Forum Discusion_Unit 3_EDUC5240
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University of the People *
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5240
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Communications
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May 13, 2024
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docx
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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?
Alber (2017) wrote, “Rules have consequences, and routines have reminders.” I totally agree
with that opinion. The students are the object of those rules’ consequences, so they need to be
involved in rules’ establishment. A mutual acceptance of the classroom’s rules between students
the teacher would be fruitful for a positive learning environment. Is there any negative aspect of
that opinion or it was entirely correct? And how can the teacher influence the rule-making
process? I will show up my opinion, trying to answer those questions.
From the teacher’s approach, the rules should be established at the beginning of the course or of
the term. The Assertive Model argued that there were procedures that teachers should be
equipped to be well-prepared (Anderman and Anderman, 2009). As I mentioned above, the
students were the object of the rules’ consequences, so they needed to be welcomed in the
process of making classroom rules. It took time and empathy to build and to strengthen the
teacher-student relationship (McEwan, 1997). The teachers were the most important factor in
that relationship due to their active teaching role in the classroom. On the other hand, many
teachers feared of losing control (McEwan, 1997). Discipline and rules were among the elements
that the teachers concerned with most. Let’s take a hypothetical example. A teacher allowed his
or her children to create all the rules without his or her intervention. Obviously, the rules were
made to serve the students’ will and intention, not to serve the common purpose of the
classroom. There was a dilemma that the teacher would apply the rules and discipline
procedures, which intentionally set up by the students only. That situation would be worse than
any imagination. The effectiveness of classroom management would be severely damaged.
Although that was a hypothetical example, the bad consequence of having students create the
rules seemed to be true.
To avoid the negative effects of having students create the rules or help create the rules, the
teacher should recognize that “rule identifies general expectations or standards” (Marzano et al,
2003). The teacher should be the one who examined the cognitive level of the student. Then, he
or she would propose a list of rules, which would be discussed and agreed upon by all the
students and the teacher. That strategy was believed to be a good solution for promoting a
positive classroom. From my philosophical stance and my teaching experience, I believed that
strategy would be a good solution for promoting a positive classroom.
References
Alber, R. (2017).
Rules and routines in the classroom
. Retrieved February 16, 2021 from
https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management
Anderman, E. M. & Anderman, L. H. (2009.) Psychology of Classroom Learning: An Encyclopedia. Retrieved February 16, 2021 from GALE eBooks.
McEwan, B. (1997).
Contradiction, Paradox, and Irony: The World of Classroom Management. In R.E. Butchart & B. McEwan (eds)
Classroom Discipline in American Schools
(chapter 5). Retrieved February 16, 2021 from Ebook Central: Academic Complete database.
Marzano, R.J., Marzano, J.S., & Pickering, D. (2003).
Classroom management that works: Research-
based strategies for every teacher.
Association for Supervision & Curriculum Development. Retrieved February 16, 2021 from Ebook Central: Academic Complete database.
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