GENERAL CLASSROOM POLICIES

CLASSROOM RULES

There are only two basic Classroom Rules which I believe generally cover

every situation:

ALWAYS KNOW, AND DO WHAT YOU ARE SUPPOSED TO DO;

WHENEVER ANYBODY IS TALKING TO YOU,

ESPECIALLY THE TEACHER,

YOU MUST LISTEN AND WAIT TO TALK.

All other “Do’s and Don’t’s” are Guidelines for behavior rather than rules.

The consequences for violating these rules range somewhere between gentle non_verbal or verbal reminders and more severe consequences, as determined by the adult who has the responsibility.

When a student wishes to do something, the request should include words like:

“May I please....?”

When a student wishes to make a request, it should include words like:

“Would you please...?”

Students are praised and encouraged both verbally and non_verbally.

HANDLING CLASSROOM BUSINESS

Generally, if it is conducted in an appropriate manner, students are allowed to get up from their seats to move around and conduct classroom business without asking. They can get paper and books and other materials, sharpen their pencils, or whatever else they need to do to conduct business appropriately.

USING HAND SIGNALS

There is an established set of hand signals which can be used non_verbally to indicate some specific needs without having to be verbal:

ONE INDEX FINGER RAISED

Indicates that the student needs some help on work_related assignments. The teacher acknowledges this by showing the student ONE INDEX FINGER, and then will go to the student as soon as possible. The student will lower the index finger and continue with the work, either by trying to solve the need, or by going on to the next part of the assignment, or by reading or working on something else until the teacher can help the student.

TWO FINGERS

Indicate a more immediate need, such as, “Something is bothering me right now!” The teacher immediately will determine the need and will assist with meeting it.

THREE FINGERS

Indicate that the student wishes to have a drink of water. The teacher will indicate permission by showing three fingers or by nodding. The student then can just get up and get water.

If it is too soon after a break, such as recess, or too close to the next break, the teacher will shake the head for, “No.” The student will acknowledge and then continue with the work and wait.

FOUR FINGERS

Indicate that the student wishes to use the bathroom. The teacher will indicate permission by showing FOUR fingers.

If it is too soon after a break or too close to the next break, the teacher will shake the head for, “No.” The student will then continue with work and wait. Of course, an exception to this is an emergency or “desperate” situation!

FIVE FINGERS

Indicate that the student wants something else (the normal handraising.)

STUDENT BEHAVIOR EXPECTATIONS

THE BASIC GUIDELINE FOR ALL BEHAVIOR IS:

APPROPRIATENESS

! WHEN INTERACTING WITH OTHERS

! FOR FOLLOWING DIRECTIONS

! WHILE WORKING / STUDYING

! IN TAKING CARE OF BUSINESS

INTERACTING WITH OTHERS

An important Guideline for students to remember while interacting with

others is:

IT IS NOT APPROPRIATE TO TRY AND FORCE SOMEONE ELSE TO DO SOMETHING

This is primarily the responsibility of the adults.

If a student wants something done, he or she can do one of the following:

! Appropriately ask the other person to do it;

! Try some other appropriate way to get it done;

! Ask an adult ( or responsible student ) for assistance;

! Decide together and make agreements;

! Decide not to need to have it done.

Other important Guidelines for students to remember while interacting are:

IT IS NOT APPROPRIATE TO TOUCH SOMEONE ELSE WHEN OR HOW

THEY DO NOT WANT TO BE TOUCHED.

SOME TOUCHING IS ALLOWED ONLY IN THE STRICT CIRCUMSTANCES

OF PLAYING TOGETHER OR SELF_DEFENSE.

AND, IN THE STRICT CIRCUMSTANCES OF SELF_DEFENSE THE

TOUCHING MUST ONLY BE ENOUGH TO STOP THE THREAT AND

MUST STOP IMMEDIATELY AFTER THE THREAT HAS STOPPED.

If something bothers a student, that student is not to solve it by touching or by using inappropriate words. The student instead may:

! Appropriately ask the other person to stop what is bothering;

! Appropriately tell the other person about feelings it is causing;

! Work out the problem through agreements;

! Decide that what is bothering could be ignored;

! Walk away from possible trouble;

! Inform another person ( usually an adult ) of the problem and ask for appropriate assistance.