Andijon davlat chet tillari instituti ingliz tili nazariy aspektlari kafedrasi chet tillarni o

Establishing and implementing classroom rules 
Jones and Jones stated that effective, general rules in a classroom should pertain to (a) health and safety (e.g., 
“Walk in the classroom, hallways, cafeteria.”), (b) property loss and damage (e.g., “Respect others’ personal 
property and touch it only with the person’s permission.”), (c) legitimate educational purpose (e.g., “Be on 
time for class and with all assignments.”), and (d) disruption of the learning process (e.g., “Ask for permission 
to speak before saying anything in the classroom.”).
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 The following are characteristics of good classroom rules 
regardless of teaching level: 
The fewer, the better. 
It is wise to keep the number of rules to a minimum. For primary-level students, three or four rules 
should suffice; for older adolescents, as many as five or six may be necessary. There are ways to cover 
many activities in a rule by composing it in a broad fashion. Instead of limiting the rule to only the 
classroom (e.g., “Walk at all times in the classroom.”), a broader rule could state, “Always walk in the 
classroom, hallways, and cafeteria.”). 
Use simple language. 
There is no need to write elaborate rules with complex language. Just be direct and simple (e.g., “Raise 
your hand and wait for the teacher to call on you before speaking.”). If anything, direct, simple 
language allows for students to remember the rules more easily. 
Use a positive voice. 
If at all possible, write the rules in a positive format and tone. Try to avoid, “You shall not talk in the 
classroom without teacher permission,” by stating the same rule as, “Ask for permission to speak before 
saying anything in the classroom.” 
Special context, special rules. 
Different rules can be used for special situations and learning stations in the same classroom 
environment. Rules for using computers in a classroom (e.g., “Always use headphones when listening 
to music on the computer.”) can be made very specific to that activity and station only. 
Create an effective display. 
Rules need to be prominently displayed in the classroom or in a special activity area. When students 
are first learning the rules in the beginning of the school term they need to be bombarded and reminded 
of them as much as possible. Put them on a bulletin board, duplicate them on the classroom whiteboard, 
write them on a handout to distribute to class members, and place them in special activity areas (e.g., 
computer stations). I once witnessed a teacher hanging each classroom rule from the ceiling on both 
sides of long poster board for all to see in any section of the room. (Now that’s displaying them 
prominently!) 

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To firmly establish the rules in the classroom, the teacher needs to model what she or he means in terms of the 
desired behavior. Show students several times what is meant by raising one’s hand to ask for permission, 
sitting quietly at one’s desk, walking around the classroom, and anything else covered by the rules. There will 
be a need to review and re-teach the rules daily at the beginning of any school term, and perhaps once a week 
for the first months of school. It is also imperative that the teacher lives by the same student rules in the 
classroom. If chewing gum and eating snacks are not allowed, the teacher should abide by the rule in the same 
manner as any student to show that she or he is an equal partner.
It appears that classroom rules alone are usually insufficient for promoting appropriate student behavior. 
However, when combined with the development of a positive classroom climate, teacher reinforcement of 
desired pupil behavior, and the teaching of appropriate replacement behaviors that substitute for inappropriate 
ones, classroom rules provide a solid foundation for the consistent display of proper student behavior in the 
classroom. (For ideas on formatting rules for display, a Google image search for “classroom rules” yields a 
plethora of examples for most grade levels.)