Establishing classroom rules with your students early on is imperative for creating a safe and productive learning environment. By creating a code of conduct for your class, you provide guidelines for everyday behavior and set expectations for your students that will ultimately contribute to fostering a more respectful and comfortable classroom for everyone.
How I set ground rules in the classroom
There are plenty of methods out there for setting ground rules. If you want to establish yourself as the primary authoritative figure, you might want to create and communicate the rules yourself. Personally, I find classroom rules more effective when everyone has a stake in them.
In my first classroom, the very first activity I did with my students was to create a “social contract” for our time spent in class. This manifested in a large piece of paper that recorded the classroom rules, which was ultimately displayed at the front of the classroom for the rest of the year. The students and myself decided on what rules would go on the page together, and we all signed our names at the bottom to signify our agreement.
Now that I teach primarily in informal spaces like museum galleries, I do this verbally. After introducing myself and outlining the day ahead, I ask my students; “What rules do you think we should have together so we can have a fun and safe time today?” Students generally have a good grip on the rules already, so they’re eager to share out and receive positive reinforcement for demonstrating their knowledge. By establishing the ground rules together, both students and teachers have a personal stake in their enforcement.
Want to make setting or reinforcing rules a little more fun for younger learners? Try singing them!
My favorite classroom rules
Remember, classroom rules are meant to keep students safe and the learning continuous – they are not meant to establish a dictatorship or to govern students based on your personal behavior preferences. That said, here are some rules that I find most effective, and that students generally accept.
1. Arrive on time
Nobody likes repeating themselves – which is exactly what you’ll end up doing if your students trickle in after the bell and routinely ignore the class start time. Not only is it disrespectful to you and the students who are eager to jump into the lesson, it ultimately takes away from the tardy student’s education. Encourage your students to be present and ready to learn when your time begins.
2. Raise your hand
It’s a good thing when your students have questions or comments – but constant calling out makes for a chaotic environment, and may even make quieter students feel isolated. Early on, let your students know that you want to hear from them and you want to answer their questions, but they should indicate that quietly and wait patiently until you’re ready to call on them.
3. One mic rule
This is crucial for me when I’m teaching in a gallery, and just as important when you’re disseminating information in your classroom. “One mic” means that only one voice should be heard at a time. If I’m sharing something, that should be me. If I call on a student to ask or answer a question, it should be them – there should be no other competing voices.
Using a prop to visually indicate whose turn it is to speak is both a fun and effective way to incorporate this!
4. Respect others
This goes hand in hand with one mic, and many of the other rules on this list. How one student shows respect towards another may differ across cultures and across classrooms, so you should make it crystal clear what that means in your classroom. Ultimately, it means that all students should feel safe and comfortable.
5. Respect the space
You – and possibly any custodial staff at your school – work hard to keep your classroom in tip top shape, and it’s insulting for everyone when students throw their trash on the floor or treat classroom objects without care. Remind them that this is their space, too. After all, how would they feel if you went into their bedroom and trashed it?
6. Keep your hands and feet to yourself
Again, a very important one in a museum gallery! Making this rule broad not only ensures the protection of the objects and spaces around you, it also protects other students. This obviously means no hitting or kicking others.
7. Use appropriate language
Our classroom is an academic setting – that means no cursing or inappropriate language. The language we use sets the tone for the environment, so make sure you’re leading by example. I don’t allow cursing, overly-gross or inappropriate phrasing, or negative self-speak among my students.
8. Come prepared
This means that the student is responsible for bringing whatever they need for a successful lesson. A pencil, a notebook, last night’s homework assignment, etc. This will differ among classrooms and content, but it’s ultimately the students showing up how you expect them to – even if that’s just physically present and armed with a can-do attitude.
9. Ask for help
I was an anxious student. When I didn’t understand a concept or assignment, I suffered in silence, inwardly berating myself for being so inept. Did this strategy work for me? Nope – I failed chemistry because I was too proud and embarrassed to go to extra help or to ask my teacher to clarify his lessons.
It wasn’t all my fault, though. That teacher was particularly unapproachable. Let your students know that it’s okay – and even encouraged – to ask you or another student for help when needed. The best learners are the ones who know how to obtain the information they need.
10. Do your best
All students have varying talents and abilities, and you can’t expect them all to get 100%, 100% of the time. In my classroom, doing your best means making every effort to learn the content or to complete the assignment. After all, our best is all we can do!
Displaying classroom rules
Once you’ve gone over the rules with your students, you should ensure these rules are displayed somewhere visible in your classroom. This will serve as a daily reminder of your expectations for your students.
If teaching virtually, a PowerPoint or Prezi can be used to visualize these rules. If you have a digital classroom space online or in an app where students submit homework or ask questions, that’s also a great place for these reminders.
When you’re creating the display, here are some guidelines to keep in mind:
- The rules should be simply stated
- The rules and wording need to be developmentally appropriate
- Any accompanying visuals must be simple and clear
Another means of upholding a democratic space centering on student input is making time to revisit the established rules. This can happen mid-year, or at the end of each quarter or semester. Take some time to really discuss what’s working, what’s not, and if any changes should be implemented.
Upholding classroom rules
Of course you hope that by establishing and displaying clear and reasonable classroom rules, you’ll never have a student act out of line. Unfortunately that’s not reality, and you’ll eventually have to enforce these rules.
Your classroom management style is up to you, but I’d recommend addressing a first offense by reminding the student of the rule, and why it exists in the first place. If an interventionary conversation doesn’t cut it, you may need to consider an appropriate disciplinary action or punishment.
It’s also essential to keep in mind that not every student may have the capacity to follow every rule you set. As with any classroom directive, ensure you are able to create and accept modifications for students who are neurodivergent, ELL’s, or who may have different social and emotional needs.
Further reading
- Getting Started with Establishing Ground Rules | Center for Teaching Innovation
- Robert Boostrom (1991) The Nature and Functions of Classroom Rules, Curriculum Inquiry, 21:2, 193-216, DOI: doi.org
- Edwards, Patricia (2016) “Managing Your Classroom – Establishing Rules, Goals, and Expectations,” Michigan Reading Journal: Vol. 48: Iss. 2, Article 9. scholarworks.gvsy.edu
- Bayer, A. (2004). Promulgating statements of student rights and responsibilities. New Directions for Teaching and Learning, 2004(99), 77-87.
- DiClementi, J. D., & Handelsman, M. M. (2005). Empowering students: Class-generated course rules. Teaching of Psychology, 32(1), 18-21.
- Forton; Mary Beth, Porter; Deborah; Wood, Chip. (2003). Rules in School: Strategies for Teachers. Center for Responsive Schools, Inc.
- Smith, M. (2023). I Can Follow the Rules. United States: NEWMARK LEARNING LLC.
