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Journal articles on the topic 'Classroom Rules'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Fields, Barry A. "Nature and Function of Rules." Australasian Journal of Early Childhood 22, no. 3 (September 1997): 7–12. http://dx.doi.org/10.1177/183693919702200303.

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In this paper the nature and function of teacher rules in Year I and 2 primary classrooms is discussed. It is argued that the classroom is a complex mini-society which children must come to understand if they are to adjust to and succeed in school. Rules, it is believed, help children make sense of the world of the classroom. Rules are viewed as serving both a managerial function (helping to establish order) and as a mechanism for defining and understanding the ‘way of life’ in the classroom. Against this backdrop of perspectives on school and teacher rules, the rules of 60 Year 1 and 2 teachers were examined. The findings are discussed with reference to the above two perspectives and to the importance of rules in reinforcing the authority of the teacher in the classroom.

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Chinnappan, Barathi, John T. Rapp, and Barry R. Burkhart. "Effects of Rules and Feedback on Classroom Behavior of Adolescents in a Residential Treatment Setting." Behavior Modification 44, no. 5 (March 6, 2019): 627–45. http://dx.doi.org/10.1177/0145445519834637.

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Over the past 30 years, researchers have shown that various types of group contingency procedures can decrease problem behavior displayed by young children in academic settings. Recently, researchers have demonstrated that presession rules, within-session feedback, and interdependent group contingencies (i.e., contingently delivered tangible and edible items) increased appropriate behavior displayed by detained adolescents in a residential treatment facility. Nevertheless, it is possible that rules with feedback about rule violations could produce comparable outcomes. To address this question, we used a nonconcurrent multiple baseline design across classrooms to evaluate the extent to which rules, visual feedback (i.e., marks on a board denoting rule violations), and postsession feedback decreased problem behaviors in three classrooms within a residential detention facility. Results indicate that problem behavior decreased to less than 10% of observation intervals in each classroom. Results from a social validity measure indicate that the procedures and outcomes were acceptable to the respective classroom teachers.

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Malone, Bobby G., and Cheryl L. Tietjens. "Re-Examination of Classroom Rules." Special Services in the Schools 16, no. 1-2 (November 17, 2000): 159–70. http://dx.doi.org/10.1300/j008v16n01_11.

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4

Dabell, John. "Creating rules in your classroom." SecEd 2017, no. 33 (November 30, 2017): 10. http://dx.doi.org/10.12968/sece.2017.33.10.

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5

Rosenberg, Michael S. "Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students." Behavioral Disorders 11, no. 4 (August 1986): 239–48. http://dx.doi.org/10.1177/019874298601100405.

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Structured classroom management systems such as token economies have been commonly employed in special education, remedial, and regular classrooms for the reduction of disruptive and socially inappropriate student behaviors. Still, many well-intentioned management plans do not achieve maximum effectiveness because several key prerequisites to a program's success are overlooked. The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multicategorical resource room. Results indicated that a brief daily review of the classroom rules can maximize the effectiveness of a well-planned and reliably implemented classroom management system. Compared to the token economy alone condition, the token economy with the daily review of the classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction in the instances of disruptive talkouts. Additionally, it was found that the daily review of rules provided a greater number of opportunities to respond to be presented during lessons. Explanations and implications of these results are discussed in terms of instructional utilization and the need for planning for generalization and covertization.

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Holmes, Mark. "The Classroom: Solitude, Isolation and Rules." Curriculum Inquiry 21, no. 2 (June 1991): 135–40. http://dx.doi.org/10.1080/03626784.1991.11075360.

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7

Bicard, David F. "Using Classroom Rules to Construct Behavior." Middle School Journal 31, no. 5 (May 2000): 37–45. http://dx.doi.org/10.1080/00940771.2000.11494651.

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Snyder, Neil. "Classroom Noise Rules Go to Congress." ASHA Leader 16, no. 13 (November 2011): 3–4. http://dx.doi.org/10.1044/leader.pa2.16132011.3.

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Bromley, Matt. "Classroom routines…" SecEd 2019, no. 12 (June 1, 2019): 48. http://dx.doi.org/10.12968/sece.2019.12.48.

