Gretchen Greywall

Module 4, Unit 3, Activity 3

Rules, Norms, Procedures Blog Post

         

          In order to develop a positive classroom environment, order in the classroom needs to be established. The way to do this is by creating rules, procedures, and norms or standards that help the classroom run as smoothly and conflict-free as possible. Although rules, procedures, and norms are different, I would aim to develop and teach all of them collaboratively with the class in order to build the most democratic style of class as possible. In the next paragraphs, I will explain how I would create and enforce norms, procedures, rules, and non-negotiables in class.

        Behavioral norms or standards are statements that clearly define the expectations that we have for all of our students and supply them with specific responsibilities. Behavioral standards are expected norms and do not change. (McLeod,J., Fisher.J., Hoover,G., 2003, pg.75 ) Procedures are a way of getting things done. They are routines that are essential for the operation of class or are what make rules and norms operational. They are one of the most difficult issues for teachers because they are so vast and ever step needs to be taught. (McLeod, J., Fisher. J., Hoover, G., 2003, pg.76 ) Rules are absolute statements. These are things that cannot be negotiated. They are usually based on health and/or safety. (McLeod, J., Fisher. J., Hoover, G., 2003, pg.76 ) Although these three elements of classroom management are slightly different, they are all expectations; expectations that need to be taught and reenforced.

       Non-negotiables are rules that are exactly that. Rules that must be adhered to. A sort of 'no means no'. Because students are surrounded by so many rules, procedures, norms, etc. I would aim to make non-negotiables brief. I would focus on two major categories: safety and respect. It is really important that students feel safe (physically and emotionally) to be able to learn. If one student disrupts that for the entire class they need to receive instant and non-negotiable consequences. Safety would focus on any behavior that puts the student themselves or others at risk. Respect would focus on behavior that disrespects themselves or others or others' thoughts, work, etc. I would establish non-negotiables primarily on my own and would also be included in 'rules' or be a sub-section of the rules. Some examples of non-negotiables would be: 

-Treat yourself with respect. Only do things that will help you succeed.

-Treat your learning community with respect. Be appropriate, honest, courteous, and kind.

-Be prepared for class with all materials.

- Be on time.  

-Do not engage in physical or verbal violence.

-Use materials and tools in the intended way. 

       To create norms, procedures, and rules, I would strive to follow a democratic system as much as possible. I would first base ideas off of administration rules or common sense rules and then go from there. I would introduce these rules and then have an in depth conversation with my students at the beginning of the year (as well as regularly throughout the year). I would have this discussion in a classroom meeting type of class. I would urge them to come up with rules, procedures, or norms that they feel are necessary to an effective classroom. I think this type of format is important to build positive relationships between the teacher and the students as well as between the students themselves. This will aid in building trust and strengthen the likelihood of students respecting and listening to the teacher. They are also more likely to have an open conversation with the teacher and will be easier for the teacher to get to the root of the problem. I would try to build a collaborative environment by having students be seated in a circle, pass around a talking stick, and allow a enough time for everyone to speak and feel like they are being heard. During the discussion, I would urge students to also come up with solutions to these problems.
       After taking notes and visually representing them with the class, I would try to narrow everything down to see what was truly necessary. Before making a 'master' list I would also make sure that each one was clear/specific, reasonable, that students would be able to fulfill it, that it didn't go against human nature, and that it didn't expend too many resources to enforce. In this process, I would also tweak any of them to make sure they fit all of those requirements.
       After completing the list, I would make visual representations of each (list of rules, main/often used procedures, norms, etc.). I would then review them with the class and then go over consequences (both positive and negative). In discussing consequences, I would also encourage students to share what they think is fair or if they have ideas on how they would like to be rewarded; I would try to give them as many chances to have choices as possible. If over time, I realized that certain rules, procedures, or norms were not working with the class, I would have another class meeting to reassess what might need to be changed. Furthermore, I would review key rules or norms for the day that we need to focus on. For example, if we are going to have a class debate that day, I would stress 'be respectful', 'use appropriate language', or 'listen to those speaking'. And then use positive reinforcers when those expectations were met.
       The next step of implementing these would be to role play them out. I would practice procedures for instance by demonstrating how students should enter the classroom or what to do during transition times. I would do this until all questions were clarified and everyone was clear on how to go about things.
       In oder to maintain these, enforcement and reenforcement is necessary. I would aim to focus on positive reinforcement to strengthen positive behavior. This reinforcement has to be meaningful, specific, and immediate. (McLeod, J., Fisher. J., Hoover, G., 2003, pg. 96) Besides the consequences discussed with the students that they came up with, I would also implement my own. As noted in the McLeod, Fisher, Hoover text, there are 3 main types of positive reinforces: tangible, privilege, and social. I would constantly use the social approach throughout the day for even minor accomplishments (thanking students or telling them they did a good job of fulfilling my expectations). I would then most likely use a tangible reinforcer like a sticker on a chart that was visible to the student and the class. They could then collect these stickers and turn them in for either a larger tangible prize or for a privilege (sitting with the teacher at lunch, free time, no homework, extra test points). I would use negative reinforcement simply when positive does not seem to be effective. If a student continued to not follow rules, procedures, or norms established by the class, I would try to remind them using less radical approaches like nonverbal reminders (a look), then move on to verbal reminders, then to pulling the student aside to have a discussion. If at this point the behavior persisted, I would move on to taking away tangible or privileges and following the administration's more traditional approach to negative reinforcement (going to the principal, calling parents, detention, etc.)

      In conclusion, I realize the importance of creating, implementing, and enforcing norms, procedures, and rules (including non-negotiables). By creating, implementing, and enforcing these expectations together as a class, the class will build relationships with each other that encourages collaboration, openness, and democracy. Success in this will build a harmonized classroom where both the students and teacher know how to behave and in turn feel safe, structured, respected, and focused.

Source:

McLeod, J., Fisher. J., Hoover, G. (2003). The Key Elements of Classroom Management:Managing Time and Space, Student Behavior, and Instructional Strategies. Retrieved from: http://www.teachnowprogram.com/get_help_resources/activity_resources/module4/The_Key_Elements_of_Classroom_Management.pdf