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Handout 1 (b) 
Classroom rules 
One critical facet of the overall behavior management method in a classroom is the presence of rules. Every 
teacher, no matter at what level she or he teaches, should establish rules so that the learning environment is 
consistent, orderly, and predictable — what I like to call the COP principle of classroom behavioral 
management. Without classroom rules, chaos is likely to occur, academic instruction is difficult to deliver in 
a reliable fashion, and a supportive, positive classroom climate is likely to suffer.
One purpose of classroom rules is to express the behavioral expectations of the teacher (and the students, if 
they contribute to the formation of the rules). Rules are also important in helping teachers to reinforce students 
for behaving appropriately. (Read about reinforcement techniques below.) Teachers need to remember that 
rules are simply not posted on a bulletin board and ignored; they are to be reviewed frequently, especially in 
the beginning of the school year, and updated as necessary to guide behavior throughout an entire term. 
When establishing classroom rules, it is particularly important to discuss the need for them with the students. 
Teachers should emphasize to students that societies and communities have rules (e.g., traffic rules, speed 
limits, no-trespassing rules, tax laws, etc.), and as a classroom community it is important for its “citizens” to 
develop and live by certain rules, too. Students need to understand how rules establish order and safety in an 
environment, and that they help students to work and cooperate in a safe, respectful manner. Some have 
suggested that students should participate in establishing classroom rules. Many believe that doing so helps 
students claim additional ownership of their own classroom and what they expect of their own behavior as 
well as that of their classmates.