RULES RAP

Rules help children feel secure and know what behavior is expected of them. Choose a few simple rules and state them in a positive way.

Hint! This "Rules Rap" will be a fun way to start your day singing and dancing.

Rules Rap
Chorus:
The rules, the rules, the rules of the classroom. (Snap fingers.)
The rules, the rules, the rules of the classroom.

Follow, follow, follow directions, (Point index fingers.)
Follow, follow, follow directions. Chorus

Feet and hands, feet and hands, (Point to feet and hands.)
Feet and hands to yourself. Chorus

Small voices inside, tall voices on the playground.
(Quiet voice, then loud voice.)
Small voices inside, tall voices on the playground. Chorus

Work together, don’t fight, or you’ll get in trouble.
(Clasp hands, then hold nose.)
Work together, don’t fight, or you’ll get in trouble. Chorus
YEAH!

Here's a video where your children can do the "Rules Rap" with me.

https://www.youtube.com/watch?v=z60vA7vVYUY

After teaching the class the “Rules Rap” discuss why rules are important. Say, “I know everyone in our class has a good rule to share with us.” Give each child a sheet of paper to draw a rule. Older students can write the rule and younger students can dictate the rule. Put their rules together, make a cover, and bind to make a book. Explain that when adults agree to do something they sign a contract. “Everyone made these rules. Are you all going to obey these rules? (Of course, they’ll agree!) Then I’m going to let you put your thumb on an ink pad and stamp your thumbprint on our book to show that you will abide by these rules.”




When children are doing something they shouldn’t be doing take the book and point to a page as you say, “Look, it says _______ in the book. Show me the right thing to do.”


If You Don't Know What to Do
Here's a song to "If You're Happy and You Know It" that will suggest a positive model for children who are not following directions.

If you don't know what to do, look at (child's name).
If you don't know what to do, look at (child's name).
He/she will show you what to do so you can do it, too.
If you don't know what to do, look at (child's name).

CLASSROOM MANAGEMENT TOOLS

I don't have a toolbox that will fix all your problems this school year, but I do have a few tools and tips that might help.

Flashlight Spotlight
Take a flashlight and shine it on a child who is modeling the behavior you are looking for. “Spotlight on (child’s name). He’s got his math book and he’s ready to learn.”

Happy Chappy
You will need some lip balm with a fragrance. Gently rub children’s right hand with a “happy chappy” when they are following directions.




You Knock My Socks Off!
You will need an old pair of socks, a stick, and a piece of string 18” long for this project. Tie a sock to each end of the string. Tie the middle of the string to the stick. When children do something outstanding, take the stick and wave it in the air as you say, “You knock my socks off!”

Mr. Good for You!
A cloth glove, markers, fiberfill, and pipe cleaner are all you need to make a “good for you hand.” First, draw a happy face on one side of the glove with the markers. Fill the glove tightly with fiberfill or another stuffing. Gather the bottom of the glove and secure with a pipe cleaner. Children get “Mr. Good for You” and pat themselves on the back when they accomplish a new task.




Magic Lotion
Take an empty pump dispenser of hand lotion and remove the label. Make a new label for the lotion that says, “Mr./Mrs. (your name)’s Magic Lotion” and tape it to the bottle. When children are upset, frustrated, get a boo boo, or have hurt feelings, give them a “squirt” of magic lotion.

Brain Toys
Fill a shoebox or basket with knotted socks or stress balls. Suggest children get a brain toy when they can’t keep their hands to themselves.



Peace Flower
When two children have a disagreement let them hold the flower with both hands as they look at each other. When they have resolved their conflict they can hug and to back and play.

Awesome Sauce(Marilyn Borden)
Get a pump dispenser of lotion and make a new label that says “Awesome Sauce.” When kids do something great give them a squirt!



I’m Done Jar (Deb Rocco)
Put pictures of activities that children can do if they finish their work (puzzle, etch-a-sketch, easel) on sticks. Place these in a jar that says “I’m Done.” When children finish their work they can choose a stick and do that activity.

CALL BACKS

Call backs are similar to the game “Marco Polo.” The teacher says one thing and the children respond. Call backs work like a charm to focus children’s attention.  Use these to end your school year and then teach them to your new group of students.

Teacher says: Criss cross. 
Children respond: Be your own boss. (Cross arms and sit up straight.) 

Teacher says: All set? (Snap fingers twice.) 
Children respond: You bet! (Snap fingers twice.) 
*If they are not ready they respond “not yet.” Keep saying “All set?” until the entire class is responding “You bet!” 

