clrules

TITLE: Making Classroom Rules

AUTHOR: Terra Shea DeSpain-Lyon University of North Texas April 26, 1996

SUBJECT: Any class

GRADES: 5th - 8th but can be modified for any level.

OVERVIEW: Students sometimes do not understand why we have a rule and therefore being an adolescent, does not respect the rules. If students take part in making their own rules they may find it easier to follow them.

OBJECTIVES:
1. Students will be able to think about the need for rules in their lives.
2. Students will compare and contrast their rules with others.
3. Students will take an active part in making a set of classroom rules to be used in the class.
4. Students will demonstrate an understanding of the need for classroom rules.
5. Students will gain respect for rules in public places.

MATERIALS: paper, pencil, blank overhead sheets, overhead markers, poster boards, markers, poster paint, and many types of art supplies, sets of stencil letters, a list of rules from various public places (popular kid restaurant, a skating or ice skating rink, a public swimming pool, the mall, an arcade, a public park, etc.)

PROCEDURES:

1. Each students needs to take about five or ten minutes to write down some rules they have at home.
2. Split class into groups of about four. Each group needs a piece of paper and a pen or pencil.
3. In each group, assign a speaker and a recorder.
4. Give the groups about ten minutes to compare and contrast their rules at home with their groups.
5. Write this question on the board or overhead: "Why do we need rules?"
6. Give the groups fifteen minutes or so to discuss this question. 7. The recorder in the group should write on a piece of paper about five reasons.
8. Give each speaker of the group a few minutes to discuss their group's reasons and with teacher's leadership, narrow these down to just a few general reasons for the class.
9. Each group needs an overhead sheet and an overhead marker.
10. Within their group, have students come up with 10 - 12 classroom rules that they have had in the past or think are necessary for a classroom. (Remind students to take this seriously because it will effect their lives for the rest of the year.) 11. The recorder should record these on the overhead sheet.
12. The teacher should go to the chalkboard. The speaker of each group will take turns putting their sheet on the overhead and discussing each with the class. The teacher should write each rule on the board. (There is no need to write the same rule twice.) 13. Discuss the rules on the board with the entire class. With the help of the class, narrow down the rules by combining them. For example: Don't hurt somebody. Don't be mean to somebody else. Keep your hands to your self. Don't interrupt each other. Don't steal from somebody else. These can all be combined into one general rule: Students will respect other students and their property. You should end up with about 4 to 6 general rules. Try not to end up with negative words in these rules such as: Don't or NO.
14. Have each student write down these few narrowed down rules.
15. Students should take home their list and think about what these rules mean and how they can make the class run smoothly using these rules.
16. Before class the next day the teacher should type up these rules with a statement saying that students will abide by the rules they have set for themselves with a place for the student to sign. Have a copy for each student.
17. The next day in class discuss what they thought about.
18. With poster boards and various art supplies, each group of students needs to make an attractive sign for the room stating these rules.
19. Have each student sign the sheet stating they'll follow these rules.
20. Give each group copies of the lists of rules from public places.
21. Within their groups, they should discuss these rules.
22. Write this question on the board: "Why are these rules important?"
23. Discuss aloud with everyone how they would answer this question.
24. Within each group, have students come up with lunchroom or playground rules using what they've learned. Next to each rule, students should give a two to three sentence explanation on their reasoning for each rule. Groups should turn these in.

EVALUATION:

1. Teacher can observe students reasoning skills through their discussions of the questions why do we need rules.
2. Teacher can observe students comparing and contrasting skills when students compare and contrast their rules to the other students' rules.
3. Teacher will observe social skills of students when working with groups.
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Journal Topic Suggestions: "What is a rule you have at home that you have a problem following? Why do you think you have this problem?", "What do you think each rule means? How should you go about following these rules?", "Where is someplace you 'hang out'? What are the rules there and why do you think they are important to that place?" .

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