Classroom+Rules

Why should we have rules in the classroom? Anarchy otherwise! Students need boundaries, we all need boundaries – laws, rules and regulations Who does the rules benefit most? Students and teachers. The teacher has the right to teach and students have a right to learn. Establish with students the reasons for rules. Can also discuss rules of life, (laws re: community, expectations at home) Some authors claim that the rules should be framed positively – Olsen believes this sends a mixed message to the students. Olsen likes brief, to the point, clearly stated rules. This is for the teacher and students benefit. For example: ‘No annoying’. This rule can lend itself to a number of misbehaviours and gambits. Olsen states using: Clarity - clear, concise, concrete rules especially useful for younger students Ownership – use the students own language – give them the ownership of the rules Reflecting society – many rules in society are framed negatively, there are no signs stating: ‘Please park conscientiously’ its ‘No Parking’ – we need to be honest with students ‘No annoying’ means ‘No annoying’ Negativity – teachers should let the rules do the disciplining eg be nice to a student who has been sent from your room “sorry Susan, but you’ve broken the ‘No violence’ rule. You know what we agreed to’. Negative verbal statements may work against the teacher. Keep the rules to fewer than 5 Ask the students to role-play examples of annoying behaviour for the ‘No annoying’ rule. The students can also play the role of the teacher and manage rule-breakers Talk on classroom rules leads also to consequences and limits Children need boundaries in order to teach them appropriate ways of behaving and also for protecting the rights of all individuals in the classroom. Teachers need to ensure they utilise positive strategies as a rule and consequences as an exception. **BEST PRACTICES** Teachers should stress student’s abilities not disabilities. It is important to maintain high expectations, standards and goals for student’s behaviour. Set expectations that are reasonable for students. Positive, non-threatening classroom environments enhance students learning and behaviour, the opposite can interfere with their learning and can cause them to misbehave. Utilise relaxion techniques. Empower students to take care of themselves. Stress proactive / preventing / avoiding behaviour problems before they occur. When proactive approaches are insufficient and students misbehave, particularly in inclusive classrooms, it's important to determine the cause of their misbehaviour. Is the student’s behavioural difficulties, or their misbehaviour, caused by some aspect of the classroom? Get to know your students as individuals and develop a relationship with them. Be positive. Encourage, reward and praise students appropriate actions Model the the standards for behaviour you expect. Be polite and courteous. Expect the same of your students. Make classroom rules explicit. Communicate your expectations clearly. Involve students in establishing the rules for classroom behaviour. Implement strong and predictable routines. Loreman et al. (2005) state clearly: “Be careful, cautious and consistent in using reprimands – choose private over public reprimands. Be fair and firm, never sarcastic. Never make empty threats. Ensure your reprimand is appropriate and you carry it out. Pick your battles. Some small details are not worth fighting over. Know when to ignore and when to step in. Avoid reprimanding or punishing a class or group.” (p.209) Grossman (2004 p. 373) offers the below suggestions for accomplishing positive traits in the classroom:
 * Start the year with activities that help students get to know each other
 * Build community in the classroom
 * Use co-operative learning, collaborative problem solving and peer tutoring
 * Structure social interactions during lunchtime and recess
 * Have positive consequences for appropriate social behaviour