Comments: Developing and enforcing classroom/school-wide rules is perhaps the most critical element in establishing a safe and orderly classroom/school environment. Effective rules address the following key points:
- Rules are written for teachers (not students) - Rules identify those behaviors which interfere with the teacher's ability to provide instruction (be it individual or the entire class). Consequently, rules identify those issues perceived by the teacher as inappropriate. Inappropriate is defined as those behaviors that, if continued, prevent learning.
- Rules must be well defined - Poorly defined rules create a misunderstanding of expectancies and set the student up for failure. For example, a common rule is "students will not fight." To the teacher this may mean both verbal and physical "fighting." To the student it may only mean physical fighting. Without a common definition the following scenario may, and frequently does, occur:
The student begins to verbally argue with another student.
The teacher tells the student to quit fighting.
Teacher states that it is one of the classroom rules.
The student states that he is not fighting.
Now the teacher must address yet another misbehavior - defiance to authority.To ensure rules are clearly defined, have students provide examples and non-examples. An effective strategy for accomplishing this is to state the rule and add the phrase "as evidenced by:". A second strategy for effective rule development is to ensure both the students and the teacher can clearly observe and measure the infraction.
- Rules must be enforced every time - This is a critical element in rule development. Delinquent and disruptive students have frequently been taught that they can "break rules" and get away with it. A lack of consistency in rule enforcement continues the student's belief that under the right circumstances rules (in society - laws) can be broken. Rules must be limited to those behaviors that, if continued, prevent learning to continue.
- Rules are merely the "first-line of defense" in a classroom management plan. Rules should not be written for every anticipated behavior. They must be enforced every time.
- Rules should be written in a positive manner - Research suggests that delinquent and disruptive students learn best through visual imagery and concrete activities. A rule that is written as, "Don't fight!" will create an image of "fighting" in the student’s mind. This "picture" will define the rule for the student. If the student is challenged regarding the rule, and it doesn't fit his/her picture of not fighting, the student will deny the written rule and become defiant. Rather than write a rule that conjures up a negative behavior, it is more effective to state the rule in positive terms. Furthermore, to be effective, the rule must be defined in concrete terms. This can be accomplished by including both examples and non-examples that are measurable and observable.
An effective format for rule development makes use of the following format:
A successful student in ________ class does the following:
________ as evidenced by: (example) as opposed to ________: (non-example)
SAMPLE:
Classroom/School Rules:
- I respect personal space
... and will not touch another student without permission.
... and will never touch in such a way that offends the person or others.- I respect my teachers
... by being prepared, on time, and in the right place.- I respect the need for schools to be safe by
... walking on the walkway.
... following directions.- I respect the property of the school by
... keeping the furniture clean.
... keeping paper off the ground and floor.
Rules For Rules
- Rules provide structure.
A "code" or structure is important because it permits students to concentrate their efforts on classroom tasks and not extraneous problems. For example:
The student knows school starts at 8:00, his reading assignment at 9:00, and lunch at 11:30. The student doesn't have to make decisions that will effect his/her energy and will thus reduce anxiety. The teacher, by establishing the time for things to be done, lets the student use their time appropriately.- Develop as few rules as possible.
Fewer rules are easier to remember. They leave more scope for individuality. Additionally, fewer rules are easier to enforce.
- Rules should reflect specific conditions of age, temperament, and subculture of students.
Class rules should be specific to each subculture represented in the class.
- Rules should be developed through consensus; however, the teacher should not hesitate to improve when necessary.
Research has shown that the democratic principle is the most successful in the classroom. Furthermore, it is a practical application of "social participation" - a critical element of juvenile justice curriculum. The teacher should design a protocol to clarify everyone's viewpoint and then make a decision. Students are more motivated when they feel they have contributed to the process.
- Rules should not be arbitrary.
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Copyright ©, 2000. Lee R. Clark. All Rights Reserved.
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Last modified 2001-03-21.