To consider the idea of consistency from the pupil’s perspective

Aim

To consider the idea of consistency from the pupil’s perspective.

Evidence and reflection

Arrange to talk to a group of pupils from a class you teach and/or have observed.  Ask them to tell you, from their point of view, about the rules that apply in that particular class. Try to find out how they came to know about these rules. Ask whether the rules are always applied in the same way.

Try to get examples of when the rules are not consistently applied.

How does it vary? With pupil behaviour? From pupil to pupil? With teacher mood? Day of the week? Time of day? How do the pupils feel about this? Do they see what happens as ‘fair'?

Extension

Consider the pupils’ answers in the light of the following classifications.

 

                          Teacher Acts

                              Child Acts

    Unilateral

                      Within working consensus

    Unilateral

    Non- legitimate

    censure

      Legitimate

      routine

      censure

 

   Conformity

         Legitimate

         routine

        deviance

     Non-legitimate

     rule-framed

     disorder

A classification of types of teacher and child classroom action

 

If possible extend the discussion by trying to find out whether teachers differ in how consistently they apply classroom rules

 

Follow-up

You might like to repeat this with another group of pupils from another class.  Discuss you findings with your mentor or a colleague.  How will this reflect how you approach establishing classroom rules?