How to make sure your students really understand your classroom rules

How do you make sure your students really understand your classroom rules? 

You can place posters all over your room. They can be bright and engaging but at the end of the day, like any piece of advertising, they need engagement. Students need to read these posters and truly understand them. They will notice them the first time they are put up but how often do you go over the rules again and again throughout the year? Like busy teachers everywhere, you let little things slide until the only rule left is the 'hands up' rule.

To see if your classroom rules posters are effective ask yourself:

• Can my students name ALL the classroom rules?
• Do my students know what 'sitting quietly' looks like, sounds like, feels like?
• Do students know what to do if somebody is breaking the rules?

To have rules, means you have to have consequences. Make sure your consequences are clear, within school policy (some schools don't allow students to stay in after school for detention) and make sure you are consistent with the rule breakers.

Students also need to understand what the rule means. 

Let's take the rule, that almost every school has; sit still and do not call out.

Do students KNOW what 'sitting still' means? You assume they do but very young children may not have that clear understanding and older children may have come from different backgrounds where 'sitting still' may have meant something different. You will need to model 'sitting still' for children of all ages.

MODELLING

I usually draw a picture on the whiteboard or show them a poster of a child sitting and point out all the ways they are sitting quietly. This technique is called whole body listening.

• EYES on the teacher (not looking around the room)
• EARS are open and listening to the teacher
• HANDS are to yourself (either crossed in lap or by sides but not touching anybody else)
• LEGS are crossed (not to the side or stretched to the front)
• MOUTH is closed (not talking or humming)

You won't need to model this more than a few times at the start of each lesson and as the weeks roll by your students will understand what you mean by sitting quietly. You can keep a poster up to point to occasionally without speaking as a non-verbal reminder to do the right thing.

Tip: I taught with hearing impaired students and learnt the sign for sit and quiet. I highly recommend you use these signs every time you mention sitting quietly with your class. When you go to parades or special assemblies they become invaluable to use with your class when you can't make a sound. Just catch their eye and do the sign. They will know what you mean!

REINFORCEMENT

Always, always, always use positive behaviour management in your class. I sometimes forget and when behaviour is getting out of hand I remember to use my old training of positive behaviour management and ZAP it's like magic... they all behave instantly! This is when I kick myself for not using it sooner! Positive behaviour management means focusing on the good behaviour you want students to demonstrate, rather than picking up and focusing on the bad behaviour.

Example:

(noisy class)

"Oh goodness I can see Jason down the front here and he's showing me some lovely whole body listening. His eyes are on the teacher. His mouth is closed. His arms are folded. His feet are to himself" and go on to describe the perfect way this student is sitting quietly. 

If you want to check and see if it's really working (other than the noise stopping right away) you can add "...and he's sitting so straight!" and watch all the students suddenly straighten their backs to sit neater! Make sure you start to praise other students around the room who are doing the right thing. 

At the start of the school year, I introduce students to my rule posters and then follow up with some hands-on activities to make sure students understand. I model myself, reinforce when other students do the right thing and even get students to take ownership by letting them design or make a poster of rules for the classroom wall. It is, after all, THEIR classroom. 

How to make amazing ANZAC buscuits

ANZAC Day is held in both Australia and New Zealand each year on the 25th of April to commemorate the end of the World War 1. Traditionally, Australians make ANZAC biscuits on the 25th April to share with families on this special day. 

First made in 1915, these little beauties were made by families at home and posted to soldiers overseas at the battle front. ANZAC biscuits are very hard and were designed to last a long time during their travel to soldiers who would crush them up and eat them as porridge. 

There are many traditional recipes for making ANZAC biscuits but this one will make your biscuits a little less hard than normally and taste amazing!

Ingredients:

1 cup Self Raising Flour

1/2 cup Sugar

1 cup Rolled Oats

3/4 cup of Coconut

100 grams Reduced Fat Margarine

1 1/2 tbls Golden Syrup

1 tsp Bi Carb Soda

1 tsp Hot water

Method:

Mix the first 4 ingredients together in a large bowl.

Place the remaining ingredients in a glass jug and pop into the microwave on high for 1 1/2 minutes until the butter has melted.

Mix all the ingredients together and roll into balls. Add 1 tbsp of water if dry. 

Place onto a baking tray and bake for 180 degrees for about 15 minutes until golden.

Makes 18 biscuits. 

