Rules exist when trust does not.  Like any group of people, students can’t always be trusted, and there must be rules in a classroom.  But it’s also true that the very existence of rules telegraphs a lack of trust in students, which ironically can actually create untrustworthy behavior.  There is a saying that every new law creates new criminals. This is as true of adolescents as it is of everyone else.

A good rule of thumb is to have as few rules as possible.  The rules you do have should be clear, simple, and have a common-sense feel to them.  Above all, they should serve the Prime Directive. By using broad statements, you can avoid diving into so many nit-picking details that the list of rules feels oppressive.  For example, it’s possible to create a complex system of escalating consequences — lost points, detentions, calls to parents, and so forth —for not completing homework. A better option is the rule that if a student has a pattern of not completing homework, it leads to a conversation with you on why that is happening, and how the student thinks he can solve the problem.  By not reacting to the first infraction, this rule acknowledges that everyone misses deadlines sometimes; it’s the pattern of missing work that calls for intervention.  Even better is to combine this rule with a strategy to reduce the amount of unfinished work in general.  This can be accomplished by having homework serve a practical function, like being prepared to have a conversation in a study group. (This strategy is described in detail in the chapter “The Role of Student Work”).

We have all experienced the common bureaucratic response to unwanted behavior; rather than dealing directly with a few individuals who are acting inappropriately, rules are created instead to prevent that behavior by everyone else.  This is the source of many unnecessary rules and unnecessary resentment. For instance, imposing a dress code on everyone because one student wears something inappropriate to school is a bad idea—it’s much better (although more difficult) to talk to the student directly.

Some rules are logistical in nature: how grades are derived, or how missed deadlines will be handled.  Common sense and the Prime Directive should dictate these rules. For example, consider the question of how long a time students should be allowed to prepare for a retest.  That amount of time should be based on how long remediation remains a meaningful part of the learning process. Cramming for a retest months later to improve a grade at the end of a marking period almost certainly turns the activity into busywork.  When it comes to logistical rules for your students, it is always a good policy to be able to explain the common-sense basis of each regulation, both to your students and to yourself.

Other rules fall into the category of ground rules—general guidelines on how we behave in this room.  Here are some examples:

“We are here to learn as much as we can about physics and about ourselves.”

“Every person has the right to learn without interference.”

“This is a mistake-making place.”

“Be honest.”

“Share the wealth.”

Notice that these ground rules are all stated in a positive, non-punitive manner.  “In this room, we treat each other with respect” has a very different feel than “Never be disrespectful to others.”  

When inappropriate behavior occurs, as it will, a conversation about which ground rule this is bumping into can be a useful exercise.  When a student is cutting corners, doing busywork, or even cheating, referring to the rules “We are here to learn” and “Be honest” can lead to a meaningful conversation.  When a study group is off-task too much, “Share the wealth” is the guideline that needs to be emphasized.

The consequences for breaking rules must obey the Prime Directive as well.  If a student is sent to a detention center because he is 15 seconds late to class, it interferes with learning.  (Besides, when students are kept out of class because they weren’t in class on time, the punishment and the crime are just too similar.)  Enforcement of rules is best done non-judgmentally and with compassion whenever possible.

Rules should be acceptable to everyone in the room.  If appropriate, students can participate in establishing them at the start of the year.  Some rules, such as the use of a bathroom pass, can be determined together, but how much say students may have in creating rules may be limited.  It’s important to remember that they probably have little or no experience in deciding such things, so you may need to direct the conversation firmly. In any case, with guidance, you will generally end up with the same few ground rules in every class.  It may also be useful for students and/or parents to sign off on them as a commitment.

Balancing school rules with the rules of your classroom

What do you do when you are creating a non-punitive environment with your students, but the school has a rule book that is filled with punitive regulations about everything in sight?  How can you deal with the fact that your students are experiencing an entirely different disciplinary scheme in their other classes?

The solution is to be honest about the reasons for your approach.  If your students understand the bedrock philosophy of your class, the rules will make sense to them.

There is a delicate balance between staking out what you believe is the moral high ground, and disrespecting your colleagues or administrators who don’t share your beliefs.  It is essential to discuss the different approaches with them non-judgmentally and make sure your students do the same. The issue of balancing your desire to change with your need to remain on good terms with colleagues who disagree with you is one that requires vigilance and care.

This guideline is also important when discussing the classroom culture you want in your room. Your students will see that your priorities are often in opposition to what they experience in their other classes.  Conversations about the importance of the sense of community you are constructing with them should never veer into denigrating other teachers or their teaching style.