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.

Listen out for any examples of when the children feel that the rules are not consistently applied. Be careful not to lead the children, but be open to hearing their accounts.

How do they feel that it varies? With pupil behaviour? From pupil to pupil? With teacher mood? Day of the week? Time of day? How do the pupils feel about this? .

On reflection, does the way they talk about how rules are applied in their class suggest that they see what happens as ‘fair'?

Extension

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

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 your 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 pupils
• 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 children use in the classroom
• To reflect on the coping strategies we use when teaching
• To gather information on how pupils feel about curricular activities which they undertake at schools
• To monitor and place in perspective our own feelings on classroom relationships
• To assess the degree and type of positive reinforcement given to children
• 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
• To consider the degree to which the classroom is structured and run