Definition and Examples: Shaping Behavior in the Classroom
Guidelines, procedures, and rules have specific individual and distinct roles in shaping classroom behaviors. Each has a place and space to contribute to the overall management and the learning environment.
Guidelines are broad, general recommendations that influence behavior but do not specify particular consequences (DiPietro et al., 2020). This could be in the form of an appeal for the students to engage in activity and participation in a classroom setting. Telling them to discuss, share ideas, or engage in group activities predisposes a positive setting to a learning environment. It promotes solidarity and cooperation; it shows the importance of involvement, not strictly enforcing it as a must-do aspect. Conversely, procedures are explicit, systematic instructions directing an individual to carry out something. Consider a procedure in how the students are let into the classroom and how they exit. This procedural guideline guarantees students’ orderly flow and saves time in their movements. Thus, it minimizes disturbances and maximizes instructional time. Examples of regulations are single files during transitions or the border of backpacks when they walk into the room. Such examples of order and routine lead to a well-managed classroom.
Specific rules are those defined as regulations. For example, a rule in a classroom involving electronic devices. The rule of no electronic devices during a class is an expectation and has clear consequences. Students are informed that using devices during instructional time is not allowed and has consequences, up to warnings and other disciplinary action. This rule is in place to ensure the environment is conducive to learning and distractions and technological interruptions are kept to a minimum.
This differentiation among guidelines, procedures, and rules is vital for effective classroom management. Guidelines present a positive framework for behavior; procedures are set for orderliness and routine, while rules present clear expectations with associated consequences. These combine to ensure a well-structured, conducive learning situation, promote on-task behavior, and improve students’ learning experiences.
Why They Increase On-Task Student Behavior and Improve Learning:
The best foundation for encouraging on-task behavior in students and having better learning results is setting clear guidelines, procedures, and rules within the classroom setting (Amerstorfer et al., 2021). When the teachers have established and communicated the norms well, they will have contributed to regulating and structuring the environments to be consistent and predictable.
This will further drive the students towards being more active in class activities in a more proactive manner by actually promoting some guidelines that encourage active participation. This will also help make the students own up to the responsibility of their learning experience. The students are trained in these procedures, which makes them develop self-discipline and skills in time management, which are very important in making them focused and productive during the periods of instruction.
Procedures that give directions on entering and leaving the classroom add to the smooth flow of activities. Procedures are predictable routines that reduce interruptions and promote the feeling of control. Students can know what to expect and switch from task to task more easily and have more time to learn in the classroom.
Rules and consequences are powerful tools for management and behavior. This can be shown by a rule of no non-us electronic devices during a class to avoid disruptions and enhance an ambiance suitable for learning. If students understand the why behind these rules, they will likely obey them to help focus and maintain a respectful learning environment.
This leads to clarity and consistency, which allows an environment to generate which is safe, where learners know what they expect and value their actions carry importance. This leads to increased on-task behavior and better learning outcomes since the students are better prepared to participate in the education process.
Should One Change Rules and Procedures as the School Year Progresses? Why or Why Not?
Given that an educational institution is quite dynamic by its very nature, it is necessary to realize that the established rules and procedures at the inception of a school year will need adaptation as the school year progresses. Managing classroom dynamics should be flexible for different spheres, such as the evolution of student interactions, emerging challenges, and technological advancements (Cebrián et al., 2020). Such recognition and subsequent response to the changes ensure that rules and procedures are effective and in tune with the changing needs of educators and students.
Dynamic Student Population:
One of the compelling reasons to modify the rules and procedures is the dynamic nature of the student population. Throughout the school year, even more intricate understandings of individual and group behaviors develop as teachers work with their students. Such understanding helps in the spotting of possible adjustments to rules and procedures. For instance, if a need arises for a class to exhibit enhanced collaboration within an area, there might be the need to alter group work procedures or develop some guidelines to facilitate effective teamwork. Reacting to the specific dynamics of classes leads to a more customized and interactive way of managing classes.
Owing to this sort of unpredictability associated with the kind of issues that may rear their heads during the school year, keeping a proactive stance in adjusting rules and procedures is necessary. Such issues can range from conflicts among the students to changes in the socio-emotional climate of the classroom and, of course, unforeseen events. When a given seating arrangement brings many conflicts, changing the rule of taking a seat or even introducing a new system to resolve the conflict is very necessary. Dealing with emerging challenges in time maintains a balanced and supportive learning environment.
Technological Improvements:
The speed at which technological change proceeds adds yet another dimension to the need to adapt rules and procedures. Implementing new technologies in the classroom may bring great added value, but it also necessitates adaptation of established norms. For instance, when a new software application is introduced into the college, there will then have to be a revision in the existing computer lab policies to warrant proper utilization and a learning process with the least interruption. Comparatively, flexible educators require changing rules and procedures in reaction to technological change to use the potential benefits of innovative tools. EXAMPLE: Changing Seating Arrangements:
A case could be a class situation where the situation that had already been assigned was such that the students did not want to work together and quarreled. If a teacher wanted to respond to such a challenge, he could change the initial rule regarding sitting arrangement. It may involve giving the students a choice to decide on their own seats per the necessities of collaborative projects or rotating a seating plan to encourage interactions amongst various diversified peer groups. The shift was carried out to improve the school environment by tackling that particular obstacle that grew more noticeable as the school year progressed.
