keeping track of who earned awards?

5. Do I develop and administer consequences for breaking rules?

• Do I teach the consequences for breaking rules?
• Do my consequences encourage students to choose the acceptable behaviors?
• Are my consequences reasonable and logical?
• Do I deliver consequences immediately?
• Do I deliver consequences privately?
• Can I deliver consequences without interrupting my lesson?
• Do I deliver consequences without raising my voice?
• Do I deliver consequences without sarcasm, guilt, or coercion?
• Do I publish the consequences with the rules?
• Do my consequences provide opportunities for students to build problem-solving skills, responsibility, and self-discipline?

For further reading on preventing problems see these sources available for checkout through the T/TAC Library.  Or call 1-800-323-4489.

References

Battenhausen, S. (1998, January). "20 ways to make proactive modifications to your classroom", Intervention in School and Clinic 33, 182-183.

Connolly, T., Dowd, T., Criste, A., Nelson, C., Tobias, L. (1995). The well-managed classroom: Promoting student success through social skill instruction. Boys Town, NE: Boys Town Press.

Wong, H. & Wong, R., (1998). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong Publications, Inc.

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