“Selling” the 5 rules

Here is what I understand. You get the students to go along with the five rules by explaining the reasoning behind them. However, in all the WBT e-books, the reasoning behind the five rules seems to be all teacher based. How do you get the class to agree? I can think of more/less homework as the reason in those classes that have homework,and telling them the rules create less homework because all the material gets covered in class. But what about explaining the rules in the classes in which you do not assign homework? Specifically, I am talking about remedial extra math electives for those students who scored below average on the state standardized tests

So here is the reasoning behind the rules as I understand them from the books:
Rule 1- not wasting class time.
Do the students care if they waste time? Not the middle school students I have taught.
Rule 2 – not wanting chaos in the classroom
The students love chaos!
Rule 3 – not wanting students to wander around the classroom
Again, they don’t care about this.
Rule 4 – rule to cover disruptive behavior and the importance of making smart choices.
This one I can “sell”
Rule 5 – loophole rule .
OK, this one I can probably sell. A happy teacher teaches well.

So how have other WBT teachers explained the rules to get buy-in?

Thanks,
Nancy P

Here is how I explain it. The first three rules are mainly applied when we are working as a group.

Rule 1 is about two things. First, if you are following directions then you can help others do the same. You are not just individuals in my class. You are a professional learning community. Each of you is a Whole Brain Teacher. Part of your job is to help others learn, and for them to help you learn. If you are following instructions you are helping your colleagues. Secondly, we ARE going to do some reteaching and review work, but I really would like to help you get to a point where we can do more fun stuff. The faster you follow the instructions I give, the more likely we will be to have time for fun stuff beyond the basics.

Rule 2 is about respect. I respect you enough that I want to hear what you have to say, and I expect to get the same from you. That is only fair, no? In a lot of classrooms when someone is talking out of turn the teacher calls them down in front of class, and may write their name on the board, or fuss at them in public. When I say "Class, Rule Two!" and you repeat that rule out loud you are doing two things. One you are keeping me from having to call anyone down publicly which is not cool, and keeping them from being embarrassed in front of class. Secondly, when I call out Rule Two and you repeat it as a class you guys are running the class. You are standing between that classmate who was talking, and me having to take action with a detention, a call home, or involving a principal. When I call Rule Two, all of you repeat it, and the person who was talking stops talking you are making it so that I do not have to take action with that person, and helping them out with a friendly reminder. If you are the one talking,listen to your friends. They are protecting you from a harsher consequence. Does that sound fair? Does it sound a little cooler than getting called down in front of class? Thought so.

Rule 3- The purpose of this rule, much like Rule 1 is to help you and your colleagues stay focused on what we are here to do. Generally if I am standing up talking, one of you is talking, we are taking notes, watching a video, or a PowerPoint or anything like that you do not need to be out of your seat to sharpen a pencil, or throw away trash. If you get up to do that without asking me ahead of time I will ask everyone to repeat Rule Three. If everyone does that, and the person who was up moving sits back down right away, then I do not have to take action. You guys have handled it yourselves. Now, if it is some sort of emergency, your pencil breaks while we are taking notes ask a partner to borrow a spare for a minute or two until we are done. If it is something that is a bigger deal, like you need a kleenex right that second, just raise your hand and point at your nose so I will know what you need. I will nod at you and you are covered. You can get up and get what you need.

Explaining things like this I usually get buy in with no trouble.

Nancy, does that help?

Yes, that certainly helps. Thank you!

I am sure I will ask more questions as I try to implement the techniques and write my first few lessons. :o)