Classroom Rules and Procedures for Elementary Students

Let me tell you a story from my very first week ever as a teacher. I had signed a contract at one school teaching fifth grade, and then a week before school started, I got a new contract to teach kindergarten at my dream school! All summer, I had thought about classroom rules and procedures for fifth graders, and then at the drop of a hat, I had to switch gears and come up with rules and procedures for kindergartners!

I spent all week (and each evening) decorating my classroom with bright bulletin boards, labeling supply bins with my cutest fonts, and organizing every pencil and marker. I felt ready to welcome my new group of students. On the first day, I stood at my door with a huge smile, greeting each child by name (thanks to obsessing over the class list for days). The bell rang, I closed the door, and we sat together on the carpet. I launched into my “Welcome to Our Class Family” talk with all the enthusiasm of a brand-new teacher.

But by lunchtime, things were a mess.

Students were wandering all over. Several were arguing about who got to be first (or last) in line. Students made messes and then expected me to clean them up. I tried to put out each little “fire” one by one, but by dismissal, I was in tears, wondering how I lost control so quickly. I thought I was made for this. If so, what happened? I looked around at the other classes lined up nicely, quietly, and the way I wished so badly my class would line up. I quickly wondered what those teachers were doing that I was not.

That afternoon, as I sat in my empty classroom staring at the chaos I hadn’t cleaned yet, my mentor teacher walked in. She asked gently, “Have you taught them your rules and procedures yet?”

I looked at her (and kind of wanted to roll my eyes). “Well, I told them the rules and procedures, I think that’s literally all I did today.”

She smiled, knowingly. “Tomorrow, teach them how to follow them. Knowing and knowing HOW are two very different things.”

That day changed everything about my approach to classroom management; I learned more about the importance of classroom rules and procedures. I realized that rules mean nothing without procedures, and procedures mean nothing without practice. This blog explores my take on classroom rules and procedures for elementary students, including my one-rule classroom approach and the procedures that support it. My method can be adapted to meet the needs of your classroom.

Note: Always review your rules and procedures with your school’s leadership to ensure they align with school and district policies. Additionally, review your school’s expectations for how to write and post classroom procedures.

Why are classroom rules and procedures important in classroom management?

I’ve long traded in my long lists of classroom rules for students, and now have one rule (but still tons of procedures). My one classroom rule is, in fact, several important messages wrapped into one rule, and it hangs right near my schedule and my clock. The rule is: “If what you are doing interferes with learning, hurts someone’s heart, or prevents you from being your best self, make a better choice!”

Too many rules can feel overwhelming and restrictive, but one meaningful rule empowers students to think about their choices and take responsibility for their actions.

At the beginning of each year, we read my one rule and talk through it several times a day. When students make bad choices, we talk about how those choices are interfering, hurting, or preventing. Then, we discuss alternative choices they can make. I tell my fifth graders almost every day that I want them to be the very best version of themselves, and that is one of the biggest lessons I want them to learn. I remind them often that we are all trying to be our best selves, which reminds us to have grace with one another. Although I teach fifth grade, the rule works for all ages.

What are rules and procedures in the classroom?

While rules guide our behavior, procedures are simply the step-by-step routines and tasks we do, such as how we line up, turn in assignments, or transition between activities. Procedures help us stay organized so learning can flow smoothly. Rules and procedures, when established and followed, create a positive, respectful classroom environment.

Classroom rules vs. procedures

In addition to that rule that encompasses all other rules, I spend at least a week (in my fifth-grade classroom; younger grades will take longer) teaching my students our classroom procedures.

On the first morning of school, I have students pick their own seat and keep all their belongings at their seats. I start by talking through what I want students to do each morning when they enter, and then we practice that. That is a procedure, the how to enter the classroom, how to put your belongings away, and how to prepare for the day. If I’ve talked through where to put something, then we do that. I go through our day verbally, and we practice doing everything we can. This way, students are not bored listening to me talk the whole time; they are also getting to do tasks. I have created a slideshow titled “Procedures, Procedures, Procedures,” and I edit or add to it each year. It has words and lots of visuals. I go through it several times the first week or two of school, and sometimes I even revisit it after each break of a week or more.

Procedures need to be revisited many times throughout the school year, no matter the grade level. My biggest revelation about myself as a teacher is that I tend to get frustrated more often when I have not revisited procedures enough. In my experience, students need to hear and see how to do something several times before they remember.

To summarize, here’s the difference between classroom rules and procedures: Rules are what guide student behavior in the classroom, and procedures are the routines that help students follow rules.

How to teach rules and procedures in the classroom

First, explicitly introduce your rule(s). Then, show how procedures are the how-tos that make the classroom rule(s) possible, modeling both the thinking and the steps, and giving students lots of guided practice and feedback so responsibility stays with them. Below, I propose a 10-step plan that matches how I start every year. This plan for teaching classroom procedures and rules focuses on my classroom rule: “If what you are doing interferes with learning, hurts someone’s heart, or prevents you from being your best self, make a better choice!”

