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Rule 1:  Follow directions quickly.

Rule 2:  Raise your hand for permission to speak.

Rule 3: Raise your hand for permission to leave your seat

Rule 4: Make smart choices: Kindness, Leadership, Courage, Invincible Grit, Creativity

Rule 5:  Keep your dear teacher happy!

The Diamond Rule:  Keep your eyes on the target!

Check out the Character Education page for more info on Rule 4!

Coming Soon: Rules Posters for you to download!

Rule 1
Rule 2 Harry
Rule 3
Rule 4a Em and Sam
Rule 5 Mrs Lacey

Click HERE to view a demonstration of the rule gestures by Heidi Martin, Wisconsin teacher and WBT staff member.

Rehearse the classroom rules, with gestures, several times a day. The more entertaining you make review, the more your students will delight in following the rules.

Rule 1: Follow directions quickly.

The secret to lightening fast, classroom transitions. 

Twenty years ago in Yucaipa, California, when we were designing the fundamentals of Whole Brain Teaching, we had no problem agreeing that Rule 1, for classroom management, should be “Follow directions quickly!” Slow transitions from reading to writing to math to lining up, at every grade, not only wasted time but also were breeding grounds for disruptive activity.

Ponder these truths. Our students open their books slowly because we never take time to teach them to open their books quickly. Kids, of every age, take forever to get out a piece of paper because we have never taught them to do this rapidly. Children, day after day, week after week, line up in wacky fashion because the only time we teach them how to line up is when they are actually lining up... which is precisely when we have no time to teach anything!

Here is a simple, two step procedure, classroom tested by thousands of teachers, for helping your kids to follow directions quickly.

After teaching your students Rule 1 in the first minutes of Day One in your class, vigorously rehearse the rule, five times a day for a week or two thereafter. You say, “Rule 1” and hold up one finger. Your students say, “Follow directions quickly!” and rapidly swim one hand through the air, like a fish darting downstream.
Do not go to Step Two below until your kids instantly respond, merrily respond!, to your Rule 1 cue. The more entertaining you make this rehearsal, the more engaged your students will be in following the rule. One of our mottos at WBT is students learn the most when they have the most fun learning.
Teach your kids the Three-Peat. You say, “Yellow folders out!” They respond, “Yellow folders out! Yellow folders out! Yellow folders out!” as they pull out their yellow folders. When the folder is open to the correct page, we suggest kids shoot both hands upward, waggle their fingers, and happily murmur, “Yea!” They continue their celebration, until you sweep a hand dramatically through the air. You can use the celebration time to help slower students.
Using the Three-Peat, if you say, “pencils ready!,” your kids exclaim, “Pencils ready! Pencils ready! Pencils ready!” and wiggle their pencils in celebration, until you signal it is time for silence. Listen to me my dear colleague! Don’t try to teach lining up right before the bell rings. You don’t have time. Rehearse lining up five times a day, when you are not fighting the clock. You say, “Lines!” Your kids exclaim, “Lines! Lines, Lines!” and line up according to the pattern you have established. You say “Seats!” and they exclaim, “Seats! Seats! Seats!,” celebrating when they are sitting down. For extra motivation, time these activities with a stopwatch. Then, as you gasp in delight, watch as your kids race to set new transition records.
The more you rehearse any procedure, and the more entertaining you make the rehearsal, the quicker your students will perform a classroom transition.


Rule 2: Raise your hand for permission to speak.

Taming Blurters

In the middle of your Civil War lesson, a chatty kid blurts out, “What time is lunch?!” You blurt back, “How many times do I have to tell you to raise your hand to speak! Raise your hand! Raise your hand!” You match your student’s emotional blurting, with your own.

Welcome to Teaching Purgatory. Too often, we treat students like we don’t want to be treated. Chained together for a year, we mirror their outbursts with our own. We try to put out a kid’s little flame, with our big fire.

Why do children (and teachers) blurt? In scientific terms, there are more connections from the brain’s limbic system to the pre-frontal cortex than vice versa. Translation: emotions control reason more easily than reason controls emotions. Another scientific point: our brain’s mirror neurons condition us to imitate behavior we observe. You blurt me. I blurt you. And so on.  Scolding doesn’t change behavior. If chastising a child transformed them into a model student, Coach B would write best sellers, “Scold Like a Pro!,” “The Five Secrets of Power Chastisement,” “If They’re Not Crying, They Didn’t Get It: Confessions of a Former Sweetie Pie.”