Components of Cultural Relevancy within Education
The core of cultural relevancy in education lies within the critical framework that accepts and honors the varied backgrounds and experiences of the students. The elements, therefore, involve different components that further help build an inclusive and equal learning environment.
Inclusive Curriculum:
An inclusive curriculum infers that different perspectives, histories, and contributions of different types of people are integrated into educational materials and content, moving beyond the Eurocentric or monocultural view to an inclusive curriculum reflecting the richness of the cultures. For instance, in a history class, the curriculum can consist of diverse stories from all regions and cultures so that students can see themselves in the course material.
Culturally responsive teaching:
Responsive teaching follows an understanding that the student body consists of those with diverse learning styles, backgrounds, and experiences. This involves adjusting the teaching approach in light of the differentiated student population. For example, graphic illustrations, group activities, or practical applications that identify with the respective cultural orientations of the students. The approach ensures that the material is accessible to all learners and that the learners can interact properly with the material.
Respect for Diversity:
Respect for diversity is one of the cornerstones of cultural relevance. It creates an environment where pupils feel valued and respected regardless of ground. This goes beyond being tolerant and going the extra mile to create a culture of difference. Teachers emphasize a lot, through their speeches, deeds, and interactions, the importance of respecting diversity in the classrooms. When shown, the attitude of acceptance and appreciation only adds to the experience for the students inside the classroom.
These components are important to understand concerning cultural relevancy in the classroom for several reasons. First, an inclusive curriculum helps the students see themselves and the cultures from which they come reflected in the issues. This encourages a representation that individuals can identify with, making them feel that this course applies to them. Thus, they are more engaged in the course material. Learners relate their experience to the curriculum; hence, their understanding and appreciation for the subject matter are brought out.
Culturally responsive teaching is built upon recognizing student diversity in background and learning styles. It ensures equity in education where the teaching is tailor-made to accommodate the differences. The varied instructional strategies can be a better way for educators to meet the different needs of their students; hence, it promotes an equal opportunity to succeed.
It helps foster positive and inclusive classroom climates. Perceived respect for and valuing what students bring to a learning environment enhances the prospects of students participating, speaking their minds, and getting involved in learning. This is useful since it makes the classroom an environment that is respectful, instills a sense of community, and forms positive relationships among the students and between the students and the teachers.
Seven Components of a Lesson consists of:
Learning Objective: Clearly stated goals of what students will know or be able to do due to the instruction.
Anticipatory Set: An activity that captures student interest, introduces the topic, and prepares the student for the lesson.
Teaching: The presentation of new information or skills.
Guided Practice: These activities allow the learners to apply whatever they have learned, mostly with some form of support.
Independent Practice: These are activities that the students carry out to show understanding on their own.
Closure: A short statement summarizing the lesson and its key points.
Assessment: Checking what was learned in this lesson.
Create a Lesson
Subject: Introduction to William Shakespeare’s Romeo and Juliet
Learning Objective: To have students analyze the themes of love and hate in Romeo and Juliet and apply this understanding to a creative writing assignment.
Anticipatory set: Students will watch and discuss the first few minutes of the 1996 adaptation of Romeo and Juliet for the portrayal of the characters and themes.
Teaching: Briefing by the teacher on the context in which the play has been written and underlying themes such as love and hate.
Model: Working in pairs, the students will analyze a passage from the play that illustrates the theme of love or hate and report their findings to the class.
Closure/Independent Practice: Students will write a modern-day version of one of the scenes from Romeo and Juliet that carries the themes of love and hate.
Closure: The teacher will recap the lesson’s key points and have students reflect on what they have learned.
Assessment: The students will hand in the creative writing activity and give feedback on the criterion of a good understanding of the theme of love and hate in Romeo and Juliet.
Conclusion
In essence, guidelines, procedures, rules, cultural relevancy, and the seven components of a lesson all serve a purpose for an environment that is both productive and inclusive of learning. Through the understanding and application of these concepts, educators will facilitate the students in not only staying on-task but also becoming interested in the matter at hand and meeting learning objectives.
References
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12, 4978. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.713057/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Psychology&id=713057
Cebrián, G., Palau, R., & Mogas, J. (2020). The smart classroom as a means to the development of ESD methodologies. Sustainability, 12(7), 3010. https://www.mdpi.com/2071-1050/12/7/3010
DiPietro, L., Al-Ansari, S. S., Biddle, S. J., Borodulin, K., Bull, F. C., Buman, M. P., … & Willumsen, J. F. (2020). Advancing the global physical activity agenda: Recommendations for future research by the 2020 WHO Physical Activity and Sedentary Behavior Guidelines Development Group. International Journal of Behavioral Nutrition and Physical Activity, 17(1), 1–11. https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-020-01042-2
write