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. Relying on rules often prompts counterwill (the human tendency to resist coercion) and produces 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.
Rules aim at obedience, but obedience does not create desire.
Consider posting “Responsibilities” that empower and elevate, rather than posting “Rules.”
Responsibilities
HAVE MY MATERIALS
BE WHERE I BELONG
FOLLOW DIRECTIONS
DO MY ASSIGNMENTS
BE KIND TO OTHERS
