Creating Classroom Rules for Students with Emotional and ...

1 Creating Rules FOR CLASSROOMS. Creating Classroom Rules for Students with Emotional and Behavioral Disorders: A Decision-Making Guide Douglas E. Kostewicz, University of Pittsburgh Kathy L. Ruhl AND Richard M. Kubina Jr, The Pennsylvania State University A. high degree of teacher Students with EBD receive as they create Classroom Rules and turnover occurs within the services in a variety of settings ( , recommendations for effective rule educational system, with resource, self-contained, and creation, while addressing specific exiting teachers often crediting inclusive classrooms), and the concerns for those who serve student misbehavior as a contributing absence of clear structure in any of Students with EBD. factor (Buckley, Schneider, & Shang, these settings negatively affects 2005; Eberhard, Reinhardt- learning and effective behavior plans Six Rule Decision- Mondragon, & Stottlemyer, 2000; (Malone, Bonitz, & Rickett, 1998; Making Questions National Education Association, Steinberg & Knitzer, 1992).)

2 Unlike 2003). The behaviors of one effective teachers who monitor Teachers can ask themselves six population, Students with Emotional Classroom behavior, provide clear questions as they create effective and behavioral disorders (EBD), often expectations ( , Classroom Rules ), Classroom Rules : (1) Who will present significant challenges for and promote student accountability participate in rule creation? (2) What Classroom teachers (Kauffman & for meeting those expectations behaviors will serve as the basis for Wong, 1991). Based on these (Stevenson, 1991), some teachers of the Classroom Rules ? (3) How will I. behaviors, educators often Students with EBD fail to use phrase the Classroom Rules ? (4) How characterize Students with EBD as effective Classroom management many Rules should I use? (5) How aggressive, disruptive, or off task techniques (Sutherland & Wehby, will I communicate the Rules to my (Sutherland & Singh, 2004).

3 Such 2001). Rules , which might be Students ? and (6) If applicable, what behaviors may occur concomitant considered one form of will I do to support student rule with, or as a result of, shortfalls in communicating expectations, may compliance? Along with expressive or receptive language constitute the most cost-effective recommendations and considerations functioning (Benner, Nelson, & form of Classroom management and for Students with EBD that Epstein, 2002). play an important role (Bicard, 2000). accompany each question, we will These language deficits may Rather than viewing Rules as follow Christina, a fictitious middle exacerbate both social interaction and elements of control, Rules might best school teacher, as she makes rule academic performance problems as be conceptualized as contributing to a creation decisions.

4 During the Students with EBD fail to understand Classroom environment conducive to academic year, Christina will have events or are hindered in their learning. Through teacher responsibility for a class of 25. communicative skills (Ruhl, Hughes, presentation of Rules , Students learn Students , 3 of whom have an EBD. & Camaratra, 1992). Displaying low boundaries for Classroom behavior label. Talking with teachers from the academic proficiency, Students with and the Dos and Don'ts of Classroom grade below her and drawing on her EBD receive some of the lowest life (Boostrom, 1991). Importantly, own experiences, Christina identifies grades of any group of Students with Rules may help Students with the need for a high level of structure or without special needs, and as a language problems better understand in her Classroom for this upcoming result, Students with EBD maintain a expectations and set the stage for group of Students and plans to create very high drop-out rate (Sutherland positive environmental influences for this structure around Classroom Rules .)

5 & Singh, 2004). Given the challenging effective Classroom behaviors. nature of learners with EBD, one As an important aspect of Question 1: Who Will Participate in question begs asking: How can Classroom management systems, Rule Creation? teachers who serve Students with Rules play a major role and bear Teachers must first decide who EBD respond so that Students with heightened significance for teachers participates in rule development the EBD can function effectively serving Students with EBD. However, teacher only or the teacher and the regardless of setting? One answer lies Creating effective Rules requires Students . Stevenson (1991) maintains in Classroom management and careful thought and effort. This paper that Students play an informal role in structure. presents six questions facing teachers rule creation, because Rules follow Section 4 References 14 B E Y O N D B E H A V I O R.

6 Page 17 of 31. Creating Rules FOR CLASSROOMS. student and Classroom needs. Bicard Understanding that unforeseen incoming class, she has identified (2000) suggests an extension to this situations may arise, Christina eight possible chronic and/or severe informal role would involve Students reserves the opportunity to make Classroom behaviors (Figure 1, Step 1). participating in rule creation. If minor modifications to her Rules list Now that she has a basis for Students have a greater hand in rule with student input. She feels Classroom Rules , she can make creation, they may better relate to the confident, however, that her Rules decisions on the remaining questions. Rules and comply more often cover both pressing and future (McGinnis, Fredrick, & Edwards, Classroom problems and enable her Question 3: How Will I Phrase the 1995); however, such an inclusive class to interact with the Rules from Classroom Rules ?

7 Approach may be counterproductive the first day of school. The third decision regards how to in settings serving Students with EBD word the Rules . This has two aspects: for several reasons. Question 2: What Behaviors Will rule type and rule wording First, Students with EBD may Serve as the Basis for the specifically. Bicard (2000) describes better respond to established Classroom Rules ? two types of Rules : positive and structure and boundaries for Logistics prevent a teacher from negative. Positive Rules focus on what behavior from the moment they enter Creating , teaching, and implementing a student should do and help teachers a Classroom . Having clearly specified a rule for every student behavior, concentrate on helping Students Rules helps Students with EBD know predicted or observed. Because of the acquire appropriate and useful what they are to do.

8 Waiting to prominent nature and applicability of behaviors. Negative Rules state what involve them leaves many Rules , teachers should reserve Rules Students should not do and focus opportunities for Students to engage for minor but chronic and/or severe teacher attention on student in unacceptable behaviors as they student behaviors. Minor aversive misbehavior. Positive Rules encourage wait for rule development. Second, behaviors generally have short-term use of positive interactions, while establishing Rules with student input adverse effects on the environment. negative Rules promote using may prove difficult logistically, Over time, however, these minor aversives and punishment. Because a especially considering mixed behaviors can cumulatively add up to teacher's primary responsibility populations of those with and cause a more significant impact on involves creation not elimination of without EBD.

9 Students with EBD may the environment. For example, one Students ' behavior, many educators lack the capacity and social call-out every period may not (Bicard, 2000; Heins, 1996; McGinnis awareness to participate adversely affect the Classroom or et al., 1995) have promoted using cooperatively in rule creation, thus cause physical harm, but multiple positively stated Rules . Using positive limiting their contributions and call-outs every few minutes may Rules for Students with EBD, who will possibly making it difficult for their prove very disruptive. While possibly likely benefit from a positive peers. Third, Students tend to have a occurring with less frequency, severe educative approach, may prove harsh sense of justice and often behaviors can have immediate and beneficial. recommend extremely strict Rules dangerous effects on the Classroom As with many teachers, Christina (Bicard, 2000; Heins, 1996).

10 While and those in the Classroom . Some found it easier to focus on aversive teachers will find it important to examples of severe behaviors include student behaviors. Without asking create precise, clearly worded Rules property destruction and physical herself this rule creation question, she and implement those Rules harm to self and others. Because may have easily fallen into the trap of consistently, teachers using overly Students with EBD often display both phrasing each rule in a negative restrictive Rules may set Students with chronic and severe behaviors manner by Creating Rules similar to EBD up for failure. Considering these (Sutherland & Singh, 2004), teachers Don't hit each other'' and Don't factors, it seems prudent that teachers can target these behaviors as a talk out,'' leaving a void about create an initial set of Rules without foundation for Classroom Rules .