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Class Norms
Class Norms are defined as a set of statements of value or behavior that support active and equitable participation in the classroom. They set expectations for all members of the classroom community, adults and students. Simply put class norms are behavioral expectations for the class. They let students know how they are expected to behave in and outside the class, how to behave towards each other, and how to treat school property. They are a set of standards that everyone is asked to follow in order to create and maintain a safe and equitable learning environment. Some common class norms may include tasks like:


 * Putting backpacks on a hook when they arrive to class
 * Lining up
 * Walking in class and the hallways
 * Being courteous and kind
 * Following all the directions that are given
 * Using positive language
 * Listening ears and


 * Using inside voices

Class norms are usually established at the beginning of the school year and are expected to be followed daily. Class norms can be changed or adjusted as needed to better suit the class climate. Class norms are not only for the classroom. Although there may be some variations to them, class norms are expected to be followed on the playground, at assemblies, and during field trips. For example, a class norm could be to use inside voices when in the class. The same could be expected of students while at a school assembly. Another class norm could be to walk with a partner during a field trip as opposed to walking in a single file line to the cafeteria.

Strategies for Class Norms

Class norms should be reinforced on a regular basis. Reminding students of the expectations and acknowledging them following those expectations is one way to reinforce the norms. Another way is to model what class norms should look and sound like. Modeling a norm such as using inside voices helps to reinforce the behavior. Another strategy for class norms is having a consequence for not following a norm. For example, a norm for being in class on time ceases to be a norm when there is no consequence for students’ tardiness. Thus, arriving late becomes the accepted practice. The actions and interactions that a teacher encourages or allows to become familiar develop into that classroom’s norms. Therefore, thoughtful advance planning by the teacher can guide and establish effective group norms that support student learning.

Classroom Management Procedures
1- Definition Procedures are a set of steps, methods, or process for how things are done in the classroom. They establish a classroom culture and community.They dedicate what students have to do and how they will work on it.From the first day of school, the learning, practicing, and reinforcement of procedures are important for a smooth running classroom.Procedures demonstrate how people are to function in an acceptable and organized manner. Classroom procedures are needed to effectively function in the classroom. They reduce classroom interruptions and Discipline problems. Implementing relevant procedures has an important role in providing a cooperative learning and produce positive results. They set the class up for success to take place.

2-Steps for Teaching Classroom Procedures During the first weeks of school, the teacher should introduce, model and practice procedures.This must continue until the procedures become a routine. Most behavior problems in the classroom are caused by the teacher's failure to teach students how to follow procedures. In fact telling is not teaching. Students must be physically engaged in the process if we want them to learn. There are 3 steps for teaching classroom procedures:explain, rehearse, reinforce. -Explain: In the first step, the teacher has to define the procedure in concrete terms.Then, demonstrate the procedure step by step. -Rehearse: Students have to practice the procedure, step by step under the teacher's supervision. make sure that they have performed the steps correctly.Students should repeat the procedures until it becomes a routine. -Reinforce:determine whether the students have learned the procedure or whether they need further explanation, demonstration or practice.Then, reteach the correct procedure and give feedback.Finally, praise the students when the rehearsal is acceptable.

3- Classroom Procedures for Early Elementary Grades -Procedure for the start of the day:Enter quietly and politely,remove your hat,put away your backpack, turn in your homework, put your lunch stick in the appropriate choice cup, go to your seat to complete the morning packet. The teacher should start by explaining the procedure. Then, demonstrate and model the behavior for the students.Finally,have all students practice the procedure. -Procedure for transitions:The teacher can use a buzzer or a chime as a signal for students to stop all their activities, clean up ,look at the teacher and listen for directions. -Procedure for using the restroom: The teacher has to explain that when students need to use the bathroom, they need to make the bathroom sign, ask the teacher, get the permission to go and move quietly out of the classroom without disturbing the learning.The teacher should model the behavior. Then, have some students practice what it should look like. -Procedure for seeking help: The teacher has to explain that when students have questions, they first have to think about them and check if they already know the answer.Then, flip the color sign on their desks from green to red to let the teacher know they need help. The teacher should model what this should look like. Students can also take turn practicing. -Procedure for dismissal:The teacher should start by explaining the criteria for dismissal,such as how clean the desks should be and where the equipment should be positioned.The teacher should demonstrate the procedure. Then, have several students demonstrate also. The teacher should remind students in order to reinforce the procedure.Effective teachers have the students see, feel, and experience each procedure.

-Procedure for quieting a class:The teacher explains when she rings the bell and raises her hand, she needs students' attention.Students should freeze,turn and face the teacher,pay attention,be ready for instruction. The teacher should rehearse the procedure. The teacher models the behavior and the whole class practice. The teacher should compliment students for having their attention. Praise what the person did, rather than the person.Praise the deed, encourage the student.