You may also enjoy reading the fantastic picture book ANZAC Biscuits by Phil Cummings and Owen Swan. A moving story that compares the life of a little girl preparing biscuits for her father and his life on the front line. 

When discussing commemorations and celebrations with your students (click here to see what the difference is between the two) it's great fun to make some ANZAC biscuits with your students so they can get some hands-on learning with their HASS subject. 

You will find the complete recipe for ANZAC biscuits plus a method recount activity in the ANZAC Day Activity Pack. 

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Commemoration or a Celebration; do your students know the difference?

The Australian Curriculum (ACARA) Knowledge and Understanding for History Year 3 (HASS) states that students should explore both celebrations and commemorations in places around the world. 

However, to do this they first need to understand the difference between a commemoration and a celebration. Have you ever stopped to think about this yourself?

For example, ANZAC Day and Remembrance Day are very clearly a commemoration and NOT a celebration. In Australia we hold commemorative assemblies, lay wreaths and contemplate and remember those that have died. We do not 'celebrate' their deaths, we commemorate them.

Birthdays, on the other hand, are quite clearly a celebration (although in a sense we are commemorating the birth of somebody, it is traditionally known as a celebration). During celebrations we eat special food (birthday cake), sing special songs (Happy Birthday), give presents (birthday presents) and play games. Once you start to develop a strong understanding with students about what a celebration is, it then becomes clearer to see what is NOT a celebration (such as ANZAC Day or Remembrance Day). You may, however, have students in your class who do not celebrate birthdays due to religious reasons. It's always worth discussing this with your students well in advance of any 'birthday' activities.

Interesting fact: did you know that Remembrance Day in America is known as a celebration of war veterans rather than a commemoration of the end of World War 1?

So ANZAC Day, Remembrance Day are clearly commemorations and Birthdays are traditionally a celebration. What about other special days?

Diwali is a great example of a celebration and ask any child in your class who celebrates this special day and they will be so excited to tell you all about it. I always ask who celebrates Diwali and then ask them to come to the board so we can explore if this special day is a celebration or a commemoration. Make sure you have brainstormed the two terms and found the dictionary definition before starting. Do you eat special food? Do you sing special songs? Do you give gifts? Do you play special games or perform special dances? Let your students tell you all about their special day. 

Saint Patrick's Day is another special celebration for anybody of Irish heritage. In Ireland it is a public holiday and celebrated as the national day but elsewhere around the world it is a chance to celebrate all things Irish. If you have any students with Irish heritage you can discuss this with them as well. 

Students LOVE talking about their special day and it makes a fantastic 'show and tell' activity throughout the year.

Once you have established what the two terms 'celebration' and 'commemoration' mean you can do a sorting activity (you can find the one pictured below available here) and when completed, ask students to brainstorm other commemorations and celebrations. It's a fantastic open-ended task to get students to find out the what, when and why of seasonal celebrations around the world or in their community. 

How I leave school at 3 pm...and you can too!

I am one of those teachers that leaves school at the same time their students do. I know not many do this as I've seen the looks from the teachers who are sitting at their desks as I walk out, still ploughing through a huge pile of marking. I get the comments of 'I don't know how you do it?' so I'll let you into my secret. This is how I manage to leave work at 3 pm when school finishes... and there is no magic to this trick either, it's just down to hard work. 

1. I arrive early. 

Yes, while other teachers are sleeping in or grabbing that cup of coffee on the way to work I'm already there. I do have before school care for my children, which I highly recommend to any teacher - you really can't do this job without it, especially if you're a single parent family. 

Morning time is THE best time to get work done. It's quiet. Nobody bothers you. The copy machine is free from a line up or you can get your copying into the pile to be copied first. There are no knocks on the door from parents who 'just want a quick chat' and no other teachers asking you questions. It's peaceful and calm and you can really get your head straight. First thing in the morning I work backwards from the things I HAVE to get done first. For example, if I have reading groups first I prepare all the materials and set them out, then work out what I need all the way through till break. At break time I can sort things out for the middle and last session. Once the lesson materials are set up I write up what is happening today on the board for my students and sit down at the computer to do my admin. This is when I respond to emails. 

2. I don't do small chit chat

This sounds harsh but I just don't have the time. I do have some chats with other teachers but they are very short and I'm usually on my way somewhere. If my classroom is near a 'chatty teacher' I keep my door closed. Okay, it's anti-social but I want to do my work and leave by 3 pm so sacrifices have to be made. 

