Downfalls of rules include that if rules are too specific, students will find loopholes in them. Also, there are too many inconsistencies with rules by different teachers and this is confusing to students. A teacher could never have enough rules that would cover every little thing they want to happen in their classroom. Teachers should have expectations for the students and allow student input for creating these expectations. If a student breaks the expectations, a teacher should give them a warning and some time to fix the issue. If the student does not fix the issue, then follow through with a known consequence should take place. There has to be consistency and really, no wiggle room.
Downfalls of rules is that they are too specific, they do not address the bigger picture, and they teach students how not to behave. Rules tempt students to find loopholes and challenge the boundaries. Instead of rules, teachers and students should create expectations together. Students should be reminded of the classroom expectations as needed. Also, there needs to be clear and consistent consequences for students who do not follow the classroom expectations.
The downfalls of rules is that they usually focus on behaviors that we want them to prevent. Some rules teach students how not to behave. To be successful, students need to be taught what to do. Students need to be taught what is expected of them and starts with setting high expectations. These will only be effective if they are created together. These desired expectations should often be reminded and if an issue arises, consequences need to be enforced for those students who do not follow the expectations that the teacher and students agreed to.
I agree with Carra and Vicki... too specific of rules sometimes teaches kids how not to behave...so even though we all have a giant poster in our room of "rules" I like the idea of setting classroom norms instead. This teaches kids to focus on how to behave, what's acceptable, and puts a more positive spin on classroom behaviors. Too many rules can be overwhelming to kids, especially those who can only manage complying to a few rules at a time. Though the expectations should be set high for everyone across the board, we all have certain kids who need more specific differentiated rules. I think the idea of involving kids in the expectations is genius... it forces them to be accountable because they came up with those expectations! Many times this year we had whole group meetings to discuss issues, and when done right, the outcome is that if not all kids most of them want to make the right choices and actively try to abide by those expectations.
I agree with you in that setting expectations, rather than having a specific set of rules, puts a more positive spin on developing classroom behaviors.
Some downfalls of having rules in the classroom is that they can sometimes be too “cut and dry”. If a student is acting up and breaks a rule there could be so many other reasons why the student was acting out. Unless you take the time to have a conversation with this student, the consequence will really have no effect on the student. It opens the door for students to find loopholes to see if the teacher will remain consistent.
Classroom rules often focus on what you should not do instead of what you should do. They can also be too specific and leave a lot of gray area for students. I like Marvin Marshall's focus on levels of behavior. This allows all behaviors good and bad to fall into a category for self evaluation. When students break expectations using this management system they are told what the expectations are and given an opportunity to correct. The behavior becomes the focus and not the student personally.
Yes, I remember you had something like this posted in the computer lab. It was a non-threatening, simple rubric that invited self-evaluation of behavior.
Like others have said, the problem with rules is that they are often too specific and focus on behaviors that we do not want students to do. Instead, setting clear expectations teaches students what is acceptable behavior. Developing these with the students allows them to have more ownership.
Some of the problems with having "rules" is that they don't work because they focus on how "not" to behave. Collaboratively creating classroom norms/expectations gives students more ownership over their actions. Students want to feel as though their voices are heard and valued, so co-creating expectations helps prevent unwanted behaviors. In addition, having clear, school-wide expectations is an important part of reducing inconsistencies.
I agree that rules are too specific. We need to teach students how to behave and not expect that if a rule was posted that means that the student will follow it. I have seen many times when students find loopholes in the rules because they are too specific. When an expectation in the classroom is not met then the student should be given an opportunity to discuss why it was not met. This would be a great discussion in a peace circle so that the students can learn from one another creating a safe classroom environment.
The downfall of having rules is the negative connotation that the word "rules" brings to the classroom environment. Instead, encouraging all students to participate in creating class expectations holds all participants accountable and more opportunities to reward class citizenship. Focusing more on what students are doing right will eventually draw all students in to Do the Right Thing at All Times!
One downfall would be to welcome in students to challenge the boundaries set by the rules. Rules set tend to only teach students how NOT to behave and not focus on HOW to behave. In my classroom I tend to call the students out in hopes of redirecting them to focus on the task. The book mentions how to address the behavior by guiding them to follow what's expected in the classroom addresses the issue instead of creating conflict. Previewing expectations, giving out warnings and following through with consequences allows for the expectations to be met in the classroom.
