Have you been thinking about how to establish clear expectations and a strong foundation for classroom management in math class this school year? I’m not a big fan of rules… and this rule is the best rule.

On today’s episode, I’m telling you about the only rule you need for classroom management in math class and how to use it.

On Today’s Episode The Only Classroom Rule You Need:

• The one classroom rule that changed the game for me
• Setting clear boundaries while preserving students’ dignity in rule making
• How this rule is equitable, responsive, and provides ownership to students

Is it your first day of school? If it’s not today I bet it’s soon… and I bet you’ve been thinking a lot about establishing clear expectations and a strong foundation for classroom management, right?

You want to express your care and concern for the students in your class while also establishing that learning will take place in your classroom through order and meeting the high expectations you have set for your students.

I’m going to let you in on the BEST rule that I learned years ago that completely changed my stance on rules. I’m a big fan of Love and Logic . The book Teaching with Love and Logic literally changed my approach to management. I love the shift from let me dictate everything you do to let me set some clear boundaries and you can make your own choices. Then, I’ll give consequences in ways that preserve your self dignity. It really is inline with how I feel about mistakes and what I want to communicate to my students about mistakes… it’s how we learn. Mistakes are something to be shameful about. Instead, they are simply a fact that you made a choice, that caused a problem and there is a consequence. Love and logic feels very loving and logical. Ha! You can check out this blog post on their website that I think illustrates this idea nicely.

Okay, but let’s get to the classroom rule

“You can do whatever you want…”
I like to stop there as I’m explaining it to students to really get them looking at me funny and gain their buy-in a bit on this “rule” discussion we’re about to have. 

Then I continue “as long as it doesn’t cause a problem for anyone or anything else.”

This is the key part right here. It really puts it back on the student to consider what it means to… 

• cause a problem

• what is a problem for someone (including yourself) 

• what is a problem for something 

So, at this point hte kids are intrigued usually so I start asking them to do some reflecting on what would be a problem.
I might say something like, “So tell me if you’d be allowed to do this…” then I give scenarios. 

“Throw paper?”  No! That is a problem. “For who? Why?” Then students consider who might be effected and how. 

“Not do your classwork?” I think that’s a problem. “For who?” The students might struggle with this one. For you Ms. Iehl. If we don’t do our work you’ll get mad. “Well, maybe but it’s not really a problem for me. But what might happen for YOU if you don’t do your work?” You’ll get a bad grade, you won’t understand,  you’ll be confused on the test. Your parents will get mad about your grades. “So I guess it sounds like it’s a problem for you?” Yeah, it is.

Okay so you get the point. We go through examples and reflect on if it is a problem and who it is a problem for.

THEN I add the last part of the classroom rule… which is the logical consequence part.

“You can do whatever you want as long as it doesn’t cause a problem for anyone or anything. If you do cause  a problem I will do something. What I do depends on  you and the problem.”

This is my favorite part. It shows students that you’ll do something about the problem, but it also communicates that what you’ll do is not always the same. This opens up the conversation (now or in the future) about equity. How equity actually means everyone getting what they need… which isn’t always the same.

I like to give examples here. So, if you’re disruptive to your group while we are working at the Vertical Whiteboards.  You’re not participating and just goofing off I’m going to do something. I might walk over and tell you to stop. That’s me doing something, right? 

Well now let’s imagine that you do that everyday multiple times a day.

What I do is going to be different. Maybe I will walk over to you and ask you to sit down at your seat to complete your work independently. Or maybe I’ll say you no longer get to work at the whiteboards. Maybe I’ll call your parents.

Let’s say you get really upset and you start to throw your books and materials down on the ground and complain loudly causing the whole class to turn and look at you. Now, remember the rule is “What I do depends on the problem and YOU.” Well now that you’re having this big reaction and making the problem bigger what I will do now has to address that as well, which means what I will do will be different. Maybe I’ll need to ask you to take a break outside of the classroom or ask you to come back at lunch for a conversation, etc. 

Here’s why this is the ONLY classroom rule you need:

• It is responsive to students 
• It allows you to hold high expectations while also meeting students where they are 
• It provides ownership to students 
• It gives students power to make decisions becuase they know what to expect. 
• It is an opportunity to discuss behaviors and problems in restorative and constructive ways.

Want More Classroom Management Ideas?

Check out Episode 75: Proactive Classroom Management Tips in 4 Steps

Be sure to let me know if this is something you’ll use. It is an open ended rule so you can truly make it  your own! Let me know how it goes for you.

Links mentioned in this episode about classroom management in math class: 

• Love and Logic
• How to Create a Love and Logic Classroom blog post
• Episode 75: Proactive Classroom management tips in 4 steps
• 8 Ways to Build Math Classroom Community

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