3. I don't eat in the lunch room

I eat in my classroom most of the time for a number of reasons. Firstly.. back to point 2.. one way to avoid chatting and wasting time is to avoid the lunch room. My time and energy is precious so I'll just work through lunch thank you. I know this is bad practice but...it works. I eat my lunch and respond to any new emails. 

4. I respond or send emails as soon as I can

Before school or during break is a great chance to respond to emails. If you don't respond quickly they will really build up. The minute something happens and I need to contact a parent I do so almost immediately. If the students are busy writing I do my emails quickly. I've had some really important, urgent emails sent midday and if I hadn't looked till the next day I would have had huge problems. Check your emails frequently and this nips the workload in the bud. 

5. I mark during class time as often as possible

It's not always possible but I mark homework before students arrive (they have to place it in the box the day before). I mark quizzes as we go and I get students to switch books as often as possible to mark and give feedback. Not only is this a good time-saving idea for me but it's really useful to get students used to giving constructive feedback (of course this depends on what grade you teach). I rarely take marking home and when I do it's usually the end of term exam and I mark it over the holidays.

6. I'm preparing to leave during second break

I usually have a duty first or second break but before duty I pack my bag and leave out only the things I need for the last session. Emails are checked and responded to and marking finalised and put away. I also make sure any copying is in for the next day and generally get organised. This way, when the bell goes, I dismiss my students, turn lights off etc.. then I can head home. There is rarely a parent waiting to chat as I usually sort issues out via email beforehand but if there is, that is the only thing that might hold me up. Parents usually make a time to see me though and I usually make that time before school if possible. 

Alright, I know what you're thinking 'keep this up and she'll burn out!'.. I won't actually as I leave school by 3 pm, collect my children, help them with their homework and make dinner. I then get the evening to myself to do as I want. On the weekend I do my planning (Sunday is planning day) and I plan for the whole week. 

The key is getting organised and cutting out the small talk. I'm a mother first, teacher second.

What are your thoughts? How do you manage your time at school?

Meet some Australian Curriculum specialists

If you're struggling with a particular curriculum area (let's face it, we all have our areas we need to improve upon) then let me give you a guiding hand. The following teachers are also teacher-authors and are specialists in their subject area. They know what works and what doesn't work in the classroom and can give you lots of help and advice on areas you might be struggling with, or where you might be looking for particular resources for a subject. Take a browse below, follow their store to see when new products are available or sign up to their blog to keep abreast of the latest curriculum news in that subject area.

History, Geography, Social Studies & Civics and Citizenship (HASS)

Foundation - Year 3

Tech Teacher Pto3

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An example of their HASS products...

I have specialist qualifications in History and Digital Pedagogy and I have a passion for making history and geography fun for early years students. Previously I was employed by the Queensland Museum in their Social History Department to create displays and curate and so I bring a wealth of historical experience to my teaching products. I love making teaching products that are fun, bright and most importantly engaging. Teaching history and geography should be fun! Let me take the worry out of your planning as ALL of my teaching products are aligned directly with the Australian Curriculum (ACARA).  

Year 4 - 6 (Civics)

Galarious Goods

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An example of their Civics products...

Civics can seem like a dry subject at times, full of older people in grey suits. But recent current events have shown how important it can be for young people and how they can get involved. I'm a firm believer in lessons which explore the ways government impacts the lives of students; in using a range of learning experiences to encourage thoughtful engagement with civics now and as they grow up into adults. It can help them change the world!

Years 4 - 6 (History)

Aussie Star Resources

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 An example of their Year 4-6 History products...

The Australian History curriculum has some really important topics for upper primary students but they can be a bit 'dry' and boring to teach. Aussie Star Resources is dedicated to designing Australian History teaching resources that are age appropriate, meaningful and curriculum aligned. We thoroughly research every resource and check regularly to make sure it is meeting the curriculum so that you can be confident your planning needs are met. Your history lessons can be hands-on, fun and engaging!

SCIENCE

Foundation - Year 1

Tech Teacher Pto3

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An example of their Science products...

In addition to providing HASS products, I also provide Science resources that are aligned to the Australian Curriculum. My experience in Science stems from my time as a specialist vocabulary teacher for 4 years, where I spent time unpacking key terms in the Science curriculum for students using the STRIVE program (exploring Tier 2 words). After consultation with my HASS customers, I was asked to produce similar science resources for Foundation to Year 3 and at present I have Foundation and Year 1 Science units available within my store (posters, worksheets, activities, instructions, vocabulary cards, QR codes and more!) with Years 2 and 3 to follow soon. 

