Week Two: Setting Classroom Rules and Establishing Authority

The students in my class were taught from the first day and will be reminded throughout the semester that they are responsible to achieve certain academic goals and that certain social behavior is expected of them. I established rules for my classroom on my own before walking into the room then worked with the students to refine and add to the list of expectations. Once the list of classroom rules was finalized, I submitted an updated copy to the students. I also posted a list of the classroom rules in two places around the room for my students to reference as necessary. The primary set of rules for the entire school is available to the students and parents in various publications, including the student handbook and weekly planner distributed to each student at the beginning of the year.

The rules were established to create and support a safe learning environment where students will feel safe to take risks, share information and opinions, and actively engage in the learning experience. Students learn more effectively when they feel respected by the people around them and comfortable in their surroundings. I have found that students also learn more effectively when they know what is expected of them, in terms of academics and social behavior. I work with the students to create the list of classroom rules because I find it gives the students more ownership of their learning experience. The students worked with me to create the rules; they are less likely to break expectations that they set for themselves, and work harder to attain rewards that they helped to define.

Despite our discussions and the clear posting of the rules, there are still times when the students do not meet the expectations that are set for them. If the students decide not to follow the rules they are aware that there are consequences. I discuss the consequences for undesired behaviors with the students in much the same way that we discussed the classroom rules. I also work with students to develop additional consequences and rewards for behavior in our classroom. When a behavior problem arises, I address it using a number of steps. First, I take time to talk to the student privately after class, letting him or her know that what they did in the classroom was unacceptable, and offering desired behavior alternatives. If the behavior continues, I issue a teacher detention or referral to the dean of discipline. If the problem escalates, I discuss it with the parents or school administration as appropriate to the situation. In order for the students to really understand the expectations we constantly make connections to the real world; we work together to identify examples of the connections between the risks and consequences that we take in the classroom and those that we take outside the walls of the school.

I establish authority in the classroom a few different ways. First, I try to look the part. This means dressing professionally and carrying myself in a way that it is always clear to the students and faculty who the adult in the room is. Second, I clarify expectations with my students early on and remain consistent with enforcement. My next tactic for establishing authority is to treat my students with the same respect I want them to show me. This helps my students feel safe in my classroom. Respecting my students also lets them know that I care about them and their success. Finally, I work to establish a rapport with my students’ parents. It helps to establish my authority with my students when their parents are supportive of my actions in the classroom. Keeping the lines of communication open with parents helps ensure that they support the academic and social expectations in my classroom.