Running head: Rule and Procedures for Classroom Learning

EDUC 5240- Creating Positive Classrooms

Written Assignment Unit 3

University of the People, MA in Higher Education

Teachers should try to make constructively develop enticing learning environments that can

distinctively highlight conditions within the classroom that promotes the development and

expression of desirable behaviours in the classroom (Hardman & Smith, 1999). According to

Alter, P. & Haydon, T. (2017), Classroom regulations are some of the most marked components

of effective classroom management across all age groups not exclusive of adult learners.

Applying classroom rules is a communal suggestion that is applied as the basis for good

classroom settings. One of the main reasons is because they are relatively simple to implement

and are geared towards the prevention of disruptive behaviours. Classrooms rules and procedures

vary depending on the needs of the students and character of the instructor as well as the student

teacher relationship.

There are certain rule application methods that give the sense that the teacher is the only person

who has a voice in the classroom. They give and express the message that “I'm here to teach and

you're here to learn, I am the controlling person, and you follow.” An applicable example is in

the younger levels of school, rules are generally for classroom development and address the

politeness and helpfulness of students when dealing with others, that is respecting the property of

others, not interrupting the teacher or others, and hitting or shoving others. (Marzano, 2003).

What rules and procedures do is give students the framework they need to believe that the

classroom is a secure and reliable place where they can explore and learn, experience, and

explore. In addition to this, meaning they focus on promoting reliable and value-based rules can

help build a positive learning environment where all students have the opportunity to explore

and do well in the learning process. For example: Creating positive rules that ask students to use
polite language, respect their classmates’ stuff promote respect in the classroom. When students

are involved in this process, they will be able to use their critical thinking skills as they develop

ideas to share with the class and it is valuable to have student investment to encourage a positive

learning environment.

Although classroom rules play a vital role in creating a positive environment, rules alone

exercise little control or influence over student behaviour if they are not formulated properly and

used for the most wholesome motives. (Barbetta et al., 2005). When teacher formulates “don't”

rules or negatively stated rules that tell students what not to do and encourage them to rule-

breaking, it gives the student the sense of being boxed in and not being allowed to freely express

themselves. In most cases, this leads to more harm than good as the child or student plunges into

more routine disruptive behaviour rather than assimilating and conducting themselves in a well-

behaved manner. Rules of these nature are strongly discouraged because of the outlook for

negative psychological impacts.

Having implemented rules for class control, a teacher can assess its effectiveness or understand

of the reason for the rule by gauging the response of the students. For example, how does the

class react when the teacher says no one should talk for the next half an hour versus when the

teacher say you have a 30-minute rest time in which you are only allowed to rest in silence. The

reaction of the students is the best way a teacher can assess if the rule being implemented is

being received or not. By extension, assessing student reaction also helps to identify is a positive

classroom environment is being created that takes into consideration both students and teachers.

In conclusion, rules are necessary for control within a classroom. Not all rules can be made by

students because of the restraint and purpose it holds for good classroom management however,
students can be involved in rule creation. The involvement of students increases adherence

because of the transparency and accountability it brings. On the other hand, rules that supresses

student involvement and emotions are liable to fail because they based more on coercion than

they are on understanding.

 References

Alter, P. & Haydon, T. (2017). (PDF) Characteristics of Effective Classroom Rules: A Review

of the Literature. ResearchGate. Retrieved 18 September 2021, from
https://www.researchgate.net/publication/315628091_Characteristics_of_Effective_Classroom_
Rules_A_Review_of_the_Literature.

Barbetta, P., Bicard, D., & Norona, K. (2005). (PDF) Classroom Behavior Management: A
Dozen Common Mistakes and What to Do Instead. ResearchGate. Retrieved 18 September 2021,
from
https://www.researchgate.net/publication/254347091_Classroom_Behavior_Management_A_Do
zen_Common_Mistakes_and_What_to_Do_Instead.

Hardman, E., & Smith, S. W. (1999). Promoting Positive Interactions in the Classroom.
Intervention in School & Clinic, 34, 178-201.
http://dx.doi.org/10.1177/105345129903400311

Marzano, R. (2003). (PDF) The Key to Classroom Management. ResearchGate. Retrieved 18

September 2021, from
https://www.researchgate.net/publication/283749466_The_Key_to_Classroom_Management.