creating classroom rules transcript - sanford inspirewe want to build a culture of support, not...

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Copyright © 2017 Arizona Board of Regents, All rights reserved SanfordInspireProgram.org

For a complete list of references, refer to the On-Demand Module ‘Creating Classroom Rules.’

Creating Classroom Rules

Transcript

Chapter 1: Introduction

Agreement

Transcript:

Nearly all teachers believe that their classrooms should be a safe place for students to share ideas, express themselves creatively, and focus on academics.

Most educators create classroom rules to support positive behavior and establish a constructive learning environment.

Yet, many teachers struggle to craft rules that are effective. Ineffective rules can lead to confused students

who misbehave. Students will not follow rules they don’t understand or see much value in.

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What To Do

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In this module you will learn the characteristics of effective classroom rules and be introduced to a tool that will

help you design them.

Context

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Have you ever had to follow a rule that you didn’t understand or saw little purpose in?

· How did you feel about being asked to follow it?

· Did you choose to obey the rule or did you break it? Why or why not?

Many have heard the adage, “Rules are meant to be broken.” Yet this does not need to be the case. When students have a clear grasp of the meaning and purpose of classroom rules they are more likely to follow them (Schimmel, 2003).

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So what are classroom rules, and why do we need them?

Classroom rules “define behavior expectations and help to establish a predictable learning environment.

Why Do We Need Them?

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Consider a stop sign. Most drivers know that it would be unwise to drive through an intersection without looking, but with the absence of a stop sign these same individuals may be unsure of their need to brake. Stop signs decrease the possibility of accidents and maintain order on roadways.

The same can be true for classroom rules. Most students know that they should not be disruptive in class, but they don’t always know what positive behaviors they should demonstrate instead. Rules show students how to behave appropriately, which in turn can help increase the likelihood of mastering classroom goals.

More Than What Meets the Eye

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Transcript:

Classroom rules do more than just encourage positive behavior. Rules are reflections of societal norms and our own worldviews (Boostrom, 1991).

But, societal norms are not always just, nor are they universally accepted. And although a teacher’s rules reflect his worldview, it is inherently limited and can be different than those held by his students.

In order to create rules that your students will understand and support, they should be included in the process

of creating them. Creating rules with your students helps establish a learning environment built on mutual

respect and affirmation (Bicard, 2000).

Common Misconceptions

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Before we look at the criteria for creating effective rules, let’s look at three common misconceptions teachers have about classroom rules.

Teacher 1

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Teacher 2

Teacher 3

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Chapter 2: Criteria for Effective Rules

Criteria for Effective Classroom Rules

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Now that we know the common misconceptions associated with classroom rules, we can take a close look at five criteria that will help us write effective ones. How a teacher implements these criteria may differ based on grade level and/or student population. Make sure to check and see if your school already has a policy on class rules in place.

First, it is important for us to keep the number of rules to a minimum. You should have no more than five. Having a long list makes it more likely for students to forget and break one. Also, a long list of rules can set a negative tone the first week of school. Students can perceive it as a lack of trust from the teacher. As teachers, we want to build a culture of support, not control. (Bicard, 2000; Malone & Tietjens, 1998, Rademacher, Callahan, & Pederson-Sellye, 1998)

Secondly, rules must be easily understood. Be sure to write rules using grade-level appropriate vocabulary and keep them simple (Bicard, 2000). There is no need to be wordy. There is a difference between “Elevate your hand at a 90 degree angle if you have the yearning to express yourself vocally” and “Always follow directions.”

In addition, there should be no confusion about when a rule is applicable. For the most part, rules should be followed the entire time students are in the classroom. For instance, asking students to be silent and pass papers to their left during distribution of worksheets would be considered a procedure, not a rule.

Next, remember to state rules in positive terms. The willingness to follow rules may decrease for students if they are negative or vague.

While positive rules allow teachers to provide approval when they are followed, negative and vague rules only

allow teachers to recognize the students when they do something wrong.

The fourth criteria for creating effective rules is they must be observable (Bicard, 2000). Classroom rules must be clearly linked to observable behaviors. Rules should be modeled by the teacher and practiced by the students. Can you model “Respect others?”

Finally, rules must be academically driven. A teacher should determine if each rule is necessary based on whether it will help students achieve academic success (Bulic, 2006). An example of a non-academically driven rule would be that students can only write using black ink and not any other color.

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Rule 1

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For each rule check the criteria that applies, and then select whether it has met or not met all of the criteria. When you finish, click the submit button to hear why these rules are ineffective.

Rule 1 Feedback

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“Respect others” is a positive rule and one could argue that it is academically driven, but it is not observable or

understandable. We all have different ideas of what respecting others looks like. It is too hard to define and any

teacher would struggle to give observable examples.

Rule 2

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Transcript:

No audio

Rule 2 Feedback

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“Listen to the teacher” is positive, academically driven, and understandable, but it is not observable. How can you be sure a student is not listening? And, can there be times when a student does not need to listen to you - for example, during group work or peer partner learning?

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Rule 3

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No audio

Rule 3 Feedback

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Refrain from being unpunctual” is academically driven and observable, but not positive or understandable. This example is complex and composed of negative vocabulary. This rule could have simplified to “Be in class on time.”

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Chapter 3: Student Involvement in Creating Rules

How Do We Do It?

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Research has shown that student involvement in rule development leads to increased compliance and academic achievement (Bicard, 2000). At this moment you might be thinking, “I have a good grasp of how to come up with effective classroom rules, but how do I involve students without losing control of the process?”

Let’s look at the steps to successfully create classroom rules in collaboration with students. Ideally this process would take place during the first week of school. However, it can be done later in the school year as well. Talk with other teachers in your grade level team to see how and when they teach their rules.

Discussion: Why We Need Rules

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Before working with the students, teachers should walk through the rule-making process independently. You

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want to start this conversation with a clear idea of what rules you want implemented for your classroom. This is done not to manipulate the students to choose the rules you wanted all along, but to keep the discussion on track and help point students in the right direction.

Next, you should inform students that they will be active collaborators in the rule-making process. You value their opinions, and want them to have a say in what happens in the classroom.

It is also important to discuss with students why rules are necessary in society and thus why rules are indispensable in school (Boostrom, 1991). To get your students thinking, pose questions such as:

Why do we have speed limits?

Why is there a consequence if we cheat on a test?

What are some rules your parents have? Do you have a curfew?

Writing the Rules

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Next, direct students to think about the ideal classroom, and collaboratively create a list of behaviors one would see in such a classroom (Bicard, 2000). At first students should write their thoughts on their own or in pairs. You should facilitate a class discussion allowing students to share their thoughts and narrow down the ideal behaviors to a list of five.

Finally, work with the students to create a set of classroom rules that address the desired behaviors. Ask students to write down the reasoning for each rule, explaining why it is necessary and how it will benefit them academically. Be sure to double check that the rules are positive, academically driven, understandable, and observable.

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Call to Action

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Careful planning and cooperating with students will help you create classroom rules that will have a positive effect on your students and instruction.

creating classroom rules transcript - sanford inspirewe want to build a culture of support, not...

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