I like to begin my classes by creating house/class rules with the class on day one. I do this by asking the class for rules that they’d like to abide by, getting the students to create a list, however I always reserve the right to add one more rule, which I clearly let them know at the beginning of the activity. This allows me to make sure I can add an important rule if I feel one is missing. I find that if the class helps set the rules, they have buy in and tend to obey them and hold others accountable to them because they’ve helped set the rules.
When there is group input and consensus, people are much more likely to abide by the class rules. At the end of the class rules activity, I ask the class if this is a list of rules that they believe we can abide by, and they normally agree. If they don’t I ask which one rule they can’t live with and we discuss the benefits of that rule. If I feel it is a rule we can live without I ask them to take a vote on the rule to decide if it stays or goes.
Using the previous activity, we normally come up with 5-8 class rules. Hopefully I would have some of the following rules, which are some of the most important rules to me:
1) Respect and listen to everyone in class.
2) Be inquisitive & ask questions, no matter what.
3) Be prepared for class
4) Learn and have fun
5) Work hard and create work you are proud of.
I like to post the procedures, using a flip chart in the front of the class or if the class is virtual, I will e-mail them out. Additionally, if I’m teaching younger children I like to send the rules out to the parents, too. This way they have an expectation of what our rules are and can hopefully support those rules.
Classroom Procedures
As for classroom procedures, I find that some of the most important procedures are starting the class on time, greeting the students, and beginning the class intentionally with some sort of group/pair activity. I find that when students have a lesson ‘opener’ they become engaged from the start. Without that initial engagement, sometimes you can lose a student from the start and it’s hard to get them back once their in dreamland or their minds are playing a mental replay of previous (or future) activities.
As I already mentioned, it’s important to start the class on time, so that everybody starts from the same place, nobody misses anything, and instructions don’t have to be repeated. While exceptions must be made, because life happens, the expectation should be that class starts at a certain time and if you set an engaging activity at the beginning of the day, even the students who may have lateness challenges, will make the effort to get there on time.
When students come in on time, it’s always my best practice to greet each student, whether in person or virtually. In recognizing and having even a 5 second chat, you make a connection with them early and they are more likely to continue being engaged. Greeting them also helps with esteem and motivation. Lastly, for me, greeting student’s sometimes helps them cut off whatever discussion they were having with others or in their own head, and gets them to focus on class.
I also find that having a procedure for asking questions is an important procedure. This is especially true for virtual classes. It’s important to state that they can raise their ‘digital hand’ to ask a question, leave a comment in the chat, or if you’d like them to save questions until the end (my least favorite option, but sometimes if time is limited, it is necessary). The class question procedure be stated from the outset to set the expectation for all.
In between lessons and activities, if possible, having some sort of physical transition activity is also helpful. I find that before starting the next activity, a quick stretch or just getting up to put a flipchart away can help keep students refreshed and limit fidgeting. I find that physical activity, even if just a little, helps reset peoples attention and break the monotony of endless meetings or endless class information where topics just drone one from one to the other.
I find that closing an activity/lesson is just as important. In verifying understanding of the activity, summarizing it, and then transitioning to the next activity, you wrap up the material in a bow. This allows any lingering questions to be answered and allows for a clear conclusion to each topic. Sometimes the closing activity in order to cement the topic in students heads could be a teach-back activity, a students summary of the activity, or group flip-chart summaries. I have found that the more creative the activity, the more complete grasp the student’s will have.