If scolding doesn’t change behavior, what does? Practice. You have your choice between two tennis coaches. One coach scolds you for your bad technique. The other coach helps you practice good strokes. Which one will improve your game? Don’t know what to do with an unruly student or class? Practice good behavior.

Here’s Whole Brain Teaching’s two-step procedure, classroom tested across the U.S., for transforming Blurters into Hand Raisers.


By the end of the first week or two of school, you should be reviewing classroom rules five times a day. For WBT’s Rule 2, hold up two fingers and say, “Rule 2!” Your kids respond, “Raise your hand for permission to speak.” They shoot one hand into the air and then quickly bring it down beside their mouth, making talking motions with their fingers. Make this rehearsal fun. Use a variety of intonations and deliveries. Fun imitates fun. Keep everyone’s mirror neurons happy.
By the end of week three, most of your pupils will have Rule 2 down. Then, say, “You’re doing pretty good with Rule 2, but now let’s see how you are at helping your classroom friends follow the rule. I’m going to pretend as if I’m talking. Renaldo, you interrupt me without raising your hand and say, ‘I have a new puppy.” (Renaldo is one of your brightest, boldest kids.) Speak a few words about any subject and nod at Renaldo. He interrupts you, “I have a new puppy!” Congratulate him. Great blurting!
Then continue, “Class, let’s do that again. But this time when Renaldo interrupts me, I’ll say Rule 2 and you exclaim, making the hand motion, ‘Raise your hand for permission to speak!” You talk. Renaldo starts to blurt. Immediately call for Rule 2. Your kids respond in a flash, “Raise your hand for permission to speak!” Their limbic systems delight in shutting down a classmate’s limbic system.
We call this approach Wrong Way-Right Way. Practice the Wrong Way. Then, practice the Right Way. Over and over. You’re building reason’s strength to rein in frisky, student emotions.


Rule 3: Raise your hand for permission to leave your seat.

Use the same approach for Rule 3 as you did for Rule 2.  Rehearse the rule, “Raise your hand for permission to leave your seat” with the hand gesture; students raise their hands, then walk their fingers through the air. Then, use Wrong Way-Right Way.

Reynaldo, on your cue, leaves his seat without permission. Great job of breaking the rule. Reynaldo leaves his seat again, you call out Rule 3, and the kids exclaim, “Raise your hand for permission to leave your seat!”

If you practice the wrong way and then right way, five times a day, pretty soon you’ll see more right way behavior. No student ever wants to feel like they are doing something wrong... that’s why they deny they’re engaged in incorrect behavior.

“Maggie, stop doing that!”
“I wasn’t doing anything!”

This is the wonder. With the procedures described on this page, you take a classroom disruption, blurting or wandering, and transform it into a classroom unifier. Whenever a rule is broken, a rule is strengthened.

That’s the way it is, my friends, in Teaching Heaven.

Rule 4: Make smart choices.

The Ancient Secret for Wise Decisions 

Let’s think about the first three Whole Brain Teaching classroom rules. Each will help solve one teaching problem. Implementing Rule 1, “Follow directions quickly,” will speed classroom transitions. Implementing Rule 2, “Raise your hand for permission to speak,” will produce orderly discussions. Implementing Rule 3, “Raise your hand for permission to leave you seat” will keep your classroom from turning into kiddie bumper cars.

Rule 4 “Make smart choices” is a much larger, grander principle.

Making smart choices is perhaps the fundamental rule for all human behavior, in or out of the classroom. As Coach B can testify after teaching philosophy for four decades, philosophers from Socrates in 5th century B.C. Athens to Jean Paul Sartre in 20th century Paris disagreed about almost everything, except one guiding idea: Humans should use their reason carefully... they should make smart choices.

Socrates believed smart choices involved self-knowledge; Plato argued that the smartest choice was to study mathematics in order to contemplate eternal truths; Sartre held that the smartest choice was living authentically, never blaming others for your life situation. Despite their disagreements, philosophers have believed the good life was found through exercising our reason in wise decision making.

