Classroom Management Rules and Routines: Simple Steps for Large Classes in Rwanda

It was a rainy Monday morning in Gisagara. My S2 class had 52 learners. Some came late. Shoes were wet. Bags were noisy. When I said, “Open your books,” half of the class did. The other half was still talking. Then group work started, and the noise went up again. I did not need a new punishment. I needed classroom management rules and routines that were clear and easy. That day, I changed two things: simple rules and daily habits. In one week, the class became calmer and faster.

Key takeaways (quick and practical)

• Use 5 simple rules only. Make them positive and easy to say.
• Teach routines like you teach English: show, practise, repeat.
• Use one attention signal and train it until it works.
• Give learners roles in group work to reduce noise and confusion.
• Small daily habits can save 10–15 minutes of learning time every day.

What are “clear regulations” and “habits” in a classroom?

A rule (regulation) is what learners must do all the time. It is like a road rule. It keeps people safe and calm. A routine (habit) is a small action learners do again and again in the same way. It is like brushing teeth every morning. Rules answer: “What is allowed?” Routines answer: “What do we do now?”

3 examples of clear rules (Rwandan classroom style):

• Speak with respect. Use kind words. No insults.
• Follow instructions fast. When the teacher speaks, we listen.
• Keep our class clean. Put rubbish in the bin or a bag.

5 examples of routines (daily habits):

• Enter quietly, greet, and sit fast.
• Books and pens out in 20 seconds.
• One class attention signal (clap, hand up, or short call-and-response).
• Group work roles (leader, timekeeper, reporter, materials helper).

End-of-lesson exit ticket (one sentence, one answer, or one new word).

If learners know the rules and routines, they do not guess. They do not fight for space. They do not waste time.

Classroom management rules and routines: why they improve learning (not only discipline)

Rules and routines are not only for “quiet.” They are for learning. When the class is calm, learners can hear English well. They can speak without fear. They can work in pairs without shouting. Also, routines protect time. Time is learning. If you spend 8 minutes settling learners, you lose English practice.

Mini-case (before and after):
Before, I started each lesson by shouting, “Silence!” It worked for 20 seconds. Then noise came back. After, I taught one routine: “When I raise my hand, you raise your hand and stop talking.” We practised it 6 times in one lesson. In three days, the class stopped faster. I spoke less. Learners spoke more English in pair work. Respect improved because I was not always angry.

If you want deeper reading later, you can also check the EEF behaviour guide here: EEF behaviour guide

Step-by-step: How to create 5 classroom rules that learners follow

You can create strong rules in one lesson. Do it early in the term, or do it again when the class is struggling.

Step 1: Start with one question

Write on the board: “How do we want our class to look and sound?”
Let learners share ideas for 2–3 minutes. Keep it short.

Step 2: Choose only 5 rules (maximum)

Too many rules become noise. Pick 5 that cover most problems: respect, listening, movement, work, and care.

Step 3: Make rules positive and simple

Avoid “Don’t.” Say what to do. Use easy words. Use the same rule words every day.

Step 4: Teach the rules with examples

For each rule, show: good example and bad example. Learners can act it out for 30 seconds. They will remember.

Step 5: Agree and sign (Class Rule Agreement)

Make it feel serious and shared. Learners follow what they help to build.

Ready-to-copy: Class Rule Agreement (Teacher + Learners)

Our Class Rule Agreement
We are one class. We want to learn well. We agree to:

1. Speak with respect (words and actions).
2. Listen when someone is speaking.
3. Follow instructions fast and try our best.
4. Use inside voices during pair or group work.
5. Keep our class clean and care for materials.

Teacher promise: I will teach with respect, explain clearly, and be fair.
Learner promise: I will follow the rules and help others learn.

Class: ________ Term: ________ Year: ________
Teacher name/sign: ___________
Class monitor sign: ___________
Group leaders sign: ___________

Short teacher script (what to say)

“Today we build our class rules. Rules help us learn, not fear. We will choose only five. We will practise them. Tomorrow, I will not shout. I will use our rules and routines. If someone forgets, we will correct with respect. We are a team.”