Step-by-step plan

1. Introduce the rule and its purpose
   • Post the rule where everyone can see it and read it aloud. Say: “This single rule helps us decide what to do. It’s not a long list to memorize.”
   • Ask students for two to three examples of choices they can make to follow the rule and two that don’t.
2. Define “rules vs. procedures” clearly
   • Say: “The rule is our decision guide. Procedures are the step-by-step routines that help us follow the rule.”
   • Give a short example: The rule tells us that we shouldn’t interrupt learning. The procedure tells us, for example, how to ask for help.
3. Choose 4–6 high-priority procedures to teach first
   • Here are some examples of procedures: Entering class, turning in work, transitions, partner talk, bathroom passes, or end-of-day dismissal.
   • Limit day 1 to the essentials to avoid overwhelming students.
4. Model each procedure (I do)
   • For example, you can narrate your thinking: “I put my book on the shelf so others can find space to keep learning from being interrupted.”
   • Use precise language and show both correct and incorrect behaviors.
5. Guide practice (We do)
   • Students practice as the teacher coaches them. You can use timers, scripts, or whatever works for you.
   • Give specific corrective feedback: “When you enter, put your backpack here. That choice keeps others focused.”
6. Independent rehearsal with accountability (You do)
   • Students perform a procedure while the teacher observes silently the first few times, then gives feedback via sticky notes or checklists.
   • Rotate student leaders who remind their peers of the steps.
7. Teach decision-making using the one rule
   • Use short scenario prompts: “Does this break our rule? How? What’s a better choice?”
   • Have students respond with the script: “That hurts someone’s heart. A better choice is ____ .”
8. Create visuals and quick reminders
   • Use anchor charts with the rule, procedure steps, and example choices; labels at stations; and small cards with the rule for group tables.
   • Use a short verbal cue (e.g., “Rule check!”) to prompt reflection.
9. Reinforce, praise specifically, and reteach
   • Praise the choice, not the student: “I noticed you made a better choice when you waited. That choice helped learning.”
   • Schedule 5–10 minute reteach drills after breaks, when problems recur, or weekly.
10. Reflect, fix, and restore responsibility
    • For mistakes, use quick restorative talk: “What happened? Which part of our rule was affected? What will you do next time?”
    • Let students set personal goals and track progress with simple exit slips or a one-line reflection.

Use these steps consistently for the first 2–3 weeks (or longer with younger children) and then maintain with short refreshers. The result: Clear procedures that let the one rule remain powerful and put the daily responsibility where it belongs, on your students.

Classroom rules and procedures examples

Here’s my set of ready-to-use teacher scripts that match my one-rule classroom approach. Each script follows the “I do → We do → You do” model and uses my rule’s language so students see the connection between choices and procedures. These are my procedures, but you can easily swap them out for your own!

1. Entering class

I do: “Watch me enter the classroom. First, I walk in calmly, put my belongings in my cubby, and get my materials ready. I greet people quietly, so I don’t interrupt the learning already happening. That follows our one rule because I’m not interfering with learning, I’m showing kindness, and I’m setting myself up to be my best self.”

We do: “Let’s practice together. We’ll walk in as if the day just started. Backpacks away, materials ready, and a quiet greeting to a friend or me. Ready? Go.”

You do: “Now you’ll try it while I just watch. Think about our one rule. If you forget, pause and fix it. I’ll notice when you’re making a better choice.”

2. Turning in work

I do: “I’m going to turn in my math assignment. First, I check that my name is on it, then I walk it to the tray without talking so others can focus. That follows our one rule. I’m not interrupting learning, and I’m being responsible.”

We do: “Let’s all pretend we’ve just finished. Check your paper for your name, walk it to the tray, and go right back to your seat. Ready? Let’s go.”

You do: “Your turn. I’ll be watching for calm walking, no talking, and going straight back to your seat.”

3. Transitions between activities

I do: “When I hear ‘Switch,’ I quietly put away my materials, get the next ones, and start the new activity. This helps protect everyone’s learning time and keeps the room calm.”

We do: “Let’s try a transition together. We’ll put away our reading books and get our math notebooks in under 60 seconds without talking.”

You do: “I’ll time you. See if you can smoothly transition and remember our rule.”

4. Partner talk

I do: “When it’s time for partner talk, I face my partner, and take turns speaking. I keep my voice at a low level so I don’t interrupt other partners. This shows respect and helps everyone’s learning.”

We do: “I’ll pair you up. Let’s practice with a fun topic, ‘What’s your favorite snack?’ Partner A talks for 20 seconds, then Partner B responds.”

You do: “Now we’ll do partner talk about our reading question. I’ll watch for voices that match our one rule.”

5. Bathroom passes

I do: “When I need the bathroom, I check if the pass is available, quietly take it, and go without stopping to chat. I return quickly so I don’t miss any learning. That’s making a good choice.”

We do: “Let’s walk through the steps. You’ll each pretend to need the pass. No words, just smooth movements.”

You do: “From now on, you’ll use this exact procedure without me saying anything. I’ll notice when you’re following it.”

6. End-of-day dismissal

I do: “At the end of the day, I pack up quickly and quietly, check my area for trash or belongings, and wait in my seat until my group is called. That follows our one rule because it keeps the room safe, calm, and respectful.”

We do: “Let’s practice dismissal as if we’re leaving right now. Pack up, check your area, and sit ready.”

You do: “Today, you’ll do dismissal on your own. Think about how your choices help everyone leave smoothly.”

Once you decide on your specific scripts, it is helpful to make reference sheets to use while you’re teaching them. Language consistency is critical to success, especially during the first few weeks.

More on classroom rules and procedures

We’d love to hear your take on rules and procedures in classroom management. Do you have classroom rules activities you like to use? What are some of your favorite examples of classroom rules and procedures? Share your ideas with us via Instagram or shaped@hmhco.com.

For more insights on establishing rules and procedures in the classroom and related topics, check out the Shaped resources below:

• Rituals and routines in the classroom
• Establishing classroom routines and procedures
• Classroom management strategies for elementary

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