Developing Code of conducts & Classroom rules
Creating and Implementing a Code of Conduct
Conviction is worthless unless it is turned into conduct.
Thomas Carlyle
Overview
A code of conduct is a set of principles used to make decisions within a group.
Introduction
This page defines a code of conduct. It includes information to explore three different examples of making and implementing a code of conduct and one example of making and implementing classroom rules for a social contract.
Agenda - Jig-saw to pick one
Form four groups, review each for five to ten minutes to report a quick summary for everyone to decide which option they prefer. Report. Decide on which to use to write an implementation plan. Refore groups and create a procedure for you prefered option.
Creating and Implementing a Code of Conduct as a leader
or with a group of learners
A code of conduct is a set of principles used to make decisions within a group.
Teachers who use a code of conduct believe it strengthens behaviors as students consider how their behavioral choices are or are not in alignment with the code. They believe learners will question their behavioral decisions and seek guidance when making decisions. Guidance from the code of conduct and about what other people think and do. It is by making decisions and communicating how and why decisions are made, they will learn to make better choices.
However, we must realize that if we want those choices to be ethical, then the code must specify ethical conduct. For most of us these seem to go together, but we must be aware that the use of a code and living an ethical life do not have to be the same thing. And students must have opportunities to maintain and or develop caring ethical behavior along with how to make decisions based on a code of conduct.
While ethical behavior is an expected outcome, with the use of a code of conduct, the development of ethical behavior is not discussed here. For information activities for the development of moral character see for the Child Development Project (CDP) and for moral development see Kohlberg's & Gilligan's theory of moral development.
One big advantage of a code of conduct over a rules-based system is students are expected to do what is fair and ethical, not slip through loop holes or elect inaction with the hope that others might intervene on your behalf to rescue you or others. It removes the excuse that the rule didn't say ... or reliance on enforcement.
Code of Conduct - example
Code of conduct
Join us in learning.
- I will focus on learning and contributing to other's learning.
- I will be respectful to myself, others, and our property.
Step One: Considerations for a code of conduct
Decide who will write the code of conduct. You as the teacher, a group of teachers, each student or group of students, or other combination. Consider the inclusion of:
- learning;
- helping others learn;
- not hindering learning: theirs or others; and
- respecting property: school's, other's, and their own.
- a strong element for caring or ethics beyond what is implied in the sample with join, contributing, and respectful.
Think ahead for when the code of conduct is put into practice how the following questions might be answered:
- If we do this (behavior) will if follow the code?
- How does what you are doing fit with the code?
- Are you following the code?
- What does the code imply?
- Should you be doing that?
And make sure you have these conditions covered:
- Need for learning.
- Contributing to others learning.
- Not interfering with others learning. and
- Being respectful ... property.
- May also want to cover caring for others.
If you decide to write your classroom code to present to your students, skip to step three presenting the code.
Step Two: Collaborating to write a code
- Ask students or other participants if they know what a code of conduct is. Discuss what it is and provide them with a definition if you feel that is appropriate.
- Tell students they are going to write a code of conduct for their classroom. You can decide how much to explain about differences between rules and code of conduct or your rationale for wanting to use a code of conduct.
- Alone, in small groups, or as a class have students brainstorm and list what they think is important all students do and don't do.
- Consolidate and create a collective list.
- Change all negatives to positives.
- Try to limit the number of items to six or less.
- Review the entire list to see if all important considerations are included (learning together and alone and respecting property...).
- Decide the final conditions to be included.
- Consider how it might be edited to make it concise, memorable, and more meaningful.
Step fe: Present the Code and Give it a Trial Run
Print and display the code. The finalized code can be printed on small cards and given to each student as they enter the room or be sitting on their desk as they arrive. Or it could be displayed on a poster or bulletin board. If the code was created by a group, then the group can decide how and who should be responsible for presenting the code of conduct.
Have students read the code of conduct and ask if they have any questions.
If students haven't already identified situations they would like clarified, ask them to identify situations they are curious about.
Test each situation to see if the code suggests how a person might decide and if they believe those decisions, based on the code, are appropriate and acceptable for them. For example:
- Chewing gum.
- Talking after work is completed.
- Reading after work is completed.
- Leaving a group when a person finishes their individual work.
- Borrowing a person's pen.
- Calling a person dumb...
When students feel the code will protect them from harm or any wrong doing, then they usually ask what happens if students don't follow the code?
Step Four: What happens if someone violates the code?
Two initial considers for a violation is who is going to handle it and how.
