writing school rules

How to Write the Best Classroom Rules with Your Students

  • Classroom Management

When students are part of the process of creating rules, they have a deeper understanding of them, feel a stronger connection to them, take ownership of them, and hold themselves to a higher standard for following those rules each day. This is why I take time at the beginning of each year to write rules with my students, rather than for my students. I also find great value in revisiting those rules and working together to tweak them throughout the year so a strong environment of respectful and responsible behavior is maintained. 

This is an idea I share often in Instagram stories, and one of the most common follow-up questions I am asked is, “How exactly do you create rules with your class?” 

This post includes affiliate links for which I may make a small commission at no extra cost to you should you make a purchase.

A collection of class rules created by students written on sticky notes and attached to an anchor chart.

Well, the answer to that question is quite detailed. So, I’ve decided to write out the process I use. This process is deeply rooted in the approach I learned when participating in a four-day Responsive Classroom institute, and I tweaked it slightly to meet the needs of my classroom. 

As always, I hope reading about the approach I use will provide you with a springboard for creating your own approach that meets the unique needs of your classroom. Classroom management techniques and systems are areas where customization should be a priority because they work best when they are adapted to fit your personality and teaching style.

Day 1: Setting Consequences for the Rules to Come

Quality rule writing is a multi-day process that I don’t like to rush. What I do like is to have a strong system for behavioral accountability from day 1in the classroom. Holding off until the class rules are written to introduce consequences leads to a lack of structure in those first days of school when structure is needed most. 

To avoid this problem, I introduce our Fix It Ticket system on the first day of school. I have a detailed blog post about the exact steps I use to introduce Fix It Tickets on day 1, along with a toolkit that can help you introduce them in your own classroom, but here’s the gist.

Core Inspiration Fix It Ticket sitting in blue binder on desk with the fix it ticket routine sheet and example laying next to it. Providing students with an example of how the fix it ticket should be complete helps them reflect more independently.

I ask my students, “What are some words you hope to use to describe your classroom this year?” They brainstorm their ideas, write them on sticky notes, and add them to our class anchor chart. We discuss any common themes noticed as their ideas come together. Then, they brainstorm answers to the question, “What types of behaviors should we avoid if we are trying to create the type of classroom you’ve described?” These ideas are also added to an anchor chart and common ideas are grouped together.  

Next, we talk about the fact that no one has perfect behavior, and even the most respectful and responsible people make mistakes from time to time. With this idea in mind, I introduce the thought that everyone deserves a moment to take a break when they are struggling with behavior so they are able to cool off, reflect, and move forward in a more respectful way. I introduce the process for taking a break in our classroom – a concept based on the Responsive Classroom approach to teaching and learning. If a student makes a behavior mistake in the classroom, then they are politely asked to take a break, which means:

  • Step away from their activity and sit in our “take a break spot”
  • Reflect on their behavior silently without interacting with others 
  • Rejoin the group when they are ready to focus their energy in a productive way 

Throughout the first day of school, they each have the opportunity to practice heading to that spot so they all get a feel for taking a break. This practice emphasizes that taking a break is for anyone at any time needed. 

Day 2: Introducing the Guiding Principle of R.E.S.P.E.C.T. 

On the second day of school, I introduce the guiding principle of R.E.S.P.E.C.T., which acts as a foundation for our rule writing. The second day activities help students build a stronger understanding of what respectful behavior looks like, sounds like, and feels like. 

I begin with a read aloud of Do Unto Otters by Laurie Keller. While reading, I point out how the author shows us what respectful behavior is and what it is not. Following this read aloud, our R.E.S.P.E.C.T. acronym makes its debut.

Do Unto Otters book next to R.E.S.P.E.C.T. poster created by Core Inspiration.

The meaning of each word in the acronym R.E.S.P.E.C.T. is introduced to students, and we brainstorm ways to show respectful behavior in relation to each of those words. Examples include how we show respect to ourselves, to our property, or while collaborating. We then discuss what happens when someone makes the decision not to show respectful behavior. 

The consequences include taking a break, followed by the completion of a Fix It Ticket if the student decides to continue making disrespectful behavior decisions within the same day, followed by a conference with the student and his/her parent/guardian if those behaviors continue. Each day, students get a fresh start, and best intentions are always assumed.      

Core Inspiration's respect contract shows what each letter of the R.E.S.P.E.C.T. acronym stands for and what the consequences for neglecting to show respect will be. This contract clearly communicates classroom expectations to parents and guardians.

We end day 2’s classroom management session with the completion of the R.E.S.P.E.C.T. contract . This contract: 

  • Summarizes everything students have learned about our behavior routines and expectations 
  • Communicates these expectations to families 
  • Emphasizes the importance of what has been discussed so students know they will be held accountable for their behavior and provided with support for making respectful decisions throughout the year 

The contract is taken home to be signed by parents/guardians and due the following day. 

Day 3: Setting Intentions for Our Rules

On the third day of school, we work as a class to create hopes and dreams for the year. After all, if we are going to work together to write rules that are relevant and meaningful, then we need some context as to what we’re going to be doing each day and why we are doing it. To set the tone for this conversation, I begin with a read aloud of School’s First Day of School by Adam Rex, and then I pose the question, “Why do we come to school?”.

Core Inspiration How To Write The Best Classroom Rules With Your Students-9

Students share their ideas aloud as I record them on a class anchor chart. After about fifteen minutes of recording ideas, the first part of our brainstorm session comes to a close. I invite students to continue thinking of ideas to add to the chart so we can put the finishing touches on our list after lunch that day. The anchor chart is hung in a prominent spot at the front of the room and revisited after lunch, when we continue to add ideas for an additional five minutes. 

After this, I invite students for another read aloud as we gear up for drafting our hopes and dreams for the school year. This time we read Miss Rumphius by Barbara Cooney. We briefly discuss the hopes and dreams of Miss Rumphius before launching into a conversation about our own hopes and dreams for the year. This step of the rule writing process continues to build context for the rules and helps students feel that their interests, ideas, hopes, and dreams are valued in their new classroom community. 

To help students think seriously about realistic hopes and dreams for the school year, I share my own hopes and dreams about what we will accomplish, how we will treat one another, the fun we will have, and the time we’ll spend getting to know one another. As I think aloud, I refer to the “Why do we come to school?” anchor chart to help inspire my ideas. 

I then introduce another anchor chart with the question, “What are your hopes and dreams for the school year?” We begin with a class discussion where ideas are shared verbally but not recorded. Quick thinkers and eager sharers often have lots to say during this portion of the brainstorm. Hearing these ideas is helpful to students who need a bit more time to dream up their dreams. Students then head to their seats, where they find a sticky note waiting for them. They record between 1-3 hopes and dreams for the school year on their note, and then they come back to the carpet prepared to share the idea they’d like to add to our anchor chart. 

The heading "What are your hopes and dreams for this school. year?" is featured on an anchor chart next to the book Miss Rumphius, which is the perfect conversation starter for students to brainstorm their hopes and dreams for the classroom this school year.

Each child either reads the words from their sticky note themselves before posting it to our anchor chart or asks me to read it for them before posting it. This public sharing of hopes and dreams emphasizes: 

  • Everyone’s hopes and dreams are valued
  • We will all help each other achieve those hopes and dreams
  • Knowing everyone’s hopes and dreams will help us write strong rules the next day

Day 4: Drafting Our Class Rules 

Now that we understand the importance of R.E.S.P.E.C.T in our classroom and have heard the hopes and dreams of our classmates, it is time to begin drafting our class rules. I pose the question, “What classroom rules will help our hopes and dreams come true?”

As students share their ideas, I record them on individual sticky notes. If someone mentions a rule that is similar to one already recorded, we put a star on that sticky note to emphasize the fact that multiple people value that rule. I ask students to phrase their rules using positive language. Rather than saying, “Don’t touch other people’s belongings,” we use positive language like, “Keep your hands away from your classmates’ belongings,” or “Ask permission before touching other people’s belongings.” If students have trouble phrasing their rule using positive language, then we work together to make that happen. 

A collection of class rules created by students written on sticky notes and attached to an anchor chart.

Using positive language when writing rules helps to create an environment where children believe you trust in their ability to cooperate, show respect, and be their best selves. When they feel you believe this of them, they begin to believe this of themselves. In time, students build a more positive identity and develop more awareness and self-control. 

At the end of this brainstorm session, our anchor chart is filled with student-created class rules. This anchor chart is hung in a prominent location in the room, and students are asked to continue thinking of any rules they may want to add over the course of the day.   

Day 5: Categorizing Rules

Before school begins on the fifth day of our rule writing process, I take time to sort the rules students drafted the day before into categories. This is when writing the rules on sticky notes really comes in handy. I can simply move them around on the anchor chart without the need to rewrite them on a new chart. Typically, the rules fall into three or four categories from year to year. After sorting is complete, I do not label each category, as students will work together to do that. 

When writing collaborative rules, the teacher takes time to group all the rules written by students into categories without headings.

I let the sorted rules chart hang at the front of the room until our rule writing session for that day. My students typically notice the rules have been grouped before the session begins, and some even ask why the anchor chart looks so organized. I respond by asking them to think about why I would have put the rules into groups. This helps warm them up before beginning today’s task of categorizing the rules. 

When the session officially begins, I talk about how impressed I am with all the strong rules we have written together but how I’m also feeling like all these rules are a lot to remember. Of course, the students agree. I then challenge them to think of overarching rules for each of the groups they see on our chart. As students share their ideas for overarching rules, I jot them down on my whiteboard, and then we vote on which of the rules mentioned should be our final overarching rule for each category. This leaves us with 3-4 overarching rules for the year. 

Collaborative classroom rule writing anchor chart pictured next to a small whiteboard showing all the overarching rules students think fit this collection of rules.

These overarching rules are written as a heading for each group of rules on our anchor chart. 

Day 6: Publishing the Rules

On the final day of our rule creation process, we make our class rules official by signing our names and publishing our rules in a prominent place in our classroom. This looks different from year to year, but it’s always a very special moment of celebration after all those days of working hard to create rules that we agree on and value. Here are some of the ways our rules have been published:

  • We all sign our names at the bottom of our anchor chart
  • We all sign our names next to our favorite rule on the anchor chart
  • Our rules are typed, and a piece of paper with all our signatures is hung beneath the rules. 
  • Our rules are posted on the wall, and everyone writes their name in a creative way to hang around the rules. 

Students have signed their name at the bottom of the class rules anchor chart to show their participation in rules creation and commitment to upholding these collaborative rules each day in the classroom.

Day 7 and Beyond: Revisiting Our Rules Throughout the Year

Regardless of how our rules are published, all the anchor charts we created during this process are saved in a safe place and brought out multiple times throughout the year as needed. I find that revisiting the rule creation process and refocusing our attention on the rules we created together has an undeniable power in helping students realign their behavior. Some of my favorite times to revisit our class rules include:

  • After several days of indoor recess 
  • Before a field trip 
  • Before a special event or an assembly 
  • After a long school break  
  • When spring fever begins to make an appearance 

Ready to Create Rules with Your Students?

If you are ready to teach students who: 

  • Have a deeper understanding of the class rules
  • Feel a stronger connection to the rules
  • Take ownership of the classroom and the rules
  • Hold themselves to a higher standard for following the class rules each day

All the supplies suggested for writing collaborative rules based on Core Inspiration's post are shown here. Supplies include heading for anchor charts, books, class rules anchor chart, and a contract students can use to commit to respectful behavior.

Then it’s time to give this process a try. These are the resources I mentioned throughout this blog post that can make prepping for your rule writing sessions a breeze (affiliate links included):

  • R.E.S.P.E.C.T. Classroom Management System for Social Emotional Learning
  • School’s First Day of School by Adam Rex
  • Miss Rumphius by Barbara Cooney 
  • Do Unto Otters by Laurie Keller
  • Sticky notes
  • Anchor chart paper 

I’d love to hear about your rule writing experience, or any questions you may have, in the comments below. For more information about my classroom management approach, be sure to follow along on Instagram or check out the Classroom Management section of this site.

This post contains Amazon Affiliate links to make it easier for you find the supplies shared in this post. To see all my favorite Amazon finds, visit my  Amazon Influencer page here .

  • Read more about: Classroom Management

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3 Responses

I love how detailed this process is! Thank you! I am a first year fourth grade teacher and wondering if you think this process will be suitable for grade 4? Do you think the read alouds will align with this grade level. Sometimes, I have a hard time determining what picture books might be “too easy” for upper elementary grades. Thanks in advance for your insight 🙂

Hi Laura! I have loved the classroom economy and am super excited to try this resource as well. One question I have though is that I have 2nd graders and I usually have some pretty emergent/hesitant writers. I think some may feel daunted by having to write it all out on a fix-it-ticket. What do you suggest or what have you done with kids who feel like the writing is too much or too hard?

Hi Laura, this is such a great question! If they feel daunted about writing, I have them draw a picture to help them reflect. Modeling this with a really simple sketch that shows what went wrong and what they plan to do to fix it and move forward works well. I hope this is helpful! 🙂 Warmly, Laura

writing school rules

I’m Laura Santos

I’ve been an elementary teacher for ten years, and love sharing tips and resources that make differentiated learning more manageable for you. Thank you for visiting. Learn More

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30 Best Classroom Rules for Students

Image of teacher teaching a class

1. Choose your keywords carefully

2. make them clear and understandable, 3. communicate them to your students, 4. adjust them based on classroom feedback, 5. do not go overboard, 6. use effective discipline strategies, 7. do not use the same set of rules in every classroom, 8. make them easily accessible for students, 9. do not let the rules take over, 10. start at the beginning.

Do you have students who never seem to listen? Is it difficult for you to get your point across that the rules in your class are not negotiable?

Don’t worry, you are not alone! Fortunately, there is a solution to this problem. You can have effective classroom rules that will benefit your students and yourself! Coming up with classroom rules can be a challenging task, but we have all the tips and tricks you need to make it easier.

4 Reasons Why Classroom Rules Are Important

Image of teachers telling kids about classroom rules

Well, there are many reasons why you should have classroom rules. Here are just a few:

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1. Sets expectations and consequences

Establishing rules in your class will create an environment of respect where students know what to expect from you and vice versa. It creates boundaries and clarifies that the classroom is not a place for anarchy or chaos. You can limit rule-breakers by enforcing consequences as outlined in the rules.

2. Give students an overview of the class period

Everybody likes to be in control of their day. It is not only helpful for you but also for your students when they know what comes next. You can easily plan out a class period, considering all the activities you have prepared and how long each one will take. An overview of the period will help keep your students on track and increase their engagement in what is being taught.

3. Reduce behavior issues

Classroom rules are a great way to manage behavior issues in class. They put all students on the same page, so they know what is expected and can adjust accordingly. If there are consequences for not following the rules, students are less likely to act out in class.

4. Increase productivity

You will see your students more engaged when they know what is expected of them. They will not be wandering around or looking for directions on how to spend their study time. Having class rules makes it easier for you to manage your period efficiently and accomplish what you came in to do.

