‘A rule identifies general expectations or standards; a single rule can encompass a wide range of
expected behaviors’ (Marzano, Gaddy, Foseid, Foseid, & Marzano, 2019). Rules and procedures
are the essential and initia
...
‘A rule identifies general expectations or standards; a single rule can encompass a wide range of
expected behaviors’ (Marzano, Gaddy, Foseid, Foseid, & Marzano, 2019). Rules and procedures
are the essential and initial steps towards a productive and positive learning environment. Rules
must be short and clear for students. So, they can understand and follow properly and the teacher
doesn’t have to waste the time in implementing and enforcing rules. ‘Rules and procedures
convey the message that “I'm here to teach and you're here to learn.” They give students the
structure they need and also help them feel that the classroom is a safe and predictable place’
(Marzano, Gaddy, Foseid, Foseid, & Marzano, 2019). Rules should be created in school and at
home as well. Those students who follow rules both places are more successful in behavioral
matters. “Classroom Management That Works,” Marzano, Marzano, and Pickering conclude
from their research that, “The notion that designing and implementing rules and procedures in
class and even at home has a profound impact on student behavior and on student learning,”
noting that “the average number of disruptions in classes where rules and procedures were
effectively implemented was 28 percentile points lower” than the average number of classroom
disruptions without clear policies’ (Catapano, 2009).
Pros and cons of students creating the classroom rules:
According to the research rules and procedures should not be just imposed on students but their
involvement gives them a sense of respect, value, and appreciation. And it also helps them to
focus on their behavior and take full accountability of their actions. Understand the enforcement
of consequences at the end. ‘Effective teachers take the time to explain the reasons behind
particular rules and procedures, involve students in creating them, and seek their input as much
as appropriate. When students are involved in this process, they are more likely to make
classroom rules and procedures their own’ (Marzano, Gaddy, Foseid, Foseid, & Marzano, 2019).
Before addressing the rules and procedures, teachers must explain to students that how rules
differ in different places and different situations like, rules that implement in the person’s own
family is different than rules in front of guests, etc. This type of example gives good sense to
students regarding the importance of rules in different situations in different places or
environments.
I am a little bit concerned about student’s involvement completely in the rules and procedures of
the classroom as it seems to me that I can lose my authority and my power is a teacher in front of
students. And I find it more time consuming because first students will create the rules, then they
will choose the best rules and then explain all the rules and procedures. ‘Marzano describes how
students might participate in the rule-creation process to varying degrees. At one end of the
spectrum, teachers establish all the rules for themselves and their students. At the other end of the
spectrum, students develop all of the rules. In the middle are various degrees of collaboration;
teachers can establish the rules and seek student feedback and input, or students can play a more
central role in the conversation’ (Catapano, 2009). I am more confident if I keep the control in
my hand and find the middle ground to involve students in giving feedback on created rules and
procedures. This way they will be safe, protected, well involved and will achieve a sense of value
and appreciation.
Student involvement in the extent:
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