Managing Transitions in the Classroom
Transitions during the day can be hard for some students especially if they are enjoying their current task or activity. Here are a few tips to managing transitions. It makes it easier if these transition norms are created in the beginning in the school year. If not, they can still be introduced during the year.

Tip 1: Have a memorable, quick symbol or sound for transitions

When making a transition routine that will happen every day it makes it easy if the students know it’s coming. For example, a transition starter could be a teacher rings a chime, or some form of a signal bell, the expectation once the chime or bell has rung is that students freeze, become silent and put their eyes on the teacher (it is ok to wait for students and to give some redirection).

Pictured above: Right: Students are working in stations. Teacher grabs chime. Below: Teacher rings chime, students freeze, put their eyes on the teacher and wait for transition announcement

Tip 2: Give clear directions

Once you have students’ attention you should give clear directions with expectations.

Example for a Kindergarten morning time clean up “Friends this is your last chance for water, bathroom, and sign in, I’m going to put on our clean up song in about 2 minutes, when it comes on I want you to clean up right away, then come to the carpet”

What I’ve found in various classes who have repeated direction, the kids may even join in and say some of it with the teacher because they know exactly what the teacher will say

Tip 3: Play Music

This may work best in younger grades. I’ve found in a various grade students love songs for transitions (even if a student is just entering the classroom from somewhere else they’ll hear the song and know what to do.One song may mean clean up, another may mean line up. If played consistently students will know what song means what to do. Some kid friendly songs kids may enjoy are: Count on Me by Bruno Mars, High Tide or Low Tide by Bob Marley, or Happy by Pharrell (just to name a few).

There can be a direction attached the song. Ex: “get to the carpet before the song ends or get in line before the song ends.” If kids listen to the song daily for a transition they’ll know about how long the song is, and when it is nearing the end.

Tip 4: Acknowledge Changes

If there is a change in the schedule let students know and repeat new directions as necessary. If time permits explain why the change is happening.

Teacher: “instead of having a rest or reading time after recess today we will have a quick CARES lesson from the school counselor. I know this may be disappointing for a few of us, but let’s try to be flexible with the change in today’s schedule”

This helps eliminate confusion later.

Tip 5: Attach consequences

Use  your best judgement when thinking of attaching consequences whether good or bad to transition interactions. Ex: “If everyone where they should be by the appropriate time (wherever the kids are transitioning to) there will be consequences attached. If students deserve a reward for a great transition  teachers can make announcement “If everyone makes it to the carpet in time we can have 5 minutes extra for recess tomorrow” (or whatever reward teacher feels is appropriate). Giving students praise and encouraging them to continue to strive for great transitions

Tip #6: Have discussion, ask for input

If transitions are not going well sit students down and get their input on why they may not be going so well and what can be changed. Ask questions like “why do you think the transition didn’t go well?” “what can we do next time to make the transition more successful?”

These tips have helped many elementary classes.

Citations

Finley, T. (2017, March 13). Mastering Classroom Transitions. Retrieved November 14, 2018, from https://www.edutopia.org/article/mastering-transitions-todd-finley

Setting High Expectations in the Classroom
Setting high expectations gives students a sense of direction and familiarity. School structure and consistency removes confusion and holds students accountable to a higher standard. High expectations and higher-order thinking are related. Higher-order thinking is expected in educational settings and must be taught and modeled. Students are expected to process information using critical thinking skills, questioning, inference and examples, visual cues, sorting and categorizing, vocabulary, analogies, metaphors, and similes. Higher-order thinking levels and high expectations depend on maturity, age, and grade level. Examples of high expectations:

·Demonstrate and model positive behavior including reactions to negative stimuli

·Interpret information and instructions from classroom teachers and support staff

·Observe and follow verbal commands, routines, and procedures

·Manipulate materials with ease

·Learn new concepts and vocabulary with inference application

·Problem-solve academic and behavioral challenges

·Goal setting

·Idea generation

·Self-confidence

·Recall and retell Using Bloom’s Taxonomy of Thinking Skills (as cited on University of Connecticut website, n.d.), the goal is to move students:

·From lower- to higher-order thinking

·From knowledge (information gathering)

·To comprehension (confirming)

·To application (making use of knowledge)

·To analysis (taking information apart)

·To evaluation (judging the outcome)

To synthesis (putting information together) and creative generation

Acknowledgments
Tonya- Norms

Imen- Procedures

Zaire- Managing Transitions

Deanna- Setting High Expectations

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