WBT educators have discovered that Rule 4 is wonderfully powerful. The rule covers every area of a student’s life at school, at home, out with friends, on the Internet, engaged in a sport or hobby, Everything. From childhood to adulthood, we need to make smart choices. Rule 4 is especially powerful in covering all varieties of disruptive student behavior, in or out of class.

Happily enough, implementing the Smart Choices rule is easy.


Review the classroom rules five times a day. Teach your pupils that the gesture for Rule 4, “Make smart choices” is tapping their temple with their forefinger, three times. At random moments during the day, call out “Rule 4” (or any of the other rules). Your students should instantly respond with the rule itself and its accompanying gesture.
After your pupils have mastered Rule 4, “Make smart choices” and the gesture, your only problem will be to choose from a host of implementation opportunities. Discuss the smart and foolish choices made by characters in a story, famous people in a history lesson, kids in the lunchroom, athletes in a game. Before beginning a calendar exercise or art activity, ask kids to discuss the smart and foolish decisions they could make. Here’s a key point. If a child claims, incorrectly in your view, that one of her choices was smart, you respond, “Okay. But what would be a smarter choice?” This may involve considerable discussion, but it’s worthwhile. Teach your pupils that smarter choices are always possible.
We’ve presented Whole Brain Teaching techniques to countless educators at conferences and never talked about how Rule 4 could be applied to the playground. Shame on us!   Try saying something like this to your class (with techniques like Mirror Words and Teach-Okay, of course). “We’re going to talk about Rule 4, making smart choices, on the playground. To make this fun, we’ll use two finger action figures. Using two fingers on each hand, walk your action figures around on your desk. (Kids do so). Good! Now, imagine your desk is the playground. Pretend that your two finger action figures are making foolish choices while playing tetherball. Show your neighbor what that would look like and explain what each action figure would say. (Kids, laughing, do so.) Good! Now, show your neighbor, using smart two finger action figures, what smart choices playing tether ball would look and sound like.”   Virtually every wacky behavior that goes on during recess can be acted out, and corrected, with foolish and smart two finger action figures... and nothing gets scraped except imaginary knees. Let’s say, Junie comes up to you during recess, very upset about what happened to her on the slide. To lower Junie’s emotional temperature, ask her to show you, using two finger action figures, Martin’s foolish choices and how she reacted. Then, using your action figures, show Junie the smartest choices available to her, should a similar situation arise. Finally, if necessary, take yourself over to Martin to see if your action figures can teach his action figures to follow Rule 4.

Rule 5: Keep your dear teacher happy!

Need a rule that stops back talking students in their tracks? Discover a golden signpost on the road to Teaching Heaven. 

When we began to develop Whole Brain Teaching’s rules, our goal was to cover every classroom problem.

We wanted a couple of principles that were as specific as possible and one or two others that covered every variety of disruptive behavior. Thus, we have three rules that target individual classroom problems. As described above, we use Rule 1: “Follow directions quickly” to address slow transitions.

Rule 2: “Raise your hand for permission to speak,” targets kids who are spontaneously chatty.

Rule 3: “Raise your hand for permission to leave your seat,” keeps students seated during instruction.Unfortunately, these three rules don’t cover every classroom misbehavior.

Rule 4 “Make smart choices” is marvelously general, addressing every decision a child can make. Rule 4 can be applied to any issue not covered by the first three rules.

So, why do we need Rule 5, “Keep your dear teacher happy?” Rule 5 addresses your most challenging students... the ones who will quarrel with you about Rules 1-4! 

Pupils who dawdle along, can claim they are following directions quickly.

Chatty kids can claim they weren’t speaking to anyone.

Your most challenging students can even deny they are out of their seat... when they are standing in the middle of the classroom! “I’m not out of my seat. I’m just getting my pencil sharpened.”

Of course, your most resistant spirits can argue that all their choices are smart, no matter how obviously foolish.

So, what’s a beleaguered instructor to do? You need one rule that can’t be disputed. We’ve never discovered a child who could convince their instructor that their disruptive behavior made the teacher happy! Rule 5 is the argument stopper, the backtalk squelcher.

If a parent or administrator is troubled by the rule, explain, “I know Rule 5, ‘Keep your dear teacher happy’ sounds like it is about me, but that’s not the case. My only happiness is seeing my students learn.”

Here’s a two-step procedure to implement Rule 5.