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Diker, Fadime. "Evaluation of the efficiency of university classrooms with the fuzzy logic." Facta universitatis - series: Architecture and Civil Engineering 17, no. 4 (2019): 341–57. http://dx.doi.org/10.2298/fuace190528020d.

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In this paper, a fuzzy logic algorithm was created in order to grade and classify the design efficiencies of classrooms selected from S?leyman Demirel University. The existing classrooms were examined on site and the orientation of the classrooms, the number of people, the classroom area and the window area of the classroom were calculated. As the input variables, the orientation of the classrooms, the number of people, the area per-capita and the ratio of window area to the classroom area were modelled. The design efficiencies of the classrooms as the output variables were obtained by the rules formed among the input variables. In the model, fuzzy model as the Mamdani type and "weighted average" method as the clarification method were used. For fuzzy logic model, 180 fuzzy rules have been formed in the type of IF, which are associated with the facade of the classroom, the number of people, the area per capita and the ratio of the window area of the classrooms to the design efficiency of the classroom. Design efficiency of the classrooms were created; the design efficiency classes and the average design efficiencies of classrooms in faculties were compared and concluded according to faculties. The efficiency of the classrooms, which is the main place of the educational buildings, depends on the decisions taken during the design phase. With the model created in this paper, more efficient designs will be provided by having knowledge about the design efficiency through making use of the decision-making process of the classrooms during the design process.

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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 49. http://dx.doi.org/10.19030/ctms.v2i1.5252.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.

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Findley, Bev, and Dale Varble. "Creating A Conducive Classroom Environment: Classroom Management Is The Key." College Teaching Methods & Styles Journal (CTMS) 2, no. 3 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i3.5262.

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Creating a classroom environment which is conducive to learning is one of the most important things a teacher can do. This becomes even more crucial as students enter classrooms with their cell phones, pagers, and beepers. Additionally, many students are tardy for class, leave early, or may not appear in class on numerous occasions. Therefore, classroom management takes on greater significance at the university level. Effective classroom management starts at the first class meeting. Everything a teacher does on Day One will set the stage for the procedures, routines, and expectations throughout the course. Having a detailed syllabus, outlining requirements for the course, defining expectations for attendance and participation, and explaining the rules of the road are just the beginning of how a teacher models expected behavior of the students. This paper provides successful strategies used in university classrooms and presents a review of literature on effective university classroom management practices.

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Alter, Peter, and Todd Haydon. "Characteristics of Effective Classroom Rules: A Review of the Literature." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 2 (March 24, 2017): 114–27. http://dx.doi.org/10.1177/0888406417700962.

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Difficulty managing classroom behavior is a frequently recognized problem for teachers, especially teachers early in their careers. Classroom rules are identified as an integral part of effective classroom management as they are relatively simple to implement and focus on preventing challenging behaviors before they occur. Sources such as classroom management textbooks and practitioner-oriented journal articles recommend a number of characteristics that make classroom rules effective; unfortunately, these sources have not been uniform in their recommendations. The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable. Results indicated that the two most important characteristics of effective classroom rules are teaching the rules to students and tying rules to positive and/or negative consequences. Other characteristics recommended in secondary sources remain equivocal in the research. Implications for effective teacher preparation in classroom management are discussed.

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Boostrom, Robert. "The Nature and Functions of Classroom Rules." Curriculum Inquiry 21, no. 2 (1991): 193. http://dx.doi.org/10.2307/1179942.

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Boostrom, Robert. "The Nature and Functions of Classroom Rules." Curriculum Inquiry 21, no. 2 (June 1991): 193–216. http://dx.doi.org/10.1080/03626784.1991.11075363.

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Agrawal, D. C., and V. J. Menson. "Light bulb exponent-rules for the classroom." IEEE Transactions on Education 43, no. 3 (2000): 262–65. http://dx.doi.org/10.1109/13.865198.

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Maciejowska, Iwona, and Jaroslaw Wilanowski. "RULES FOR THE CHEMISTRY LABORATORY OR CLASSROOM." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 3 (December 1, 2008): 58–61. http://dx.doi.org/10.48127/gu-nse/08.5.58b.

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Notar, Charles E., and Stefanie R. Sorbet. "THE BRIDGE to LEARNING is you the TEACHER!" Advances in Social Sciences Research Journal 7, no. 4 (May 5, 2020): 462–82. http://dx.doi.org/10.14738/assrj.74.8081.