Teacher says: Hands on top. 
Children respond: Everybody stop! (Put hands on head and freeze.) 

Teacher says: Macaroni and cheese. 
Children respond: Freeze please! (Freeze and look at the teacher.) 
                                      
Teacher says: Ready? 
Children respond: Spaghetti! (Stand up straight.) 

Teacher says: Locket. (Pretend to lock lips.) 
Children respond: Pocket. (Pretend to put the key in their pocket.) 

Teacher says: Hips (Put one hand on your hip.) 
Children respond: And lips. (Put index finger on lips.) 

Teacher says: Standing straight? 
Children respond: Check! 
Teacher says: Hands to self?
Children respond: Check! 
Teacher says: Mouth closed? 
Children respond: Check! 
Teacher says: Ready for the hall? 
Children respond: Check! 

It’s also fun to play the “Marco Polo” game as you wait for children to get ready to go home, clean the room, and so forth. 
              
Teacher: Marco
Children: Polo

Teacher: Okeedookee 
Children: Artichokee 

Teacher: Peanut butter 
Children: Jelly 
                    
Teacher:  Da da da da da...

Children:  I'm loving it!  (MacDonald's advertisement)

*Let the children make up their own call backs.

ATTENTION GRABBERS IN SPANISH

I am so excited to share these Spanish translations of some of my "Transition Tips and Tricks" with you. Thank you, thank you, Claudia Hernandez of the Garland ISD!


TRANSLATIONS BY CLAUDIA HERNANDEZ


ATTENTION, PLEASE!

Tootsie Roll

Tootsie roll, (Roll hands around each other.)

Lollipop. (Pretend to lick a lollipop.)

We’ve been talking, (Open and shut fingers.)

Now let’s stop! (Make sign language sign for “stop.”)



Tootsie Roll

Tootsie roll, (Roll hands around each other.)

Chupete. (Pretend to lick a lollipop.)

Hemos estado hablando (Open and shut fingers.)

¡Ahora detengámonos! (Make sign language sign for “stop.”)



Hocus Pocus

Teacher says:

“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)

Children respond:

“Everybody focus!” (Children make circles with fingers and thumbs and place

around eyes like spectacles.)

Hocus Pocus

Teacher says:

“Hocus Pocus!” (Stick out index finger and circle around like a magic wand.)

Children respond:

“Todos concentrados!” (Children make circles with fingers and thumbs and place

around eyes like spectacles.)

H-A-P-P-Y

Teacher says: Is everybody happy?

Children repeat: Yes, ma’m. H –a- p – p – y. Happy! (Clap on letters.)


F-E-L-I-C-E-S

Teacher says: ¿Están todos felices?

Children repeat: Si, maestra. F-e- l- I -c- e -s. Felices! (Clap on letters.)



Give Me a Clap (Tune: “Addams Family”)

Give me a clap. (Clap twice.)

Give me a clap. (Clap twice.)

Give me a clap, give me a clap,

Give me a clap. (Clap twice.)

Give me a snap. (Snap twice.)

Give me a snap. (Snap twice.)

Now fold your hands and put them down

Into your lap. (Model putting your hands in your lap.)


Give Me a Clap (Tune: “Addams Family”)

Aplaudamos (Clap twice.)

aplaudamos (Clap twice.)

aplaudamos, aplaudamos,

aplaudamos. (Clap twice.)

Tronemos los dedos. (Snap twice)

Tronemos los dedos. (Snap twice)

Dobla tus manos y ahora bájalas

En tu regazo. (Model putting your hands in your lap).


Sit Down Chant

Clap your hands. (Clap 3 times slowly.)

Stomp your feet. (Stomp slowly 3 times.)

Put your bottom

in your seat!


Sit Down Chant

Aplaude. (Clap 3 times slowly.)

Marchando. (Stomp slowly 3 times.)

Siéntate

en tu lugar!



How Does My Teacher Feel About Me?

Teacher says: “How does my teacher feel about me?”

Children respond: “I’m as special as special can be because my teacher believes in me!”


How Does My Teacher Feel About Me?

Teacher says: “¿Qué piensa mi maestra de mí?”

Children respond: ¡Soy más especial de lo que especial puede ser,

porque mi maestro cree en mí!"





Hands on Top

Teacher says: Hands on top. (Place hands on head.)

Students respond: Everybody stop. (Place hands on head and freeze.)


Hands on Top

Teacher says: Manos arriba (Place hands on head.)

