Thank you to all who responded! I actually had more new librarians wanting
the same info so if there are veteran librarians who would like to add any
hints on rules &/or procedures, I know we all will greatly appreciate it!
Melissa Reynolds
Library Media Specialist
Shannon Elementary School
Memphis, TN
melreynolds@hotmail.com
************************************************************************
I too moved from teaching kindergartners to being an elementary school
librarian. I utilized some, but not all, of the same rules that I had in
my kindergarten classroom for my K-2's and changed them somewhat for my 3-5
graders. Here are my rules:
For K-2:
1. Listen and follow directions (actually this covers just about everything)
2. Use a soft voice
3. Walk in the library
4. Keep hands, feet and objects to yourself (I stress that shelf markers are
objects that need to stay in their control)
5. Take good care of books
For Gr. 3-5
The 4 R's
1. Respect (materials and others)
2. Responsibility (taking good care of materials and keeping track of them)
3. Read (that's why they're here)
4. Return (all materials on time)
I've also used this version with the older students:
1. Listen and follow directions
2. Participate
3. Show respect
4. Take good care of materials and return them on time.
I just finished my first year as a K-6 media specialist. I came to this job
after teaching high school, so it was a big change for me. Here are a few
things I learned that will hopefully help:
Have a set procedure for EVERYTHING. I work in a very large library where
there is the protential for many discipline problems. Therefore, I created
a procedure for when and how to enter the library, where to sit, how to
check-in books, how to browse for books, how to check them out, how to line
up, when to sharpen pencils, etc. It may sound a bit excessive, but I was
thankful I did it. It's easier to lighten up than to buckle down.
I also had three basic rules for book check-out time that I reviewed with my
students every time we got up to look for books: Walking only, be quiet, and
put the books back where you found them if you don't want them. These are
simple, but they seemed to cover any horseplay that might occur. After
school was in session for a few weeks, the rule was that if the students
broke any of the three rules during book check-out, they had to sit down
without a book, no warnings - the review was the warning.
I also used the word LIBRARY as a discipline technique for all of my
classes. Each class starts with the word LIBRARY written on the board. If,
as a class, they break any of the rules of the library, a letter gets
erased. If all of the letters got erased before we did book check-out (we
always did this at the end of our hour together) the class could not get
books. Luckily, this didn't often happen. On the other hand, if all the
letters were still there at the end of library, the class would get a
special treat; it could be extra time looking at books, a free bookmark, a
cookie, anything. Also, once letters were erased, the class could earn them
back by correcting the behavior that made me erase a letter. That way they
learn the proper behavior, and they also know that just because they messed
up once, doesn't mean the hour is shot; they can easily get right back on
track.
The last thing that made library fun and enjoyable for both me and the
students was to make our activities as fun as possible and to get the kids
activitely involved. They don't want to sit around and just listen to
stories and talk about them. The best activities of the year were puppet
shows for the younger ones where they got to be the puppeteers and act out a
fairy tale as I read it, and the oler kids (3-6) loved to act out stories as
I read them. This year we read How to Eat Fried Worms. For each chapter I
assigned kids to be the characters and they acted the chapter out as I read
it. They really got into it; some even started bringing in props to use
during our skits. This really helped to improve their comprehension and
listening skills. It also got our reluctant readers interested in chapter
books. So many of them thought chapter books were too long, too hard, or
just boring. Plus, at the end of the book, you can bring in gummy worms for
the kids. They are pretty inexpensive in bulk and the kids have so much fun
with them. My favorite part is as they eat them they talk about the book
(without any prompting from me) and various details of how Billy ate the
worms
*****************************************************************
My rules are simple: Enter quietly. Return books on time. Pay attention.
Show respect.
Anyway, I think routine and structure are important. At the beginning of
class, I take roll, do a bookcheck, then we (K-3rd graders) go to the
reading rug for our read-aloud(s) and discussion. I almost always keep 5th
graders at the tables because I read more novels to them so I don't have to
worry about whether or not they can see the pictures, plus the class sizes
are so much larger that we have trouble squeezing onto the reading rug AND
they can be squirrely--poking, sprawling, etc. I play 4th grade by
ear--sometimes we stay put, sometimes we'll go to the rug. I usually have a
skills activity of some sort for students to work on after reading time, and
then we browse and check out. If the skills activity won't keep students
busy during checkout, I'll run off puzzles or pass out I SPY books or
magazines for them to look at. I usually rotate it--books one week,
magazines, the next, puzzles the 3rd week, and so forth. I may try centers
this year, but space is a big problem. Before dismissal, tables are clean,
books are closed, mouths are shut, and heads are down. Students earn points
for their behavior--the class that earns the most points at the end of a
trimester is rewarded. If you are interested in this, email me, and I'll
explain it. Something some other librarians in my district suggested that I
think I'm going to try with the bigger kids this year is to use monitors.