List of 30 Classroom Rules

Image of rules

Now that you know the benefits of having classroom rules let’s look at some of them. We have compiled a list of 30 basic rules for your consideration. If any of these are not appropriate for your students, feel free to modify them as needed. Here they are:

1. Arrive on time for class.

2. Raise your hand to speak or volunteer.

3. Follow the dress code of the school.

4. Do not cheat or copy other people’s work.

5. Complete all assignments.

6. Listen to the teacher when being spoken to and answer the question.

7. Respect everyone in the class.

8. Keep your hands, feet, and objects to yourself.

9. Respect the school property.

10. Keep your language clean and appropriate for the classroom setting.

11. Do not leave your seat without permission.

12. Do not eat or drink in class (except for water).

13. Learn at least one thing you did not know before coming to class.

14. Ask for help if you do not understand something the teacher just said, and be respectful while asking for it.

15. Be on time for every assignment or test (except for medical or other emergencies).

16. Do your best work each day, regardless of how much time is left in class.

17. Never give up on yourself or your goals.

18. Be open to new ideas and change with an open mind!

19. Treat others how you want to be treated, with kindness and respect.

21. Be a friend to everyone in the classroom and keep your friendships strong.

22. Listen to what the teacher says and follow directions carefully.

23. Apologize if you make a mistake or accidentally hurt someone else.

24. Tell the truth!

25. Raise your hand if you have a question and wait to be called on.

26. No one should ever be made to feel bad about who they are.

27. Respect each other’s ideas and opinions even if you disagree with them.

28. Take pride in your work and hand it in on time.

29. Do not let anyone influence you to do anything you know is wrong.

30. Always try your best. Never give up!

And there you have it, 30 classroom rules that are sure to keep your students engaged and productive in class! You may find that some of the rules apply only to specific subjects or grade levels. Feel free to modify the rules that do not apply in your classroom. Now let’s learn how to create your own set of rules that work best for you and your students.

Class Rules: What’s the Best Approach?

Image of students and teacher doing a class activity

Now that we’ve covered why class rules are essential let’s talk about how to create them. There is no one-size-fits-all approach; depending on your teaching style and what you want to accomplish in class, they can be either strict or flexible.

Rules that are too strict or not suitable for your class

There is such a thing as too strict. If you already have behavior issues in your classroom, no rule will help you unless you make significant changes to how your students perceive and understand the purpose of the rules. Depending on what kind of class this is, it can be challenging to have suitable rules for every student. Sometimes the number of pros does not outweigh the number of cons.

Rules that are too flexible or not respected by students

Having flexible class rules will make your students want to take advantage of them. And if you do not respect them yourself, they might not be very effective. It can create a hostile environment in your classroom when the rules are not taken seriously by you or your students.

How To Make Your Own Classroom Rules and Create a Culture of Positive Expectations

Image of a teacher smiling

To establish rules that work for everyone, it is best to know what kind of class this is and how strict you need them to be. Everyone adheres to different expectations, so do not force yourself into a specific model. If you do not want to have a rigid list of rules, that is perfectly fine. You can still have a positive class culture by being flexible with the guidelines and focusing more on students’ behavior rather than their actions.

Here are some simple steps you can take to get started:

Before anything else, you need to decide what words you will use when talking about the rules. Your students need to know that these are not just guidelines but actual expectations they must abide by. You can refer to them as your “classroom guidelines” or “classroom policies.” Regardless of what words you choose, make sure that your students are aware of what these are.

The next step is to make them clear, especially if you are coming up with a list of more than one rule. Use words that are easy to understand so students do not get confused or misinterpret rules on their own. You can also create a presentation or handout with examples of the rules in specific situations so students know how to react.

After setting up your list of rules, communicate them to your students clearly and often. Keep a copy of them where all of your students can see and post reminders around the classroom that they can refer to. Regarding class rules, repetition is vital to reinforce them with your students.

Based on their effectiveness, you will learn what works well in your classroom and what does not. Make changes to improve them along the way instead of waiting until the end of the semester or school year. You can also adapt or adjust them according to feedback from your students so they are more comfortable with them.

Having too many rules can have the opposite effect, so it is best to keep it simple. If you have trouble coming up with enough rules, focus more on behaviors instead of actions. For example, if a student does not follow nonverbal cues like raising their hand or staying quiet during class discussions, that is the behavior that needs to be addressed.

Instead of worrying about your class rules, focus on how you will deal with breaking them. There are many ways to address poor behavior and discipline students accordingly, so do not get stuck on the number of rules you have for them in particular. They need to know that the rules are not there to make their lives more complicated but to help them succeed in class and beyond.

Your students will notice if you are using exactly the same set of rules with other classes or teachers, so it is best to make them personal to your own teaching philosophy. You can always start with a list of rules from another teacher to use as a base, but make them your own by adding or removing certain ones along the way.

Ensure they are easily accessible and available for your students so they can refer to them when necessary. Having physical copies in several places, like on the front or blackboard, at their desks, or in a binder will make them easily accessible.

Remember to keep things balanced by not letting the rules become too much of a focus for your students during class time. It is equally essential to provide positive praise when they are following through with necessary actions or behaving well.

Some teachers like to start with rules during the first few days of class, but others prefer to wait until later on when their students are more comfortable with things. You can even use them right away if you know your students will be different and need an adjustment period. It all depends on how well they work for your specific students.

11. Make them age-appropriate

Think about what sort of rules will be the most helpful for your class and their needs. They should be age-appropriate, so if you are teaching elementary school students, then using complex phrases or words that might go over their heads is not recommended. When in doubt, picking ones that are familiar to them, like “raise your hand before speaking” or “come to class prepared for lecture,” will be helpful.

How To Uphold Classroom Rules

Image of a kid pasting letters on a white board

Many teachers wonder how exactly they should keep their students in line when it comes to following classroom rules, so here are some effective methods.

1. Give consequences

When students violate the classroom rules, you should address them by giving them a consequence appropriate for their actions. If they did not follow one of your rules, just explain why and what the rule is in general so they understand it better.

2. Use positive reinforcement to reward good behavior

Teachers who use positive reinforcement with their students find that the students do not need as many consequences because they are already doing well! Make sure to compliment good behavior when you see it or hear about it, but avoid saying negative things about bad behavior since that might make them think acting out is okay.

You can even give tokens throughout the day to those who behave well, which will turn into credits at the end and can be used for special privileges like a student of the day, going to recess early, or choosing their own seat.

3. Track class performance

The key to being effective with classroom rules is to have a system that works for you and your students, so be sure to track their performance during the school year. You can use SplashLearn to get insights into how your students are performing as a whole as well as individual students so you can understand where they need the most work.

4. Be consistent with consequences and rewards

It is imperative that you are consistent with enforcing your rules and rewarding good behavior if you want them both to work well within your students’ lives at school! Ensure that you follow through with all punishments and rewards that you set forth, or else they will not encourage compliance.

5. Keep things positive

From day one, it is important to maintain a positive classroom environment where your students feel safe and comfortable so they do not want to act out as much as possible. Once you have established this type of classroom, you will see that most problems can be solved without needing consequences because they will be minimal in the first place.

6. Be patient

Remember that it takes a lot of time and patience to get through this process, so do not get frustrated if there are still problems from time to time. Talk with your students about the rules before starting class, and have them help you develop ways for problem-solving. By keeping the lines of communication open, you will be able to resolve issues as they happen, so you do not need to punish anyone.

7. Use technology as an extra resource

Teachers who use classroom management software like SplashLearn find that it helps them to be more effective with their students. The platform offers comprehensive grading and attendance tracking, so you can continuously monitor how your students are doing throughout the school year, in addition to having access to helpful resources for student achievement.

8. Be prepared for emergencies

Unfortunately, even the best classroom rules and students can lead to accidents. Because of this, you must have a plan for how your class will handle emergencies before they happen so you are ready if anything happens. The more prepared you are ahead of time, the more effective you will be during an emergency.

The list of classroom rules to have will be endless, but here are 30 basic ones that will help you start creating your own or refining the ones you already have.

From simple things like “raise your hand before speaking” and “come to class prepared for the lecture” all the way up to more complex concepts such as teaching students how their brain works so, they can process information better and achieve higher levels of success in school.

It may seem daunting at first, but once you start applying these principles, it’s easy to see why teachers who use them find themselves less stressed out overall! Let us know if you can think of any we missed, and we might add them to the list!

Frequently Asked Questions (FAQs)

How can you make rules meaningful to the students.

Kids are easy to please, and science proves it! So many factors come into play when making rules meaningful to students. We suggest that you allow the students to have a part in making the rules. When that happens, everyone feels as if they have a stake in what is happening and that things are fair for all. In addition, they will feel as if their opinion is heard and valued by you as an educator.

How do I make sure students trust what I say?

Teachers must have credibility within their classrooms. If you are the teacher, then it is your goal to gain your students’ trust so that they listen to you when you need them to. There are several ways for you to do this. First, create a classroom culture where your students know that what you say goes and will be enforced. Second, never say something that you don’t mean. If you do, your students will quickly learn to ignore you when needed. Lastly, make sure to follow through with the consequences you make known ahead of time!

How many classroom rules should you have?

We all know that too many cooks in the kitchen spoil the broth. The same is true when it comes to classroom rules. Teachers who can get their student’s attention quickly without saying too much usually have fewer rules. However, this might not fit every type of level or age of the student. In addition, teachers should consider what their school expects from them regarding rules. In the end, no one can say for sure how many rules you should have in your classroom. It is best to consider all of the above and then create a list that works for you!

What is the most important rule to have in the classroom?

That all depends on what you are trying to accomplish as a teacher. For example, some teachers might say that their most important rule is “raise your hand before speaking.” In our opinion, this would be beneficial for students who have trouble staying focused or might not know when it is their turn to speak in class. If you are working with students who have trouble keeping their focus, that might be one of your most important rules.

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11 Basic Writing Rules – Common Mistakes & Fixes [2024 Upd.]

Getting your message across may seem a bit harder online than in real life. Though, a whole lot of methods, including audio tracks, videos, animations, and other visuals, are available for you at any second. And let’s not forget about good ol’ text. So, what do you do to win this game?

You need to learn some rules. Writing rules, in our case. It is one of the most accessible methods of sharing your thoughts and ideas.

What’s the bottom line?Follow the basic essay writing rules prepared by our experts below. With them, you’ll be able to deliver perfect messages loud and clear. Make sure to check the provided examples, so it’s easier to understand what we’re talking about.

  • 💬 Keep It Short
  • 🗣️ Use Active Voice
  • 🆗 Include Simple Words
  • ⬇ Insert Quotes
  • 🔀 Avoid Weak Writing
  • ☑ Use Punctuation
  • 🖋️ Make It Specific
  • 📫 Address Readers
  • ↩ Avoid Confusion
  • ⏫ Be Consistent
  • 🧱 Construct Properly

1. 💬 Keep Your Sentences Short and Simple

To leave your readers satisfied and give them what they came for, you need to act fast. You don’t have time to ramble about random things, so your sentences should be short and straightforward.

The golden rules are:

  • You need to be able to fit up to 35 words in it.
  • The main focus should be on verbs and nouns.

Also, there’s no need to search for fancy adjectives and adverbs when simpler alternatives are available (we’ll talk about it later). Once again, with short and simple sentences, you’ll be able to beat the reader’s short attention span and deliver your message before they decide to walk away.

2. 🗣️ Use Active Voice in Your Writing

Your writing needs to be more friendly to your readers. They’ll feel more comfortable when you speak directly to them (later, we’ll talk about addressing your reader to make them feel even more comfortable).

Let me help you.

This rule of writing is simple. Just use active voice instead of passive. You’ll see that the text becomes more engaging right away.

3. 🆗 Include Simple Words and Word Combinations

As mentioned earlier, short and simple sentences help to deliver your messages quicker and more effectively. But what’s the point of having short sentences when they’re filled with words that a regular person would rarely use in everyday life?

No one will ever want to look up the meaning of a certain word in the dictionary. Even if you have the best dictionary for writers in the world. Especially when quickly scanning through an article.

It isn’t a grammar rule per se, but it can save you much trouble. When struggling to make strong points, try making your writing easier to digest. With simpler words and word combinations, the message itself becomes clearer.

4. ⬇ Insert Quotes Properly

Sometimes, there’s no better way to strengthen your writing or to make a point than to share other people’s ideas or words. But the infamous short attention span gets in the way here, too. So, you need to make the quotes as efficient as possible.

Here’s the deal:

Include the amount of text that’s just enough to make your point. There’s no need to insert huge paragraphs just for the sake of context. Instead, you can make a short introduction to make a point of a quote clearer.

As long as you don’t alter the meaning, you can edit a quote if it helps to clarify the message.

According to the English grammar rules, it’s also essential to use proper punctuation:

  • Add a colon before the quotation if you introduce it with an independent clause.
  • Use a comma before the quotation if you introduce it with a verb that indicates expression.
  • If there’s a quotation within a quotation, then use single quotation marks for the quotation within the quotation, such as in the third example below.

5. 🔀 Avoid Weak Writing (Use Action Verbs and Strong Adjectives)

So here’s the question:

How can you make strong points with weak writing?

Every word you use has to show that you know what you’re talking about. Your writing needs to express confidence. If it does, your reader won’t have any doubts that they will get what they want.

Include visceral verbs that can help with expressing action. While focusing on them, don’t forget that adjectives can strengthen your writing too. Just make sure not to use ones that require the words very or really before them. Those aren’t strong adjectives and will weaken your writing.

6. ☑ Use Proper Punctuation to Keep the Right Meaning of Your Sentence

Let me clarify this rule for you:

This writing rule doesn’t mean that you have to use the proper rules of punctuation . Instead, it’s about ditching some of those to deliver the right meaning.

A clear message is what makes people keep reading. And you want your visitors to stay on the page as long as possible. This will never happen if your writing is confusing and ambiguous.

So, if a sentence needs an extra comma, add it, even if punctuation rules tell you not to.

If you can separate two thoughts with a period instead of a comma, do so. This way, the meaning of both sentences will be exact and easier to understand.

7. 🖋️ Make Your Writing Specific

While keeping your sentences short and to the point, you also need to provide your reader with enough details. It may seem that this writing rule goes into controversy with the first one.

But here’s the thing:

It will help to make your writing more balanced. You just need to stay focused and make sure that the details you describe are on point. Being specific will help make it easier for you to share your ideas with readers. In turn, your writing becomes effective.

8. 📫 Address Your Reader

Nothing’s more comforting for the reader than when you address them personally. And it doesn’t mean that you have to call them by their name.

Simply use the word “you” whenever it’s possible.

This single word will make your reader feel that you’re in the same room, having a friendly conversation. This is the basic rule of writing and one of the easiest to follow.

9. ↩ Avoid Confusing Terms and Jargon

Not everyone is an expert in a particular sphere. Even if someone is trying to find the information on a specific topic, this doesn’t mean that they know something about it. Readers don’t usually enjoy checking dictionaries every two pages.

You need to keep your writing free of niche jargon and terminology as much as possible. And if it’s impossible to avoid it, provide your reader with more information so that they can understand what you’re talking about.

If your article is easy to understand, it will attract a wider audience and will keep them reading. In particular, if the English language isn’t native to them.

10. ⏫ Be Consistent When Writing

Delivering your message is essential.

But you also want your readers to believe in what you’re saying.

You need to build trust. This basic rule of writing goes together with addressing your reader and making your text specific. It also has to be consistent.

