Teaching Principles

Teaching is a complex, multifaceted activity, often requiring us as instructors to

juggle multiple tasks and goals simultaneously and flexibly. The following small but
powerful set of principles can make teaching both more effective and more efficient, by
helping us create the conditions that support student learning and minimize the need for
revising materials, content, and policies. While implementing these principles requires a
commitment in time and effort, it often saves time and energy later on.

1. Effective teaching involves acquiring relevant knowledge about students and

using that knowledge to inform our course design and classroom teaching.

When we teach, we do not just teach the content, we teach students the
content. A variety of student characteristics can affect learning. For example,
students’ cultural and generational backgrounds influence how they see the
world; disciplinary backgrounds lead students to approach problems in different
ways; and students’ prior knowledge (both accurate and inaccurate aspects)
shapes new learning. Although we cannot adequately measure all of these
characteristics, gathering the most relevant information as early as possible in
course planning and continuing to do so during the semester can (a) inform
course design (e.g., decisions about objectives, pacing, examples, format), (b)
help explain student difficulties (e.g., identification of common misconceptions),
and (c) guide instructional adaptations (e.g., recognition of the need for
additional practice).

2. Effective teaching involves aligning the three major components of

instruction: learning objectives, assessments, and instructional activities.
Taking the time to do this upfront saves time in the end and leads to a better course.
Teaching is more effective and student learning is enhanced when (a) we, as
instructors, articulate a clear set of learning objectives (i.e., the knowledge and skills
that we expect students to demonstrate by the end of a course); (b) the instructional
activities (e.g., case studies, labs, discussions, readings) support these learning
objectives by providing goal-oriented practice; and (c) the assessments (e.g., tests,
papers, problem sets, performances) provide opportunities for students to
 demonstrate and practice the knowledge and skills articulated in the objectives, and
for instructors to offer targeted feedback that can guide further learning.

3. Effective teaching involves articulating explicit expectations regarding

learning objectives and policies.
There is amazing variation in what is expected of students across American
classrooms and even within a given discipline. For example, what constitutes
evidence may differ greatly across courses; what is permissible collaboration in one
course could be considered cheating in another. As a result, students’ expectations
may not match ours. Thus, being clear about our expectations and communicating
them explicitly helps students learn more and perform better. Articulating our
learning objectives (i.e., the knowledge and skills that we expect students to
demonstrate by the end of a course) gives students a clear target to aim for and
enables them to monitor their progress along the way. Similarly, being explicit about
course policies (e.g., on class participation, laptop use, and late assignment) in the
syllabus and in class allows us to resolve differences early and tends to reduce
conflicts and tensions that may arise. Altogether, being explicit leads to a more
productive learning environment for all students. More information on how clear
learning objectives supports students' learning.

4. Effective teaching involves prioritizing the knowledge and skills we choose to

focus on.
Coverage is the enemy: Don’t try to do too much in a single course. Too many topics
work against student learning, so it is necessary for us to make decisions –
sometimes difficult ones – about what we will and will not include in a course. This
involves (a) recognizing the parameters of the course (e.g., class size, students’
backgrounds and experiences, course position in the curriculum sequence, number
of course units), (b) setting our priorities for student learning, and (c) determining a
set of objectives that can be reasonably accomplished.
5. Effective teaching involves recognizing and overcoming our expert blind
spots.
We are not our students! As experts, we tend to access and apply knowledge
automatically and unconsciously (e.g., make connections, draw on relevant bodies of
knowledge, and choose appropriate strategies) and so we often skip or combine
critical steps when we teach. Students, on the other hand, don’t yet have sufficient
background and experience to make these leaps and can become confused, draw
incorrect conclusions, or fail to develop important skills. They need instructors to
break tasks into component steps, explain connections explicitly, and model
processes in detail. Though it is difficult for experts to do this, we need to identify and
explicitly communicate to students the knowledge and skills we take for granted, so
that students can see expert thinking in action and practice applying it themselves.