Who, there are three possibilities: 1. teacher decides, 2. teacher negotiates with student or students, and 3. class as negotiator with student or students and the teacher is an advisor with veto power.
How, is the process that leads to what should be done, or consequences. Two possibilities would be one, to use a conversation to assist behavior change and two, to use procedure for conflict resolution. Results from either process would probably suggest interventions and consequences, which should be evaluated as: appropriate, instructive, and honor the code (see next step). If not, then the who and how should provided sufficient information to use to determine if there is a need for an intervention and consequences.
Step Five: Intervention and Consequences
Guidelines for interventions and consequences should determine if they are: appropriate, instructive, and honor the code of conduct.
1. Consequences - three kinds:
- Natural Consequences - I forgot my coat so I was cold all the way to school.
- Logical Consequences - I want to have this done before I leave and the only time I have is recess, therefore I will do it during recess.
- Given Consequences - You swore in class so you have to stay after school for one hour. Probably not appropriate, however see notes below.
2. Instructive. Does it teach mastery oriented behaviors for the student to use in the future. You didn't get you work done so come here, learn what to do, and show me you know how to do it.
3. Honor the code of conduct. Students, may believe the intervention or consequence to be above the code of conduct, However, if we are to live an ethical life we need to live by the code at all times. Students may not accept this at first, but they will respect the idea (Kohlberg theory of moral development) and as more and more success is achieved by helping students learn appropriate behaviors, they will become more supportive. However, this doesn't mean we should let others take advantage of us. So let's look at some different situations.
Interventions for Code of Conduct Violations
Most interventions typically involve a brief conversation, a verbal acknowledgment of agreement, and a verification of the learner’s commitment to refraining from the behavior in the future.
A second type of intervention may be necessary when an individual appears unable to initiate a behavior but genuinely desires to change it. In such cases, it may be reasonable to provide another opportunity, contingent upon the issuance of a friendly reminder if there is an indication that the behavior is about to commence. If the learner responds appropriately to the reminder, the intervention can be repeated as progress is demonstrated. However, if the they demonstrate a lack of cooperation, more attention-grabbing strategies may be necessary to help them comprehend the benefits of reciprocity. The teacher could suggest that since the they interrupted learning, there may be a way for them to compensate. For instance, they could utilize their recess time, time before or after school, to clean the classroom or prepare materials for other learners, thereby mitigating the inconvenience caused by the disruption. Depending on their response, the intervention could be perceived as reinforcement, punishment, retribution, reciprocity, or a form of public service.
This leads to a third type of intervention where learners may be upset with another for repeatedly misbehaving, being disrespectful, and interrupting learning. The key here is the frequency and disrespectfulness of the behavior. While it is natural to forgive a less severe, infrequent, and random event when the individual seems remorseful, it becomes more challenging when they consistently fail to change their behavior and show little or no remorse. These examples are not intended to validate a violation of the code of conduct, but rather to illustrate that sometimes the boundary of honoring the code may be encroached upon when a learner’s behavior repeatedly interferes with the learning of others. In such cases, the removal of the student may be necessary to ensure that the others’ learning continues with minimal interruptions. While some may not perceive this as a violation of the code, it can be argued that the removal of a student violates the code’s continuous commitment to contributing to learning and respecting the individual. This can and should be included in discussions about appropriate consequences so that learners begin to understand the need to balance individual freedom and choices with safety, property rights, and making collective group decisions.
Practice determining consequences
Identify five or less misbehaviors to review how they could be dealt with in class. For each misbehavior describe how they could be handled how the above guidelines were used for deciding. Identify different intervention or consequences for each.
While there are many issues involved with the implementation of a code of conduct (conflict resolution, dialogue to change behavior, and behavioral interventions) the focus is to search for and agree on satisfactory solutions that are both effective in helping students to choose and use mastery oriented behaviors that are compatible with an ethical code of conduct.
Code of Conduct Outcomes
The main outcome of using a code of conduct and the related intervention strategies is the development of an internalized sense of ethical responsibility in each learner that provides them with a feeling of shared control and self-efficacy for the good of a group.
Procedure for Groups to Create a Code of Conduct together
Using
A Principled Approach
Introduction
Discipline is more thorough and consistent when it is built on a set of core beliefs, which are turned into principles, that take into consideration the social needs of students and the contents of the students' Quality Worlds.
All participants must believe in and use these principles when making classroom decisions. Core beliefs are based on helping students develop their internalized sense of control, rather than trying to control students with rewards and punishments. The emphasis is on a an ethical core, not a rules-based system.