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Teachers in today’s classrooms are called to “build a bridge” in order to best meet the needs of their students. Through organizing a classroom, building procedures and rules, fostering intrinsic motivation in students, providing engaging lessons that attain meaningful objectives all while self-reflecting and adjusting along the way are just some of the steps taken by classroom teachers each day in order to best “build a bridge” and meet their students’ needs. Teachers with well-planned and thoughtfully organized classrooms that are constructed with a foundation of support, lead students with routines to succeed. Through accepting feedback and engaging in self-reflection, teachers can adjust lessons and management techniques throughout the school year based on students’ response and achievement. This article provides a guided approach for teachers from setting up the classroom, establishing rules and procedures, to the organization and delivery of content area in a manner that best supports the successes of all students involved.

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Noviyanti, Ayu Kristiana, and Eunice Widyanti Setyaningtyas. "Partisipasi Pembelajaran Siswa Dalam Pembelajaran Dengan Classroom Rules." Journal of Education Research and Evaluation 1, no. 2 (May 2, 2017): 65. http://dx.doi.org/10.23887/jere.v1i2.10071.

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This study aims to: (1) Determine the effect of applying classroom rules in participation in teaching students in grades 5 (2) Determine the level of success of the effect of applying classroom rules in participation in teaching students in grades 5 Classroom rules are a set of rules which help organize learning activities, not just a routine or habit but in practice is also based on a standard that will have a positive impact on student behavior both in learning and everyday attitudes. This type of research is experimental research with research design Quasi Experimental Design. Instruments data collection using questionnaires, observations and interviews. Hypothesis testing using t-test and two independent samples t-test two different paired sample with SPSS 16.0. The results showed that: (1) the results of pre-test and post-test participation learning experimental class increased after applying classroom rules is higher than pre-test participation study before applying classroom rules with an average participation of learning by 52 904 and the average after applying classroom learning participation rules amounted to 55 761; (2) Participation of higher learning experimental class of classes controls (t = 2.342> ttabel 5% = 2,021). Thus the application of classroom rules affect the increased participation of student learning. Application of the rules Clasroom done optimally will affect the formation of character and the effect on student achievement.

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Hunter, William C., Sally Barton-Arwood, Andrea Jasper, Renee Murley, and Tarol Clements. "Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students With or at Risk for EBD Across Classroom Settings." Beyond Behavior 26, no. 2 (June 27, 2017): 81–88. http://dx.doi.org/10.1177/1074295617711398.

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In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT mnemonic). Each strategy can be particularly useful in assisting novice and veteran teachers provide instruction to students with emotional and behavioral disorders within inclusive or self-contained classrooms.

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HALIMATUSSADIAH, ALIN. "CLASSROOM EXPERIMENT AS A TEACHING METHOD IN NATURAL RESOURCE AND ENVIRONMENTAL ECONOMICS COURSE EKSPERIMEN KELAS SEBAGAI METODE PEMBELAJARAN DALAM MATA AJAR EKONOMI SUMBER DAYA ALAM DAN LINGKUNGAN." Jurnal Pendidikan Ekonomi dan Bisnis (JPEB) 2, no. 2 (October 31, 2014): 1. http://dx.doi.org/10.21009/jpeb.002.2.1.

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The use of classroom experiment as teaching method in economic courses is increasing overtime. However, it is not widely used in developing world. In the experiment, students can learn using their own experience how economic agents behave and how they make decisions in a certain situation setting. This paper aims to describe the advantage of the method, practical issues in conducting classroom experiment, and examples of two classrooms experimental games in natural resource and environmental economics course: a public goods game and a CPR (common pool resource) game. In the games we introduce different rules of the game to give an understanding the impact of different rules of the game to the result of the game. We also discussed the relation between individual characteristics and his/her decision in the game. Keywords: classroom experiment, public goods game, CPR (common-pool resource) game, natural resource and environmental economics

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McGinnis, J. Christopher, Brian P. Frederick, and Ron Edwards. "Enhancing classroom management through proactive rules and procedures." Psychology in the Schools 32, no. 3 (July 1995): 220–24. http://dx.doi.org/10.1002/1520-6807(199507)32:3<220::aid-pits2310320309>3.0.co;2-4.

