In teaching, there are many, many philosophies: about classroom management, discipline, rules vs. expectations, etc. "Don't smile until November" is one that comes to mind. In my current position as an Academic Interventionist I've got the privilege to be a part of several PLCs (Professional Learning Community) as well as the MTSS (Multi-Tiered Support System) group. This provides me with a wonderful chance to collaborate and discuss philosophies of teaching quite frequently.
One of the driving philosophies of successful PLC groups is the idea that all students should be learning, not all teachers should be teaching. On the surface, this is an obvious idea, and we teachers all say, "Duh, of course that's true!" But it is interesting to consider that this idea, when deeply considered, can bring into conflict one of the most integral parts of any classroom and school: rules (or expectations, if you prefer).
Specifically, this brings into conflict the essential need to build good, functional relationships with our students, and the idea that we must have a certain type of classroom for students to achieve successful learning. Now, most students will inherently function within the expectations for success in our classrooms; but some won't.
These few students are (usually) the students who most need good relationships with their teachers in order to find success. This creates a major issue for teachers, because many of these students have been singled out or even attacked (from their point of view) for their behavior. Their behavior is usually an impediment to their learning, as well as other students. So how do we create a better rapport with these students?
The easy answer for this issue is to selectively enforce the rules for these students in order to create a greater trust and better relationship. Unfortunately, this creates resentment among other students who are the rules followers, but who see these students getting away with it.
So I put the question to my colleagues in the Twitter- and Blogosphere: Do you feel it is possible to have a good relationship with At-Risk/Troubled students while still holding them accountable for classroom and school rules or expectations? How do you do it?
Please share with us your ideas, strategies and thoughts!
One question might be this: What expectations are you setting that shouldn't be important for all students to follow? When you set your rules and expectations, or your students do, ask "What's it for?"
ReplyDeleteRespect isn't something you would be flexible on because it's integral to a classroom community. However, how does "stay in your seat at all times" benefit the classroom community?
I like this idea: it eliminates the "rules for rules' sake" ideology. I think there are ways to ensure respectful interactions without unnecessarily vindictive rules. In fact I feel that having overly punitive rules is counterproductive to good classroom management.
DeleteAnd I think a key word from your comment is "community." Truly the point of class expectations or rules is to create the most cohesive and respectful classroom community possible; this will ensure all students have the chance to learn the most they are able.