Consistency comes, not from trying to force everybody to do the same thing at the same time - but by living by a set of core beliefs. . Teaching with Love and Logic.
Creating A Code of Conduct Based on Core Beliefs
Step One:
- Individually or in subgroups of the larger group brainstorm a list of five to seven beliefs related to ways of behaving.
Use stems such as: I believe students should ... , Behavior should ... , Treat .... , - Next, each person or subgroup in turn shares their beliefs a collated list is displayed. Length is unimportant. If a teacher holds a belief, it should go on the list.
Step Two:
- Alone or in small groups teachers rank order the collated list from most important (1) to least important (the highest number being the number of beliefs you have).
- Take each ranked order and find the totals for each belief.
- Decide how to arrive at a manageable number. For example, six beliefs. Then review the list and decide which to keep and which to discard. Might select the six lowest scores and discarded the rest. Or may want to consolidate, edit and vote again.
Step Three:
- Have each person or group think about their purpose for disciplining students.
- Have each examine each the six beliefs to identify which belief fits with his or her purposes for discipline
Step Four:
- Regroup to come to consensus on which four of the six beliefs are most important.
- Review them for ethical considerations such as: appropriate for and protective of students, instructive, protecivet and respectful of self, others, and property.
- These four beliefs become the FINAL FOUR - OUR UNCHANGING CORE around which all activity, all change, and all behavior takes place.
Core Beliefs:
- Belief 1 -
- Belief 2 -
- Belief 3 -
- Belief 4 -
Step Five:
List six to ten of the most common misbehaviors that are dealt with on a daily basis.
Step Six:
- For each of the common misbehaviors describe how each is presently handled (present interventions used).
- Explain how each present intervention is or is not compatible with the four core beliefs.
Step Seven:
Identify current interventions, which are compatible and effective in helping students choose and use mastery oriented behaviors. These should be kept and others which are not compatible or not effective, should be eliminated or changed.
Identify different mastery oriented behaviours, which are consistent with the four core beliefs and students can use successfully.
Step Eight:
Select a behavior and describe its performance at an acceptable outcome level.
Describe what student behaviors Look Like, Sound Like, and Feel Like.
Step Nine:
Using the acceptable outcome levels consider how to perform acceptable behaviors and reduce their use of unacceptable behaviors. Describe in detail a procedure to successfully select, innitiate, and perform the behaviors.
Step Ten:
Describe three types of consequences for behaviors related to each code if it is not followed.
- Natural Consequences
- Given Consequences
- Logical Consequences
Step Eleven:
Write step by step detailed learning sequences to use to help students learn appropriate behaviors for the codes.
Outcomes of this Process:
The main outcome of this process is to use intervention strategies that focus on developing an internalized sense of responsibility in the students with whom we work. To use interventions that are instructive so as to develop students' ability to choose and use mastery oriented behaviors with a sense of responsibility and a feeling of shared control.
Worksheet - Short form (five step) to teach behaviors related to core beliefs
Developing Classroom Rules for a social contract
The purpose of establishing rules and consequences is to guide students in their activities and interactions together. To ask for their input and involve them in the decision-making increases their commitment to obey the rules and can empower greater involvement in the classroom and possible democratic decision making.
Guidelines for developing effective social contracts
- Identify rules needed to run an effective classroom.
- Ensure rules are clear and specific.
- Connect rules to core values or principles by discussing rationale for their inclusion.
- Involve students in developing procedures to be successful
- Discuss consequences and the relationship of each to the related rule. How each consequence is appropriate, instructive, and fair.
- Develop a predictable range of consequences for rule violations that allow teachers to match one of many alternatives consequences to a particular circumstance.
- As appropriate, consult with parents for ideas that might be helpful and increase success.
- Periodically evaluate the rules to insure effectiveness.
Steps in developing rules
Step 1 Discuss the non-negotiable rules
Identify the non-negotiable rules. Most non-negotiable rules are already in place as school or system wide rules that everyone must obey. In addition to them are federal and state rules or laws.
Review these rules and verify that everyone knows what they are expected to do or expected not to do in different situations for each rule. Students must know you are committed to consistently enforcing these rules and that you intend to do so. Doing so will reduce misunderstandings, assumptions, and miscommunication for future problems.
Step 2 Discuss a multi-tier rule system
When students understand the school rules and the reasons for them. Inform them that there is going to be a second set of rules, or code of conduct, that will apply specifically to their classroom.
Then describe the difference between the two sets of rules. A most likely difference will be the second set, or classroom rules, will be more flexible. Another might be the empowerment provided students in deciding on the rules, enforcement, and consequences in a democratic manner.