After stating your main point, you need to strengthen it by putting forward additional proof and facts. Describe your idea from different perspectives and points of view.

Even more, you also want to have consistency in the way you build your sentences. Which brings us to the next writing rule.

11. 🧱 Use Properly Constructed Sentences to Make Strong Points

Some might say that you can emphasize specific thoughts and ideas with an exclamation mark . Authors even try to incorporate it in essays and other academic writing.

Here’s the kicker:

This method is relatively poor and won’t add the strength that your writing needs.

Build your sentences correctly. This way, you won’t need any help from exclamation marks to make a strong point. You’ll show readers that it’s worth paying attention to what you talk about without such tools. You can even utilize a text compactor to make the content as concise as possible.

One of the great ways for your sentences to make strong points is to use a parallel structure. It means offering multiple ideas and using consistent grammar forms for a smoother delivery. Incorporating correct prepositional phrases, for example, will demonstrate your writing skills and have a positive effect on your reader.

In conclusion, it’s fair to mention that you can find many more writing rules to pay attention to than just the ones that we’ve listed here. We, however, listed the ones that are easier to follow. Even though these are quite basic writing rules, they often get ignored, leading to poor writing results.

We’re not telling you that you need to follow them all. Following even a single rule of writing can bring you desired results. So feel free to experiment and find ones that are the most suitable for you.

Thank you for reading the article! Share it with others and let us know your opinion in the comment section below.

Learn more on this topic:

  • Useful Revising and Editing Checklists
  • Essay Checklist: How to Write an A+ Essay
  • Common Mistakes in Essay Writing
  • Effective Writing Strategies for College Students
  • How to Control Words per Page
  • 200 Powerful Words to Use Instead of “Good”
  • List of Credible Sources
  • An Ultimate Punctuation Guide

🔗 References

  • 5 Writing Rules That Are Really Guidelines: Brittney Ross, Grammarly Blog
  • Effective Writing Grammar Rules: Grammar Book
  • Tips on Grammar, Punctuation and Style: Kim Cooper, for the Writing Center at Harvard University
  • Count and Noncount Nouns, Basic Rules: Purdue Online Writing Lab, College of Liberal Arts, Purdue University
  • 10 Rules for Good Writing: Lifehack
  • Rules of Style A-to-Z: Writing Style Guide, Western Michigan University
  • 5 Comma Rules: Center & Resources, Writing center, Hamilton College
  • Subject-Verb Agreement: Grammar, Academic Guides at Walden University
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Thanks a lot for sharing such a helpful article. you made my presentation assignment super easier. Great work. GOD BLESS YOU : )

Custom Writing

We are grateful for your feedback! It means so much for us!

Thank you so much. You made my assignment easier which is on writing skills. I need to mention it in my references, will you please provide me your full name and place. I will be really grateful.

Kindly refer this content as a webpage. You do not need any names or places.

The rules were written well and easy to understand. I learned more reading this than my own English textbook. Thank you.

Thanks for the feedback! Much appreciated.

Thank you so much for the advice Donna, I will definitely take it into account when writing my book.

Glad to hear that! Thank you for your feedback!

Hi Donna – I love your article here. It contains lots of useful tools and tips to write well. I conduct training workshops in email and business writing skills, and am always surprised how many people are still writing like it’s the 60s. Using old-fashioned expressions, passive voice, and writing in a completely different style to how they speak. Life shouldn’t be so difficult! Thanks for this great reminder. I’ll tweet it too.

Dear Shirley,

Thank you very much for taking a moment and writing your feedback. I really appreciate the kind words and sharing my article!

All the best,

Thank you Donna, great resource and interesting read!

Thank you for the feedback, Karen! Much appreciated 🙂

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Classroom Rules Redefined: 10 Innovative Ways to Set Expectations

Every teacher has classroom rules, but how do we implement them in a creative yet meaningful way? Finding collaborative ways to create classroom expectations and putting them into practice makes everything run smoothly. See how you can use rules to your advantage and learn exciting tips to introduce them to students.

Classroom rules and expectations

Embracing Classroom Rules & Expectations With Students

Classroom rules and expectations are like a compass that guides us through our learning journey. They create a safe and harmonious environment where everyone can flourish and grow. Just like how roads help us navigate a new place, rules help us understand what’s expected of us and how to thrive in the classroom.

Table of Contents

The importance of classroom rules, class rules in action, more strategies and ideas, how to set classroom expectations, make a safe space for students, classroom rule cards, more activities to implement classroom routines.

Now, let’s talk about why it’s crucial for these rules to be inclusive and collaborative. Imagine a classroom as a garden, blooming with a diverse array of beautiful flowers—each one unique and precious. Inclusive rules ensure that every student feels valued, respected, and included, regardless of their background or abilities.

When rules are created collaboratively with students, it’s like casting a spell that invites their active participation and engagement. By involving students in the process, we embrace their thoughts, perspectives, and ideas. It empowers them, making them feel heard and appreciated. After all, they are the heroes of their own educational quests!

Classroom rules and expectations - bulletin board

When the entire classroom community joins forces to shape the rules, it fosters a sense of ownership and responsibility. It becomes a community pact where we all commit to upholding a joyful and supportive learning environment. Collaboration helps to nurture empathy, understanding, and cooperation among students as they work together towards a common goal.

By embracing inclusivity and collaboration, we weave a vibrant tapestry of connections and friendships in our classroom. We celebrate each other’s strengths, learn from our differences, and create an atmosphere of kindness and acceptance. Together, we can unlock the true magic of education!

Going over classroom expectations is not meant to be a tedious task but rather an opportunity to reinforce the positive and nurturing environment you’ve created. It’s a chance to celebrate the classroom community and remind everyone of the shared commitment to learning, respect, and growth.

Here are some occasions where you may want to go over school rules.

  • Back-to-School Time: At the beginning of the school year, it’s essential to introduce and discuss the classroom expectations with students. This sets a positive tone and establishes a common understanding of how the class will operate.
  • When Setting New Procedures: As the school year progresses, there might be instances when new procedures or routines are introduced. Whether it’s a field trip, a special project, or a change in classroom schedule, taking the time to review the expectations related to these new situations helps ensure a smooth transition.
  • When a Review is Needed: It’s beneficial to periodically review the classroom expectations throughout the year. This can be done during morning meeting , as part of a whole-class discussion, or through fun activities that reinforce the rules and procedures. Refreshing everyone’s memory helps maintain consistency and reinforces the positive behaviors you want to see.
  • When Negative Behaviors Arise: When negative behaviors occur, it’s crucial to address them promptly. This is an opportune time to have a focused discussion about the specific behavior, why it doesn’t align with the classroom expectations and the consequences that may follow. Reinforcing expectations can help redirect behavior back on a positive track.
  • When New Students Join: Welcoming new students to the class is an exciting moment. Taking the time to review the classroom expectations with them ensures they feel included and provides a clear understanding of how things work in their new environment.

Classroom rules and expectations for students

10 Classroom Expectation Ideas and Strategies

Each classroom dynamic is different and will require different rules to make things flow nicely.

Here are some ideas and strategies to consider as you create classroom rules with students each year.

  • Collaborative Rule-Making: Involve students in the process of creating classroom expectations and rules. Encourage their input and ideas to foster a sense of ownership and responsibility.
  • Clear and Positive Language: Use clear and concise language to communicate expectations. Phrase rules in a positive manner, focusing on what students should do rather than what they should not do.
  • Visual Aids: Utilize visual aids such as posters, charts, or a class rule board to display the rules and expectations prominently in the classroom. Visual reminders can reinforce positive behaviors.
  • Modeling and Role-Playing: Demonstrate the desired behaviors and procedures yourself, or have students role-play different scenarios to illustrate how expectations should be met. This helps students understand and internalize the expectations.
  • Consistency and Reinforcement: Consistently reinforce the rules and expectations by providing positive feedback and recognition when students demonstrate the desired behaviors. Celebrate successes and highlight examples of positive behavior regularly.
  • Regular Review and Reflection: Take time to review the rules and expectations periodically throughout the year. Encourage open discussions about how well the class is meeting those expectations and provide opportunities for students to reflect on their own behavior.
  • Individualized Support: Recognize that each student may have different needs and learning styles. Consider individualizing the expectations and supports as needed, ensuring that every student feels included and supported.
  • Establish Consequences: Clearly communicate the consequences that may result from not meeting the expectations. Ensure that the consequences are fair, logical, and consistent, promoting a sense of fairness in the classroom.
  • Building a Positive Classroom Culture: Foster a positive classroom culture where students feel safe, respected, and valued. Encourage kindness, empathy, and collaboration among students, creating an atmosphere conducive to learning.
  • Regular Communication with Parents/Guardians: Keep parents/guardians informed about the classroom rules and expectations. Share how they can support their child’s commitment to these guidelines at home.

Classroom rules display for classroom

Teachers have the power to create a vibrant and purposeful learning environment by setting clear expectations, teaching procedures, and establishing rules.

To begin, they can engage students in a collaborative discussion , fostering a sense of ownership and buy-in. By involving students in the process, teachers can explain the purpose and importance of each expectation, procedure, and rule.

They can use engaging activities, demonstrations, and real-life examples to demonstrate how these guidelines benefit the whole class.

Teachers should also provide clear, step-by-step instructions for procedures and model them for students. Reinforcement through visual aids, practice sessions, and positive reinforcement is key.

Finally, teachers can collectively establish rules , ensuring they are fair and inclusive and promote respect and empathy. They can discuss the rationale behind each rule, emphasizing the impact it has on creating a safe and supportive learning community.

By setting expectations, teaching procedures, and setting rules in a thoughtful and collaborative manner, teachers lay the foundation for a successful and joyful learning experience.

Classroom Rules for kids

Classroom Rules Made Easy

Class rules don’t have to be difficult! Visual aids and memorable activities go a long way to helping kids understand expectations in the classroom. Use these to make your life easier as a teacher!

Rule and Expectation Cards: Use the rule cards to display classroom expectations. They can be added to a pocket chart and switched throughout the year as expectations evolve. They come in different sizes as well as black and white options.

Classroom rules and expectations - great ideas

Yes and No Choices Sorting Activity: Print the cards on cardstock and laminate them for continued use. Have students sort the “yes” choices from the “no” choices independently or with a partner. This makes for a great collaborative activity.

Classroom rules and expectations - yes and no choices

Writing Templates: Use the writing templates after a discussion about classroom expectations with students. Encourage kids to write about the rules and how they can follow them each day.

Classroom rules and expectations - writing activities

“We Follow the Rules” Storybook: A fun way to help students remember the classroom rules is to immerse them in scenarios they will encounter. Use the storybook to introduce situations where they will have to follow the rules. The storybook is also a fun coloring activity as you discuss expectations.

Classroom rules and expectations - fun ways for kids

Rule Explanation Posters: These editable explanation posters allow you to share the importance of each rule with students. Display them throughout the room to remind students of appropriate behavior during each school day.

Classroom rules and expectations - fun ways

Rules Certificates: As students work hard to follow the classroom rules, award them with certificates to brighten their day. They will be proud of their achievements and continue to show positive behavior in the school.

Classroom rules and expectations and certificates

Displaying the classroom rules is essential so students can refer to them all year. Instead of scattering them throughout the room, create a single place or bulletin board where students can remind themselves of the rules.

Use a corner or a small space on the wall to showcase the practices. Leave room to add more rules as needed and make it simple to change as the year evolves.

Providing visuals creates a simple way to remind students without saying a word. They will know exactly what to do when they see the rules posted with simple pictures. You can even add rules into your routine, so students have them in their brains daily.

Resources to Help You Teach Classroom Rules

To help you set rules and expectations in your classroom, try our FREE rule follower certificate and writing template resource !

Click the image below to grab a copy.

Click here to subscribe

Try the Classroom Rule resource by Proud to be Primary . It includes over 40 editable rule cards, writing templates, a storybook, bulletin board printables, and explanation posters to display in the classroom. The resource also includes a “yes and no” choice sorting activity to reinforce the rules. Combining these items will help students understand and carry out the rules daily.

Classroom rules and expectations - how to set expectations

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fun ways to work with Classroom rules and expectations

Create Your Classroom Rules WITH Your Students for a Powerful Start to the Year

web chart example

The hustle and bustle of a new school year can get overwhelming. This is true because of things like curriculum planning, attending meetings, and organizing supplies, but also because you have to teach students the routines, procedures, and rules of the art room.

Because we have so many classes, the repetitive nature of this can grow tiresome. That’s why, in my classroom, I believe in creating expectations  with  my students.

Creating expectations with students is an empowering activity to help build the community and culture of the art room.

Allowing students to take ownership over their environment shows them you value their thoughts. In the book, The Classroom of Choice: Giving Students What They Need and Getting What You Want , author Jonathan Erwin says, “One of the most effective and practical ways teachers can give students a say in the classroom is by allowing them to participate in developing the classroom rules or behavior guidelines.”

From experience, I find teachers value leadership that takes their ideas and opinions into account when creating building norms or making changes in the school environment. So, you can see how this would work well with students, too!

Here are 3 benefits to creating classroom expectations with your students.

students working together

1. Your students will feel valued.

Many times in school, students are told what to do or how to think. Erwin supports this statement when he writes, “In academic classes, students are told how to behave, what to learn, when and how to learn it, and they are assessed in ways that may not take into account the diverse intelligences that exist in every student population.”

Giving students a say will allow them to feel valued. As they contribute to the classroom expectations, they are more likely to follow them. They also will be able to use their critical thinking skills as they develop ideas to share with the class. It is beneficial to have student investment to promote a positive and safe learning environment.

2. Your students will understand the power of collaboration.

Getting students to collaborate on the first day is a great way to show how much you value students working together. As the teacher, you are modeling collaboration as well by getting students involved in developing classroom expectations. Instead of the usual “sit and get” structure, you are providing your students with a meaningful and interactive learning experience.

3. Your students will have a clear understanding of the expectations.

Having students directly involved in the creation of classroom expectations leaves less room for confusion. When students are a direct part of the process, they comprehend everything better. Students won’t just be listening to you explain the expectations, they will be direct participants, brainstorming, discussing, and refining!

Let’s talk about exactly how to generate expectations together.

Here are 3 ways to create shared classroom expectations., 1. hold a group discussion.

If this idea is new for you, having a basic classroom discussion is helpful and a comfortable way to start. This method also works especially well for younger elementary students who can’t yet write well. Simply give prompts about rules you have had in the past and ask for additional suggestions.

For example, respect is a typical rule you will find in most classes. Bring up the topic of respect. Ask students, “Why it is important to be respectful in art class?,” or, “What are ways for the class to be respectful in art class?” This questioning technique allows you to guide the discussion but allows for students to gain a deeper understanding and add input about expectations for the classroom.

2. Have Your Students Create Web Charts

To get even more collaborative, allow your students the opportunity to work and brainstorm together.

  • First, split your students into groups. Each group will need a large piece of paper and a writing utensil.

web chart example

  • Finally, have students share out to the class.  After about 5-10 minutes of work time, have students share what their ideas with the class. Write common themes on the board and create a list of classroom expectations from what your students added to their web charts.

3. Conduct a Collaborative Sticky Note Activity

This activity is great for older students who can handle more movement around the room and more independent work.

