Blog #3

 Classroom Rules

Poor Example:

There are actually a few things that I am not too fond about in regards to this set of rules. First, many of them take a negative approach. In specific, the first rule states "listen the FIRST time." which appears as if the teacher is coming across aggressive or annoyed. I think there was a much more positive way a majority of these rules could be written. Rather than discouraging negative behavior, this teacher would have been better off encouraging positive behavior. If I were in this class, I wouldn't want to participate as often and I surely would do things based on the emotion of fear more so than incentive. In addition, I didn't like that the teacher wrote a list of consequences right beside them. It gives the assumption that the teacher expects students to act poorly hence why they have a pre-determined plan to get them in trouble. Going hand in hand with this, while the reward is positive, it teaches students to behave with the expectation that they get a prize in return. While I do think reward is necessary at times, you should teach students about the intrinsic motivation that comes with following the rules so they can succeed outside of the school setting as well. Overall, I would not use this set of rules in my classroom, nor do I believe anyone else should either. 

Good Example:

I really liked these rules for a multitude of reasons. First, I think the bright collaboration of color creates a more approachable appeal. This is only amplified by the cute pictures that make the rules seem even less "scary". Next, I like how the number of rules are limited. Rather than piling on an absurd amount to remember, this gives a broad category that covers all important aspects of a classroom. While broad rules may be tricky for younger students, it solves this issue by providing really important examples beneath each rule. In addition to this, all of the rules are written in a really positive manner. For example "be caring" is much more effective than writing something negative such as "don't be mean". This is encouraging students to behave kindly rather than drawing further attention to negative behavior. Also, I like how one of the categories was centered around safety, as we have learned is a very important part to effective rules. Preventing injuries and mishaps always should be addressed, especially in younger grades. Last, I do believe they are very fair and realistic. I truly believe all four of these rules can effectively be followed by all types of students. They provide the happy medium of comfortable guidance. 

For my own classroom, I would like to incorporate the rules from above because I think they are great foundational aspects of any classroom management. If I were to add onto that, I would include rules that emphasize words of affirmation in a guidelines context. For example: I will do my best, I will be positive, I will have fun, I will try new things, I will always believe in myself. While these aren't classroom management, they are emotional management. In my own personal opinion, I feel as if behavior is often times stemmed from emotion. Building a mindset that reminds students that they are good enough, they can do it, and my expectation of them is just to try, it feels like more of a welcoming classroom. I don't want my students to feel like they aren't meeting my expectations if they work hard and do poorly. I just want my students to be aware that I want them to put effort above perfection and confidence above frustration. Most of all, I want my students to have fun. Learning is supposed to be a good experience, not a dreadful one. I want my students to leave my classroom every day feeling happy, confident, and successful.