Three Classroom Policies And Procedures You Need to Decide Right Now

As a new teacher, one of your primary goals for the start of the year is to establish a positive and productive learning environment. The implementation of clear and reasonable classroom policies and procedures will aid this process. Not only that, but sound policies can save you a ton of headaches and stress throughout the year.

What’s the Difference Between Classroom Expectations and Policies?

Classroom expectations (also known as “rules”) outline your basic standards for student behavior in your class. They are usually general in nature and are stated positively. For example:

Example Expectation: “All students should listen respectfully while the teacher is talking.”

Classroom Expectations Are Typically Similar From Teacher to Teacher

It’s been our experience that classroom expectations are similar in nature from teacher to teacher. It’s better to state them positively. Say “Be respectful” as opposed to “Don’t be disrespectful”. These rules provide the basis for a positive classroom culture.

Keep your list of rules short; 4-6 is about right. A common set of classroom expectations is listed below (feel free to use them in your class!)::

1. Be respectful of yourself and others.
2. Use language that is not vulgar or hurtful.
3. Act in a way that supports learning for all members of the class.
4. Be on time and prepared with the necessary materials.
5. Follow all school rules.

It’s always a good idea to post these expectations in your classroom and refer back to them from time to time.

Now that your rules have been decided, let’s move on to some more important decisions: policies and procedures.

Classroom Procedure #1

Will you assign seats or allow students to choose their seats?

Why it matters:

As a teacher, you have two main goals: establish a positive learning environment and maximize student learning. Every veteran teacher can recall a time when a “tough” class completely changed for the better with a few tweaks of the seating chart.

Creating a great seating chart can be like a complicated puzzle: assigning 30 students (or more) to desk locations that meet their unique learning needs. It’s an art.

And it’s becoming something of a lost art. More and more, teachers are deciding to ditch the assigned seats in favor of a more student-friendly approach.

Arguments in favor of the teacher assigning seats:

• Sets the tone that you’re in control and that your class is a productive place of learning
• Fewer behavior problems. If you let students sit near their friends, they will.
• You have control over the placement of students who require extra help or a positive role model as a partner (often mandated by IEPs/504s)
• Can be less awkward for new students or any student without a ton of friends in that class
• Easier for you to learn names at the start of the year

Arguments in favor of allowing the students to choose their seats:

• Sets the tone that you value student comfort and autonomy
• Displays a level of “trust” that students are capable of choosing the best seat for them
• Most students prefer this policy

Our verdict: assign seats.

Although assigning seats has fallen out of favor in the past 3-5 years, it is still a very sound practice for teachers. We’ve seen newer teachers start the year by “nicely” allowing students to choose their seats only to deal with discipline issues later on. By October, they are introducing a seating chart with students who are none too happy to give up that seat next to their friend. Consider starting the year with a seating chart and then, if you feel comfortable, allowing students to choose their seats later in the year.

Two caveats:

1. The decision to assign seats can vary by age group. A seating chart with 6th graders feels necessary – and they’ll probably accept your control. On the other hand, allowing 12th graders to select their seats is probably a non-issue.
2. It may be worth asking around to get a feel for what other teachers at your school do for seating arrangements. Having a policy that isn’t too far from the norm will make implementation easier.

Tips for creating a seating chart:

• Explain your rationale for using a seating chart: to put everyone in a place where they can be successful.
• Explain that you don’t discuss seat assignments in front of the class (no need to embarrass anyone) but you are happy to chat after class, in private, about possibly moving a student’s seat.
• Change the seating chart every 10-15 weeks to keep it fresh and give those kids who don’t love their assigned seat a break.
• Some teachers use “4th quarter students choose their seats” as a motivating reward throughout the year.

Classroom Procedure #2

What is your restroom policy?

Why it matters:

Your goal is a safe and productive learning environment while limiting disruption related to restroom use. Student requests to use the restroom will be a daily occurrence.

Creating a clear policy serves you in two ways. First, teaching is a job filled with hundreds of quick decisions. A policy will save you from some of those. Second, a policy should be fair for all students and allow you to sidestep the “Hey, but you let that student go!” accusations.

Background information: 15 years ago, nearly every teacher issued a restroom pass (on paper) with roughly five trips allowed per semester. At the end of the semester, any unused trips were converted to extra credit.

The result: students either made a point to use the restroom during breaks or they tried their best to wait until after class. They wanted the extra credit. About 50% of the students NEVER asked to use the restroom all year. Another 25% used it a couple of times and about 25% used all their passes. (If they used up their passes, they could still go, of course, but sometimes would “owe” the teacher a minute or so after school.)

What changed? Parents complained that their child, who had used all of their restroom trips, was losing points for going to the bathroom. The policy was viewed as draconian and “forced” students to sit uncomfortably in class in order to earn points. It was probably time for that practice to end. Now , most teachers allow unlimited restroom use.

Positives of unlimited restroom use:

• Students are able to use the restroom without “penalty” or fear of losing points
• This is a respectful and humane approach to a basic daily need

Negatives of unlimited restroom use:

• Any time a student wants to get out of class, they can easily do it
• Some students will abuse the policy and use the restroom nearly every day
• Easy for students to meet friends from other classes at a specified time
• Less time in class reduces learning opportunities and increases the work for teachers to get them up to speed on what they missed

Tips for Managing Restroom Use:

1. Absolutely have a system for keeping track of restroom use. (The most common is a sign-out sheet.)
2. Asking students to sign in/out with the time can limit the number of minutes spent outside of class.
3. A “one student at a time” policy helps prevent hallway shenanigans.
4. Consider notifying parents if you feel restroom use is excessive. Be sure to cite the data from your tracking system.
5. Establish expectations that a restroom trip is no more than 5 minutes (or whatever time you feel is reasonable).
6. Strongly think about a policy that does not allow restroom use during the first 10 minutes of class. This allows you to start the class right as the bell rings – an important goal for new teachers. You’ll get students who want to drop off their things and “extend the passing period” by using the restroom right away.
7. If you’re in the middle of teaching something critical, it’s ok to ask the student if they can wait a few minutes until you’re done with the lecture or with your directions. Most times, they’ll be fine with that.
8. When in doubt, let a student go.