Enter any educational institution and one would find all having rules and procedures. These rules and procedures are implemented by institutions often around behavior/conduct. It is reasonable today to argue that some of the more common procedures found in schools are counterproductive in creating a positive classroom environment.
A prime example of this is the common procedure of sending a student out of the classroom. Whilst the educator has potentially removed the ‘problem’ from the class, she has not only not addressed the behavior issue but has deprived the student of instruction time. It is likely that the very same student will be sent out of the class several times, leading to further frustration of not understanding the content previously taught. This rule also potentially has a negative impact on a student’s self-esteem and could lead to bullying from other classmates. This rule is one of the main culprits in adversely affecting the teacher-student relations.
Another widespread procedure is the use of detention. Atkins (2002) investigated the effectiveness of detentions and found that as the year progressed, the same students who were initially sent to detention, were simply referred to more detention. The study also highlighted that detention was seen as reward by many students and had low to no effectiveness in modifying behavior. In my own teaching I have substituted detention (which is used by many of my colleagues) with walk and talk time. The student and I take a walk through the campus and have a chat about anything, but never school related. I have come to learn a lot about my students through these walks and it has truly made me more empathetic towards problems some of my students face outside of school.
In some schools one still finds students recess time taken away. This sends a very negative message to students that recess is privilege, which it is not. It, like the other procedures does not address the issue. Students need recess to decompress and socialize, taking this time away will only exacerbate unwanted behavior in the classroom (Murray, 2013). These examples amidst many others show a usual emphasis on punishment for infractions which are often accompanied by rewards for compliant behavior.
The types of rules and procedures that should be encouraged are ones that are positive in nature, are explicit and for example specify appropriate student behavior that is observable.
Rules and procedures should ultimately create a positive environment. A teacher has a number of ways to assess whether he/she has been successful in creating this environment. The first is that classroom reflects high levels of cooperation that is characterized by a concern for the “needs and opinions of others and a desire to function as a member of a team as opposed to an individual” (Marzano, Marzano, & Pickering, 2003, p. 43). Teachers will also have sense of control of the class, meaning that students are aware of the limitations and expected behavior in the class.
In my own context I have found that a good indicator of a positive learning environment is the quality and quantity of questions students ask, for me this translates into a safe space where opinions are valued. If a teacher’s rules and procedures are respected and clearly understood, teachers should observe fewer disruptions and a low amount of time wasted (Stevenson, 1998). A further indicator that rules and procedures are adding to a positive environment is a lack of confusion. In other words, students are aware of for example where they should move to for group work or another example is that understand the procedure in place if they were absent and missed an missed an important assignment.
Schools and teachers should today look at what evidence-based research tells us about many of the draconian rules we have inherited and implement perhaps because of tradition. Our procedures should enable students to help create a positive and stimulating learning environment where punitive approaches are minimized and the individual is taught the value of cooperation
References
Atkins, M. S., McKay, M. M., Frazier, S. L., Jakobsons, L. J., Arvanitis, P., Cunningham, T., Lambrecht, L. (2002). Suspensio.ns and detentions in an urban, low-income school: Punishment or reward?. Journal of Abnormal Child Psychology, 30(4), 361-371.
Ladd, G.W. 2008. Social Competence and Peer Relations: Significance for Young Children and Their Service Providers.” Early Child- hood Services 2 (3): 129-4
Keaddick, (J.A., & r.L. Chapman. 2UUU. “Young Children’s Perceptions of Time Out.” Journal of Research in Childhood Education 15 (1): 81
Murray, R., Ramstetter, C., Council on School Health, & American Academy of Pediatrics. (January 01, 2013). The crucial role of recess in school. Pediatrics, 131, 1, 183-8.
Stevenson, C. (1998). Finding our priorities for middle level curriculum. Middle School Journal, 29(4), 53-57