by Plainenglish

Created on: February 25, 2009

Misbehavior in the classroom disrupts learning for all students and it is therefore important for a teacher to create an ethos or climate in the classroom that promotes inclusivity and respect for one another. This can be achieved, and learning maximized, by instilling positive discipline and effective ground rules. In some instances it may be possible to anticipate potential problems by planning and by taking a positive approach to classroom management. When teaching a new group, you should first do your homework by talking to other teachers and tutors. You should learn as much as possible about the learners before class, including their names and backgrounds and any previous behavioral problems and how these were managed.

How and whether you set ground rules will depend on the students themselves. Mature students may find it patronising to have formal ground rules set and they may need to be introduced in a less formal manner. How you act and the things you say on a daily basis will help promote the kind of classroom climate that you require.

If you feel it appropriate to set formal ground rules, it isadvantageousto involve the learners in establishing what kind of classroom they want and how they can make this happen. The objective of ground rules is to achieve mutual respect in the classroom, and involving the learners would give them ownership of the rules and make them more likely to follow them. With younger learners, I would be creative, and make this a fun, engaging activity. For example, have them make a poster. Let them personalize it or sign it - whatever might make them feel like these are their rules.

I would facilitate the discussion by making suggestions for further debate. This will enable me to introduce my own expectations for the class in an indirect way. Areas for discussion might be:

Punctuality

Listening skills

Talking skills i.e. one person at a time

Appropriate language

Use of mobile phones

Ground rules are more likely to be accepted if there are not too many and, bearing this in mind, you should have no more than five or six. Try to encourage positive phrasing such as "We respect ourselves and each other," vs. "We don't call each other names or tease each other."

What is important to remember is that, as will all other aspects of teaching and learning, every group of learners will be different and one set of ground rules will not fit all. You should therefore adopt a flexible approach to each unique set of learners

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