7.1 Preventing management problems by focusing students on learning  (Page 4/10)

Note three things about the examples in [link] . One is that the rules are not numerous; the table lists only five. Most educational experts recommend keeping the number of rules to a minimum in order to make them easier to remember (Thorson, 2003; Brophy, 2004). A second feature is that they are stated in positive terms (“Do X…”) rather than negative terms (“Do not do Y…”), a strategy that emphasizes and clarifies what students should do rather than what they should avoid. A third feature is that each rule actually covers a collection of more specific behaviors. The rule “Bring all materials to class”, for example, covers bringing pencils, paper, textbooks, homework papers, and permission slips—depending on the situation. As a result of their generality, rules often have a degree of ambiguity that sometimes requires interpretation. Infractions may occur that are marginal or “in a grey area”, rather than clear cut. A student may bring a pen, for example, but the pen may not work properly. You may therefore wonder whether this incident is really a failure to follow the rule, or just an unfortunate (and in this case minor) fault of the pen manufacturer.

As with classroom procedures, rules can be planned either by the teacher alone, or by the teacher with advice from students. The arguments for each approach are similar to the arguments for procedures: rules “laid on” by the teacher may be more efficient and consistent, and in this sense more fair, but rules influenced by the students may be supported more fully by the students. Because rules focus strongly on personal responsibility, however, there is a stronger case for involving students in making them than in making classroom procedures (Brookfield, 2006; Kohn, 2006). In any case the question of who plans classroom rules is not necessarily an either/or choice. It is possible in principle to impose certain rules on students (for example, “Always be polite to each other”) but let the students determine the consequences for violations of certain rules (for example, “If a student is discourteous to a classmate, he/she must apologize to the student in writing”). Some mixture of influences is probably inevitable, in fact, if only because the class needs to take into account your own moral commitments as the teacher as well as any imposed by the school (like “No smoking in the school” or “Always walk in the hallways”).

Pacing and structuring lessons and activities

One of the best ways to prevent management problems is by pacing and structuring lessons or activities as smoothly and continuously as possible. This goal depends on three major strategies:

• selecting tasks or activities at an appropriate level of difficulty for your students
• providing a moderate level of structure or clarity to students about what they are supposed to do, especially during transitions between activities
• keeping alert to the flow and interplay of behaviors for the class as a whole and for individuals within it.

Each strategy presents special challenges to teachers, but also opportunities for helping students to learn.