For another strong idea on setting rules with learners, you can read British Council ground rules: British Council ground rules

Step-by-step: Build daily habits (routines) that save time every lesson

Routines work best when you keep them the same, every day. Below are 8 routines you can start this week. They fit large classes and low resources.

Routine	When	What learners do	What teacher says	Why it helps
1) Quiet entry	Start	Walk in, greet, sit, books ready	“Enter quietly. Sit fast. Books out.”	Saves time from the first minute
2) Greeting + warm-up	Start	Short chant, 2 questions, or quick review	“Good morning. Two learners answer.”	Builds focus and English speaking
3) Materials in 20 seconds	Start	Book, pen, notebook on desk	“20 seconds. Ready… go.”	Stops searching and talking
4) Attention signal	Any time	Stop talking, eyes front, hand up	“Hands up. Eyes here.”	Replaces shouting
5) Group work roles	Middle	Leader, timekeeper, reporter, helper	“Roles now. Leader, start.”	Reduces noise and fighting
6) Ask for help routine	Middle	Raise hand; ask partner first; then teacher	“Ask your partner first. Then raise hand.”	Stops calling out and chaos
7) Homework collection	Middle/End	Pass to row leader; row leader brings	“Row leaders, collect and bring.”	Fast, fair, less movement
8) Exit ticket	End	Write 1 sentence / 1 answer / 1 new word	“Before you go: one line only.”	Checks learning and closes calmly

Quick tip that boosts routines fast

Use the same short words every time. For example: “Hands up. Eyes here. Thank you.” Repeat the same phrase. Learners learn the pattern.

Need more simple lesson activities that fit these routines? Try these internal resources: no-prep English activities that work

“Teach the routine” like you teach English

Many teachers say, “I told them the routine, but they don’t do it.” Telling is not teaching. Teach routines like vocabulary or grammar:

Model → practise → repeat → praise → correct

How to teach one routine (example: attention signal)

• Model: Show what you will do (hand up) and what they do (hands up, silence).
• Practise: Do it 5 times in one lesson. Make it a “game” of speed.
• Repeat: Use it every day for two weeks.
• Praise: “Thank you, Group 3. Good fast stop.”
• Correct: Calmly reset: “Let’s try again. Hands up. Eyes here.”

Simple 2-week routine plan (easy and realistic)

Week 1 (focus on calm start):

• Day 1–2: Quiet entry + materials in 20 seconds
• Day 3–4: Greeting + warm-up
• Day 5: Add attention signal

Week 2 (focus on work time):

• Day 1–2: Group work roles
• Day 3: Ask for help routine
• Day 4: Homework collection
• Day 5: Exit ticket

Very simple habit tracker (paper on the wall)

Draw a small chart on manila paper. Put the 8 routines on the left. Put days on top. When the class does a routine well, put a tick ✅. When not, put a dot •. Do not shame learners. Just show progress. Learners love seeing improvement.

For a clear guide on routines that build learning, read: Edutopia routines

Common mistakes teachers make (and easy fixes)

1. Too many rules.  Fix: Keep 5 rules max. Make them short.
2. Rules are negative (“Don’t…”) Fix: Change to positive: “Walk” not “Don’t run.”
3. Rules are not taught, only written. Fix: Act out good/bad examples. Practise.
4. Teacher changes routines every week.  Fix: Keep one routine for two weeks before adding another.
5. No clear attention signal.  Fix: Choose one signal and train it daily.
6. Group work without roles. Fix: Give roles. Rotate weekly. Noise drops.
7. Correction is loud and personal. Fix: Use calm words and focus on the rule, not the child.
8. Praise only top learners. Fix: Praise effort, speed, and teamwork: “Thank you for being ready.”
9. Movement is not planned. Fix: Use row leaders. Use “pass forward.” Reduce walking.

When you fix these small things, learners feel safe. Safe learners learn better.

