Autonomy in setting classroom rules

This week, texts (Levin&Nolan and Weinstein) explained proper use of classroom space. Both texts made similar points about the importance of arranging furniture properly. Levin & Nolan reminded us that we have no control over the classroom size, but we do have control over the arrangement of space. Both texts told us to avoid arranging seats to block high usage areas such as exits, sinks, and electrical sockets. Bulletin boards should display students work, and enriching materials like anchor charts and informational articles.

Levin & Nolan, however, provided some vital information to remember when setting rules and procedures in the classroom, and the different between the two. Procedures allow for smooth transitions between activities. For example, the students moving from desks to the carpets (whole-group meeting area), The teacher should display a poster/anchor chart that shows expected behaviors while on the carpets. The behaviors should be visible as a reminder for students.

When setting rules in our classroom, we much follow 4 simple guidelines: (1) The teacher’s right to teach is protected; (2) The students’ right to learn is protected; (3) The students’ psychological and physical safety is protected; (4) Everyone’s property is protected. We should create classroom rules with our students. However, prior to setting rules, we should discuss our goals for the class and what will be needed to accomplish said goals. By doing this, we (the teacher) have already set a standard of which behaviors are acceptable and which are not. I love this strategy because it gives the students autonomy in deciding the classroom rules, while gently guiding them to those decisions. I agree that when students feel like they "made" the rules, they are more likely to follow them because they do not feel forced to.

Levin, J., & Nolan, J. F. (2010). Principles of classroom management: A professional decision-making model, (6th Ed.). Boston: Pearson.

Weinstein, C. S., Romano, M. E., & Mignano, A. J. (2011). Elementary classroom management: Lessons from research and practice, (5th Ed.). New York: McGraw-Hill.

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