Here’s what to do:

  • Start with a brief discussion about the importance of expectations in the classroom. Write the main expectations your students discuss on the board.

sticky note example activity

  • Give your students sticky notes (or even small pieces of scrap paper). Then, ask them to consider each expectation. For each expectation, have them write some specific ways students could follow the expectation in the classroom or why the expectation is important. Have students leave their thoughts at the corresponding tables.

Holding Students Accountable

No matter how you go about creating your classroom expectations, it’s important to come up with some sort of visual or document for your students.

Here are two ways to do that. 

  • Create a classroom visual. Your classes will likely come up with similar expectations. Therefore, you can create a poster to lay everything out and display it in your room. You could also create a verbal pledge for your students or have them recite the expectations and acknowledge that they will follow them.
  • Create a contract. If you want to save your wall space, have students sign a contract with the expectations they designed for the classroom. You can give each student an individual copy or have a copy for each class with a line for each student’s name. You can post this in the room or refer to it when needed. If you are low on paper, try a verbal agreement.

Both of these methods allow you to have an easy reference if students forget the rules. If things are going awry, you can point to your poster or contract and conduct a mini-class targeted toward the expectations that need attention. It’s powerful to be able to refer to the expectations and remind students they were involved in the creation of them.

What do you do on the first day of class when it comes to classroom expectations?

What other benefits are there to creating shared classroom expectations with students?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

writing school rules

Wynita Harmon

Wynita Harmon is AOEU’s Chair of Faculty Development and a former AOEU Writer and elementary school art educator.

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36 Classroom Rules for Student Success

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Written by Maria Kampen

Reviewed by Jennifer Wu, M.A.

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  • Teacher Resources
  • Teaching Strategies
  • A list of 36 classroom rules to get you started on making your own
  • Techniques to help you build rules that work for your classroom
  • Suggestions for upholding classroom rules
  • Restorative practices in the classroom

For many students (and teachers), the idea of classroom rules feels oppressive, stifling and sometimes just downright unfair.

It’s difficult to balance the need for order and structure with the desire to build a collaborative, fun environment for learning. But proper classroom management techniques include developing rules that guide student learning and set expectations around classroom behavior.

Want to engage students and boost time on task? Use Prodigy, a fun and adaptive game-based learning platform, to help students practice math.

Promoting consistent and value-based rules can help build a positive learning environment where all students have the opportunity to explore and succeed.

Classroom rules

Classroom rules look different for every teacher. Some use only a few, while others prefer to use more. Here are 36 rules to get you started on building your own :

  • Ask questions
  • Respect and listen to your classmates
  • Respect and listen to the teacher
  • Raise your hand to speak
  • Be prepared for class
  • Be quiet when the teacher is talking
  • Be quiet when classmates are talking
  • Share new ideas
  • Keep your hands to yourself
  • Respect others’ property
  • Keep your workspace tidy
  • Always do your best
  • Walk, don’t run, in the hallways
  • Be a good friend
  • Share with others
  • Use equipment properly
  • Help keep the classroom tidy
  • Listen to all the teachers
  • Obey all school rules
  • Finish your homework on time
  • Be respectful of classmates who are working
  • Have a good attitude
  • Use positive language
  • Line up neatly and quietly
  • Stay in your seat
  • Listen with your ears and your eyes
  • Contribute to discussions
  • Be respectful of others’ ideas
  • Follow the teacher’s directions the first time they are given
  • Cooperate with your classmates
  • Be creative
  • Use technology appropriately
  • Be proud of your work

Want to keep these rules close by? We've put together a downloadable PDF with all these rules that you can use in your classroom today!

How to create classroom rules

Build the foundation.

There are so many benefits to building a classroom that feels like a community:

improved student academics, respectful discussions, and a growth mindset are just a few. Classroom rules can help establish a sense of community when they’re built on collective classroom values.

Classroom rules: 1. Have a vision. 2. Be a learner, not a finisher. 3. Lean into struggle. 4. Feed your passion. 5. Own your education. — Amy Fast, Ed.D. (@fastcrayon) February 25, 2017

Start with the big picture: what core values should inform the way you and your students interact? Values like self-respect, positivity, encouragement and passion are all great places to start.

Take those big-picture rules and use them to create smaller, more actionable ones. If you want to promote respect in your classroom, create rules that ask students to use positive language, respect their classmates’ property and keep their hands to themselves.

Emphasize that rules are in place to guide student learning. Communicate to students that classroom rules make the classroom a safe and supportive environment for all students.

Get students involved in creating classroom rules

Take the core values you want to see in your classroom and present them to your class. Let students extrapolate and list behaviors that model key principles. Challenge them to think about what each looks like in the classroom and to develop specific scenarios that act out the rules they’ve brainstormed.

After brainstorming, develop a final list of rules as a group. Which ones do students think are the most important? If they disagree with a rule, ask them to explain why. Discuss with them why the rule was made and how you can adjust it to the specific needs of the class.

While it’s good to include students in the rule-making process, it’s also important to remember that the final say on what goes stays with you. When you explain and collaborate on the rules, students are more likely to accept and respect your authority.

Display classroom rules creatively

The only thing more boring for your students than a long, black-and-white list of rules nailed to the wall on the first day of school is listening to you read off the list as they sit in their desks and wish they were still on summer vacation.

Present classroom rules in an engaging way to get creativity flowing on the first day of school . Ask students to help make classroom rules posters or short skits that creatively demonstrate the rules for the rest of the class. When students are involved with presenting the rules, they’re more likely to remember and uphold them.

Be specific

Students, whether they realize it or not, thrive and succeed academically in an environment with clear rules and boundaries. General rules and classroom principles are a great place to start, but everyday rules should be clear and specific, with little room for creative interpretation or manipulation.

If you choose to make rules with your students, ask them to go deeper than general ideas. Have them consider what rules look like in practice, and what the consequences for breaking certain rules should be.

Be clear on consequences

Routine and structure are important aspects of any classroom, and as a teacher you have to be consistent in how you apply the rules — no playing favorites or backing down on the consequences. Students won’t respect and follow the rules if you don’t.

Be clear from the beginning on what the consequences are for breaking the rules. Consider a “fix what you broke” approach that asks the student to make amends for their behavior through actions or words, or set time-outs and temporary losses of privilege. Certain infractions are more serious than others (i.e. violence vs. speaking out of turn), so be prepared to respond appropriately.

Some quick tips to promote community and learning:

  • Don’t be unnecessarily heavy-handed or look to embarrass students in front of the class
  • Praise publicly, reprimand privately
  • Always be able to explain how your consequences fit into your overall classroom rules

Give (small) rewards

While most teachers lay out consequences for misbehavior, consider also identifying areas where students can earn rewards. Positive reinforcement is a useful technique. Make sure to praise students for acting appropriately, and consider giving small rewards to students who exceed expectations.

Rewards can include stickers, a chance to be a “line leader” for the day, or even extra time on a fun, educational game like Prodigy Math.

Prodigy Math is an engaging, digital game-based learning platform . Students can create free accounts and go on adventures, collect pets, play with friends — all while answering standards-aligned math questions.

Earned a Thumbs Up party and they wanted to go on Prodigy Math. Yes, I already put in an assignment! 👍 @HumbleISD_OE @KeriMckinney pic.twitter.com/8hjRFJpfk8 — Betty Graham (@Bettygr1414) March 2, 2019

Use Prodigy Math to track student understanding, practice lesson material and prepare for standardized testing.

Get parent buy-in

Parent involvement is the best indicator of student success — a principle that extends beyond academic involvement. Parents need to understand and align themselves with expectations for classroom behavior.

Keep in touch with parents and send home a letter at the beginning of the school year that details the classroom rules that you and your class have agreed on.

Consider taking a few moments from a parent evening to go over student expectations or ask for feedback on what values parents think classroom rules should uphold. Communication and collaboration with parents means more student success and fewer surprises during the school year.

Collaborate with your colleagues

Your colleagues are one of your biggest assets when it comes to establishing clear rules. Students often have more than one teacher throughout the school day, and communicating a consistent set of classroom rules can help reinforce student expectations.

Three teachers are discussing classroom rules in a meeting room

Collaborating with other teachers is also a good way to make sure that your rules are in line with school culture . If the classroom is out of step with what the rest of the school is doing, students can get confused and start to act out. Speak with a supervisor or trusted colleague if you have any questions, and take their advice seriously.

How to uphold classroom rules

For many teachers, student discipline is a difficult subject to discuss. If every classroom needs rules, then it stands to reason that breaking the rules should come with appropriate consequences.

In any classroom, broken rules mean wasted teaching time and emotional exhaustion for teachers. In one study about classroom discipline , researchers noted that:

“ The ultimate goal of classroom order is to enable instruction . Classroom order is not a goal in itself, nor is it a way to correct classroom disruption. Effective teachers have fewer classroom disciplinary problems not because they are good at restoring discipline, but because they are good at establishing classroom procedures that maximize time available for instruction.”

With that in mind, here are some tips for making sure student discipline, when necessary, is used as a way to get back to what your students are really there for: learning!

Collaborate with your students — again

While you’re making the rules, consider making the consequences as well. In order for students to respect the rules, they have to realize what’s going to happen when they break them. Give students hypothetical situations, and ask them to develop consequences based on shared classroom values.

Even if you decide to make the consequences on you own, don’t think that being unnecessarily harsh will earn you respect. If you truly want to build an efficient and positive learning environment, you should always keep the best interests of your students in mind.

Be able to explain consequences when students ask. Take circumstance into account — an unusually egregious offence needs to be escalated more quickly than a small classroom disturbance. Apply the rules consistently so students learn the value of responsibility.

Continue to reinforce classroom rules

If you want students to listen to classroom rules all year round, make sure you’ve reinforced them throughout the school year. If rules are continually taught, students have less of an excuse for misbehavior . In her Cooperative Discipline Model, teaching specialist  Linda Albert recommends that:

“The behaviors calls for  must be taught, not taken for granted , and the code should be discussed regularly. This keeps it in the foreground for reminding students and for use when correcting misbehavior. When serious violations of the code occur, procedures of conflict resolution are applied. All the while, the teacher makes ongoing efforts to help students feel capable, connected with others, and contributors to the class and elsewhere.”

If students are aware of the rules and know you take them seriously, they’ll be more likely to respect them.

Balance discipline with compassion

Albert also theorizes that misbehavior is merely students trying to achieve “mistaken goals,” including revenge, attention-seeking or assumed disability. She encourages teachers to reframe this as an opportunity to build a positive relationship with students.

While discipline is a way to encourage a safe and positive working environment for all students, it’s important to remember students are also learning how to function as responsible and effective members of society. Difficult home situations, mental health issues and challenging social situations are all factors that can cause students to act out.

A female teacher sitting on a chair is carefully listening to a student

While none of these factors excuse bad behavior, it’s worth checking in with a chronically misbehaving student to see if you can address any underlying factors. Work with administrators, support staff and parents to develop a response to intervention plan for students who might be struggling in the classroom, or guide students to resources that can help them succeed both personally and academically.

Restorative practices: moving away from classroom rules?

If you've implemented classroom rules or understandings yourself, you know there can be pros and cons. Some teachers have had success using them while others have not.

While they may work for in some environments, these classroom rule systems can interrupt students' learning journeys and, in some case, result in the same or more challenging behavior down the road.

Compared to classroom rules, restorative practices focus on empowering students to learn from their choices that aren't acceptable, understand the impact of those actions and, from there, to grow personally in their knowledge of how to make better decisions and resolve problems.

Benefits of restorative practices in the classroom

As highlighted by EdWeek , restorative practices can help students:

  • Build relationships
  • Strive to be respectful to all
  • Involve relevant stakeholders
  • Encourage all to take responsibility
  • Address harms, needs, obligations
  • Provide the opportunity for equitable dialogue and decision-making

Examples of restorative practices

Whether you're thinking of ditching traditional classroom rules altogether or want to find a way to bring them together with restorative practices, here are some ideas to get your class started.

  • Affective statements — Also known as "feeling statements", students can form and share them in response to someone else's actions, be they a student or a teacher. It follows a simple structure: how you're feeling, why you're feeling it and what you need to feed better.
  • Collaborative class agreements — Your students will likely feel more inclined to help create a positive classroom environment if they play a role in creating classroom rules or understandings or agreements. Instead of having classroom rules set in stone before the school year starts, wait until the first week of school to create class agreements together.
  • Mindfulness — create room for practicing mindfulness daily to help your students focus on being present, deep breathing and growing awareness of themselves and those around them. Your mindfulness moments can be silent or guided — one or the other might be more suitable on any given day.
  • Restorative circles — These are great for helping your students build social awareness, relationship skills and a sense of community. It will require vulnerability (something not all students may be comfortable with), so you may need to help lead this time and share thoughts, feelings or concerns of your own.
  • Problem-solving anchor chart — These are a great tool help empower students to constructively and collaboratively solve their own problems. As a class, brainstorm two types of scenarios: ones that students would require teacher help to resolve (e.g., class theft, a fight) and others that students can try to solve independently (e.g., a student is using an item that another one wants, someone who wants to play or work independently instead of as a group).

Recognizing that classroom rules are but a part of classroom management. Depending on your class' specific set of classroom rules, restorative practices can provide a more empathetic approach to solving problems

Final thoughts on classroom rules

Each teacher uses their classroom rules differently, because each class is different. Some students might need structure and clearly defined boundaries, while others respond positively to more freedom. Encourage student buy-in, continuously communicate the rules and uphold them as necessary to find what works best for your classroom.

Long days and large classes can make it difficult to respond to every need or problem equally. Do your best, and make sure that your students know that you want to see them succeed — that’s what matters the most.

Create or log in to your free teacher account on Prodigy  – a digital game-based learning platform for math that’s easy to use for educators and students alike. Aligned with standards across the English-speaking world, it’s used by millions of teachers and students.

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20 English Writing Rules and Tips to Instantly Improve Your Writing

English writing skills are super important for learners.

Whether you need to pass a test, complete an assignment or write an email to a co-worker, knowing how to say what you want to say in print is vital.

Sometimes you can get away with small mistakes when speaking, but they’ll be easily spotted in writing. 

And while mistakes are a normal part of learning, you can avoid many of the most common ones by following some key rules.

Important English Writing Rules

Capitalize the right words, add commas and periods where needed, use the right tense , make sure your subject and verb agree, put adjectives and adverbs in the right order, make writing more natural with connectors, know the difference between who and whom, don’t mix up few, a few, fewer / little, a little and less, avoid double negation, use indirect speech and questions when needed , avoid the passive voice in informal writing, useful english writing tips, watch out for homonyms, be specific, break up long sentences, only use words you understand, be careful of false friends, answer “the five w” question words, don’t overuse the “to be” verbs, avoid ambiguity, revise what you’ve written… twice, and one more thing....

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Learn the following English grammar rules and you’ll get a solid foundation upon which you can start building your writing skills.

This may sound silly, but capitalization is actually important !

You wouldn’t write your name as mary or john , but Mary or John . It’s just as important to write Sunday and not sunday, and to use a capital letter after a period.

For example:

There are some capitalization errors in this sentence:

i will go to the beach on monday. do you want to come?

This is the correct version:

I will go to the beach on Monday. Do you want to come? 

You don’t need to know everything about English punctuation from the very beginning, but you should at least master the use of commas and periods early on.