Students respond: Todos paramos. (Place hands on head and freeze.)



Criss Cross

Criss cross, (Sit on floor and cross legs.)

Be your own boss. (Fold your arms and nod head.)


Criss Cross

Cruza tus piernas. (Sit on floor and cross legs.)

Tu estás a cargo! (Fold your arms and nod head.)


Sitting Chant

1, 2, 3, 4 - glue your bottoms to the floor.

5, 6, 7, 8 - hands to yourself and sit up straight.


Sitting Chant

1, 2, 3, 4 - siéntate en el piso.

5, 6, 7, 8 - manos en tus piernas y sentado derechito.



I Think I Can

This is a great song to sing to encourage children to always give it a try. It goes to the tune of “If You’re Happy and You Know It.”

I think I can are words I like to say.

I think I can are words I like to say.

In time I’ll get it right if I try with all my might.

I think I can are words I like to say.



“Creo que puedo” son palabras que me gusta decir.

“Creo que puedo” son palabras que me gusta decir.

Con el tiempo lo haré bien, si lo intento y me esfuerzo.

“Creo que puedo” son palabras que me gusta decir.

ON THE WAY TO THE BARN

Do you know what it means when someone says, “We’re on the way to the barn?” That means you’re almost there…almost home…almost finished with the school year. This is also the time of the year when kids get spring fever and a little restless. 

Hint! You will notice that I use hand movements in all of these. I've learned that if I can get children to do something with their hands I have a better chance of engaging them.

Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Lollipop. (Pretend to lick a lollipop.)
We’ve been talking, (Open and shut fingers.)
Now let’s stop! (Make sign language sign for “stop.”)

Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a wand.)
Children respond:
“Everybody focus!” (Make circles around eyes like spectacles.)

Student Heroes
5-4-3-2-1-zero (Hold up hand and put down one finger at a time.)
I’m looking for my (Make circles with index fingers and thumbs and place
student heroes. around eyes like glasses.)

Give Me a Clap (Tune: “Addams Family”)
Give me a clap. (Clap twice.) Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.) Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)

Head, Shoulders, Knees, and Lap (Tune: "Head, Shoulders, Knees, and Toes")
Head, shoulders, knees, and lap, (Point to appropriate body part.)
Knees and lap.
Head, shoulders, knees, and lap, (Point to appropriate body part.)
Knees and lap.
Legs are criss-cross applesauce (Cross legs and fold hands.)
And our hands are in our lap, lap, lap

*Cut the label from a can of applesauce and glue it to a stick. Hold it up when you want your students to sit criss-cross applesauce.

How Does My Teacher Feel about Me?
Teacher says: How does my teacher feel about me?”
Children respond: I’m as special as special can be (Sparkle fingers.)
because my teacher believes in me! (Hug self.)

Secret Signals
Explain that your class will have some secret signals that no one else knows. When you say “one”, they should sit criss cross applesauce.
When you say “two,” they need to put their hands in their lap.
On “three,” they put a smile on their face.
*Make up additional secret numbers, such as “four” stand up straight and “five” hands by sides.

Sitting Chant
1, 2, 3, 4 - glue your bottoms to the floor.
5, 6, 7, 8 - hands to yourself and sit up straight.

Hint! Choose one of these attention grabbers and use it consistently for several weeks. That way when the children hear it they will automatically “tune” in.

P.S. Don't forget about those "oldies but goodies" finger plays. After all these years I can still engage a group of children with "Miss Molly," "King Kong," and "Put the Baby to Bed."

SHHHHH!

Is, “Shhhhhh!” not working? Well, here are a few tricks for you to try!

Tootsie Roll
Tootsie roll, (Roll hands around each other.)
Lollipop. (Pretend to lick a lollipop.)
We’ve been talking, (Open and shut fingers.)
Now let’s stop! (Make sign language sign for “stop.”)

Hocus Pocus
Teacher says:
“Hocus Pocus!” (Stick out index finger and circle around like a wand.)
Children respond:
“Everybody focus!” (Make circles around eyes like spectacles.)

Student Heroes
5-4-3-2-1-zero (Hold up hand and put down one finger at a time.)
I’m looking for my student heroes.
(Make circles with index fingers and thumbs and placearound eyes like glasses.)

Give Me a Clap
(Tune: “Addams Family”)
Give me a clap. (Clap twice.) Give me a clap. (Clap twice.)
Give me a clap, give me a clap,
Give me a clap. (Clap twice.)
Give me a snap. (Snap twice.) Give me a snap. (Snap twice.)
Now fold your hands and put them down
Into your lap. (Model putting your hands in your lap.)

