Activity for Students without Access to a Classroom
Based on the content in this chapter, interactions with teachers, other texts, and classroom discussion, what rules and procedures will you implement in your classroom? How do they reflect the specific age group that you’ll be teaching? How do they reflect the specific content area you’ll be teaching?
 
Summarize your answers to these questions in a short paper (1-2 pages- does not include Title and Reference pages)
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Size 12 font, arial, times new roman, or calibri
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Classroomrulesandprocedures.pdf

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The same idea applies in classrooms. Classroom organization is a professional skill that includes:
Preparing instructional materials in advance Starting classes and activities on time
Making transitions quickly and smoothly Creating well-established routines
It’s impossible to create productive learning environments if we’re fumbling around for materials, wasting
instructional time at the beginning or end of class periods, or lack effective procedures for routine activities such as collecting student work or passing it back. Organization is essential for effective classroom
management, and it’s one of the first things you’ll need to consider as you plan.
Shannon was well organized; she had an exercise prepared and waiting for her students as they entered the
room, so instruction began immediately. By planning a warm-up activity as she did, having materials prepared in advance, and beginning instruction immediately, we can eliminate “dead” time, when disruptions
are most likely to occur.
Transitions from one activity to another, such as from whole-class instruction to group work and back again,
are also important. Providing clear and precise directions for group-work helps make transitions quick and smooth and reduces opportunities for disruptions.
Well-established routines, such as procedures for turning in papers, going to the bathroom, and lining up for
lunch, are essential as well. When students perform these routines automatically, that is, essentially without thinking about them, management problems are reduced, and opportunities for teaching and learning are
maximized because you don’t have to spend time and energy continually explaining or reminding students of what to do.
Preventing Problems Through Planning
In productive learning environments, classroom management is nearly invisible. The atmosphere is calm but not rigid, movement around the classroom and interactions in lessons are comfortable, and students work
quietly. Few directions focusing on behavior are given, and reprimands are infrequent. Learning is occurring. This is an ideal, but you can make it happen in your own classroom. How?
Careful planning is the key. Some classes are tougher to manage than others, and if you anticipate a challenging class, it simply means that you’ll need to plan even more carefully. In most cases, creating an
orderly classroom is possible, but beginning teachers often underestimate the amount of time, energy, and planning it takes.
Developmental Differences in Students
As we begin our planning, we first need to consider the developmental needs and capabilities of our students. For instance, first graders are typically compliant and eager to please their teachers, but they also have

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