Periods are generally used to end a sentence, while commas are trickier. There are many reasons to use a comma but one basic rule is that commas are used when you would naturally pause in your sentence. For example, you would write: First, learn English punctuation rules. 

There’s also a special kind of comma called the Oxford comma . This comma appears before the last item in a series of three or more items. If you follow the AP style , you won’t use it, whereas if you follow any other writing style like the Chicago style , you will.

In this example, there are no commas, so you would run out of breath by the end! It also never finishes since there’s no punctuation mark at the end:

First I went shopping then I was getting tired so I decided to go home It was an adventure

The following sentence is much easier to follow thanks to the punctuation marks:

First, I went shopping. Then, I was getting tired so I decided to go home. It was an adventure!

Here’s an example using the Oxford comma (Chicago style):

I need two pens, three notebooks, and one pencil.

And here’s one without the comma (AP style):

I need two pens, three notebooks and one pencil. 

Learning English tenses is one of the first steps in our language-learning journey.

This isn’t random (by chance). Tenses are at the core of English grammar and without them, we wouldn’t be able to distinguish the past, the present and the future. Tenses allow us to communicate our ideas properly and say what happened when.

When you write, pay special attention to the tenses you use and make sure your choices are correct in the context.

This may be an example of the historical present , but it sounds weird since 1907 already passed:

He dies in 1907. 

This sentence sounds more natural:

He died in 1907. 

Subject-verb agreement is a rule that says that the subject and the verb of a sentence always have to agree. That is, they have to be in the same person and number.

You can’t use the third person plays if the subject is  you, just as you can’t use have been when the subject is my mom.

These two sentences are incorrect:

The price of books are on the rise .

Mary go to school every day.

While these are correct:

The price of books is on the rise.  (“Price” is the subject.)

Mary goes to school every day . (“Mary” is the subject.)

Adjectives can be a nightmare for some English learners, especially when they have to use more than one category of them in the same sentence.

While it’s important to know the order of adjectives , the very first rule you need to remember is that adjectives come before the noun in English.

This sentence would sound very wrong to a native English speaker:

I have bought a car white.

This sentence is correct:

I have bought a white car. 

This also applies when you have several adjectives in the sentence. For example, here’s an incorrect sentence:

I bought a kitchen table beautiful long and wooden last week.

And here it is, corrected:

I bought a beautiful long wooden kitchen table last week.

English adverbs tend to be easier to master, although they also have their own order and rules.

Two important rules you should remember are that adverbs precede the adjective they modify and they normally come after the verb they modify , especially if they’re adverbs of manner and place.

These are two incorrect sentences:

Peter beautifully sings.

He is an intelligent very boy.

And here are the correct versions:

Peter sings beautifully. 

He is a very intelligent boy. 

Connectors , also called linking words, are words we use to link or connect phrases and sentences. Connectors are useful because they make our writing more fluid and natural.

When you don’t use connectors, your text tends to have short sentences. This is how children normally speak or write. When you add connectors to your work, you get closer to how native English speakers talk or write.

No native speaker would talk or write like this:

The car was very beautiful. I couldn’t afford it. I asked my brother for money. I bought the car.

This is much better writing:

The car was beautiful but I couldn’t afford it, so I asked my brother for money and bought it anyway.

Knowing the difference between who and whom and using them correctly can make a great difference in your writing. Even native English speakers often mix these two up!

A basic trick you can use to figure out which one to use is to try to replace “who” or “whom” with a pronoun. If you can say “he/she/they” in the sentence, use who. If you can use “him/her/them” instead, use whom.

Here are some examples of the correct and incorrect ways to use who and whom:

To who do you want to speak? (Incorrect) Who do you want to speak to? (Correct, informal) To whom do you want to speak? (Correct, formal)

There were 50 students, 12 of who were from Spain. (Incorrect) There were 50 students, 12 of whom were from Spain. (Correct)

To learn how and when to use English quantifiers , you should pay special attention whenever you see or hear one of them used. 

The basic rule is to use few when you’re talking about something you can count (cats, TV shows, dollars), and use  less when you’re talking about something uncountable (love, snow, money).

This is incorrect:

I have a little friends.

Since you can count how many friends you have, you would use few:

I have a few friends. 

Here’s another incorrect example:

I couldn’t care fewer.

You can’t count caring, so you should use less here:

I couldn’t care less. 

In order to write (and speak) well in English, you should always keep negation and double negation to a minimum whenever possible.

Remember that you shouldn’t use two negatives to make a positive, so watch out for tricky negative combinations. There are exceptions (which you’ll see in the example below), but this is a good general rule to follow.

Also, try to avoid a double negation if you can easily replace it with an affirmative sentence.

This sentence lost me after the first few words, Are you driving to the movie theater or not!?

I don’t know no way of not driving to the movie theater. (Definitely incorrect)

Here are two other ways you can say the same sentence, but this time without using so many negatives:

I don’t know how to drive to the movie theater. (Correct)

I don’t know any way of driving to the movie theater. (Correct)

The following sentence is technically correct, but only used when you want to react to someone saying someone is impolite.

He is not impolite.

This sentence is correct and neutral in meaning:

He is polite. 

The rules of indirect speech can be difficult at first, but a good piece of writing will include it when necessary. This is another of those topics that can mean the difference between sounding like a beginner and a proficient writer.

Here are two incorrect examples:

He wanted to know what time is it?

They asked me “how do you know.”

And here are the correct versions of the same sentences:

He wanted to know what time it was. 

They asked me how I knew. 

Using the English passive voice will be necessary from time to time, especially if you have to write formally and impersonally. But if you’re just writing a school assignment or a simple email to a friend, try to avoid the passive voice whenever you can.

This sentence is grammatically correct but the way it’s phrased is very odd and unnatural:

Hi, John! The book I was told about by you has been found by me.

This is a much more natural way to say the same thing:

Hi, John! I have found the book you told me about! 

Homonyms are words that sound or are spelled identically but have different meanings.

Take the word spring , for example. You may already know this is the name of one of the seasons, but did you know this word can also mean a piece of coiled (twisted) metal?

Getting to know the most common English homonyms and how they’re used will have a huge positive impact (influence, effect) on your writing. Teachers pay special attention to this, and they’ll lower your mark if you use the wrong words.

Many words in this sentence are confusing homonyms:

I sea you new that cereal killer, two. 

Here is the same sentence, written correctly:

I see you knew that serial killer, too. 

Try to be specific and write exactly what you need to write. Choose one topic and don’t add information that isn’t necessary or is off-topic (not related to the topic).

If you see that three or more sentences in a paragraph aren’t necessary, start writing that paragraph from scratch (from the beginning) again.

This is grammatically correct but very difficult to follow:

Writing is important to improve your English. My friend loves writing. He also reads and teaches little kids. Writing can help you become a better speaker of English, too. 

Here’s a better option:

Practicing your writing skills will improve all your English language skills. I know that because my friend, who teaches little kids, told me. 

With time, you’ll learn how to use English connectors like a professional writer, and you’ll recognize the difference between a sentence that’s acceptably long or unnecessarily long.

You should also avoid using too many short sentences together. This makes your writing sound choppy (uneven and not smooth).

This sentence is grammatically correct, but it can give you a headache:

Writing is an art that you, my dear reader, should master if you really want to convey your message properly and make the reader feel that what you have to say is not only interesting but also necessary for them to read and analyze during the process of reading it. 

This sentence is a much better option:

Writing is an art you should master if you want to communicate properly. Your goal is to make the reader interested in what you write and give them something to think about.

This tip is quite self-explanatory (it explains itself, it’s obvious). If you don’t know the meaning of a word or expression, choose a different word or look up its meaning before you use it. 

Trying to pretend you’re a walking dictionary doesn’t always give you good results, especially if you make a mistake and use the wrong word or spell it incorrectly.

FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons.

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Two words in this sentence are incorrect:

Irregardless of whether you like it or not, the book entitled “Alice in Wonderland” is a classic.

You might think the previous sentence sounds smart, but entitled means “to believe that you have the right to something.” It doesn’t mean “having the title.” And irregardless is not even a word!

You can rewrite that sentence like this instead:

Whether you like it or not, the book titled “Alice in Wonderland” is a classic.

False friends are words that seem to mean one thing but mean something totally different. Depending on your native language, some words can be false friends for you or not.

One of the most famous cases of this is the Spanish word embarazada, which sounds like it means “embarrassed” in English but really means “pregnant.”

Have a look at some examples. Here’s the Spanish example I mentioned above:

Mary is embarrassed. (What you may say.)

Mary is pregnant. (What you wanted to say.)

Here’s an example from Polish:

He works in a fabric. (What you may say. This is also a Spanish false friend!)

He works in a factory. (What you wanted to say.)

Finally, let’s see a French example:

I love this pain! (You may, but I am sure you wanted to say the next sentence.)

I love this bread!

The five W’s are the main question words in English : What , where , when , who and why. Although it doesn’t start with W, you can also include how in this list.

If you’re writing an assignment, try to answer at least a few of these five questions, unless the topic is so specific that it wouldn’t make sense to do it.

For example, you don’t need to answer all five of them if you’re describing your best friend or talking about the weather, but you can if you’re describing your last holidays.

This example is okay, but it sounds odd because it includes too many unimportant details:

My dog’s name is Kira. She was born in 2016 in Poland. She was born because their parents had puppies.

In this example, all five W’s are answered because they add important information:

Last year I went to France on holiday because I wanted to visit the Eiffel Tower. I spent the whole month of July there with my girlfriend, and we bought a lot of presents for our friends.

“To be” is obviously a crucial and necessary English verb. It allows us to make descriptions, talk about age, occupations, relationships, etc. However, sometimes we use it a bit too much, especially when beginning to write in English.

There are several tricks you can use to reduce the number of unnecessary “to be” verbs in your writing. The most common one is making the person or thing doing the action the subject of the sentence.

This one is correct but it can be improved:

She is very pretty. She is a nurse devoted to her patients.

This is a much better option:

The pretty nurse devotes herself to her patients.

If you write a sentence that can be interpreted in two or more different ways, or it isn’t clear what it’s referring to, it’s an ambiguous sentence. You should try to avoid ambiguity so that the person reading what you write has a clear understanding of your writing.

There are many ways in which you can avoid being ambiguous, but one of the easiest ones is just to make sure the pronouns you use are clear in the context.

In the following sentence, it’s difficult to tell who was a good student, Mary or Sue:

Mary told Sue that she was a good student. 

This next sentence makes it much clearer that Mary is the good student:

Mary described herself to Sue as a good student. 

This tip might be obvious to many of you. When you finish writing, you have to revise your work and look for spelling, grammar and vocabulary errors.

Check whether sentences are too long or too short or if there’s any ambiguity in the text that can be easily solved. Look for false friends, homonyms and any other word you may have used incorrectly.

Take a break and give it a final second reading before sending, printing, or handing in your work.

Here’s what a sentence might look like before proofreading:

In conclusion, thre are thre ways too fry an egg.

Here’s a much cleaner sentence, after editing out the mistakes:

In conclusion, there are three ways to fry an egg. 

Now that you’re familiar with some important English writing rules and tips, you can take your writing to the next level. 

Reading will also help you improve your writing skills because you’ll learn new vocabulary and grammar structures that you can use when you write.

Remember that practice is super important when it comes to writing, so write often!

If you like learning English through movies and online media, you should also check out FluentU. FluentU lets you learn English from popular talk shows, catchy music videos and funny commercials , as you can see here:

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If you want to watch it, the FluentU app has probably got it.

The FluentU app and website makes it really easy to watch English videos. There are captions that are interactive. That means you can tap on any word to see an image, definition, and useful examples.

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FluentU lets you learn engaging content with world famous celebrities.

For example, when you tap on the word "searching," you see this:

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FluentU lets you tap to look up any word.

Learn all the vocabulary in any video with quizzes. Swipe left or right to see more examples for the word you’re learning.

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FluentU helps you learn fast with useful questions and multiple examples. Learn more.

The best part? FluentU remembers the vocabulary that you’re learning. It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned. You have a truly personalized experience.

Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

How to Help Students With Their Writing. 4 Educators Share Their Secrets

writing school rules

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Teaching students to write is no easy feat, and it’s a topic that has often been discussed on this blog.

It’s also a challenge that can’t have too much discussion!

Today, four educators share their most effective writing lessons.

‘Three Practices That Create Confident Writers’

Penny Kittle teaches first-year writers at Plymouth State University in New Hampshire. She was a teacher and literacy coach in public schools for 34 years and is the author of nine books, including Micro Mentor Texts (Scholastic). She is the founder and president of the Book Love Foundation, which annually grants classroom libraries to teachers throughout North America:

I write almost every day. Like anything I want to do well, I practice. Today, I wrote about the wild dancing, joyful energy, and precious time I spent with my daughter at a Taylor Swift concert. Then I circled back to notes on Larry’s question about teaching writers. I wrote badly, trying to find a through line. I followed detours and crossed out bad ideas. I stopped to think. I tried again. I lost faith in my words. I will get there , I told myself. I trust my process.

I haven’t always written this easily or this much. I wouldn’t say I’m a “natural” writer because I don’t believe they exist. Writing is work. When I entered college, I received a C-minus on my first paper. I was stunned. I had never worked at writing: I was a “first drafter,” an “only drafter.” And truthfully, I didn’t know how or what to practice. I was assigned writing in high school and I completed it. I rarely received feedback. I didn’t get better. I didn’t learn to think like a writer; I thought like a student.

I’ve now spent 40 years studying writing and teaching writers in kindergarten, elementary school, middle school, and high school, as well as teachers earning graduate degrees. Despite their age, writers in school share one remarkably similar trait: a lack of confidence. Confidence is a brilliant and fiery light; it draws your eyes, your heart, and your mind. But in fact, it is as rare as the Northern Lights. I feel its absence every fall in my composition courses.

We can change that.

Confidence blooms in classrooms focused on the growth of writers.

This happens in classrooms where the teacher relies less on lessons and more on a handful of practices. Unfortunately, though, in most classrooms, a heap of time is spent directing students to practice “writing-like” activities: restrictive templates for assignments, with detailed criteria focused on rules. Those activities handcuff writers. If you tell me what to do and how to do it, I will focus on either completing the task or avoiding it. That kind of writing work doesn’t require much thinking; it is merely labor.

Practice creating, on the other hand, is harder, but it is how we develop the important ability to let our ideas come and then shaping them into cohesive arguments, stories, poems, and observations. We have misunderstood the power of writing to create thinking. Likewise, we have misunderstood the limitations of narrow tasks. So, here are my best instructional practices that lead to confidence and growth in writers.

1. Writing Notebooks and Daily Revision. Writers need time to write. Think of it as a habit we begin to engage in with little effort, like serving a tennis ball from the baseline or dribbling a basketball or sewing buttonholes. Writers need daily time to whirl words, to spin ideas, to follow images that blink inside them as they move their pen across the page. In my classroom, writing time most often follows engagement with a poem.

Likewise, writers need guidance in rereading their first drafts of messy thinking. I’ve seen teachers open their notebooks and invite students to watch them shape sentences. They demonstrate how small revisions increase clarity and rhythm. Their students watch them find a focus and maintain it. Teachers show the effort and the joy of writing well.