How Does My Teacher Feel about Me?
Teacher says: How does my teacher feel about me?”
Children respond: I’m as special as special can be (Sparkle fingers.)
because my teacher believes in me! (Hug self.)

Secret Signals
Explain that your class will have some secret signals that no one else knows.

1. When you say “one”, they should sit criss-cross applesauce.
2. When you say “two,” they need to put their hands in their lap.
3. On “three,” they put a smile on their face.
*Make up additional secret numbers, such as “four” stand up straight and “five” hands by sides.

Everybody Have a Seat (Tune: “Shortnin’ Bread”)
Everybody have a seat, have a seat, have a seat.
Everybody have a seat on the floor.
Not on the ceiling, not on the door.
Everybody have a seat on the floor.

*If you want children to sit on a chair change the words and sing,
“Everybody have a seat on your chair. Not on the window, not in the air. Everybody have a seat on your chair.”

If You’re Ready to Get Started
(Tune: “If You’re Happy and You Know It”)
If you’re ready to get started say, I AM! (Children say, “I am!”)
If you’re ready to get started say, I AM! (Children say, “I am!”)
If you say that you’re not,
You’re going to miss out on a lot.
If you’re ready to get started say, I AM! (Children say, “I am!)

Criss Cross
Criss cross, (Sit on floor and cross legs.)
Be your own boss. (Fold your arms and nod head.)

Sitting Chant
1, 2, 3, 4 - glue your bottoms to the floor.
5, 6, 7, 8 - hands to yourself and sit up straight.

Peace and Quiet
Make the “peace” sign with one hand as you put the index finger from the other hand on your mouth.

Music Box
Play a music box to indicate to the children it’s time to get quiet.
*One teacher said she wound up the music box at the end of the day and challenged the children to get quiet quickly so there would still be music at the end of the day.

Bubbles
Blow bubbles and see if the children can be sitting quietly before all the bubbles pop.

Magic Clap
The teacher begins a clapping pattern which the students try to repeat.

ZYX
Can children sing the alphabet backwards and be sitting quietly by the time you get to A?

Here’s a video where you can watch me demonstrate many of these attention grabbers.

https://www.youtube.com/watch?v=v5_W3mMfZvY

THE RULES RAP

Do you remember Deputy Barney Fife from Mayberry RFD? One of his favorite sayings was “nip it in the bud.” That’s something to take to heart as the school year starts. Take your time to teach rules and routines and the rest of your year will go much smoother.

Rules help children feel secure and know what behavior is expected of them. Choose a few simple rules and state them in a positive way. You can get a free download of this “Rules Rap” from my website this month.

Rules Rap
Chorus:
The rules, the rules, the rules of the classroom. (Snap fingers.)
The rules, the rules, the rules of the classroom.

Follow, follow, follow directions, (Point index fingers.)
Follow, follow, follow directions. Chorus

Feet and hands, feet and hands, (Point to feet and hands.)
Feet and hands to yourself. Chorus

Small voices inside, tall voices on the playground.
(Quiet voice, then loud voice.)
Small voices inside, tall voices on the playground. Chorus

Work together, don’t fight, or you’ll get in trouble.
(Clasp hands, then hold nose.)
Work together, don’t fight, or you’ll get in trouble. Chorus
YEAH!

Here's a video where your children can do the "Rules Rap" with me.
https://www.youtube.com/watch?v=z60vA7vVYUY

After teaching the class the “Rules Rap” discuss why rules are important. Say, “I know everyone in our class has a good rule to share with us.” Give each child a sheet of paper to draw a rule. Older students can write the rule and younger students can dictate the rule. Put their rules together, make a cover, and bind to make a book. Explain that when adults agree to do something they sign a contract. “Everyone made these rules. Are you all going to obey these rules? (Of course, they’ll agree!) Then I’m going to let you put your thumb on an ink pad and stamp your thumbprint on our book to show that you will abide by these rules.” 

When children are doing something they shouldn’t be doing take the book and point to a page as you say, “Look, it says _______ in the book. Show me the right thing to do.” (Most of them can’t read anyway, so you can turn to any page in the book!)

If You Don't Know What to Do
Here's a song to "If You're Happy and You Know It" that will suggest a positive model for children who are not following directions.

If you don't know what to do, look at (child's name).
If you don't know what to do, look at (child's name).
He/she will show you what to do so you can do it, too.
If you don't know what to do, look at (child's name).