Element 33
Establishing Rules and Procedures
Elements 1 -3 have a focus on Providing and Communicating Clear Learning Goals
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
The teacher effectively uses a variety of strategies to establish, explain, and remind students of rules and procedures. The teacher also reaches out to individual students who repeatedly break rules and procedures. He works with them to establish verbal and nonverbal cues that let them know they are breaking the rules or create special rules and procedures to help them better self-manage their behavior.
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3
Applying
I establish rules and procedures, and I monitor the extent to which my actions affect students’ behavior.
The teacher uses classroom meetings to identify rules and procedures that should be modified, then modifies them with students. Based on her records of behavior management responses, the teacher is able to see how the changes to the existing rules and procedures help the classroom function more smoothly.
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2
Developing
I establish rules and procedures, but I do not monitor the effect on students.
The teacher establishes rules and procedures and invites students to modify them in order to encourage student ownership of the classroom. However, the teacher doesn’t focus on monitoring whether this helps improve student behavior.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
The teacher posts rules and procedures around the classroom but does not point them out to students and misses opportunities to refer to them.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
The teacher has rules and procedures in mind for the classroom but assumes students will know them as a matter of common sense and doesn’t take time to explicitly or properly explain them to students.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Providing and Communicating Clear Learning Goals Classroom: Kindergarten
Teacher: Jaci Reed (RVES)
iObservation Videos
More videos can be found in the Resource Library in iObservation.
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Strategies In Action (Focused Eval) - Video 2: Rules and Procedures
Grades: 9, 10
Description:
View the Strategies in Action video for establishing and acknowledging adherence to rules and procedures. As an enhancement, access the debrief tool titled, Strategies In Action (Focused Eval) - Video 2: Rules and Procedures (Grads 9-10) Debrief.
Rules and Procedures 1
Description:
In this video, Dr. Robert Marzano discusses establishing classroom routines with a focus on rules and procedures.
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Rules and Procedures 2
Description:
In this video, listen to the teacher perspective on establishing rules and procedures.
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Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Classroom Look-for Video: Establishing Classroom Routines
Grade: 3
Description:
View the classroom video focused on an elementary-level science class. One element of establishing classroom routines is reminding students about rules and procedures, notice in the video how the students remove their name clip, the teacher greets all students, has a private talk with one student, and reminds the class to begin the normal opening activity.