Here’s an example: We listen to a beautiful poem such as “Montauk” by Sarah Kay, her tribute to growing up. Students write freely from lines or images that spring to them as they listen. I write in my notebook as students write in theirs for 4-5 minutes. Then I read my entry aloud, circling subjects and detours ( I don’t know why I wrote so much about my dog, but maybe I have more to say about this … ). I model how to find a focus. I invite students to do the same.

2. Writers Study Writing . Writers imitate structures, approaches, and ways of reaching readers. They read like writers to find possibilities: Look what the writer did here and here . A template essay can be an effective tool to write for a test, but thankfully, that is a very small and insignificant part of the whole of writing for any of us. Real writing grows from studying the work of other writers. We study sentences, passages, essays, and articles to understand how they work, as we create our own.

3. Writers Have Conversations as They Work . When writers practice the skills and embrace the challenges of writing in community, it expands possibilities. Every line read from a notebook carries the mark of a particular writer: the passion, the voice, the experiences, and the vulnerability of each individual. That kind of sharing drives process talk ( How did you think to write about that? Who do you imagine you are speaking to? ), which showcases the endless variation in writers and leads to “writerly thinking.” It shifts conversations from “right and wrong” to “how and why.”

Long ago, at a local elementary school, in a workshop for teachers, I watched Don Graves list on the chalkboard subjects he was considering writing about. He read over his list and chose one. From there, he wrote several sentences, talking aloud about the decisions he was making as a writer. Then he turned to accept and answer questions.

“Why do this?” someone asked.

“Because you are the most important writer in the room,” Don said. “You are showing students why anyone would write when they don’t have to.” He paused, then added, “If not you, who?”

confidenceblooms

Developing ‘Student Voice’

A former independent school English teacher and administrator, Stephanie Farley is a writer and educational consultant working with teachers and schools on issues of curriculum, assessment, instruction, SEL, and building relationships. Her book, Joyful Learning: Tools to Infuse Your 6-12 Classroom with Meaning, Relevance, and Fun is available from Routledge Eye on Education:

Teaching writing is my favorite part of being a teacher. It’s incredibly fun to talk about books with kids, but for me, it’s even more fun to witness students’ skills and confidence grow as they figure out how to use written language to communicate what they mean.

A lesson I used to like doing was in “voice.” My 8th graders had a hard time understanding what I meant when I asked them to consider “voice” in their writing. The best illustration I came up with was playing Taylor Swift’s song “Blank Space” for students. Some students groaned while others clapped. (Doesn’t this always happen when we play music for students? There’s no song that makes everyone happy!) But when they settled down, I encouraged them to listen to the style: the arrangement, her voice as she sang, the dominant instruments.

Then, I played a cover of “Blank Space” by Ryan Adams. Eyes rolled as the song unfurled through the speakers, but again I reminded students to listen to the arrangement, voice, and instruments. After about 60 seconds of the Adams version, heads nodded in understanding. When the music ended and I asked students to explain voice to me, they said it’s “making something your own … like your own style.” Yes!

The next step was applying this new understanding to their own writing. Students selected a favorite sentence from the books they were reading, then tried to write it in their own voice. We did this a few times, until everyone had competently translated Kwame Alexander into “Rosa-style” or Kelly Link into “Michael-style.” Finally, when it was time for students to write their own longer works—stories, personal essays, or narratives—they intentionally used the words and sentence patterns they had identified as their own voice.

I’m happy to report this method worked! In fact, it was highly effective. Students’ papers were more idiosyncratic, nuanced, and creative. The only change to this lesson I’d make now is trying to find a more zeitgeist-y song with the hope that the groans at the beginning die down a little faster.

itsfun

Teaching ELLs

Irina McGrath, Ph.D., is an assistant principal at Newcomer Academy in the Jefferson County school district in Kentucky and the president of KYTESOL. She is also an adjunct professor at the University of Louisville, Indiana University Southeast, and Bellarmine University. She is a co-creator of the ELL2.0 site that offers free resources for teachers of English learners:

Reflecting on my experience of teaching writing to English learners, I have come to realize that writing can be daunting, especially when students are asked to write in English, a language they are learning to master. The most successful writing lessons I have taught were those that transformed the process into an enjoyable experience, fostering a sense of accomplishment and pride in my students.

To achieve this, I prioritized the establishment of a supportive learning environment. At the beginning of each school year, I set norms that emphasized the importance of writing for everyone, including myself as their teacher. I encouraged students to write in English and their native language and I wrote alongside my English learners to demonstrate that writing is a journey that requires hard work and dedication, regardless of age or previous writing experiences. By witnessing my own struggles, my students felt encouraged to persevere.

My English learners understood that errors were expected and that they were valuable opportunities for growth and improvement. This created a comfortable atmosphere where students felt more confident taking risks and experimenting with their writing. Rather than being discouraged by mistakes, they viewed them as steppingstones toward progress.

In my most effective writing lessons, I provided scaffolds such as sentence stems, sentence frames, and word banks. I also encouraged my students to use translation tools to help generate ideas on paper. These scaffolds empowered English learners to independently tackle more challenging writing assignments and nurtured their confidence in completing writing tasks. During writers’ circles, we discussed the hard work invested in each writing piece, shared our work, and celebrated each other’s success.

Furthermore, my most successful writing lessons integrated reading and writing. I taught my students to read like writers and utilized mentor texts to emulate the craft of established authors, which they could later apply to their own writing. Mentor texts, such as picture books, short stories, or articles, helped my students observe how professional writers use dialogue, sentence structure, and descriptive language to enhance their pieces.

Instead of overwhelming students with information, I broke down writing into meaningful segments and taught through mini lessons. For example, we analyzed the beginnings of various stories to examine story leads. Then, collaboratively, my students and I created several leads together. When they were ready, I encouraged them to craft their own leads and select the most appropriate one for their writing piece.

Ultimately, my most effective lessons were those in which I witnessed the joyful smiles on my English learners’ faces as they engaged with pages filled with written or typed words. It is during those moments that I knew my writers were creating and genuinely enjoying their work.

To access a self-checklist that students and EL teachers can use when teaching or creating a writing piece in English, you can visit the infographic at bit.ly/ABC_of_Writing .

iprovided

‘Model Texts’

Anastasia M. Martinez is an English-language-development and AVID Excel teacher in Pittsburg, Calif.:

As a second-language learner, writing in English had not always been my suit. It was not until graduate school that I immersed myself in a vast array of journals, articles, and other academic works, which ultimately helped me find my academic voice and develop my writing style. Now, working as an ESL teacher with a diverse group of middle school multilingual learners, I always provide a model text relevant to a topic or prompt we are exploring.

When students have a model text, it gives them a starting point for their own writing and presents writing as less scary, where they get stuck on the first sentence and do not know how to start.

At the start of the lesson, prior to using a model text, I create a “do now” activity that guides my students’ attention to the topic and creates a relevant context for the text. After students share their ideas with a partner and then the class, we transition to our lesson objectives, and I introduce the model text. We first use prereading strategies to analyze the text, and students share what they notice based on the title, images, and a number of paragraphs. Then, depending on the students’ proficiency level, I read the text to the class, or students read the text as partners, thinking about what the text was mostly about.

After students read and share their ideas with partners and then the whole class, we transition to deconstructing the text. These multiple reengagements with the text help students become more familiar with it, as well as help students build reading fluency.

When deconstructing the model text, I guide my students through each paragraph and sentence. During that time, students orally share their ideas determining the meaning of specific paragraphs or sentences, which we later annotate in the model text using different colored highlighters or pens. Color coding helps visually guide students through similar parts of the model text. For instance, if we highlight evidence in paragraph 2 in one color, we also highlight evidence in the same color in the following paragraph. It helps students see the similarities between the paragraphs and discover the skeleton of the writing. Additionally, color coding helps students during their writing process and revision. Students can check if they used all parts of the writing based on the colors.

Furthermore, one of the essential pieces during deconstructing model texts that I draw my students’ attention to is transition words and “big words,” or academic vocabulary. We usually box them in the text, and I question students about why the author used a particular word in the text. Later, when students do their own writing, they can integrate new vocabulary and transition words, which enhances their vocabulary and language skills.

As the next step, I invite students to co-create a similar piece of writing with a partner or independently using our model text as their guide. Later, our model text serves as a checklist for individual and partner revisions, which students could use to give each other feedback.

Model texts are an essential part of the writing process in any content-area class. As educators, we should embrace the importance of model texts, as they provide a solid foundation upon which students can develop their unique writing skills, tone, and voice.

modeltexts

Thanks to Penny, Stephanie, Irina, and Anastasia for contributing their thoughts!

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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School rules

What are the rules at Kitty's school? Do you know how to use the modals 'must' and 'mustn't'? Watch the video and find out!

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Preparation

What are the rules at your school? Write a comment and tell us about it!

We must listen to the teacher, sit nicely, be quite, speak english, no talking.

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We must follow our school rule. We must were our school uniform we must arrive on time, when the teacher give homework you must do it you must listen to your teacher so that you can do it.

What a good video it is! I enjoy watching it.

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School Rules! Writing: Ideas, How-To's, and Tips to Make You a Whiz with Words

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School Rules! Writing: Ideas, How-To's, and Tips to Make You a Whiz with Words Paperback – April 27, 2017

  • Print length 112 pages
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  • Publication date April 27, 2017
  • Grade level 4 - 6
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  • Publisher ‏ : ‎ American Girl (April 27, 2017)
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writing school rules

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Stacy Peterson an illustrator and surface pattern designer living in the beautiful Texas hill country where, along a winding creek dancing with fireflies, she finds inspiration. Stacy began her career in advertising in New York as an art director when, after her son was born, she longed for a new challenge. Stacy put together an illustration portfolio and soon began illustrating children's books, games and products. To see more of her work, please visit her website. www.stacypeterson.com

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14 Essential Grammar Rules for High School Students (Without the Fluff)

Bonus: PrepMaven’s ACT & SAT Grammar Workbook (100+ Practice Questions)

Proper grammar is the foundation of strong writing. 

Yet many high school English classes don’t include grammar components. If they do, they are either too brief or too technical to be effective in the long run.

Given that high schoolers have to apply knowledge of grammar rules to the SAT and ACT and need proficiency in certain rules to succeed in college, we’re also including our SAT/ACT Grammar Workbook as a free bonus for you.

You can get that workbook and 100+ practice questions here:

Download ACT/SAT Grammar Workbook

Here’s what we cover:

  • Complete vs. Incomplete Sentences
  • Punctuating Compound Sentences
  • Punctuating Complex Sentences
  • Separating Nonessential Information
  • Separating Items in a List
  • Transition Words / Introductory Phrases
  • Using Apostrophes to Show Possession
  • Subject-Verb Agreement
  • Parallelism
  • Who vs. Whom
  • Lay vs. Lie

SAT/ACT Grammar Workbook

14 grammar rules you need to succeed.

We’ve spent years working with high school students in academic writing, SAT/ACT prep , and college essay writing . Time and again, we’ve seen the same 14 grammar rules come into play in all of these areas.

We also know that grammar itself can be technical and boring. That’s why we outline the rules in this post in a simple and straightforward way, without jargon or “fluff.”

Rule #1: A complete sentence has a subject, a verb, and full expression of a thought.

Understanding the difference between complete and incomplete sentences is crucial for so many things. 

It’s especially valuable for applying most of the punctuation rules discussed in this post. 

A complete sentence must have the following three things:

  • The complete expression of an idea

A subject is a person, place, thing, or idea. Examples of subjects include apple, optometrist, dyslexia, and the United Kingdom . A verb expresses the action of a subject, such as is , completed , running , and have .

Now, what do we mean by “the complete expression of an idea”? Basically, this stipulates that the sentence doesn’t leave you hanging. It expresses a full idea.

Here’s an example of a complete sentence that expresses a full idea:

Cherise decided to travel to the United Kingdom and seek employment after she completed her teaching certification.

The subject of this sentence is “Cherise,” while the verb is “decided.” The sentence fully expresses the idea that Cherise made a choice to travel to another country following completion of her teaching certification.

Yet a sentence doesn’t have to be super long to express a full idea. Check out these sentences that are, in fact, complete:

I understand. She couldn’t go. David waited.

In grammar language, a complete sentence is called an independent clause . Clauses contain a subject and a verb. 

If a sentence doesn’t have one or more of the three things needed for a complete idea, it’s incomplete. If it contains a subject and a verb, but not a full expression of an idea, it is called a dependent clause .

Here’s an example of a trademark dependent clause:

Although I intended to sign up for PrepMaven’s Essential Grammar Workshop series

Notice how this sentence still has a subject (“I”) and a verb (“intended”), which makes it a clause. However, the sentence does not express a full idea. In fact, it leaves us hanging! We know this person intended to sign up for the summer workshop, but the rest of the story is missing.

That word “although” is the secret culprit behind the incompleteness of this sentence. Subordinate conjunctions like although always make a sentence incomplete!

Here’s a list of common subordinate conjunctions. When you see these words at the start of a sentence, be on the lookout for an incomplete idea:

Here are additional examples of incomplete sentences:

The long-awaited decision to appeal While the rest of the class worked on the exam Horses running through the field on a cloudy day

Rule #2: Combine two complete sentences with either a period, a semicolon, or a comma + FANBOYS conjunction.

That’s right! If you are trying to join two complete sentences to create what is called a compound sentence , you can only do so with one of the following punctuation options:

  • Comma + FANBOYS conjunction (for, and, nor, but, or, yet, so)

Here is the same compound sentence written three ways to prove this point:

It’s not that people are disinterested in climate change. Many would argue that citizens are very interested in the planet’s gradual warming. It’s not that people are disinterested in climate change, for many would argue that citizens are very interested in the planet’s gradual warming. It’s not that people are disinterested in climate change; many would argue that citizens are very interested in the planet’s gradual warming.

Rule #3: Use a comma to join a dependent clause to an independent clause (most of the time).

To create what is called a complex sentence, use a single comma. This means linking together a dependent clause with an independent clause.

Here is an example of a complex sentence that includes a comma:

In light of the fact that women are still earning less than men in the workplace, equity consulting companies are likely to prove their value in years to come.

There are cases where a comma is not needed, but this depends on the dependent clause, as in this example here:

I won’t go to the store until I have finished my work.

“I won’t go to the store” is an independent clause; “until I have finished my work” is a dependent clause. However, no comma is necessary here.

Rule #4: A colon must come after a complete sentence.

The sentence that precedes a colon must be complete . A colon also introduces a list, explanation, definition, and/or elaboration, as in this example here:

Based on these facts, some might conclude that Shakespeare was, in fact, the opposite of who he was allegedly acclaimed to be: not an original writer but, rather, a clever plaigarist.

Rule #5: Use 2 commas to separate nonessential information from the rest of the sentence.

Just as we use parentheses to separate additional information from the rest of a sentence, we can use 2 commas to accomplish the same goal.

What is “additional” or “non-essential” information?

This includes anything that is not essential for making a sentence complete (i.e., a subject, verb, or words that contribute to the full expression of an idea), such as descriptive phrases and transition words. Essentially, if you get rid of this information, you’ll still have a complete sentence.

Take a look at this example:

Greg and Kevin, the co-founders of PrepMaven, emphasize the importance of character when it comes to college applications.