6. Effective teaching involves adopting appropriate teaching roles to support our

learning goals.
Even though students are ultimately responsible for their own learning, the roles we
assume as instructors are critical in guiding students’ thinking and behavior. We can
take on a variety of roles in our teaching (e.g., synthesizer, moderator, challenger,
commentator). These roles should be chosen in service of the learning objectives
and in support of the instructional activities.  For example, if the objective is for
students to be able to analyze arguments from a case or written text, the most
productive instructor role might be to frame, guide and moderate a discussion.  If the
objective is to help students learn to defend their positions or creative choices as
they present their work, our role might be to challenge them to explain their decisions
and consider alternative perspectives. Such roles may be constant or variable across
the semester depending on the learning objectives.

7. Effective teaching involves progressively refining our courses based on

reflection and feedback.
Teaching requires adapting. We need to continually reflect on our teaching and be
ready to make changes when appropriate (e.g., something is not working, we want to
try something new, the student population has changed, or there are emerging
issues in our fields).  Knowing what and how to change requires us to examine
 relevant information on our own teaching effectiveness.  Much of this information
already exists (e.g., student work, previous semesters’ course evaluations, dynamics
of class participation), or we may need to seek additional feedback with help from
the university teaching center (e.g., interpreting early course evaluations, conducting
focus groups, designing pre- and posttests). Based on such data, we might modify
the learning objectives, content, structure, or format of a course, or otherwise adjust
our teaching. Small, purposeful changes driven by feedback and our priorities are
most likely to be manageable and effective.

Guiding Principles and Practices of Effective Teaching

Principle 1. Sets clear goals and intellectual challenges for student learning

Examples of effective practices:

 identifies key concepts or ideas in the field and helps students to understand and
apply them
 communicates current research and knowledge relevant to course goals
 identifies key steps in achieving learning goals
 actively helps students to accomplish goals and meet challenges as defined in
the course outline
 sets high, yet reasonable, expectations of students’ learning
 encourages students to think analytically and solve problems

Principle 2. Employs teaching methods and strategies that actively involve

students

Examples of effective practices:

 organizes effective learning experiences to meet intellectual goals and learning
outcomes
 shows awareness that learning is a process that transforms and changes
learners
 values and encourages student input and feedback
 evaluates and assesses learning in a manner consistent with established goals
and learning outcomes
  encourages and assists students in self-directed learning activities

Principle 3. Communicates and interacts effectively with students

Examples of effective practices:

 exhibits a strong interest in students
 engenders enthusiasm and interest in subject matter
 attends to classroom dynamics that enhance or inhibit learning
 expresses goals, intended outcomes, and expectations clearly and effectively
and discusses these with students
 uses fair and reasonable methods of evaluating learning
 encourages appropriate student-faculty interaction

Principle 4. Attends to the intellectual and social growth of students

Examples of effective practices:

 provides, and discusses with students, explicit criteria for assessing learning
 reviews students’ progress in achieving intellectual goals and learning outcomes
 acquires regular and varied feedback on students’ accomplishments
 provides advanced learning opportunities for those students who seek them
 helps students to develop social skills such as team work, communication, and
leadership

Principle 5. Respects the diverse talents and learning styles of students

Examples of effective practices:

 recognizes and accommodates different learning styles
 employs multiple methods in evaluating students
 balances collaborative and individual student learning to reflect the course aims
and outcomes
 demonstrates sensitivity to social and cultural issues
 accommodates students with diverse abilities
Principle 6. Encourages learning beyond the classroom

Examples of effective practices:

 seeks to make connections with living and learning communities
 applies academic learning in university contexts outside the classroom
 helps students connect their academic learning to the world outside the
classroom
 encourages students to be life-long learners

Principle 7. Reflects on, monitors and improves teaching philosophy and

practices

Examples of effective practices:

 improves teaching through self-reflection and periodic peer and student feedback
 regularly revises and updates course content, format and assignments
 regularly revises and updates teaching methods and use of technologies
 enhances teaching by participating in professional development activities

Principle 8.  Integrates teaching and learning with research, scholarship, and

creative activities

Examples of effective practices:

·         uses student learning experiences to stimulate research, scholarship and
creative activities
·         uses research, scholarship and creative activities to enhance teaching and to
foster student research
·         uses research, scholarship or creative activities to constantly renew and
energize student learning
·         involves students in faculty research, scholarship and creative activities and
gives students appropriate recognition
         collaborates with library faculty to help students develop the skills to locate,
evaluate, and use information resources
 Methods of Classroom Teaching

A famous American educator, Henry Adams once said that the “teacher’s influence
never stops, it affects eternity.” 

