This is for anyone who had computer trouble (like me) posting their reponse to G's and C's original thread on 'Implementation of Classroom Rules' -ML
Matthew Louttit | (129.78.104.182) | Tuesday, 29 May 2001 4:27:37 PM
A. In what ways and when would you implement simple clear classroom rules in this East End school for boys?
Maybe this is cheating, but some of my management responses are preemptive and question the situation the teacher has made for himself/herself. I also think it is reasonable to run away in some circumstances. Teachers are entitled to support from a unified school discipline policy.
- I would not choose to do my first 3 months of teaching 12 000 km from home in a foreign culture. This is an inherently risky strategy and in my first year out after graduation I would attempt to control those risks that are mine to control. I would seek a school environment that was not in every respect a challenge to my personal and educational values, and was not totally foreign to my prior cultural and technical experience.
- I would recognise that the boys in this class would be unlikely to have made the Ôknowledge = power connectionÕ [Glasser]. This I could predict because IÕd know about of the kinds of attitudes to education that are common in families of working-class backgrounds [R W Connell et al]. The competitive, individualistic, academic mode of schooling in the British comprehensive school system is at odds with the solidarity and survival-oriented philosophy of typical working-class households. I would not expect these students to enjoy being in a structure that didnÕt take their worldview into account. I would make an effort to teach them English (my subject area) with clear practical outcomes in mind. I could encourage them to make a knowledge = power connection by explaining that knowing how to, for example, draft and write a letter to the editor of a newspaper can give you more social power. In creative writing I would encourage students to focus on the activities, pastimes and people in their lives that they, the boys, value.
- I would decide to enjoy the inventiveness and creativity of Cockney slang. I would make the features of this idiolect a focus of my lessons on creative writing and poetry.
- I would make an effort to learn all studentsÕ names as quickly as possible.
- I would refer to the school discipline policy to handle serious misbehaviour. I would read the policy closely and seek a briefing on policy matters from the staff (see below) before I stepped into the classroom. If the school had no effective policy for serious incidents (for example, no incident reporting system, or nowhere to send students who must leave the class because they are too disruptive) I would consider leaving the school.
- My own classroom rules would depend directly on the existing rules for the school. If there were gaps in an otherwise helpful school policy, I would clearly explain the following to the class on day one:
----When one person is talking or asking a question, everyone stops and listens.
----Hitting and fighting in this classroom is prohibited.
----We follow all school rules, or face the consequences.
These rules are non-negotiable, but I would spend at least one whole lesson inviting discussion about these rules and their usefulness with the class.
B. Who would you consult on your first day/week regarding these rules?
- The form patron or, if there isnÕt one, the principal.
- The head of my subject department.
- If available, the teacher whom I am replacing.
I would be politely persistent in seeking a full briefing from one or more of these people about ÔproblemÕ students, syllabus content and things that have worked well for the class before.
C. Do you think that the rules that you have chosen for school would be appropriate to all systems of schooling and all categories of schools? Why?
- I would expect that my classroom rules would contain a core of assumptions about human behaviour that do not vary from one culture or another, or from one social class to another. IÕm prepared to accept the theory of Glasser that there are a few Ôbasic human needsÕ which we all share as human beings regardless of culture.
-I might need to adapt my classroom rules to a different school discipline policy if I began teaching in another category of school Ð say, an alternative, student-centred school in a rural setting Ð which had markedly different expectations of its students from the London boysÕ school.
Ingrid Silcock | (210.8.232.5) | Thursday, 14 June 2001 9:26:50 PM
My first 'plan or action' would be to find out about the classroom rules the school has set out for student behaviour in every class. This makes it easier for you to have backup and a starting point for what is expected of the school. It may be that the school itself doesn't enforce the rules it lists for appropriate behaviour. I believe in the approach of getting the boys to make sensible rules themselves. The boys deep down must know that the rules should apply if they are devising them. The rules need to be not too entensive and unrealistic and a limit to the number of rules would also help the situation of getting the students to comply with them.
AS far as consultations is concerned I think teachers who have taught the students before could provide insight information and may prepare you for what to expect. Sometimes however I don't think this is such a good idea at all beacuse it may give you false images in your mind based on how other teachers were treated. You may in fact be treated differently be the students compared to these others.
The principal could warn you about the most difficult students' and may also be able to give some insight and ideas on how to prevent certain behavioural isues in the first place. Keeping in mind again all teachers are different and will be reacted to differently. The avoidence of situations where you are already not confident when you you walk into the classroom is a good idea as I believe students are very aware of teacher insecurities and will play on these.
In deciding on rules, depending on what school it is probably would be similar, as the boys are obviously rebelious to rules of any kind. If the rules between schools are are to be similar (probably more specific for East end) the privledges would need to be more extensive in tghe London school. If the boys see they are are getting something out of their good behaviour, or appropriate behaviour they may be inclined to abide by them. In any case the teacher needs to always enforce the rules otherwise the boys will think they can get away with their irresponsibility. When it comes down to it students need to have some expectations placed upon them regardless of their unpbringing.