Can you spot the non-essential information in this sentence? If you guessed “the co-founders of PrepMaven,” you’re absolutely right!

“The co-founders of PrepMaven” is a descriptive phrase that provides more information about the sentence’s subject, “Greg and Kevin.” It is not needed to make the sentence complete. In fact, we could get rid of it and still have a complete sentence!

Greg and Kevin emphasize the importance of character when it comes to college applications.

Rule #6: Use commas to separate items in a list.

When listing out items, use a comma to separate each item. If you follow British English (and some academic writing styles), leave out the comma before the “and.”

However, if prepping for the SAT/ACT or following American English, incorporate the comma before the “and,” as in this example:

Before I leave for the holidays, I need to find a babysitter, submit that annual report, and RSVP for the Christmas party.

Rule #7 : Place a comma after a transition word or introductory phrase.

A “phrase” is simply a group of words. Phrases are different from clauses, which contain a subject-verb pair (and can be complete or incomplete). An introductory phrase begins a sentence, often providing context, time or location cues, or transitions, as in the following examples:

In 1938 On the other hand Beneath the sofa 

If you start a sentence with an introductory phrase or transition word, you need to place a comma after it. That’s all there is to it!

In 1938, historians were only just starting to comprehend the impact of the changing times. On the other hand, such precautionary measures are ones we should be taking on a daily basis, not merely in times of crisis. Beneath the sofa, Lucy found a panoply of forgotten items, including a keyring, dog toy, and grocery receipt.

DID YOU KNOW? We cover the test prep version of these essential grammar rules in our free workbook,  which you can grab below.

Rule #8: Use apostrophes to show possession with plural and/or singular nouns (and contractions).

We use apostrophes to show possession and contraction. When it comes to possession rules, keep the following in mind:

  • Add an ‘s to singular nouns showing ownership
  • Add a single apostrophe to plural nouns showing ownership

Check out these examples of singular noun possession:

  • Dmitri’s dreams
  • The cat’s favorite window sill
  • The Earth’s curvature

How can you tell if a noun is singular? There should be only one of that particular noun. For example, there is only one Dmitri, one cat, and one Earth in the sample phrases above.

Here are some examples of plural noun possession:

  • The books’ covers
  • The sidewalks’ cracks
  • My teachers’ curriculum

Besides the fact that these plural nouns end in “s,” you can tell that they are plural because there is more than one of each . From the examples, we know that we are discussing more than one book, sidewalk, and teacher.

What about singular nouns that end in “s,” including proper nouns like Chris? You still follow the rule of adding an ‘s to these nouns. Here’s what that would look like:

  • Chris’s classes
  • The iris’s stamens
  • The sea bass’s flavor

We know it feels awkward, but that’s the rule! The only exception to this is with proper nouns that have historical and/or biblical associations, like “Moses” or “Jesus.” In these instances, all you need to do is add an apostrophe to the end:

  • Moses’ leadership
  • Jesus’ teachings

You can have a plural noun that doesn’t end in “s”. What happens if you want to show possession with one of these nouns? All you need to do is treat it like a singular noun: add an ‘s to the end. Check out these examples:

  • The children’s games
  • People’s voting habits
  • Women’s rights

Rule #9: Verbs must match their subjects (and vice versa).

This is the heart of subject-verb agreement : verbs must match their subjects!

But what do we mean by “match”? Verbs must match their subjects in form, which is different from tense.

Here’s what that generally breaks down to:

  • A plural noun must have a plural verb
  • A singular noun must have a singular verb

A plural noun is a noun that indicates more than one of some thing, idea, or individual: horses, children, mosses. A singular noun indicates that there is only one of some thing, idea, or individual: horse, child, moss.

Now, even though we don’t always think of verbs in terms of their singularity or plurality, a verb will change form depending on whether its noun is plural or singular. Take a look at the following examples to see this in action:

  • The horses run across the field.
  • The horse runs across the field.
  • These mosses are hard to identify.
  • This moss is hard to identify.

In the first two examples, the plural noun (horses) matches the plural verb (run), while the singular noun (horse) matches the singular verb (runs). Run and runs are different verb forms.

In the second two examples, the plural noun (mosses) matches the plural verb (are), while the singular noun (moss) matches the singular verb (is). Are and is are different verb forms.

Rule #10:   A pronoun is a word that takes the place of a noun. 

We use pronouns so that we don’t have to say the same noun over and over again in a sentence or paragraph. That’s what makes them so useful!

There are several different types of pronouns. We’ve outlined the most common types in the chart below.

A pronoun must match its noun in both type and form . For example, an object pronoun (me, you, us, them, her, him, it) must replace a noun that functions as a direct object. The same goes for subject pronouns, possessive adjectives, possessive pronouns, and reflexive pronouns.

Here’s a list of pronouns and their nouns (called antecedents) that demonstrate this correlation:

  • people’s voices –> their voices
  • Give the gift to Roger   –> Give the gift to him
  • I don’t know anything about trigonometry –> I don’t know anything about it
  • Ms. Lutz is teaching the class –> she is teaching the class
  • This book is Susan’s –> This book is yours

All of the pronouns in these examples match their nouns (antecedents) in type and form. We wouldn’t replace, for example, “people’s” with “hers” or “trigonometry” with “them.”

One of the most common pronoun mistakes confuses object pronouns for subject pronouns, as in the following incorrect sentences:

  • Her and I plan on traveling to Uruguay soon.
  • Mr. Banks, whom is teaching the class, has a wide range of advanced degrees.

In these sentences, the writer is erroneously using an object pronoun in place of a subject pronoun . If you ever are unsure about the difference, simply replace the pronoun with a noun to test it out:

  • Kate and I plan on traveling to Uruguay soon –> Kate = “she” –> She and I plan on traveling to Uruguay soon.
  • Mr. Banks is teaching the class. –> Mr. Banks = “who” –> Mr. Banks, who is teaching the class, has a wide range of advanced degrees.

Rule #11: Modifiers must be placed correctly.

A “modifier” refers to a word or group of words that provide more information about a certain subject. In most Modifier questions on the SAT or ACT, a modifier is a descriptive phrase that provides additional details about a subject, often appearing at the start of a sentence.

Here are some examples of modifying phrases that might offer further details about a specific subject:

  • walking down the street
  • bespectacled and grimacing
  • associated with ancient tradition

In general, modifiers and modifying phrases must be right next to whatever it is they are modifying ! Take a look at these sample sentences that use the modifying phrases above:

  • Walking down the street, my friend and I took in the gorgeous sunset.
  • Bespectacled and grimacing, the professor made his way to the lectern.
  • Associated with ancient tradition, the practice of ancestral worship appears in many cultures.

In all of these examples, the modifying phrases are placed directly next to the subject they are modifying. Misplaced modifiers are called “dangling modifiers,” and these incorrectly modify a subject. Here are the same examples written with dangling modifiers:

  • My friend and I took in the gorgeous sunset, walking down the street. 
  • The professor made his way to the lectern, bespectacled and grimacing.
  • The practice of ancestral worship appears in many cultures, associated with ancient tradition.

Technically, due to the misplacement of modifiers, these sentences declare that it is the sunset that is “walking down the street,” the lectern that is “bespectacled and grimacing,” and the cultures that are “associated with ancient tradition.” In reality, the friends are walking down the street, the professor is bespectacled and grimacing, and the practice of ancestral worship is associated with ancient tradition.

Rule #12: Apply parallel structure for comparisons or items in a list.

Parallelism isn’t just a concept that appears in math. It also concerns grammatical structure, especially with respect to comparisons or lists.

To apply parallel structure, ensure that items in a comparison or list are in the same form, category, and/or number .

In this next example, the verbs in the list all have the same form (-ing):

Desmond spends his days at the library photocopying, transcribing, and cataloguing articles.

Here, the nouns in the list are all singular, reflecting parallelism in number:

Someday I hope to invest in a car, a retirement account, and a rental property .

Lastly, in this comparison, notice how the sentence compares nouns that are the same “category:” i.e., the “car enthusiasts of this show” and “those” of “past events.” This is parallel structure, too, as it’s technically grammatically incorrect to compare things that do not follow the same category.

The car enthusiasts at this road show, however, seemed far less interested than those of past events .

Rule #13: Who vs. Whom

A lot of students get hung up on the difference between these two pronouns. Yet thinking about them as the pronouns they are can be helpful for telling them apart.

“Who” is a subject pronoun, while “whom” is an object pronoun. 

This means that “who” can only ever take the place of a noun that acts as the subject of the sentence. “Whom” can only replace the noun that functions as a direct object in the sentence.

  • I made the painting for Cherise, who is in charge of funds allocation.
  • After the lecture, the professor spoke to the student with whom he is conducting collaborative research.

To test to see if you are using the appropriate pronoun, replace “who” with another subject pronoun like “she” or “they;” replace “whom” with an object pronoun like “him” or “them.” This will usually reveal the right choice.

Rule #14: Lay vs. Lie

It can be similarly challenging to distinguish between these two verbs. We encourage students to think about them by their definitions:

  • “Lay:” to place something (or someone) down
  • “Lie:” to actually be in a prone position

If you use “lay” in a sentence, this verb has to be stuck to a direct object, as in this example:

I lay my pens, papers, and note-taking materials on the table.

If you use “lie” in a sentence, the verb does not need a direct object, as in this example:

I think I’ll lie down right here on this patch of grass.

You’ve just learned 14 important grammar rules. What happens now?

Work through our individual blog posts for deeper coverage of these rules, especially as they appear on the SAT/ACT:

  • Identifying Complete and Incomplete Sentences
  • Combining Sentences
  • Comma Rules
  • Apostrophe Rules
  • Colons and Long Dashes

Students can also download free worksheets for these topics, which include guided examples of official test questions, practice questions, explanations, and more. Find download links in this post.

Otherwise, grab a copy of our ACT and SAT Grammar Workbook that includes all of these worksheets in one single PDF .

SAT and ACT Grammar Workbook

With this workbook, you’ll be able to:

  • Reference our grammar rules all in one place
  • Work through additional guided examples for each question type
  • Practice 10+ questions per grammar concept (that’s 100+ total questions, all free!)
  • Check your performance with detailed answers and explanations

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The Beginner's Guide to Writing an Essay | Steps & Examples

An academic essay is a focused piece of writing that develops an idea or argument using evidence, analysis, and interpretation.

There are many types of essays you might write as a student. The content and length of an essay depends on your level, subject of study, and course requirements. However, most essays at university level are argumentative — they aim to persuade the reader of a particular position or perspective on a topic.

The essay writing process consists of three main stages:

  • Preparation: Decide on your topic, do your research, and create an essay outline.
  • Writing : Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion.
  • Revision:  Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

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Table of contents

Essay writing process, preparation for writing an essay, writing the introduction, writing the main body, writing the conclusion, essay checklist, lecture slides, frequently asked questions about writing an essay.

The writing process of preparation, writing, and revisions applies to every essay or paper, but the time and effort spent on each stage depends on the type of essay .

For example, if you’ve been assigned a five-paragraph expository essay for a high school class, you’ll probably spend the most time on the writing stage; for a college-level argumentative essay , on the other hand, you’ll need to spend more time researching your topic and developing an original argument before you start writing.

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Before you start writing, you should make sure you have a clear idea of what you want to say and how you’re going to say it. There are a few key steps you can follow to make sure you’re prepared:

  • Understand your assignment: What is the goal of this essay? What is the length and deadline of the assignment? Is there anything you need to clarify with your teacher or professor?
  • Define a topic: If you’re allowed to choose your own topic , try to pick something that you already know a bit about and that will hold your interest.
  • Do your research: Read  primary and secondary sources and take notes to help you work out your position and angle on the topic. You’ll use these as evidence for your points.
  • Come up with a thesis:  The thesis is the central point or argument that you want to make. A clear thesis is essential for a focused essay—you should keep referring back to it as you write.
  • Create an outline: Map out the rough structure of your essay in an outline . This makes it easier to start writing and keeps you on track as you go.

Once you’ve got a clear idea of what you want to discuss, in what order, and what evidence you’ll use, you’re ready to start writing.

The introduction sets the tone for your essay. It should grab the reader’s interest and inform them of what to expect. The introduction generally comprises 10–20% of the text.

1. Hook your reader

The first sentence of the introduction should pique your reader’s interest and curiosity. This sentence is sometimes called the hook. It might be an intriguing question, a surprising fact, or a bold statement emphasizing the relevance of the topic.

Let’s say we’re writing an essay about the development of Braille (the raised-dot reading and writing system used by visually impaired people). Our hook can make a strong statement about the topic:

The invention of Braille was a major turning point in the history of disability.

2. Provide background on your topic

Next, it’s important to give context that will help your reader understand your argument. This might involve providing background information, giving an overview of important academic work or debates on the topic, and explaining difficult terms. Don’t provide too much detail in the introduction—you can elaborate in the body of your essay.

3. Present the thesis statement

Next, you should formulate your thesis statement— the central argument you’re going to make. The thesis statement provides focus and signals your position on the topic. It is usually one or two sentences long. The thesis statement for our essay on Braille could look like this:

As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness.

4. Map the structure

In longer essays, you can end the introduction by briefly describing what will be covered in each part of the essay. This guides the reader through your structure and gives a preview of how your argument will develop.

The invention of Braille marked a major turning point in the history of disability. The writing system of raised dots used by blind and visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Write your essay introduction

The body of your essay is where you make arguments supporting your thesis, provide evidence, and develop your ideas. Its purpose is to present, interpret, and analyze the information and sources you have gathered to support your argument.

Length of the body text

The length of the body depends on the type of essay. On average, the body comprises 60–80% of your essay. For a high school essay, this could be just three paragraphs, but for a graduate school essay of 6,000 words, the body could take up 8–10 pages.

Paragraph structure

To give your essay a clear structure , it is important to organize it into paragraphs . Each paragraph should be centered around one main point or idea.

That idea is introduced in a  topic sentence . The topic sentence should generally lead on from the previous paragraph and introduce the point to be made in this paragraph. Transition words can be used to create clear connections between sentences.

After the topic sentence, present evidence such as data, examples, or quotes from relevant sources. Be sure to interpret and explain the evidence, and show how it helps develop your overall argument.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

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The conclusion is the final paragraph of an essay. It should generally take up no more than 10–15% of the text . A strong essay conclusion :

  • Returns to your thesis
  • Ties together your main points
  • Shows why your argument matters

A great conclusion should finish with a memorable or impactful sentence that leaves the reader with a strong final impression.

What not to include in a conclusion

To make your essay’s conclusion as strong as possible, there are a few things you should avoid. The most common mistakes are:

  • Including new arguments or evidence
  • Undermining your arguments (e.g. “This is just one approach of many”)
  • Using concluding phrases like “To sum up…” or “In conclusion…”

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

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Checklist: Essay

My essay follows the requirements of the assignment (topic and length ).

My introduction sparks the reader’s interest and provides any necessary background information on the topic.

My introduction contains a thesis statement that states the focus and position of the essay.

I use paragraphs to structure the essay.

I use topic sentences to introduce each paragraph.

Each paragraph has a single focus and a clear connection to the thesis statement.

I make clear transitions between paragraphs and ideas.

My conclusion doesn’t just repeat my points, but draws connections between arguments.

I don’t introduce new arguments or evidence in the conclusion.

