Examining Students’ Involvement in Creating Classroom Rules
by Denise N. Fyffe
Chaos. This is the standard expectation for any classroom, which does not have a system in place to manage the overall learning process in that environment. Consequently, teachers will become stressed, and students will deviate from the behavioral expectations and objectives of the learning institution. However, when students have a greater structure in the classroom environment, the rules, and expectations, will help to engender a conducive classroom for learning.
Moreover, it not only keeps students engaged in the learning process, but the teacher will have a method of managing the classroom that is constantly reinforced. Additionally, when the student becomes involved in the rule creation process, they become invested in its success and results. Also, students are less likely to deviate from the expectations, and if the teacher reinforces their efforts to follow these guidelines through compliments, praise, and constant feedback it will only foster a more positive classroom environment (Missouri School-Wide Positive Behavior Support, 2016).
Pros for Students Helping Create Classroom Rules
Teachers need to implement all dependable techniques that will ensure a successful teacher-student relationship. One aspect of creating this reality is by including the students in the process of creating rules and expectations. Many teachers make the mistake of dictating the rules to the students, and while this can be enforced, greater success is assured if students are a part of that process.
Some of the benefits for including students are:
- Students become invested in the success of a positive classroom environment
- Students will feel valued
- Students will learn how to collaborate with others
- Students are more accepting of the rules
- Students take responsibility for their actions
- Students will not feel threatened or oppressed by the rules
- Students will develop decision-making and problem-solving skills
- Students will understand the expectations
- Other students will help to hold their classmates accountable
These are quite a few benefits of having student involvement, but for the sake of this debate, let’s discuss only a few. There are four areas that students need to feel fulfilled in the classroom. According to Erwin (2004), these include belonging, power, freedom, and fun. When students participate in creating rules, they will feel a sense of power and belonging. The idea that the teacher is in control and only thee to make their lives miserable disappears. The teacher is responsible for helping to make the process fun and give students the freedom to create.
Usually when authority figures mention rules, immediately students begin to feel oppressed and often think of discipline. However, when it comes to classroom management, the focus is less on discipline and controlling behavior and more on managing the classroom to ensure that learning occurs. Once students are involved, they are invested, more accepting of the rules, and hold themselves accountable for their actions.
One of the most salient advantages, for the teacher, is the contribution of other students in holding their students accountable. The teacher must balance many responsibilities, therefore having others to help makes their load lighter. However, truthfully, peer pressure works and in this case, the teacher can benefit from positive peer pressure, in helping students to adhere to the rules and expectations.
Cons for Students Helping Create Classroom Rules
Some of the consequences for including students are:
- Students may sabotage the process
- Students may withdraw from participating
- Students may not understand the process
- Students may provide vague rules
The teacher has only some level of control. Students can decide to be manipulative and sabotage the process by making unreasonable suggestions. They can also make comments that distract and cause others to interrupt and deviate from the objective of the activity. Where some personalities are stronger than others and negative peer pressure is in play, students might follow the ‘leader’ in the classroom and make the process difficult for the teacher. Although, an expert teacher will know how to manage this situation and use it as a teaching moment, as an example of what not to do and the consequences that follow.
Nonetheless, there are also those students who are shy, introverts a=or afraid of unwanted attention. They will pull inwards and shun the activity. One of the objectives of having students participate in creating the rules is to have ‘all’ students participate. However, the possibility exists where some might opt out of the process. Another possibility is that at the end of the process, the rules and expectations suggested by the students might be vague. This might in turn lead to students not understanding what the expectations are or which instances they can be applied. If the rules are vague, students are more likely to break them unknowingly.
To What Extent Should Students Be Involved
Students should be involved at every stage. If the teacher takes the position as the guide, it will be an enlightening experience for the teacher and an empowering experience for the learners. Remember, Barbara Coloroso argues that for students to take responsibility for their actions, and to develop control they must have inner discipline. This requires that both parties – the teacher and student – work together and each person must understand that power is shared (The Edvocate, 2018). What better way to foster this inner discipline, than for students to be equal participants in the creation of the rules which will govern how they are expected to behave in the classroom?
The teacher can have students participate in creating the rules and then work together in identifying examples of how they apply. Students are more likely to comply if they are invested in the process. Subsequently, teachers will gain insight from their experience, by listening to the examples they give and the justification for why those rules should be included. Students also become exposed to decision-making and problem-solving process and develop these skills, which are soft skills needed for the future (Alber, 2017).
Teachers who implement these rulemaking suggestions will find that they have greater control of their classroom. Where there are fewer distractions, students have higher participation levels and in turn, are more productive. They can focus on enjoying the learning process, trusting, and respecting their teacher, and not being stressed by the person who is there to facilitate their learning (Alber, 2017). Besides, teachers must ensure that the list of classroom rules is not extensive, because the learner will have a difficulty in remembering long lists (Shalaway, 2005).
Finally, deciding the rules with students is not the only task required to manage the classroom, neither is enforcing them continually. Visual aids are needed as well to reinforce expectations. As such, these rules should be posted in the physical classroom. Where possible it should also be emailed, and students continually held accountable. When dealing with minors, these rules must be forwarded to the parents and/or legal guardians also. Teachers must ensure that they administer all aspects of their plans for better results and a successful outcome in classroom management (Missouri School-Wide Positive Behavior Support, 2016).
References
Alber, R. (2017). Rules and routines in the classroom. Retrieved on November 27, 2020, from https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management
Erwin, J., (2004). The classroom of choice. Chapter 4 Power in the Classroom: Creating the Environment. Retrieved on November 27, 2020, from http://www.ascd.org/publications/books/104020/chapters/Power-in-the-Classroom@-Creating-the-Environment.aspx
Erwin, J. C. (2004). The classroom of choice: Giving students what they need and getting what you want. Alexandria, VA: Association for Supervision and Curriculum Development.
Missouri School-Wide Positive Behavior Support (2016). Content acquisition podcast: Classroom rules and expectations. Retrieved on November 27, 2020, from http://pbismissouri.org/content-acquisition-podcast-classroom-rules-and-expectations/
Shalaway, L., (2005). Creating classroom rules together. Scholastic. Retrieved on November 27, 2020, from https://www.scholastic.com/teachers/articles/teaching-content/creating-classroom-rules-together/
The Edvocate, (2018, June 10). What is inner discipline? Edupedia. Retrieved on November 21, 2020, from https://www.theedadvocate.org/edupedia/content/what-is-inner-discipline/
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About the writer:
Poetess Denise N. Fyffe is a published author of over 40 books, and enjoys volunteering, counseling, mentoring, and engaging in new experiences.
Check out her book The Expert Teacher’s Guide on How to Motivate Students
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Denise N. Fyffe 