Provide the appointed student(s) with a clipboard and have them keep track
of behaviors (who's misbehaving) and what's going on during browsing and
checkout. Rotate the monitors every couple of weeks so everyone has a turn.
Hope this helps!
***********************************************************************CCurrently
I work in a 6-8 library, but previously spent 6 years in a K-5 building. I
prefer to state "rules" in a positive way, rather than don't this, don't
that. For example, our rules (posted for all to see) usually included:
walk
keep hands to self
raise your hand
work quietly
etc.
While I always had these rules in my head, I didn't post them initally. The
first time I met with each library class, we discussed library behaviors and
expectations. Then the students came up with our rules. I think because
they felt that they contributed, they respected our library rules.
My rules:
1. Follow directions
2. Pay attention.
3. Respect others' feelings, space, and things.
4. Keep your chair legs on the floor. (one, two, three, four, keep your
chair legs on the floor. Everyone knows what it means when I show 4 fingers
to a culprit).
5. Take care of school property.
6. Walk safely.
I have a small (6 oz.?) plastic jar from Walmart for each class. I wrote the
teacher's name on each in permanent marker. I have a little basket to carry
them in for each day: Monday etc. and I can grab it for the day. I keep
marbles in a pretty box, and put them in the jar when appropriate. I can
give 0, 1 or 2 marbles for each activity:
2 marbles for coming into the room quietly and getting settled quickly
2 for listening to each story
2 for a polite class discussion (they don't earn that as often)
2 for choosing books and checking them out in a reasonable way (0 if there
is a fight)
2 for lining up and leaving quietly
I can also give a bonus for special acts of kindness or really intelligent
statements or super listening. About 3 times a year, I put one in my marble
jar when I see a class walking through the halls silently.
When the jar is filled up (when a marble peeks over the top) , everyone gets
a prize. I use a lot of bookmarks, allow them to check out an I Spy book (
only have about 30 for a school of 900), allow checking out a second book,
allow 15 minutes to play puzzles or free reading, or whatever strikes my
fancy that day. They know it will be a surprise and it will be cheap. I act
like I'm really proud of them and they are pleased with the compliments.
Sometimes holding the little cup or looking like I'm about to drop in a
marble really gets their attention. I might add the 2 for lining up as they
exit into the hallway; they can hear it drop.
I don't really believe in taking marbles out, once they've been earned, but
I will do it if anyone whistles in the library (they all know that) or
anything really bad.
The reason this works for me is that I have about 10 chances every day to
reinforce positive behavior or talk about why they didn't earn a marble. If
I forget to pick up the jars, I just put marbles in my pocket.
It does not work as well for individual acts of misbehavior, but I hope that
peer pressure will generally help everyone behave. Sometimes I have to deal
with a kid who is a real stinker, but that's hard when they are coming in
and out the door every 40 minutes. I try to do it immediately.
********************************************************************
After many years and many lists of rules I have narrowed it down to one rule
posted:
DO THE RIGHT THING
we then discuss what might be right and what might not.
Very simple, very effective.
Believe me they know.
*****************************************************
I teach in a k-6 library. I find that every grade needs different library
rules. k-2 responds well to the 1-2-3- eyes on me or 3 strikes system.
Grades 3-4 I use the points system and usually give some sort of prize for
classes that reach a certain amount of points. Something simple like
bookmarks will do. Grades 5-6 are a different matter. I'm looking for
suggestion myself on these grades! I find that what works in the beginning
of the year, needs to be changed in January or February when we come back
from our break. I always say, accentuate the positive with all grades. Be
quick to give praise. They like to hear how great they are.
I use a behavior chart and give stickers for good behavior. Every three
stickers they get a treat (candy, games, Oriental Trading trinket. They do
not have to be consecutive. The class with the most stickers at the end of
the year per grade level gets a popsicle party in June
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