Perhaps, this is the reason why the search for the best methods of teaching is
continuous for those teachers who would like their classroom environment to be very
lively, dynamic, conducive to learning, and influential. Since these teachers are highly
interested in not only what their learners do in the classroom but also in how well and
why they do it, then they always like to be updated with newer trends and
methodologies of teaching.

I. Presentation Methods

These methods of teaching under this group essentially aim to provide information to
classroom teachers. They merely provide content background for a given subject
matter. If the teacher does not know how to handle these methods because of
inexperience and lack of genuine interest in making his classroom highly interactive, he
may put his learners into a sleepy or disinterested mood. Examples of presentations
are:

 Lecture – It is a prepared verbal exposition by a teacher before his students. It is

commonly used by social science teachers. To overcome the sleepy mood of learners,
the teacher must always appear dynamic and interesting in his approach.
 Lecturette – As the term implies, it refers to a short lecture. Although a few learners
may be put to sleep, the teacher here requires more discipline in handling this method.
 Lecture-Forum – This is a method where a lecture is given first and then is
followed by a question-and-answer session. The teacher should be skillful in
acting as a moderator for all questions propounded by his learners. It is usually
used in big lecture classes ranging from 100 to 200 students.
  Panel – This is a planned conversation before a class on a selected topic.
Classes in public speaking and argumentation and debate use this method. It
comprises three or more panelists and a leader. Here, the panel leader should be
diplomatic in his approach in order to generate better interactions with his fellow
classroom learners.
 Panel-Forum – This is actually a panel method followed by a question-and-
answer session chaired by a designated leader. The teacher should have skill in
generating interactions with his students.
 Expanding Panel – This is a panel with a vacant chair(s). Any member of the
class can be a member of the panel when he feels the call and then vacates the
chair after he has given his idea on the pre-selected topic for discussion. The
teacher here must have a solid set of ground rules so that the flow of
presentation of ideas is clear to all members of the class.
 Debate – This is an organized argument having two teams arguing for a given
issue: affirmative and negative.
 Film method – It is used for getting content information and for entertainment.
 Slide shows – It is a presentation of lessons in photo slides.
 Prepared videotapes – It presents lessons on videotapes prepared earlier by the
teacher.
 Presentation with listening teams – The class is divided into groups and each
group is given a listening task, that is, listening for points that are debatable. At
the end of the presentation, the group members develop questions relating to
their assigned task.

II. Demonstration Methods

These methods are means for modeling the right techniques or procedures, and are
used for skills learning. Learners may or may not be actively participating in classroom
sessions. The teaching methods in this group are:
 Demonstration with practice – It is a demonstration followed by a participating of all
members of the class.
 Dry run – This refers to a sketchy practice in a planned activity or show. If planned
properly by the teacher, this method invites the interest of all class members.
 Coaching – This provides tips for improving performance in classes.
 Rehearsals – This is a method in which the students are allowed to practice their way
of answering before actual performance. It motivates learners to perform well as they
are allowed to practice before they are graded or evaluated in their actual performance.
 Drills – This is a skills practice method of learning which involves a series of repetitions
to the point of mastery.
 Puzzle – It is an interesting variation in which the skill is not demonstrated but is rather 
presented in a form of question or problem designed for testing ingenuity.
 Skills practice laboratory – This can be combined with other methods mentioned
earlier.