As mentioned above, for a minute or so, five times a day, rehearse the classroom rules. You call the rule number; your pupils rapidly reply with the rule and matching gesture. After several weeks, place special emphasis on Rule 5. During rehearsals and at random times during the day, call “Rule 5!” Students respond, “Keep your dear teacher happy!” while framing their smiling faces with their fingers.
As an explanation of the rule, say something like the following to your class, “It doesn’t take presents, or anything you can buy, to keep me happy. I only want one thing, one thing in the whole wide world, and that’s seeing you learn. Your growth as students fills my heart with happiness.”
Once students can instantly respond with the rule and gesture, when you exclaim “Rule 5,” you’re ready for implementation.
Pick a lively student, Sarah, and say, “I’m going to pretend like I’m teaching and then I’ll say to you, ‘Sarah please pay attention.’ I want you to respond, with real attitude, ‘I am paying attention!’” Model for Sarah, several times, how she should reply. This will be wonderfully shocking to your class... a student gets to backtalk you! And so, the little skit is played. When Sarah talks back, you exclaim, “Great job Sarah! That was a wonderful example of breaking Rule 5! Class, give her a Ten Finger Woo!!” Your kids extend their wiggling fingers toward Sarah and exclaim, “Woo!” (More fun than applause.)
Then say, “This time when Sarah back talks, I’ll say ‘Rule 5’. I want you to respond using our gesture and quickly say, ‘Keep your dear teacher happy!’” Follow this routine once or twice until the class instantly implements the Rule 5 response.
For several days, and whenever necessary thereafter, practice a routine like the one just described. We’ve found that the key to stopping challenging behavior is to practice the class response, before disruption occurs.
The only problem we’ve discovered with implementing Rule 5 is that students employ it too eagerly! Your dear kids will start calling out “Rule 5!” whenever they hear the slightest backtalk. When this occurs say, with a broad, honest grin, “I appreciate how quickly you are using Rule 5... but believe me, I will let you know when I think it’s necessary.” Oh happy day... your kids have your back at the faintest whisper of ornery behavior!!!

Diamond Rule: Keep your eyes on the target. 

The Diamond Rule is a recent addition to Whole Brain Teaching’s instructional jewels. Chris Rekstad, co-founder of WBT, told Coach B he had a truly remarkable collection of challenging kids. Foolish Coach, he didn’t believe him, and went to see for himself. Oh goodness! Even when Coach had his teaching engine fired up to its highest power, he kept thinking, “half these kids aren’t even looking at me!” Then, he thought how often, especially in the afternoon at conferences, a large handful of instructors found other objects of attention besides their dear teacher.

Instruction begins, and is maintained, by visual fouce. Your kids won’t learn much, if they aren’t looking where they should be … at the speaker, their books, the board.

The gesture for the Diamond Rule, “Keep your eyes on the target” is pointing two fingers at your eyes, then pointing two fingers toward your audience. Explain the variety of targets in the room and how instructional targets shift from one activity to another.  When anyone answers a question, the target is the speaker.  When quiet reading is underway, the only target is you book … and so forth.  You can introduce the Diamond Rule in the first minute of the first day or save it until later in the term. Like a miser, you’ll delight in the beauty of this pedagogical jewel.


As with the other rules, frequently teach and rehearse the Diamond Rule and its gesture. Then, even in the middle of lecture, when you exclaim, “Diamond!,” your kids will respond “Keep your eyes on the target.” Their gesture, two fingers from their eyes to the speaker, should end by pointing at whoever has the floor, you or another pupil.
Whenever necessary, use Wrong Way/Right Way practice to reinforce the Diamond Rule. Tell your kids to act like whatever grade is on the negative side of the Scoreboard. You talk, they glance around the room. Oh, what a fascinating ceiling. Have Maria, a good kid, stand and address the class, while she is bluntly ignored by her peers. Being ignored deeply hurts. Then, ask one of your challenging kids to stand up, speak, and suffer while classmates look around the room.
Next, as always, start Wrong Way/Right Way practice. “Show me how students two grades higher, very grown up, would behave when someone is teaching.” Happily enough, students love to imitate mature behavior. The last thing kids want is to be kids. You talk and suddenly your third graders are staring at you with their version of fifth grade intensity.

More cartoon sayings.013