To identify the overt and tacit content of classroom rules, routines and understandings
Aim
To identify the overt and tacit content of classroom rules, routines and understandings.
Evidence and reflection
Asking the students is an obvious first step. With care, this can be done either in discussion or might be introduced as a written activity. Younger students might be asked to make up stories in which imagined students breach rules, routines or understandings, and to explain things that they might have done or ‘should have done’ differently. Students usually enjoy such activities, and they may make it possible to increase awareness and 'buy-in' of tacit understandings. Another interesting method is to focus observation notes on key routines, for instance, at transitions points in classroom processes through the day. Try to identify the ‘switch signals’ and notice the way the teacher monitors the effectiveness of the routine and renegotiates or asserts if it begins to fray.
Extension
A further way to gather information on tacit expectations is to study the patterns which exist in what people do. Observation, using a notebook or device to record such patterns, is one possibility. A more explicit method is to record the events which lead to ps being reminded of ‘the way we do things here’ or to being ‘told off’. These could be noted during observation, or a video recording could be made of a session for later analysis.