III. Reading Methods

Teachers should show that these methods are vehicles for getting information. When
learners lack adequate background knowledge on the subject matter to be discussed in
the class, they should be assigned to read the references first and can even critique the
reading materials, if necessary. The moment the lesson will be taken up in the class, all
of them are ready to participate in the discussion. Examples of reading methods would
include:

 Individual Reading
 Read and Discuss
 Read and Report
 Reading Aloud

IV. Drama Methods

 The methods in this group present information that oftentimes can be debated by
members of the class. These are best fitted for knowledge learning and may serve as a
tool of stimulating reactions from class learners through involving them in a drama or
actual happening of events. Examples of drama methods are:

 kit – This is a short rehearsed portrayal that gives a message.

 Pantomine – It is a short non-verbal portrayal often used in guessing games. Here, all
learners in the class can participate if the teacher assigns them to do the act and keep
their mouth shut while doing the activity.
 Guerrilla theater – The class members use a script that describes only basic action
and they ad-lib the rest. This is a very interesting method of teaching if the teacher is
well-prepared to use it in his class. The writer had tried this in his speech improvement
class and the learners participated enthusiastically, although they were quite nervous at
the very beginning of the session.

IV. Discussion Methods

The writer found these methods best for initiating oral communication from students.
These methods provide the learners an opportunity to manipulate information for
discussion purposes. It some cases, they are also means for attitude learning. The
methods included here are:

 Group Discussion – It is an open discussion of a given topic by a small group of 3 to 5.

A leader is appointed to have control of the off-tangent discussions.
 Group buzz – This is a short discussion of a given topic; it sets time limits, and no
leader is assigned to facilitate the discussion.
 Brainstorming – It is a method of problem solving in which class members suggest in
rapid fire order, all the possible solutions they can think of. This method encourages
every learner to participate actively in the ensuing class discussion.
 Diagnostic session – Groups are formed by the teacher to diagnose a given problem.
This generates interactions from all members of the class.
 VI. Case Methods

The methods of teaching in this category provide simulated solutions drawn from real
life, thus providing the class members an opportunity to apply previously learned
knowledge. The writer found these methods to be effective in psycholinguistics and
sociolinguistics classes in which the learners become highly interactive. Examples of
these methods are:

 Case study – An account of a problem situation is provided to the class, and classroom
learners may have an opportunity to analyze the problem involved. In the process, all
learners are dragged into the discussion as the case is a slice of life that encourages
diagnoses, prescription, and possible treatment of problems. The teacher should
exercise good control to avoid off-tangent discussions.
 Mini-case study – A mini-case is read aloud by a member of the class. The problem is
discussed and conclusions are stated. This is done by subgroups created by the
teacher.
 Critical incident method – This method touches only a small piece of a case and
states only the most important transaction. It can be the basis of classroom discussion.
 In-basket – This is a form of a case study in which letters, memos, and messages are
given to the selected class members playing assigned roles. They will write their actual
responses to the items found in their basket for their appropriate action. This method is
good for teaching writing and developing analytical skills.

VII. Graphic Methods

Basically, the methods of teaching under this category are used by classroom teachers
for warming up and developing the spirit of togetherness among members of the class.
The teacher utilizing these methods should explain clearly the activities to be done as
these methods require a good deal of the learners’ self-direction in order to accomplish
the expected output after a given class session. Included in this group of teaching
methods are:
 Doodling – This is a method resorted to by classroom teachers when they observe
their learners to be bored especially in values education, social studies or engineering
laboratory classes. The learners are instructed to do aimless scribbling, writing,
designing or sketching.
 Portrait – This method of teaching is a means of provoking thoughts. The learners are
asked to draw their ideas on a topic currently being discussed in the classroom. They
may be required to draw a picture of their family, their friends, their organizations and
others. More over, to know more about their classmates, they also are required to do
rough drawings on the way their classmates are doing or behaving when they are in the
classroom. The teacher should avoid making evaluation or critiquing the work of his
learners for they might not do what they are expected to do.
 Group painting – This is a method which develops camaraderie among class
members. Evert member of the group smears finger paint on the paper or canvas. The
apparent output of this method is that everybody has participated in the group painting
activity. This is usually used in humanities classes.
 Group collage – This is a method of teaching almost similar to the group painting
method. The learners use paste and magazine cutouts, instead of paint. It creates fun
and enjoyment among learners.