Ready-to-use tools (copy and use tomorrow)

1) 5 rule poster text (ready to write on the board)

Our 5 Class Rules

1. Respect everyone.
2. Listen when someone speaks.
3. Follow instructions fast.
4. Use inside voice during work.
5. Keep our class clean.

2) 3 attention signals (verbal + non-verbal)

• Non-verbal: Teacher hand up → learners hand up → silence.
• Verbal call: Teacher: “Class, class!” Learners: “Yes, yes!”
• Clap pattern: Teacher claps (clap-clap) → learners copy (clap-clap) → silence.

3) 6 praise sentences (simple English)

• “Thank you for being ready.”
• “Good listening, row two.”
• “I like how Group 5 is quiet and working.”
• “Well done for helping your partner.”
• “Great effort. Keep trying.”
• “You improved today. Good job.”

4) 6 correction sentences (calm and respectful)

• “Stop. Try again, please.”
• “Remember our rule: respect.”
• “Hands up. Eyes here.”
• “Use inside voice during work.”
• “Walk, please. Thank you.”
• “Let’s reset and do it the right way.”

5) Short routine checklist for teachers (quick self-check)

• Did I start with quiet entry and materials routine?
• Did I use my attention signal instead of shouting?
• Did I give group roles before group work?
• Did I praise at least 5 times today?
• Did I close with an exit ticket?

If you want fun practice that fits these rules and routines, use this internal post during your lesson: practical English games for O-Level

Examples for English lessons (CBC-friendly)

Clear rules and routines are not “extra.” They help CBC tasks work well, especially speaking and group work.

Pair work speaking (market example)

Topic: “Buying food at the market.”
Routine: attention signal + inside voice + pair roles (Speaker A / Speaker B).
Learners practise: “How much is the tomato?” “It is 200 francs.”
Rule link: respect and listening.
Result: less shouting, more speaking turns.

Reading circles (Umuganda example)

Text: a short passage about Umuganda.
Routine: group work roles (leader, reader, reporter, timekeeper).
Each group reads one part, then the reporter shares.
Rule link: follow instructions fast, listen when someone speaks.
Result: smoother reading time and better teamwork.

Vocabulary games (bus queue example)

Theme: “In a bus station.” Words: queue, ticket, luggage, seat.
Routine: materials ready + quick warm-up + praise language.
Learners do a short matching game, then make one sentence.
Rule link: inside voice during work.
Result: game stays fun but controlled.

Writing practice (school assembly example)

Prompt: “Write 5 lines about school assembly.”
Routine: silent writing time (3 minutes) + ask-for-help routine.
Learners ask partner first, then raise hand.
Rule link: respect and calm movement.
Result: teacher is not pulled in many directions.

Teacher wellbeing matters too. When your class runs well, your heart is calmer. If you need a light reading break after school, here is one internal link many teachers enjoy: a short story episode for teacher relaxation

FAQ (teachers ask these a lot)

1) How do I manage a large class?

Use 5 rules only. Train routines for entry, attention, and group roles. Large classes need clear patterns.

2) What if learners refuse the rules?

Teach the rules again. Practise. Praise the class when they follow. Correct calmly. Do not fight. Reset.

3) How many routines should I start with?

Start with two: quiet entry and attention signal. After one week, add one more.

4) Do I need punishment to make rules work?

Not first. Clear teaching, practise, praise, and calm correction work well. Punishment without teaching does not build habit.

5) What is the best attention signal?

Choose one that is easy for you and learners. Hand up works well in many Rwandan classrooms.

6) How long does it take to see change?

Often you see small change in 3–5 days. Strong change comes after two weeks of daily practice.

Conclusion + call to action

Good classroom management is not magic. It is simple work done every day. When you use 5 clear rules and teach routines like a lesson, your class becomes calmer. You save time. Learners feel safe. And English learning becomes real: more speaking, more reading, more writing, less noise.

Try one routine today: choose an attention signal and practise it 5 times. Then come back and tell me in the comments what changed in your class. If this post helped you, share it with one teacher in your school or sector.