I have given an in-text citation for every quote or piece of information I got from another source.

I have included a reference page at the end of my essay, listing full details of all my sources.

My citations and references are correctly formatted according to the required citation style .

My essay has an interesting and informative title.

I have followed all formatting guidelines (e.g. font, page numbers, line spacing).

Your essay meets all the most important requirements. Our editors can give it a final check to help you submit with confidence.

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

  • An opening hook to catch the reader’s attention.
  • Relevant background information that the reader needs to know.
  • A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

  • It gives your writing direction and focus.
  • It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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Importance Of School Rules (Essay Sample) 2023

Table of Contents

Importance Of School Rules

Introduction.

Remember when, as a child, you were always reminded about the importance of school rules and regulations? Your parents and teacher probably repeatedly told you that obeying school rules is ultimately for your own good.

How Can I Get Essay For Free and Is it realistic to expect a low-cost, High-Quality Essay from a Cheap Paper Writing Service ?

Essay Writing

In this essay, I talk about the advantages of school rules and why are school rules important. Rule-following sometimes gets bad flak, but I want to offer a fresh perspective on the overall importance of school policies.

If you want your own custom essay on the benefits of school rules and regulations, feel free to send us a message so that we can help.

Related: What Are the Basics of Writing an Essay

Importance of school rules and regulations essay

Following rules formally begins when a child starts class. The humble classroom is a place where kids first encounter the need to follow rules outside the home. 

Rules are there for a reason: they are guidelines that enable a student to be disciplined and have good decorum. There are rules that discuss how to conduct oneself among peers, while other mandates talk more about the technicalities and schedules a student must follow.

This essay aims to explore in-depth the significance of having academic policies and how they benefit the students.

Creating focus, empowering education

Firstly, having academic regulations is important because it creates healthy and safe boundaries for students to focus on their studies. It gives them the best chance to excel in their classes.

The same focus also creates a strong awareness of what is allowed and what is not. Just as regulations spell out how students are expected to behave, they also clarify the consequences of misbehaving. This serves as a preventive measure for bad conduct, as students are made aware early on what they should not be doing. When explained properly, rules will be understood by students as guidelines created for their overall safety and well-being.

Related: Understanding the Basics of an Essay

Establishing the school’s academic reputation

Academic regulations do not only benefit the students themselves. As more students happily adhere to policies, the school’s reputation gets a boost.

It must be said that parents are the ultimate decision-makers when it comes to their children’s schooling. Many of these discerning parents do not just consider geographic location when it comes to selecting their kids’ future schools. They take a long, thoughtful look at the school’s track record; whether or not it is known for producing people of good character. It is the graduates of the academy who serve as the most effective testimonials for the academy.

Holds a safe space for character formation

Regulations also exist to help a student get back on his feet after breaking an ordinance. In situations where a rule is disobeyed, academies also have protocols in place to help a student learn from his mistakes and become better.

Whether disciplinary action refers to suspension or community service, it is meant to empower students to recognize mistakes when they are made and resolve to do things differently next time.

Preparation for a future with more rules

People will always encounter policies, in and out of classrooms. We are all accountable to someone. As such, rule-following in class is a solid foundation for dealing with larger and stricter regulations as one gets older, graduates, and enters the workforce.

It also teaches students to respect authorities and maintain good relationships with them. Respect is an important trait to master in class, as being respectful can take you to places that will put you on the road to success.

If respect is not learned in class through rule-following, a student may either face the consequence of not being allowed to graduate; or struggle with compliance in real-life. If you think about it, their future jobs and families are at stake. The community they live in will also be affected, as these are places where respect is a currency.

Related: why write a squid game

Some might say that rules and regulations are stifling and suffocating. They might think that they limit one’s freedom to enjoy life.

In this case, a change in perspective is needed. Fences are not meant to keep us in, but to provide a clear safe space for us to truly thrive. This is essentially what rules are meant to do. Boundaries are a healthy way for us to grow, learn, unlearn, and relearn.

At the end of the day, while rule-setting may get the ire and criticism of some, they ultimately serve the greater good. Regulations are not meant to keep students from having fun while learning. On the contrary, they are there to protect the culture and atmosphere where learning is meant to happen.

I implore every parent to also train their children to appreciate rules, even before they enter school. A lot of the foundational training on compliance should really start at home. Give your child every chance to succeed in the real world.

Short Essay About School Rules And Regulations

Implementing school rules stirs up both positive and skeptical conversations among people. They wonder if it really is effective in promoting good behavior. I firmly believe that adhering to policies cultivates not only academic values but also moral values.

Students tend to think that policy-following is like their school raining on their parade, that it is a way to simply get them under control. I think that academic policies and regulations actually create a comfortable environment where they can thrive. They help learners can feel safe and enjoy the curriculum their teacher has mapped out for them.

Academic rules do not only pertain to dress code or class schedule; they also outline disciplinary actions that serve as consequences to rule-breaking. Such actions exist for the better welfare of all students, whether policy-breaker or policy-follower. It provides an avenue for support for a student who may be experiencing peer pressure or low self-esteem; or a way to repair the consequences of one’s mistakes. Educators also benefit as they can maximize their class time without any disruptions. The main reason why these classroom rules exist is to empower students to take responsibility for their actions.

What To Include In An Essay About Rules And Regulations In School

If you are crafting a general piece about academic policies and regulations, it’s important to identify the angle you want to approach it from. Do you want to focus on the state of school policies today? Do you want to feature a specific school’s new rules and evaluate them? Do you want to do broad strokes on the importance of school policies? Finding your angle is important because without it, you may end up with an extra-long essay that reflects directionless thoughts.

10 Reasons Why Rules Are Important In School

What are 10 reasons why classroom policies are crucial to the success of the student, educator, and academe?

  • They set healthy boundaries for all the members of the school to thrive in.
  • They protect student-educator relationships inside and outside school.
  • They provide helpful guidelines for learners on how to properly conduct themselves around others.
  • They teach students the value and importance of respecting authorities, not just in school but in all aspects of society that they will eventually be part of.
  • They provide a safe environment for healthy friendships to form.
  • They prevent students from inflicting unnecessary harm to another.
  • They add to the school’s good image, thanks to the quality of graduates it produces.
  • They promote good behavior among classmates.
  • They allow students to have ownership over their own decisions, including any consequences resulting from their actions.

writing school rules

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  • CBSE Exam Day Guidelines 2024: Dos & Don'ts, Reporting Time, Admit Card Link and More

CBSE Exam Day Guidelines 2024: Dos & Don'ts, Reporting Time, Admit Card Link and More

CBSE Exam Day Guidelines 2024: Dos & Don'ts, Reporting Time, Admit Card Link and More

  • Reach the exam center at least 30 minutes before the start of the exam.
  • Carry your admit card, school ID card, and any other documents mentioned in the admit card.
  • Dress modestly and comfortably.
  • Bring a blue or black ballpoint pen, a pencil, and an eraser.
  • Bring a water bottle (transparent).
  • Bring a watch (without a calculator).
  • Carefully read the instructions on the question paper.
  • Answer all the questions to the best of your ability.
  • Stay calm and focused during the exam.
  • Do not bring any electronic devices, such as mobile phones, calculators, or smartwatches, into the exam hall.
  • Do not bring any unauthorised study materials, such as textbooks, notes, or flashcards, into the exam hall.
  • Do not talk to other students during the exam.
  • Do not cheat or copy from other students.
  • Do not leave the exam hall without permission.
  • Do not write anything on the question paper that is not part of your answers.
  • Do not engage in any unfair practices.

Visual Stories

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IMAGES

  1. School Rules Poster for Elementary School Students

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  2. Back-to-School Rules Writing Activity by Boy Mama Teacher Mama

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  3. School Rules Writing Prompts

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  4. Classroom Rules

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  5. Writing Rules Poster Printable

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  6. Classroom Rules Poster with custom teacher name and rules

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VIDEO

  1. When you use this in a school essay 💀

  2. School Rules

  3. Tips for Mathematical Handwriting (Part 1)

COMMENTS

  1. How to Write the Best Classroom Rules with Your Students

    Classroom Management When students are part of the process of creating rules, they have a deeper understanding of them, feel a stronger connection to them, take ownership of them, and hold themselves to a higher standard for following those rules each day.

  2. 30 Best Classroom Rules for Students

    4. Adjust them based on classroom feedback 5. Do not go overboard 6. Use effective discipline strategies 7. Do not use the same set of rules in every classroom 8. Make them easily accessible for students 9. Do not let the rules take over 10. Start at the beginning Do you have students who never seem to listen?

  3. 20 Persuasive Writing Prompts About School Rules

    The writing prompts are organized into four shorter lists: rules about technology rules about clothing, rules about sports, and other school rules. Writing Tasks on Technology in Schools The first set of writing prompts is based on school rules related to technology usage. Try these, and I'm sure you'll get lots of fired-up students!

  4. 11 Basic Writing Rules

    1. 💬 Keep Your Sentences Short and Simple To leave your readers satisfied and give them what they came for, you need to act fast. You don't have time to ramble about random things, so your sentences should be short and straightforward. The golden rules are: You need to be able to fit up to 35 words in it.

  5. How to Make Classroom Rules Kids Actually Follow (Tips From Veteran

    The best classroom rules are: Specific. Classroom rules can be creative, but at the end of the day, you don't want students to have much wiggle room when you're trying to enforce them.

  6. Classroom Rules Redefined: 10 Innovative Ways to Set Expectations

    Here are some occasions where you may want to go over school rules. Back-to-School Time: At the beginning of the school year, it's essential to introduce and discuss the classroom expectations with students. This sets a positive tone and establishes a common understanding of how the class will operate. ... Writing Templates: Use the writing ...

  7. Response: Classroom Rules

    The new "question-of-the-week" is: What are the best ways to introduce classroom rules in creative ways on my large classes (30-40 students per class)? That was the submitted question, and the...

  8. Create Your Classroom Rules WITH Your Students for a Powerful Start to

    The hustle and bustle of a new school year can get overwhelming. This is true because of things like curriculum planning, attending meetings, and organizing supplies, but also because you have to teach students the routines, procedures, and rules of the art room. Because we have so many classes, the repetitive nature of this can grow tiresome.

  9. 36 Classroom Rules for Student Success

    Be kind Always do your best Walk, don't run, in the hallways Be a good friend Be on time Share with others Use equipment properly Help keep the classroom tidy Listen to all the teachers Obey all school rules Finish your homework on time Be respectful of classmates who are working Have a good attitude Use positive language

  10. 5 Writing "Rules" That Are Really Guidelines

    "Write sprinted instead." It's true that sprinted is more precise and interesting than ran quickly. But in some cases, a well-chosen adverb is the clearest, most concise way to add detail and dimension to a description. Visualize this scene: I started to ask a question, but she motioned for silence.

  11. Effective School Rules, Policies and Regulations

    School Rules Set #1. 1. Team players follow the rules. Do not bring electronic devices including cell phones, toys, food, beverages, and hooded tops to school. As per School Regulations these items, including cell phones, will be temporarily confiscated. Always is a team player! 2.

  12. Teaching Elementary School Students to Be Effective Writers

    1 Provide daily time for students to write. Show More 2 Teach students to use the writing process for a variety of purposes. Show More 3 Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing. Show More 4 Create an engaged community of writers. Show More

  13. Basics: Writing

    As with reading skills, writing grows through explicit instruction . Writing is a skill with rules and structures. Across multiple grade levels, good writers are created through systematic, explicit instruction, combined with many opportunities to write and receive feedback. Writing may be the most complex process that we expect our students to ...

  14. Four Strategies for Effective Writing Instruction

    'Four Square' Michele Morgan has been writing IEPs and behavior plans to help students be more successful for 17 years. She is a national-board-certified teacher, Utah Teacher Fellow with Hope ...

  15. 20 English Writing Rules and Tips to Instantly Improve Your Writing

    (Download) Important English Writing Rules Learn the following English grammar rules and you'll get a solid foundation upon which you can start building your writing skills. Capitalize the right words This may sound silly, but capitalization is actually important!

  16. How to Help Students With Their Writing. 4 Educators Share Their

    Real writing grows from studying the work of other writers. We study sentences, passages, essays, and articles to understand how they work, as we create our own. 3. Writers Have Conversations as ...

  17. School rules

    What are the rules at your school? Write a comment and tell us about it! Average: 3.9 (20 votes) Tags School Level 3 Grammar: must, have to Submitted by AgentAllosauru… on Tue, 23/05/2023 - 16:54 Permalink We must listen to the teacher, sit nicely, be quite, speak english, no talking. Log in or register to post comments

  18. School Rules! Writing: Ideas, How-To's, and Tips to Make You a Whiz

    Kindle $9.99 Read with our Free App Paperback $3.95 20 Used from $1.18 1 New from $23.69 Maybe you love to write, but you don't always know where your words are going. Or maybe you know what you want to say, but the words freeze up in front of a blank screen. No matter what kind of writer you are, this book can help!

  19. 5 Writing Rules You Can Break (No Matter What Your English Teacher

    These 5 writing rules we learned in school prove that at least some rules were meant to be broken. Free up your writing by breaking free of these rules.

  20. PDF High School Writing Manual and Style Guide

    The contents of this manual are designed to provide a baseline of expectations for writing at the high school level in Howard County public schools and to standardize basic stylistic elements across all high schools for students and teachers. This publication is intended to be a resource for students and to supplement classroom instruction.

  21. 14 Essential Grammar Rules for High School Students ...

    June 25, 2020 | In Preparing | By Kate 14 Essential Grammar Rules for High School Students (Without the Fluff) Bonus: PrepMaven's ACT & SAT Grammar Workbook (100+ Practice Questions) Proper grammar is the foundation of strong writing. Yet many high school English classes don't include grammar components.

  22. The Beginner's Guide to Writing an Essay

    Preparation: Decide on your topic, do your research, and create an essay outline. Writing: Set out your argument in the introduction, develop it with evidence in the main body, and wrap it up with a conclusion. Revision: Check your essay on the content, organization, grammar, spelling, and formatting of your essay.

  23. School Rules Writing Prompts with Pictures and Sentence Starters Free

    7 different school rules writing prompts (lining up, doing your job, being kind, cleaning up, sitting crisscross, being quiet, and trying your best) A writing checklist on each page. 1 set with sentence starters. 1 set with traceable sentence starters. 1 set without words.

  24. Importance Of School Rules (Essay Sample) 2023

    Introduction Importance of school rules and regulations essay Creating focus, empowering education Establishing the school's academic reputation Holds a safe space for character formation Preparation for a future with more rules Conclusion Short Essay About School Rules And Regulations FAQs

  25. Helping Students Who Struggle to Write: Classroom Compensations

    A common complaint of students who struggle to write is that their hand gets tired when writing. This can be due to a variety of factors. Some of the most common factors are inappropriate grip, a very tight pencil grip, or inefficient writing posture. There are many efficient grippers that can be used with the pencil or pen to enhance the ...

  26. CBSE Exam Day Guidelines 2024: Dos & Don'ts, Reporting Time, and More

    CBSE Exam Reporting Time 2024. The CBSE Class 10, 12 Exam 2024 is scheduled to begin at 10:30 AM on all exam days, however, the end timing will be 1:30 PM for the majority of the papers while some ...