VIII. Playlike Methods

The methods in this group will develop the oral communication skills and analytic minds
of learners as they play-act the behavior of the characters they are to portray. Examples
of this category are:

 Role play – This method is an unrehearsed, dramatic enactment of a response to a

situation or human encounter involving one or more persons in “playing-like” mood.
 Mini-role play – This is similar to role play, except that this is a shorter activity.
 Play yourself – This method involves acting out a fictitious person, thus the learner
plays himself in a make-believe situation but preferably close to a real-life situation.
 Role reversal – This method develops oral competence and closeness among
members of the class. In a play-like situation, one learner acts out the way he sees the
characteristics of his fellow learners and vice-versa.
 Mirroring – In this method, while two or more learners engage in a role play, other
learners may simultaneously enter in by moving beside the players and translating what
they say into what they mean. This method develops trusting or friendly attitude among
class members.
 Movie – This method entails a number of learners, that is, one acts as a director, others
may assume the role of an actor or an actress, the villain, or still others, the role of
supporting actors and actresses. This method develops a learner who acts as movie
director to be orally competent in the use of language.

IX. Gaming Methods

The teaching methods under this group are primarily designed to involve learners in all
classroom activities. No learner is left behind in his seat; hence, the class using these
methods is highly interactive in both written and oral activities. War games, business
games, and simulation games are examples of these methods.

The teacher should explain procedure of the game so that the expected output is
achieved. For instance, in the war games method, the teacher should identify the
characters, such as the leader of the army squad and the members, and the group
mission to accomplish. He may provide introductory dialogues of the war games to
guide the learners on the activity to be undertaken.

X. Learner’s Directed Inquiry Method

The essential purpose of these methods is to involve completely the learns in their own
learning process. These will develop the learner’s ability to be analytical and
independent or self-reliant. Two good examples of these methods are:
Mutual inquiry – In this method, the class is divided into two (2) or three (3) groups.
There is no assigned leader for each group. The teacher assigns them activities to be
done or plans a series of learning activities for them to execute or carry out according to
their own way of learning. Expected outputs are submitted to the teacher on the agreed
time and date.

Learning-teaching – This method follows almost the same procedures of the mutual
inquiry. What is added is that the group members should be teaching one another
based on the readings and individual activities they have independently undertaken.

Individual Differences
Dissimilarity is principle of nature. No two persons are alike. All the individuals differ
from each other in many a respects. Children born of the same parents and even the-
twins are not alike. This differential psychology is linked with the study of individual
differences. Wundt, Cattel, Kraepelin, Jastrow and Ebbing Haus are the exponents of
differential psychology.

This change is seen in physical forms like in height, weight, colour, complexion strength
etc., difference in intelligence, achievement, interest, attitude, aptitude, learning habits,
motor abilities, skill. Each man has an intellectual capacity through which he gains
experience and learning.

Every person has the emotions of love, anger, fear and feelings of pleasure and pain.
Every man has the need of independence, success and need for acceptance.
Causes of Individual Differences:

There are various causes which are responsible in bringing individual differences
i. Heredity:
Some heretical traits bring a change from one individual to other. An individual’s height,
size, shape and color of hair, shape of face, nose, hands and legs so to say the entire
structure of the body is determined by his heretical qualities. Intellectual differences are
also to a great extent influenced by hereditary factor.

ii. Environment:
Environment brings individual differences in behaviour, activities, attitude, and style of
life characteristics. Personality etc. Environment does not refer only physical
surroundings but also it refers the different types of people, society, their culture,
customs, traditions, social heritage, ideas and ideals.

iii. Race and Nationality:

Race and Nationality is one cause of individual difference. Indians are very peace
loving, Chinese are cruel; Americans are very frank due to race and nationality.

iv. Sex:
Due to sex variation one individual differs from other. Men are strong in mental power.
On the other hand women on the average show small superiority over men in memory,
language and aesthetic sense. Women excel the men in shouldering social
responsibilities and have a better control over their emotions.

v. Age:
Age is another factor which is responsible in bringing individual differences. Learning
ability and adjustment capacity naturally grow with age. When one grows in age can
acquire better control over our emotions and better social responsibilities. When a child
grows then this maturity and development goes side by side.
vi. Education:
Education is one major factor which brings individual differences. There is a wide gap in
the behaviors of educated and uneducated persons. All traits of human beings like
social, emotional and intellectual are controlled and modifies through proper education.

