Who Makes the Rules in a Classroom? asks Nancy Flanagan on Teacher in a Strange Land. According to the latest dogma, good teachers get students to collectively write their own classroom rules.
It seems democratic and encourages “buy-in,” teachers believe, even if students are just as likely to break their own rules as ones set by teachers.
When Flanagan tried it in her own music classroom, students came up with a list of “don’ts” — as in don’t empty your spit valve on someone else’s chair — but “it never felt as if we were wrestling with the really important issues: Building a functioning community. Safety. Personal dignity. Kindness. Order. Academic integrity. Democracy.”
She offers ideas about creating classroom rules, such as:
•You’re shooting for influence, not control. Fact is, teachers never have absolute control over kids, even using techniques like fear, punishment, isolation and intimidation. (In edu-speak, “consequences.”) You want kids to behave appropriately because they understand that there are rewards for everyone in a civil classroom.
•No matter what rules you put on paper, your most important job is role-modeling those practices, not enforcing them. Behave the way you want kids to behave: Ignore minor, brainless bids for attention. Make eye contact with speakers. Don’t be an attention hog–your stories aren’t more important than theirs. Don’t be rude to kids. Apologize publicly when you’re wrong. Remember that you’re the adult in the room. It’s your calm presence that institutes order, not rules.
Don’t restate the obvious or load up on “don’ts,” she advises. But do give clear instructions when needed. “Stress: order facilitates learning, makes the class a pleasant place to be.”
•Integrity helps build community. The most important directives in democratic classrooms are around ethical practices: A clear definition of cheating, understood by all students, in the digital age. Why trust and personal best are more important than winning. Why substandard work isn’t ever OK. How true leadership–kids want to be leaders, too– is a function of respect.
“Carrots and sticks” can be counter-productive, Flanagan writes. Students’ good behavior is its own reward: They get to attend a “civil, well-managed” school.