Use of Simple Gestures or Symbols

For general classroom procedures, you can establish simple gestures or symbols to communicate basic messages in the classroom. Here are some examples:

1. Raised hand. Raise your hand to signal that it's time to be quiet and pay attention. Students raise their hands as they stop talking and look at you.
2. Hands over ears. Put your hands over your ears to signal that group work has become too noisy, or quietly walk over and flick the overhead lights on and off.
3. Raised book or pencil. A student holds up a book or a pencil to signal that he needs help—for example, during study time.

One common situation in which the raised-hand technique can be used is the school assembly. The principal raises her hand to quiet the room; teachers encourage quiet by being the first to raise their hands, stop talking, and turn their attention to the principal. Students learn to notice that adults' hands are raised, and then they stop talking and put their hands up, too. Used consistently, this approach catches on and the room becomes quiet more quickly. This technique is a respectful way to bring a large group to order without raising voices.

In addition to broad rules for conduct, many teachers also set rules for more specific behaviors, such as listening, or for bully-proofing the classroom. As with other rules, you should post these in a visible place in the classroom and consider adding symbols or drawings to make them easier for students to remember, as shown in the Figure below.

Bully-Proofing Rules

1. We will not bully other students.
2. We will help others who are being bullied by speaking out and by getting adult help.
3. We will use extra effort to include all students in activities at our school.
4. Here's another way to think about it: HA HA SO!
5. H = Help others. If someone is being bullied, step in and help!
6. A = Assert yourself. Speak up or walk away.
7. H = Humor helps. Maintain a good sense of humor and keep the situation light!
8. A = Avoid. Stay away from negative situations.
9. S = Self-talk. Keep your own internal “talk” positive about what happened. Don't blame yourself for something you didn't do.
10. = Own it. At the same time, take responsibility for your own actions.

Important Note; Consistently Reinforcing Norms

1. Regardless of the specific rules or procedures established for general classroom behavior, it's important to follow through consistently and to reinforce these norms. You can do this in a variety of ways. Here are some specific suggestions:
2. Model the procedures for students, or ask students to participate in modeling.
3. Provide time for students to talk or write about why rules and procedures for general classroom behavior might be important and useful.
4. Provide feedback to students about the extent to which they are following the rules and procedures so they can refine, improve, or correct their behavior.

Use of Simple Gestures or Symbols