This education brings a change in our attitude, behaviour, appreciations, Personality. It

is seen that uneducated persons are guided by their instinct and emotions where as the
educated persons are guided by their reasoning power.

Educational Implications of Individual Differences:

Educational implications of Individual differences are listed below:
i. Aims of education, curriculum, method of teaching should be linked with individual
differences considering the different abilities and traits individual.

ii. Curriculum should be designed as per the interest, abilities and needs of different
students.

iii. The teacher has to adopt different types of methods of teaching considering
individual difference related to interest, need, etc.

iv. Some co-curricular activities such as Drama, music, literary activities (Essay &
Debate Competition) should be assigned to children according to their interest.
v. Teacher uses certain specific teaching aids which will attract the children towards
teaching considering their interest and need.

vi. Various methods such as playing method, project method, Montessori method,
storytelling methods are to be used considering/discovering how different children
respond to a task or a problem.

vii. The division of pupils into classes should not be based only on the mental age or
chronological age of children but the physical, social and emotional maturity should be
given due consideration.

Types of Individual Differences

1. Physical differences:
Shortness or tallness of stature, darkness or fairness of complexion, fatness, thinness,
or weakness are various physical individual differences.

2. Differences in intelligence:
There are differences in intelligence level among different individuals. We can classify
the individuals from super-normal (above 120 I.Q.) to idiots (from 0 to 50 I.Q.) on the
basis of their intelligence level.

3. Differences in attitudes:
Individuals differ in their attitudes towards different people, objects, institutions and
authority.

4. Differences in achievement:
It has been found through achievement tests that individuals differ in their achievement
abilities. These differences are very much visible in reading, writing and in learning
mathematics.

These differences in achievement are even visible among the children who are at the
same level of intelligence. These differences are on account of the differences in the
various factors of intelligence and the differences in the various experiences, interests
and educational background.

5. Differences in motor ability:

There are differences in motor ability. These differences are visible at different ages.
Some people can perform mechanical tasks easily, while others, even though they are
at the same level, feel much difficulty in performing these tasks.

6. Differences on account of sex:

McNemar and Terman discovered the following differences between men and
women, on the basis of some studies:

(i) Women have greater skill in memory while men have greater motor ability.

(ii) Handwriting of women is superior while men excel in mathematics and logic.

(iii) Women show greater skill in making sensory distinctions of taste, touch and smell
etc., while men show greater reaction and conscious of size- weight illusion.

(iv) Women are superior to men in languages, while men are superior in physics and
chemistry.

(v) Women are better than men in mirror drawing. Faults of speech etc. in men were
found to be three times of such faults in women.

(vi) Women are more susceptible to suggestion while there are three times as many
colour blind men as there are women.

(vii) Young girls take interest in stories of love, fairy tales, stories of the school and
home and day-dreaming and show various levels in their play. On the other hand boys
take interest in stories of bravery, science, war, scouting, stories of games and sports,
stories and games of occupation and skill.

7. Racial differences:
There are different kinds of racial differences. Differences of environment is a normal
factor in causing these differences. Karl Brigham has composed a list on the basis of
differences in levels of intelligence among people who have migrated to United States
from other countries.

On the basis of these average differences between the races, the mental age of a
particular individual cannot be calculated since this difference is based on environment.

8. Differences due to nationality:

Individuals of different nations differ in respect of physical and mental differences,
interests and personality etc. ‘Russians are tall and stout’; ‘Ceylonese are short and
slim’; ‘Germans have no sense of humour’; ‘Yellow races are cruel and revengeful’;
‘Americans are hearty and frank’; Indians are timid and peace-loving’ and the like
observations enter into our common talk.

9. Differences due to economic status:

Differences in children’s interests, tendencies and character are caused by economic
differences.

10. Differences in interests:

Factors such as sex, family background level of development, differences of race and
nationality etc., cause differences in interests.