Step 3 Create teacher rules
Explain you want them to create classroom rules to describe acceptable behaviors so everyone will know and can depend on appropriate and fair interactions necessary for a productive learning community.
Ask them to brainstorm and identify rules they feel are fair and and necessary for a learning community and for everyone to succeed.
Might want to start with rules for the teacher. You can have them brainstorm and list from scratch or provide them with a sample list.
- Will require everyone to treat each other with respect. Absolutely no put downs.
- Respect students' ideas, property, and after school time.
- Ask permission to use students' ideas and stuff.
- Dismiss class on time for recess, lunch, other classes, and end of day.
- Return work promptly
- Do not share private information with others without permission
Review the list and ask student if there are additional expectations or rules they want for the teacher. If there are, then the teacher can respond and discussion them. Consensus can be reached or a vote can be taken for each item or collectively. If the vote is for each, then a final vote should be taken for final adoption. Post the results in the classroom.
This process can help build group cohesion, help to identify what students believe is important and what they expect from their teacher.
Might want to add consequences for teacher violations. Such as: apologize, free time for the class, canceling homework, or giving students a choice of activities.
Step 4 Create student rules
Have students propose rules for each other.
- Do your own work.
- Keep your hands and feet to yourself.
- Listen when the teacher is talking.
Review each to see if everyone agrees with each.
- Is necessary for everyone to do (appropriate)
- Describes what each is expected to do (instructive)
- Is respectful. May need to define respectful (see notes else where.)
Discuss each and reach consensus or vote.
When students conclude the list is sufficient for now, reach consensus or vote for the entire package. Adopt and post rules in the classroom.
Step 5 Create consequences
Have students propose consequences for the rules in general or each specifically.
Check each consequence to see if it is reasonable, appropriate, instructive, and respectful.
Students discuss items, then reach consensus or vote for one at a time and then the entire package. Adopt and post rules and consequences in the classroom.
Five Step worksheet for Creating and Implementing a Code of Conduct
Expectations are based on beliefs people have and the behaviors used to act on those beliefs. The manner in which behaviors are inititated can be described as procedures and the beliefs a person uses to make decisions can collectively be thought of as a code of conduct.
Step 1 Identify Expectations as Behaviors and Beliefs
Write Your Expectation for Students in Your Classroom:
Label Each Expectation as Either a Behavior or Belief
Sort and Create Two Lists - Behaviors and Beliefs
Step 2 Organize Beliefs
Take Each Belief and sort them into categories.
Example categories:
- Common ideas for Caring
- Ideas for Communicating
- Common Ideas for Respecting
- Common Ideas for Resolving
- Common Ideas for Taking Responsibility
The categories for your beliefs will become your code of conduct.
Prioritize the Beliefs in each category from most important to least important.
Decide to create a statement for each category or combine them. Also will the code of conduct be written for the class as one including teacher, students, and guests or a separate code for teachers and students.
Write the code of conduct.
Step 3 Organize Behaviors
Decide or come to consensus on which behavior in your category is most important or in what order each should be taught.
Step 4 Decide how to teach behaviors
Decide which behaviors are to be taught, create a Social Skill Chart, and Teaching Procedure for each and include the following:
Behaviors for the Lesson:
How it relates to beliefs:
Outcomes: At the end of this lesson students will have done what?
List the essential steps of the behavior or skill.
- Looks Like
Non-Examples - Sounds Like
Non-Examples - Feels Like
Non-Examples
How will it be modeled accurately?
How will it be used with examples of when to use what?
Step 5 Relate Behaviors to the Code of Conduct
List the Code of Conduct items and match the list of behaviors.
Example: Code of conduct item - Everyone in the classroom will help each other learn. Behaviors Active Listening; Showing Respect; Sharing; Taking Turns.
- Explain what these behaviors are, how to do them (proceduralize), social aspects (what it looks like, sounds like, and feels like) and why they are acceptable and the benefits everyone will receive.
- Describe misbehaviors fully by explaining what it looks like, sounds like, and feels like. Explain why unacceptable behavior is unacceptable and what the consequences and intervention strategies will be.
- Describe what you will do to help students be successful.
- Describe any relevant Reinforcement Strategies you intend to use to ensure the behavior becomes habit.
- Describe consequences: natural consequences that may result from misbehavior, logical consequences if the code of conduct is not followed.
- Include how you will deal with recidivism.
- Describe how your code of Conduct will result in teaching students needed behaviors to succeed.