The Establishment Phase - Good Beginnings
It is on the earliest days of the school year and the first moments of each class, that classrooms establish the routines and norms of classroom life. This is referred to as the ‘Establishment Phase’ (Rogers 2006).
Establish a safe and secure class environment
Evertson and Emmer (2009), cited in Krause et al (2010), state that children need a sense of belonging, and actually feel safer when they know there is a source of authority in their classroom. Something as simple as greeting students by name and with a smile as they enter the classroom can create a feeling of safety and belonging, and these types of strategies help develop good teacher-student relationships.
Evertson and Emmer (2009) suggest Four Simple Steps to Establish a Sense of Belonging:
· Speak politely and calmly- ‘please’ and ‘thankyou’ and model the type of language and behaviour expected from students
· Share information – learn names, talk about student interests and activities outside of school. Share information about
yourself and get to know your students as individuals.
· Use positive statements as often as possible – negative statements do not communicate the desired behaviour.
· Create a feeling of community – teach students how to work cooperatively and create opportunities to work together. Conduct
class meetings in which routines and procedures can be established and social skills such as discussion can be practised.
(Evertson & Emmer, 2009; Rogers, 2006)
Classroom rules
An important part of the ‘Establishment Phase’ is the development of Classroom Rules. On day one it is important to set the scene. You are not there to be a new best friend to your students or to take the place of an absent or disinterested parent. You are there to be the classroom learning manager and to lead your students toward the achievement of their learning goals. To do this it is important to agree on the rules for your class.
‘Regardless of which orientation you adopt towards classroom management
there is great commonality among theorists about the most effective classroom rules’.
(Krause et al, 2010).
According to Rogers (2006), the key goal of all rules is to prevent problems that would normally interfere with learning.
· Rules need to focus on the ‘do-able’.
· The number of rules should be limited to 4-5 and should be stated in positive language that describes correct behaviour to
students.
· Rules must also be reasonable and applied equitably and consistently.
A useful technique for establishing classroom rules is to ‘negotiate’ these with your class via the use of a ‘Y’ diagram. Students are asked to describe how they want their classroom to ‘Look, Feel and Sound’ and through these discussions the teacher can ‘guide’ the class toward some common and agreed classroom rules. The students contribute to the classroom rules which aid ‘ownership’ and ‘buy-in’ by the students. The rules need to reflect the school values as well as the teacher’s and students’ beliefs about what makes a great classroom.
Establish a safe and secure class environment
Evertson and Emmer (2009), cited in Krause et al (2010), state that children need a sense of belonging, and actually feel safer when they know there is a source of authority in their classroom. Something as simple as greeting students by name and with a smile as they enter the classroom can create a feeling of safety and belonging, and these types of strategies help develop good teacher-student relationships.
Evertson and Emmer (2009) suggest Four Simple Steps to Establish a Sense of Belonging:
· Speak politely and calmly- ‘please’ and ‘thankyou’ and model the type of language and behaviour expected from students
· Share information – learn names, talk about student interests and activities outside of school. Share information about
yourself and get to know your students as individuals.
· Use positive statements as often as possible – negative statements do not communicate the desired behaviour.
· Create a feeling of community – teach students how to work cooperatively and create opportunities to work together. Conduct
class meetings in which routines and procedures can be established and social skills such as discussion can be practised.
(Evertson & Emmer, 2009; Rogers, 2006)
Classroom rules
An important part of the ‘Establishment Phase’ is the development of Classroom Rules. On day one it is important to set the scene. You are not there to be a new best friend to your students or to take the place of an absent or disinterested parent. You are there to be the classroom learning manager and to lead your students toward the achievement of their learning goals. To do this it is important to agree on the rules for your class.
‘Regardless of which orientation you adopt towards classroom management
there is great commonality among theorists about the most effective classroom rules’.
(Krause et al, 2010).
According to Rogers (2006), the key goal of all rules is to prevent problems that would normally interfere with learning.
· Rules need to focus on the ‘do-able’.
· The number of rules should be limited to 4-5 and should be stated in positive language that describes correct behaviour to
students.
· Rules must also be reasonable and applied equitably and consistently.
A useful technique for establishing classroom rules is to ‘negotiate’ these with your class via the use of a ‘Y’ diagram. Students are asked to describe how they want their classroom to ‘Look, Feel and Sound’ and through these discussions the teacher can ‘guide’ the class toward some common and agreed classroom rules. The students contribute to the classroom rules which aid ‘ownership’ and ‘buy-in’ by the students. The rules need to reflect the school values as well as the teacher’s and students’ beliefs about what makes a great classroom.
Here is an example of classroom rules established for a Year 2 class on the Sunshine Coast. These rules were developed around the school's 'Beliefs about Behaviour and Learning' and 'agreed' with the class using a 'Y' diagram.
Be Safe
Keep hands and feet to yourself
Keep our classroom clean and tidy
Be Sunsafe - 'No Hat, No Play'
Be a Learner
Raise your hand to ask a question, or if you need help.
Be prepared for learning.
Try your best.
Be Kind and Courteous
Cooperate with teachers and classmates
Use your manners
Be Responsible & Respectful
Organise your books, pencils, desk and belongings
Listen when others are speaking.
Whilst these 4 important rules are written and posted on the walls, not all classroom rules and procedures will be on display. They do however need to be ‘taught’, practised and reinforced.
Be Safe
Keep hands and feet to yourself
Keep our classroom clean and tidy
Be Sunsafe - 'No Hat, No Play'
Be a Learner
Raise your hand to ask a question, or if you need help.
Be prepared for learning.
Try your best.
Be Kind and Courteous
Cooperate with teachers and classmates
Use your manners
Be Responsible & Respectful
Organise your books, pencils, desk and belongings
Listen when others are speaking.
Whilst these 4 important rules are written and posted on the walls, not all classroom rules and procedures will be on display. They do however need to be ‘taught’, practised and reinforced.
In his book entitled ‘Cracking the Hard Class’, Bill Rogers states that it is important to teach a class reasonable entry and exit routines, seating plans, rules for classroom discussion, simple cues for asking questions or getting teacher support, workable ‘noise’ levels, basic classroom agreements for learning, and fair, respectful treatment of one another.
More information on Classroom Rules and Expectations is available on the drop down menu.
