Classroom Rules: Examining their True Importance
Are classroom rules really important essay will explore the connection of the creation of rules and procedures to creating a positive classroom environment. It will discuss the manner in which certain rules and procedures can either promote or hinder a positive classroom environment, and examine why certain types of rules or procedures are to be encouraged or discouraged. It will attempt to analyse how a teacher can asses whether or not he/she has created a positive classroom environment by implementing rules and procedures.
The Connection Between Rule Creation and a Positive Classroom.
“In pedagogy it is always about two things: the resistance of a child or young people against what the educator wants from him and the way in which the educator deals with that resistance.” Defining the difference between rules and procedure can help to clarify the aims and expectations associated with them, and therefore, the corresponding impact within the classroom environment. In this instance, we can define “Rules” as, the written (or verbal) expectations for behaviour in the classroom. “Procedures” refers to the pattern for accomplishing the assigned tasks. The main focus of this paper is the effect of Rules upon classroom environment, the procedural aspect of setting up and establishing these rules will also be examined.
Some rules set up by teachers negatively impact the classroom environment because they are, unclear, unmeasurable or unenforceable. For example, the rule, “Do your best”. This is subjective, unmeasurable and unclear as to how this could be enforced in a classroom. Rules such as these are often prescribed by the teacher and the students are simply expected to adhere to them. This immediately creates an “us-and-them” scenario and can either alienate the students from the outset, or, leads to the students simply ignoring the rules and a swift decent into a disorderly, unmanageable classroom. This in turn can lead to the students losing respect for the teacher and this inability to create a positive bond between teacher and student can impact the concentration, productivity and achievement of the students for the remainder of the school year. This often leads to a cycle of negative behaviour and punishment. However, if a student has lost respect for the teacher and is, thus, unafraid of the consequences, any punishment prescribed will be ineffectual. Giving more homework will simply result in the homework not being done, detentions given out for bad behaviour simply mean the student will not turn up, sending a child out of the class for “bad” behaviour simply results in the child having some additional free time, they will not complete any work given to them or “learn from their mistakes”. They simply miss out on an opportunity to learn and be included. Dr Marvin Marshal said in his paper, ‘How to Discipline Without Stress, Punishment, or Rewards,’ that “People are not changed by other people. People can be coerced into temporary compliance. But internal motivation—where people want to change—is more lasting and effective.” This implies that the setting of rules merely results in temporary compliance when these rules are “imposed” by the teacher. However, if the students themselves were involved in the decision-making process, then they would be more motivated want to see those rules applied and take a more active role in self-regulating unwanted behaviour by their peers resulting in a far more effective, longer-lasting solution.
“Children as well as adults actively interpret and reflect upon their experiences. Some social norms or rules will be accepted while others will be questioned or doubted, or even rejected by them”. Rules that can positively impact the classroom environment should be simple, specific, clear measurable and enforceable. For example, the rule “Always bring your reading book, laptop, earphones and pens/pencils to class” is far clearer than “Be Prepared”. There is also a strong argument for involving the students in the creation of their class rules.
“One of the most effective and practical ways teachers can give students a say in the classroom is by allowing them to participate in developing the classroom rules or behaviour guidelines”. There are a great number of positives associated with this approach. For instance, the author prefers a child-centred approach, giving them control over their environment and the rules within it would be a great way to show them their thoughts are valued. As teacher’s, we all feel more respect for our Team Leaders or Direction when they ask for our input and take those opinions into account when making changes within the school. Why then, would we not assume the same is true for the students? By involving the student in the decision making process, you make them feel valued, they will have a clear understanding of what’s expected of them and they will learn to understand the benefits of collaboration too. A Democratic classroom is often viewed as a fair classroom. Involving the students in this process usually means that there is far less disruption to the learning environment because the students will often self or peer-correct because they are breaking “their” rules.
There is an area for debate about this student-centred approach. Firstly, it could be argued that giving the students the freedom to set their own rules might allow them to think that they are in charge of all decisions within the classroom, even thing which are non-negotiable. This could of course lead to a great deal of unrest and discussion for the Teacher “in charge” of this classroom. Secondly, this approach could be considered manipulative and can cause confusion with authority and consequences. What happens if the students decide there should be no rules, or that later on down the line they want to change the rules? Should this be a never-ending process with no concrete boundaries? If you say no after allowing it the first time, does this make you inconsistent or “mean”?
While the logic behind these questions is easy to determine, as Erwin said “One of the most effective ways to help people meet their need for power is simply to listen to them. It is not necessary that we agree with them, but it is essential that they believe they've been heard and understood.” In a positive classroom environment, the students demonstrate a good rapport with the teacher, that they feel valued and safe enough to contribute, speak up and collaborate in class discussions, in general it feels supportive and welcoming. In a negative classroom environment, students have little or no rapport with the teacher, this can lead to disrespectful behaviour towards both teacher and other students, or, the students choose not to participate actively in class, too afraid to speak up, make a mistake or share an opinion. This is a lost opportunity to learn for the student, every time it occurs. Every child has the right to an education, however, they need to feel safe, valued and respected in order to seize that opportunity.