11. Emotional differences:

Individuals differ in their emotional reactions to a particular situation. Some are irritable
and aggressive and they get angry very soon. There are others who are of peaceful
nature and do not get angry easily. At a particular thing an individual may be so much
enraged that he may be prepared for the worst crime like murder, while another person
may only laugh at it.

12. Personality differences:

There are differences in respect of personality. On the basis of differences in
personality, individuals have been classified into many groups.
Principles of Classroom Management and Discipline

What is a classroom management?

A process that need a teacher to manage a classroom in order for an effective

teaching and learning activities to take place.

Principles of Classroom Management

• Building a good relationship between teacher & students

• Setting rules, routines & procedures
• Managing self
• Maintaining appropriate student behavior

Techniques of Motivating
1. Building a Good Relationship Between Teacher & Students
Address every student with name
Show care & concern
Use humor
Involve class in some decision making
Work hand-in-hand with students

How to Maintain Classroom Discipline?

Discipline is controlled behavior. It constitutes the next important concern of

teacher as part of good management. No matter how well-manage a learning
environment is, students will occasionally misbehave. Teacher must be ready to deal
with them with utmost care and consideration.
Finding the best discipline methods can take time. Great teachers always look for
new and innovative ways to connect with their students to ensure a fun and safe
learning environment.

1. Decide which rules are most important

Think about which rules will keep your class a safe and fun learning environment.
Design rules to reflect this goal. These rules will be different depending on the ages of
the students and the type of class you’re teaching. Some sample rules might include:
 Treat others with respect.
  Take care of yourself.
 Take care of classroom property.
 Raise your hand to speak or to get someone’s attention.

2. Choose no more than 5 rules for your classroom

This will make it easier for students to remember them. These rules will guide
behavior in a variety of circumstances so that you don’t need to spell out rules for every
scenario.

3. Make sure students know the rules

Take time on the first day of class to cover your classroom’s rules. Explain what
each rule means. Give examples of how rules are followed or not followed.

4. Outline consequences

Tell students about consequences for breaking the rules. These might occur in
stages, such as a warning, then staying after class, then detention, then visiting the
principal, and so on.
 You might include a time-out or break for younger students. Younger students
who are disruptive may need to be removed from a situation for a few minutes
to recover their attention. Then they can rejoin the class.

5. Post the rules

Make a rules poster and hang it in the classroom. Phrase the rules in positive
ways. For example, instead of saying, “Don’t push other people,” you can write, “Treat
others with respect.

6. Have the students make a commitment to the rules

Ask the students to come to an agreement with you about the rules. They can
sign a pledge form or even just raise their hands. In doing so, they will promise to
uphold the class rules.
 Another way to get students to buy into the rules is for students to take
ownership of them. Get their input when developing rules for the classroom.
 Take time every now and then to talk about the rules and review them with
students.

7. Use non-verbal communication

Using hand signals, body cues and other tactics can be helpful in getting
students’ attention. For example, you might turn the lights off and on when it’s time to
wrap up an activity.
  Hand signals work particularly well with primary grades. Changing the non-verbal
cues periodically will keep students from getting bored with them.

8. Praise students for acting appropriately

Make a positive example of students behaving properly by letting students know
when they have followed the rules. By showing students what good behavior looks like,
they will know how to model the behavior.
 Make sure to praise different students. Don’t always praise the same few
students.

9. Get parents involved early on

If there are discipline problems at the elementary school level, it can be helpful to
get in touch with the child’s parents. Think about doing this before the discipline problem
becomes serious. Earlier intervention can redirect a child away from problematic
behavior.

10. Give students tools for interacting with each other

Reinforce positive interactions by giving students tools to handle disagreements
and miscommunications. Having tools to use for these interactions may help diffuse
potential discipline problems.
 For example, talk about how students should ask another student for permission
to take something. A student should look directly at the other student, wait until
she is listening, and ask politely.
 Give students tools if they disagree with each other. For example, have students
look calmly at each other and say, “I understand how you feel.” Then the
student can explain his opinion calmly.