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Chapter 13: Teaching Every Student _ Educational Psychology by Anita Woolfolk

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Acquillahs Muteti

on 7 September 2015

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Transcript of Chapter 13: Teaching Every Student _ Educational Psychology by Anita Woolfolk

"Educational Psychology" by Anita Woolfolk
Chapter 13: Rules

Guidelines to Rule Making
"Rules should be positive and observable, having a few general rules that cover many specifics is better than listing all the do's and dont's." (Woolfolk 478).
While the textbook states that rules should be general, it also mentions that students need to be informed of what behaviors are expected.
"Stop & Think!"
taken from Woolfolk 476
Rules help guide actions and behaviors. The process of finding rules and guidelines for the classroom is continuous, and there is no perfect system. As stated within our textbook, we strive to create positive learning environments for our students. Rules should act to support these envionments.
"Statements specifying expected and forbidden behaviors; do's and dont's." (Woolfolk 478).
Why are rules important within the classroom?
How do we form rules?
Example of General Rule: "Be kind and considerate to other teachers, students, and materials."
Example of Specific Rule: "Don't interrupt others. Don't tear pages in book."
Community before rule-setting
Rights and Responsibilities
"What are three or four most important rules you will have for your classroom?"
Observational Goals
What rules are effective? What rules are unnecessary? How could this be made more clear/adaptable for the student? Could this be used in my classroom?
Playing favorites
Works Cited
Woolfolk, Anita. "Chapter 13: Creating Classroom Environments." Educational Psychology. 12th ed. N.p.: Pearson Education, 2013. N. pag. Print.
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