Chapter 10

Eventually the students get frustrated and we have a

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Unformatted text preview: paper. Throughout the game, I change or add rules. Eventually the students get frustrated and we have a discussion about why rules are important, and why they need to be established at the beginning.” Additionally, effective teachers attend to a number of important guidelines in establishing classroom rules. • A small number of rules are preferable to a long list of rules. The recommended number is between four and eight rules (Cangelosi, 2000; Malone & Tietjens, 1998; Susi, 2002). • Classroom rules should be reasonable, understandable, and enforceable. They should make sense in terms of the age and experience levels of your students, and students should be able to meet the stated expectations (McQueen, 1992; Nakamura, 2000). • Rules should be stated as observable, positive expectations (Bicard, 2000). Rather than saying, “Don’t interrupt,” say, “Listen quietly while others speak.” 5 • Classroom rules should be stated simply and concisely. Use language that is age-appropriate. If you use general ideas like “showing respect” or “being polite,” provide specific examples, especial...
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This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

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