The discussion question is:

• Debate the pros/cons of having students create or help create classroom rules
• Examine if teachers should involve students in the process. To what extent?

Why should schools and classrooms have rules?

In every sport there are rules. In sport, a winner is declared as someone or as some group of
people, who have played according to the rules and were able to outperform their opponents
and earn the prize. It’s about discipline, the practice of training with the goal of increasing
strength and self-control. Rules establish equity among players and provide a sense of safety
and a knowledge of what is expected by all that are involved.

Do classroom rules make an impact on behaviour and academics?

Is the process of formulating classroom rules a mere formality or does it add real value to the
experience and success of a school? Marzano & Pickering (2003) states that, “Research and
theory, then, support the intuitive notion that well-articulated rules and procedures that are
negotiated with students are a critical aspect of classroom management, affecting not only the
behavior of students but also their academic achievement” (p.17). This then supports the
notion that it is both important to formulate valuable and beneficial rules, and in doing so,
engaging the students in the process. Marzano & Pickering (2003, p.16) further noted that
where rules and procedures were a facet of home life, the student experienced a 10% increase
in academic achievement.

The benefits of engaging students in the creation of classroom rules.

Firstly, engaging students in rule making involves them in learning. Classroom rules and
expectations should be informed by the school rules and expectations. By engaging new
students, I would be informing them about what the school expects and requires of all of us
(including myself) and then allowing them the opportunity to see how they as a group would
like to function within this framework. As a teacher, I am subject to school rules just as they
are. I as the authority person would have to model those rules which would help them to do
the same.

Secondly, students will feel that their input is valued. The activity of formulating our own
classroom rules will be a type of socialisation of the new students, to their new grade and new
classroom. It will engage their critical thinking skills and provide them with a sense of
ownership because they are investing themselves in this exercise. Their views matter!

Thirdly, my students would learn to understand the power of collaboration and develop a
unity or a family bond with the other new students. It would help students who feel shy or
intimidated by others, to develop a voice within the group and make them realise that their
views also matter.

Finally, and most importantly, my students would have a clear understanding of my

expectations and that of the school. Whilst drafting these classroom rules, my students would
have time to consider the expectations of the school, its value and standing in the community,
its heritage and the standard and quality of its tuition. This experience should develop a sense
of belonging to something great, an honour and a privilege to be a part of, and that would
motivate them to do their best.

The negatives of allowing students to participate in classroom rule formulation

The first negative is that if a teacher allows students to formulate classroom rules, they will
lose their position of authority and students would then challenge their leadership. Linsen
(2014). says, “Well, the problem with the strategy is that it can undermine your leadership
presence. It can negatively affect how your students see you and your role as their teacher.
You see, if in any way you communicate that you’re in partnership with your students when
determining the direction of your classroom, it will weaken your authority.” The threat here is
a loss of respect and a loss of control.

The second negative is that by allowing students to participate in the formulation of

classroom rules, the teacher will open the door to be challenged on everything. Linsen
(2014). says, “The unintended message students receive by taking part in creating the very
boundaries of your classroom is that everything is negotiable, which then opens the
floodgates to debate on matters that should only be decided by you.” The threat here is that
the teacher’s position as authority figure is undermined.

To what extent should students be involved in the process?

The research we have read suggests that teachers should involve students in the process of
creating classroom rules. This does not mean students can create rules that violate or conflict
with school rules. Critics may say that the exercise is merely window-dressing then. Students
may want to take existing rules and reframe them in their own context for better
understanding. I believe students should be involved as far as it affects their daily lives in the
context of their class community within the greater community of the school.

References

Linsen, M (2014). Why You Shouldn’t Let Your Students Decide The Class Rules.
Retrieved from https://www.smartclassroommanagement.com/2014/08/02/why-you-
shouldnt-let-your-students-decide-the-class-rules/

Marzano, R.J., Marzano, J.S., & Pickering, D. (2003). Classroom management that works:
Research-based strategies for every teacher. netLibrary E-Book.