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Classroom Rules
a) Identify classroom rules that will be used to guide students behavior in your classroom.
My classroom rules will consist of the following: Keep hands, feet and items to yourself, raise hand before talking out
loud, complete assignments on time, and be polite by using please and thank you. Though, in the classroom setting I
would allow students to collaborate with me to add more things to the list of rules. I believe that this frame work of rules
will allow my students to work efficiently and behave positively in my classroom. The list of classroom rules are simple,
positively worded and allows students to know exactly what each rule entails.
Kostewicz, D. E., Ruhl, K. L., & Kubina Jr, R. M. (2008). Creating Classroom Rules for Students with Emotional and
Behavioral Disorders: ADecision-Making Guide. Beyond Behavior, 17(3), 14-21. Retrieved from
http://www.jstor.org.cmich.idm.oclc.org/stable/24011934?seq=5#page_scan_tab_contents.
b) Describe what measures will be taken to ensure that all students fully understand the expectations identified within the
classroom rules.
Making sure my students fully understand the expectations within the classroom rules will allow them to know when
they have broken a rule and or followed one. I plan on having my students collaborate with me to make a set of rules, but
keeping in mind that there will be a framework that I have in place. While making the rules with the students, it is very
important to word them simply and positively to ensure easy understanding. I also will have only three to five rules to
avoid any confusion. Making sure the students understand the rules is very important! When covering the rules I will be
sure to give an example of what breaking each rule looks like.
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b) Describe how you will assist students to discriminate between rules and procedures within your classroom.
Classroom rules and procedures will be displayed inside the classroom as a visual. One poster will have the list of
classroom rules that will contain no more than five positive short rules with visuals that can reference as examples for
students. The other poster will be titled classroom schedule that will have a list of that days schedule including visuals,
words and times. Having a visual support for students to view and understand the difference between the two will allow
them to know what is expected of them.
Jaekwon Fittipaldi-Wert & Claire M. Mowling (2009) Using Visual Supports for Students With Autism in Physical
Education, Journal of Physical Education, Recreation &Dance, 80:2, 39-43, DOI: 10.1080/07303084.2009.10598281
Retrieved from http://www-tandfonline-com.cmich.idm.oclc.org/doi/abs/10.1080/07303084.2009.10598281
c) Describe how you will ensure that you are addressing the function of the students inappropriate behavior during the
selection of replacement behavior(s).
When looking at a students behavior its extremely important to address what the function of that behavior is. Typically
the student is seeking attention, trying to gain access to some sort of thing or activity, trying to escape a situation or activity
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