Science, Technology, Engineering and Mathematics (STEM)

Foundation - Year 6

Curiosity and the Hungry Mind

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An example of their STEM products...

STEM is the current BUZZ word in education but what does it mean for you as a teacher? STEM is a broad subject area that can daunt some teachers. Where to begin and what to cover? Developing a STEM curriculum for Foundation to Grade 6, I have navigated the Australian Curriculum to bring my students and customers the most practical, up-to-date and hands-on STEM lessons and activities available. Speaking at the Improving STEM Conference and the future Digicon conference, I have been recognised as a leader in STEM education in Australian Primary Schools.

My motto is - Inspire students to create what they can imagine.

MATHS

Foundation - Year 1

Lauren-Kuhn

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An example of their Maths products...

Finding activities that meet curriculum standards while being developmentally appropriate for little learners can be tricky - particularly in maths where concepts are sometimes abstract. I love to plan small group work that involves games, fine motor tasks, movement or hands-on elements to ensure children are engaged during their learning. Let's make maths exciting and fun!

Year 2 - 4

Rainbow Sky Creations

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An example of their Maths products...

Here at Rainbow Sky Creations we help Aussie teachers by making awesome, curriculum aligned resources to inspire you and making learning feel like magic for your students. One of our main passions is providing Maths resources that are hands-on, engaging and easily differentiated to meet the needs of different learners in your classroom. Through our collective two decades of teaching, mostly in Years 2 - 4, in two countries and across a couple of different Australian states, we have built up an amazing collection of ideas, tips and tricks to teach your students to love and enjoy Maths. Our philosophy is to keep it simple, fun and easy to implement, allow students to solve problems and explain their learning. 

ENGLISH

Foundation - Year 1

Mrs Strawberry

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An example of their English products...

Look no further for fun, engaging and unique literacy activities and resources for Foundation and Year 1 students. With over 12 years of experience in early childhood, my absolute favourite thing to teach is literacy. I love watching my students learn and play, without even realising they are learning! All my products are tried and tested in my own early childhood classroom.

Year 2 - 6

Teaching Products

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An example of their English products...

I've been teaching primary for over ten years, with experience in both special education and mainstream settings. I'm currently teaching on a part time basis in a Melbourne school for children with learning needs, while also working with a university in Melbourne providing support and guidance to pre-service teachers as they complete their degree (at the moment I'm working with students to develop their skills as literacy teachers). I love everything about teaching literacy, and my classroom is rich in children's literature and engaging learning activities.

MUSIC (Curriculum aligned for the classroom)

Foundation - Year 6

Keystone Creations

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An example of their music products...

We are two teachers who combine our passion for singing, teaching, and writing, with our backgrounds in the creative and performing arts, to create professionally produced, curriculum-aligned songs. The songs follow outcomes and learning sequences of curriculum documents, and integrate classroom learning across key subject areas. They provide complete teaching/learning tools that actually SAVE you time, enhance and support student learning, PLUS solve the problem of what to do for school assemblies! (Lesson materials included in most song packages).

Special Education

Foundation - Year 6

My Mum The Teacher

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I have had the privilege of working across a variety of Special Education settings for 8 years now, in both Primary and High school settings, as well as at Aspect. In 2014 I completed my Masters of Education, specialising in Special Education, with a focus on Autism Spectrum Disorder, Behaviour Management and Twice Exceptional students. I love working with other teachers to create the best learning environment for all students through great routines, quality programming and engaging learning activities.

Occupational Therapy

Foundation - Year 6

Tiny Trackers

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An example of their Occupational Therapy products...

As an Occupational Therapist, I promote hands on, differentiated learning to enable students to connect with their learning in a meaningful way. Using multi-sensory activities encourages engagement in a complex topic whilst developing building block skills in the early years; These essential skills include scissor skills, finger and hand strength, and visual perception (essential for reading and writing).

LIBRARY

Little Library Learners

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An example of their library products...

With a background in Primary Education and Teacher-Librarianship, teaching students how to use the library is my passion. My ready-to-go resources are the perfect tool to help teach library skills in a hands-on and engaging manner. I enjoy creating lessons based on picture books, creating exposure to and a love of Australian authors.

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