It seems to me that some of our students are angry (and justifiably so because of something happening in the their personal lives) and having rules is like waving a red flag in front of a bull. These hurting students are aching to feel some control of their own lives, and defying rules while getting attention may feel cathartic. One antidote mentioned is to focus attention on the positive behaviors and reward those behaviors with choices so that the students feel some control and freedom. However, students should clearly know what the consequences are for unwanted behavior so that it does not feel personal if they are held accountable for not meeting the stated expectations.
Expectations (rather than teacher created rules) that the class creates together empowers the students and allows the students to take ownership of their behavior. If they have a personal stake as a co-creator of the expectations, the students are likely to put more effort into living up to the standards they set for the class. If they want other students to comply with the class created expectations, they will have a deeper understanding of how their own behavior impacts the group.
Classroom rules are generally too broad and they highlight negative behaviors. Behavior should be presented in a positive way to afford children the opportunity to internalize continuous good choice making. By developing a rapport with students your reactions to a break in expectations should be specific and restorative in nature. Creating a positive classroom climate where students experience positive interactions and have positive peer role models to reference will decrease the percentage of “rule breaking”. Each teacher should have a specific behavior management system in place to address adverse behaviors. The behavior system in place needs to be grounded in restorative practices. Moreover, teachers should set students up with a positive classroom environment and not focus on adverse behavior but rather celebrate favorable positive behavior.
Rules are made to be broken is the saying! Rules are a list of what students can't do! Expectations ask for desired behaviors. They encourage responsibility. Expectations set a positive tone for the classroom!
Students will break expectations and following some steps set forth can provide the shift to a restorative justice...I often use choices to redirect students. That allows them to problem solve what will work better for them. Students also need to know what will happen if they dont meet expectations. Eventually you will have to address specific behaviors. This is when you have to follow through on consequences and hold students accountable.
The problem with rules are that they tend to be negative (don't do this, don't do that) and can be bent and broken easily. We must use expectations instead. What you want to see.For example: Engage in productive work. Students should be a part of setting expectations and steps should be followed if students are not meeting the expectations. Consequences must be as clear as the expectations set forth.
Downfalls of rules include that if rules are too specific, students will find loopholes in them. Also, there are too many inconsistencies with rules by different teachers and this is confusing to students. A teacher could never have enough rules that would cover every little thing they want to happen in their classroom. Teachers should have expectations for the students and allow student input for creating these expectations. If a student breaks the expectations, a teacher should give them a warning and some time to fix the issue. If the student does not fix the issue, then follow through with a known consequence should take place. There has to be consistency and really, no wiggle room.
ReplyDeleteDownfalls of rules is that they are too specific, they do not address the bigger picture, and they teach students how not to behave. Rules tempt students to find loopholes and challenge the boundaries. Instead of rules, teachers and students should create expectations together. Students should be reminded of the classroom expectations as needed. Also, there needs to be clear and consistent consequences for students who do not follow the classroom expectations.
ReplyDeleteThe downfalls of rules is that they usually focus on behaviors that we want them to prevent. Some rules teach students how not to behave. To be successful, students need to be taught what to do. Students need to be taught what is expected of them and starts with setting high expectations. These will only be effective if they are created together. These desired expectations should often be reminded and if an issue arises, consequences need to be enforced for those students who do not follow the expectations that the teacher and students agreed to.
ReplyDeleteI agree with Carra and Vicki... too specific of rules sometimes teaches kids how not to behave...so even though we all have a giant poster in our room of "rules" I like the idea of setting classroom norms instead. This teaches kids to focus on how to behave, what's acceptable, and puts a more positive spin on classroom behaviors. Too many rules can be overwhelming to kids, especially those who can only manage complying to a few rules at a time. Though the expectations should be set high for everyone across the board, we all have certain kids who need more specific differentiated rules. I think the idea of involving kids in the expectations is genius... it forces them to be accountable because they came up with those expectations! Many times this year we had whole group meetings to discuss issues, and when done right, the outcome is that if not all kids most of them want to make the right choices and actively try to abide by those expectations.
ReplyDeleteI agree with you in that setting expectations, rather than having a specific set of rules, puts a more positive spin on developing classroom behaviors.
DeleteThis comment has been removed by the author.
ReplyDeleteSome downfalls of having rules in the classroom is that they can sometimes be too “cut and dry”. If a student is acting up and breaks a rule there could be so many other reasons why the student was acting out. Unless you take the time to have a conversation with this student, the consequence will really have no effect on the student. It opens the door for students to find loopholes to see if the teacher will remain consistent.
