Most teachers dedicated the first two to three weeks of school setting expectations, forming structure and setting up procedures. Due to discipline issues and because of lack of clear expectation, it is importanr to establish rules immediately. Pupil generated classroom rules get pupils involved and give them ownership in the classroom, making them more likely to adhere to expectations.

      Pupil-made rules are lesson in teamwork, problem solving, and respect. Usually, the teachers provides core rules. An example is “Respect others and their belongings.” By then she may ask her pupils to explain what the rule means, why it is important and the consequences for nor adhering to it. A teacher-made classroom rule nay have several pupil-generated sub-rules to accompany it.

      The teacher may also share her certain expectations. Pupils may try to manipulate the opportunity but with the teacher’s guidance,she can direct the situation to develop the desirable classroom rules. This way, the teacher will meet the realistic needs of the learners. At the same time, the pupils will feel that they are indeed part of the class for their teacher has given them the opportunity to share insights about the rules that will be imposed.

      Pupils-generated rules are authentic method to learn about democracy. In a government classroom where pupils and the teachers are the primary characters, voth sides should be taken into account. Rules that will be implemented should be teacher and pupil-generated.

 

By: Estelita S. Maglaqui | Teacher III | Daang Bago Elem. School | Dinalupihan, Bataan