Limits and Limit Setting

Guidelines for Setting Limits

There are many guidelines surrounding the proper implementation of limits and limit setting within a classroom. The seven most important guidelines to setting successful limits include the following: (1) phrasing the rules in a positive manner; (2) establishing explicitly clear rules that are operationally defined; (3) having a minimal list of rules, no more than five; (4) phrased in a statement form; (5) including one compliance rule (e.g., Do what Mrs. Smith asks you to do); (6) making rules observable and in ways that can lead to data collection/measurement; and (7) posting rules so all can see them in the classroom. Examples of positive phrasing are “walk when inside the classroom” instead of “don’t run.” A clear rule of “keep your hands to yourself” states the desired behavior with no room for confusion. A minimal list of rules, no more than five, requires limiting rules to highlight the most important areas. Teachers should typically have an umbrella rule that outlines many specific behaviors. For example, “Hands to yourself” is better than “No fighting. Don’t take your peers’ belongings. No shouting.”

In addition, it is also important to make sure that the behaviors that are expected are also doable and manageable. A doable rule means that it is a rule that students are actually able to follow, such as “put all of your belongings in your cubby every morning.” Students are easily able to follow this rule, therefore making it an excellent one to implement.

A manageable rule consists of a rule that can be easily monitored by the teacher, such as “Sit quietly and wait for the teacher during carpet time.” This is a rule that can easily be followed by the students and easily monitored by the teacher; it would be simple to see who is not following this rule.

Time is needed to practice the expected behaviors. For example, learning how to transition from deskwork to the carpet will involve knowing what the expectations are and then practicing those transitions until everyone understands the rules. Adding in a chance for the kids to demonstrate nonexamples of the behaviors provides some fun and a clear distinction of what is unacceptable.

Establishing Consequences

Once rules have been established, it is imperative that the consequences of not following them be introduced. The incorporation of consequences following the establishment of rules leads to limits and limit setting. Consequences should be created in a way that shows the students that what they did was wrong and teaches them that they should follow the rules that have been established throughout the classroom. There are also specific guidelines to creating the best consequences in a classroom. Consequences should not be harsh punishments; they should be created in a way that students understand their meaning and fairness and what it will take to avoid them in the future.

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