DeleteThis comment has been removed by the author.
ReplyDeleteClassroom rules often focus on what you should not do instead of what you should do. They can also be too specific and leave a lot of gray area for students. I like Marvin Marshall's focus on levels of behavior. This allows all behaviors good and bad to fall into a category for self evaluation. When students break expectations using this management system they are told what the expectations are and given an opportunity to correct. The behavior becomes the focus and not the student personally.
ReplyDeleteYes, I remember you had something like this posted in the computer lab. It was a non-threatening, simple rubric that invited self-evaluation of behavior.
DeleteLike others have said, the problem with rules is that they are often too specific and focus on behaviors that we do not want students to do. Instead, setting clear expectations teaches students what is acceptable behavior. Developing these with the students allows them to have more ownership.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteSome of the problems with having "rules" is that they don't work because they focus on how "not" to behave. Collaboratively creating classroom norms/expectations gives students more ownership over their actions. Students want to feel as though their voices are heard and valued, so co-creating expectations helps prevent unwanted behaviors. In addition, having clear, school-wide expectations is an important part of reducing inconsistencies.
ReplyDeleteI agree that rules are too specific. We need to teach students how to behave and not expect that if a rule was posted that means that the student will follow it. I have seen many times when students find loopholes in the rules because they are too specific. When an expectation in the classroom is not met then the student should be given an opportunity to discuss why it was not met. This would be a great discussion in a peace circle so that the students can learn from one another creating a safe classroom environment.
ReplyDeleteThe downfall of having rules is the negative connotation that the word "rules" brings to the classroom environment. Instead, encouraging all students to participate in creating class expectations holds all participants accountable and more opportunities to reward class citizenship. Focusing more on what students are doing right will eventually draw all students in to Do the Right Thing at All Times!
ReplyDeleteOne downfall would be to welcome in students to challenge the boundaries set by the rules. Rules set tend to only teach students how NOT to behave and not focus on HOW to behave. In my classroom I tend to call the students out in hopes of redirecting them to focus on the task. The book mentions how to address the behavior by guiding them to follow what's expected in the classroom addresses the issue instead of creating conflict. Previewing expectations, giving out warnings and following through with consequences allows for the expectations to be met in the classroom.
ReplyDeleteIt seems to me that some of our students are angry (and justifiably so because of something happening in the their personal lives) and having rules is like waving a red flag in front of a bull. These hurting students are aching to feel some control of their own lives, and defying rules while getting attention may feel cathartic. One antidote mentioned is to focus attention on the positive behaviors and reward those behaviors with choices so that the students feel some control and freedom. However, students should clearly know what the consequences are for unwanted behavior so that it does not feel personal if they are held accountable for not meeting the stated expectations.
ReplyDeleteExpectations (rather than teacher created rules) that the class creates together empowers the students and allows the students to take ownership of their behavior. If they have a personal stake as a co-creator of the expectations, the students are likely to put more effort into living up to the standards they set for the class. If they want other students to comply with the class created expectations, they will have a deeper understanding of how their own behavior impacts the group.
ReplyDeleteClassroom rules are generally too broad and they highlight negative behaviors. Behavior should be presented in a positive way to afford children the opportunity to internalize continuous good choice making. By developing a rapport with students your reactions to a break in expectations should be specific and restorative in nature. Creating a positive classroom climate where students experience positive interactions and have positive peer role models to reference will decrease the percentage of “rule breaking”. Each teacher should have a specific behavior management system in place to address adverse behaviors. The behavior system in place needs to be grounded in restorative practices. Moreover, teachers should set students up with a positive classroom environment and not focus on adverse behavior but rather celebrate favorable positive behavior.
ReplyDeleteRules are made to be broken is the saying! Rules are a list of what students can't do! Expectations ask for desired behaviors. They encourage responsibility. Expectations set a positive tone for the classroom!
ReplyDeleteStudents will break expectations and following some steps set forth can provide the shift to a restorative justice...I often use choices to redirect students. That allows them to problem solve what will work better for them. Students also need to know what will happen if they dont meet expectations. Eventually you will have to address specific behaviors. This is when you have to follow through on consequences and hold students accountable.
The problem with rules are that they tend to be negative (don't do this, don't do that) and can be bent and broken easily. We must use expectations instead. What you want to see.For example: Engage in productive work. Students should be a part of setting expectations and steps should be followed if students are not meeting the expectations. Consequences must be as clear as the expectations set forth.
ReplyDelete