Lesson 4 - rights and responsibilities in the classroom or playground  (Page 2/2)

Lesson 4, Step 3

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Classroom Rules??? By Bill Page

“No,” I do not post classroom rules and, “Yes,” I oppose doing so. My classroom rules are implicit, and like it or not, so are everyone else's (the explicit ones not withstanding). My kids either know or learn the limits, boundaries, expectations and tolerance levels by experiencing normal, routine, and continuous classroom dynamics and functions. I cannot believe that whoever started the “post your rules” rule thought that an eighth grader who has been in school at least nine years would need to start from scratch in each class, each year, with such rules as “Come Prepared,” or “Come on time.”

Do you really think your students do not know what it takes to get you angry? Upon what occasions you stride to the back of the room? How you feel about late assignments? What it takes to get “kicked out?” The meaning of various facial expressions, voice inflections or posturing? When you were a student, did you not know, outside of their being posted, the behaviors your teachers required, expected, tolerated or demanded? If you need to know something, might it be better to be told at a time when it is meaningful, immediate and specific, so that clarification could be made? How often are the “rules” violated due to lack of knowledge of them?

It has been my experience that kids use the rules like jail house lawyers more often than they do for understanding. My kids in the “reform school” played the “rules game” beautifully; “Yes”, I know you said eight o'clock but you didn't say “central time.” I can't help it if the clock was wrong. Forty minutes isn't “late,” you didn't specify the lateness standard. (Remember the well-known politician who needed clarification on what ‘is’ is.) Kids at every level play the game with lies, half lies, rationalizations, pity and excuses, excuses, excuses. Are you going to post rules about that too?

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Lesson 4, Step 3

Gary Hopkins’ Classroom Rules Position Paper

Starting the school year on the right foot includes establishing classroom rules that will last the whole year through. Most experienced educators say the key to creating classroom rules is to keep those rules few and simple -- and to establish up front the consequences if the rules are broken.

So what will those rules be? Many teachers involve students in creating their classroom rules. (That's what this article's ten activities are all about!) Surprisingly, many teachers report, whether you involve the students or not, you will likely end up with very similar rules. After all, students really want -- and thrive in -- a classroom environment in which they know the limits and feel safe, and that's what setting rules is all about.

If you are really stuck for the kinds of rules that might be appropriate for students at your grade level, see some suggestions on the Classroom Rules and Classroom Rules -- Elementary Level Web pages.

The consequences for breaking a classroom rule are at least as important as the rule itself. Every teacher must create consequences with which they are comfortable (or follow set school procedures). One teacher's list of consequences for breaking classroom rules follows:

First time: Name on board. Warning.Second time: Student fills out a form that asks them to identify the rule they've broken and what they plan to do to correct the situation. (Teacher keeps the form on file.)Third time: Isolation from class/team. Fourth time: Call home to parents. Fifth time: Office referral.

Lesson 4, Step 3 Graphic Organizer

You Decide Graphic Organizer

Lesson 4, Step 3 Lesson 4, Step 4 Lesson 4 Step 5 Lesson 4 Step 6 Journal

Step 4: As partners, you will interview each other, recording the responses on the third line of the graphic organizer. When you are finished, go to Lesson 4, Step 5.

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Step 5: Fill out the fourth line of your graphic organizer with their own position and reasons. When this is done, go to Lesson 4, Step 6.

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Step 6: Using the completed graphic organizer and your list of elements of good persuasive position papers (in your journals), write your own persuasive position paper. When this is finished, go to step 7.

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Journal

Step 7: Print and turn in papers for evaluation. Be prepared to tell the class what you know about panels and panel discussions. I will write your responses on the board for use in Lesson 5, where you will be sharing their position with the class in the form of panel discussions.