Classroom Management
Rules
Rules are meant to control,
not to inspire.
Rules are necessary in games. Between
people, however, rules result in
adversarial relationships because
rules require enforcement. In
addition, rules are often stated in
negative terms and imply an imposed
consequence if not followed.
Rules place the teacher in the
position of the enforcer, a cop,
wearing a blue uniform with copper
buttons—rather than that of a teacher,
coach, mentor, facilitator of learning,
or educator.
Enforcing rules often results in
power struggles that rarely result in
win-win situations or good
relationships. In fact, they
often result in reluctance,
resistance, resentment,
rebellion, and even retaliation.
Upon analysis, you will see that
rules are either procedures or
expectations. Rather than
relying on rules, therefore, you will be
much more effective if you teach
procedures, which is the essence of
good classroom management.
Rules are "left-hemisphere" oriented.
They work with people who are orderly
and structured.
"Right-hemisphere" dominant students act
randomly and spontaneously. Teaching
procedures--rather than relying on
rules--is significantly more effective
with this type of student. See
Impulse Management.
Rules aim at
obedience, but obedience does not create
desire.
Also, communicate by painting pictures of what you
WANT,
not what you don't want. If you tell a
person what you do not want, the person
immediately visualizes the opposite
because the brain visualizes; it
does not picture text or words.
Therefore, instead of posting
"Rules" that focus on
obedience, consider posting
"Responsibilities"
that empower and elevate.
Responsibilities
HAVE MY MATERIALS
BE WHERE I BELONG
FOLLOW DIRECTIONS
DO MY ASSIGNMENTS
BE KIND TO
OTHERS
