My classroom rules are based on Whole Brain Teaching and adapted to reflect my philosophy of community, responsibility, and active engagement. The five rules are:

1. Follow directions quickly. 

2. Raise your hand for permission to speak. 

3. Raise your hand for permission to leave your seat. 

4. Make smart choices. 

5. Work hard to make our classroom community stronger. 

On the first day of school, I would introduce these rules through a combination of modeling, hand gestures, and call-and-response practice to keep students engaged and make the expectations memorable. Each rule would be tied to a concrete classroom procedure. For example, “Follow directions quickly” would be practiced through efficient transitions and lining up. Wong and Wong (2009) emphasize that rules should be few, easy to remember, and clearly state behavioral expectations, while procedures are essential to making these rules effective (Ch. 18). This approach ensures that students not only memorize the rules but also understand how to apply them in daily classroom routines.

In my field placement, I have observed that students thrive when expectations are clear, consistent, and reinforced interactively. When rules are paired with movement and repeated practice, students internalize them more effectively, which reduces disruptions and increases engagement. Rule five, “Work hard to make our classroom community stronger,” embodies Linda Albert’s Cooperative Discipline, which highlights the importance of students feeling they belong and contribute meaningfully to the group. Glasser’s Choice Theory complements this by emphasizing that students are more likely to follow rules when they recognize how their decisions affect both their own success and the community’s well-being. Likewise, Kounin’s concept of “withitness” underscores the importance of proactive teacher awareness and management, which aligns with my use of Whole Brain Teaching strategies to maintain engagement through movement and interaction.

Altogether, my Class Code of Conduct blends Wong and Wong’s clarity, Albert’s emphasis on belonging, Glasser’s focus on responsibility and choice, and Kounin’s proactive management strategies. These ideas collectively shape my philosophy of building a structured, positive, and inclusive classroom where students understand that their individual decisions contribute to the strength of the entire community.