Activity to Develop Classroom Procedures

Activity to Develop Classroom Procedures

What are procedures?

Specific expectations or standards of behavior for specific routines within a classroom (e.g., entry into class, obtaining help in the class) or other location.

Why use them?

Using classroom procedures has a profound effect on student behavior and learning. According to Marzano’s (2003) meta-analysis of classroom management studies, “the average number of disruptions in classes where rules and procedures were effectively implemented was 28 percentile points lower than the average number of disruptions in classes where that was not the case” (p. 14).

Example of a procedure for entering class

1.  Enter quietly

2.  Put homework in “Completed Homework” tray

3.  Sit down in assigned seat

4.  Get out pencil/paper

5.  Read writing prompt on board

6.  Complete assignment

Consider developing procedures for some of the following:

Marzano, R. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.

Beginning of period

•  Students entering into class on time

•  Students entering into class late (tardy)

•  Teacher(s) taking attendance

•  Updating students who have missed work

Transitions and interruptions

•  Leaving the room

•  Returning to the room

•  Use of the bathroom

•  Fire drills

•  Transitions between activities

•  Unexpected interruptions (intercom, classroom telephone, visitor at door)

Use of materials and equipment

•  Distributing materials

•  Collecting materials

•  What to do when there aren’t enough materials

•  Teachers’ storage areas

•  Use of pencil sharpener and other commonly used equipment

Marzano, R. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.

Group work

•  Moving in and out of groups

•  Expected behavior in groups

•  Group roles and leadership

•  Group communication

•  Relationships of groups to others

Seatwork/teacher-led activities

•  Student attention during presentations

•  Student participation

•  Talking among students

•  Obtaining help from teacher(s)

•  Out-of-seat behavior

•  Behavior when work is completed

End of class

•  Obtaining homework assignment

•  Leaving the room

Marzano, R. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: ASCD.