To consider the idea of consistency from the students' perspective

Aim

To consider the idea of consistency from the students' perspective.

Evidence and reflection

Arrange to talk to a group of students 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 student to student? With teacher mood? Day of the week? Time of day? How do the students feel about this? Do they see what happens as ‘fair'?

Extension

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

A classification of types of teacher and student 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 students from another class.  Discuss you findings with your mentor or a colleague.  How will this reflect how you approach establishing classroom rules?   

More in this chapter

• To identify the patterns in the purpose of teacher contacts with students
  
• To identify the overt and tacit content of classroom rules, routines and understandings
• To consider school rules as an expression of school ethos
• To check that we are acting in ways which are regarded as being 'fair'
• To reflect on the range of coping strategies which students use in the classroom
• To reflect on the coping strategies we use when teaching
• To gather information on how students feel about curricular activities which they undertake in school
• To monitor and place in perspective our own feelings on classroom relationships
• To assess the degree and type of positive reinforcement given to students
• To develop the use of praise and encouragement
• To 'measure' overall classroom environment at a particular point of time
• To consider the idea of 'emotional temperature' as applied to classroom climate
• To evaluate progress towards an inclusive classroom