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Widyastuti (Scopus ID 57210281451), Ima. "Bringing The Poster Presentation Model into Classroom." SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial Dan Humaniora 6, no. 1 (January 27, 2020): 1. http://dx.doi.org/10.30738/sosio.v6i1.6205.

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Making students to speak English in a large classroom becomes a big challenge for teachers. On one hand, there is no enough time for all students speak equally. On the other hand, most students are lack of confidence and English competence. As a result, the students tend to be reluctant toward the speaking activities. There have been many research under the speaking classroom activities, however, modeling professional activity into classrooms has been rare. The recent action research on a Poster Presentation model aims to make students participate in the classroom activities actively by considering their characteristics. From the individual interview and classroom observations of the 17 passive students enrolled on the four Speaking for Academic Purposes classrooms at Sarjanawiyata Tamansiswa University, Indonesia, the researchers found that the Poster Presentation model with two rules applied, i.e. no talk no grade and interrelated questions motivated the students’ participation in the speaking classroom activities. However, the Poster Presentation model did not work on those who have never experienced in natural speaking practices before. Thus, managing the classroom using the present model brings double facets among students.

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Ellis, Rod. "Are Classroom and Naturalistic Acquisition the Same?" Studies in Second Language Acquisition 11, no. 3 (September 1989): 305–28. http://dx.doi.org/10.1017/s0272263100008159.

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This article reports a study of the classroom acquisition of German word order rules by adult, successful language learners. Data elicited by an information-gap task performed by 39 learners of L2 Germanat two points in time are used to describe the sequence of acquisition of three obligatory word order rules. A comparison of this sequencewith that reported for naturalistic learners of German revealed no difference, despite the fact that the order in which the rules were introduced and the degree of emphasis given to the rules in the instruction differed from the naturalistic order. The classroom learners, however, did appear to be more successful than the naturalistic learnersin that they reached higher levels of acquisition in a shorter period of time. The results of this study support the claim that the classroom and naturalistic L2 acquisition of complex grammatical features such as word order follow similar routes. They also suggest that classroom learners may learn more rapidly. These findings are discussed with reference to both theories of L2 acquisition and language pedagogy.

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Brooks, Lisa A., and Juli K. Dixon. "Changing the Rules to Increase Discourse." Teaching Children Mathematics 20, no. 2 (September 2013): 84–89. http://dx.doi.org/10.5951/teacchilmath.20.2.0084.

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A second-grade teacher challenges the raise-your-hand-to-speak tradition and enables a classroom community of student-driven conversations that share both mathematical understandings and misunderstandings.

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Івашкевич, Ернест, and Наталія Антюхова. "INNOVATIVE PRINCIPLES OF FACILITATIVE TEACHING IN USING CONTEMPORARY APPROACHES FOR TEACHING ENGLISH YOUNG LEARNERS." Інноватика у вихованні 1, no. 13 (June 15, 2021): 81–94. http://dx.doi.org/10.35619/iiu.v1i13.353.

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We emphasized that there were many factors (both internal and external) that should be taken into consideration while we were engaged in the teaching process. Under “the internal factors” we mean factors which are inside the classroom. They are: Effective instructions. In this way we mean teaching practice due to the attention to individuals of pupils leading well-planned instructions, which tend to enhance a great order and effective process of studying. Setting and implementing rules. In this case the goal is to achieve maximum result of learning within minimum of time. Feedback according to appropriate behavior. It is a good point to remember that praise of behavior would be more effective if it was linked with well-planned and well-done performance. Emphasizing on classroom environment. Well-managed classrooms will increase pupils’ desire to study in such supportive learning environment. The best teacher’s Approach. The best way to teach pupils is to develop their activity that lets them to create the rules, instead of telling the schoolchildren what the rules are. Disabilities. If one pupil has a disability to study this subject, the teacher may need to spend more one-on-one time with this pupil or allow the development of technician to provide the activities with him/her. It was shown that external factors were these ones that were outside the classroom. In this way they affect classroom management, such as: planning, developing teacher’s personality, organizing parent-teacher meetings and emphasizing on psychological factors.

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Sanjaya, Hans Vindra Christian, and Meicky Shoreamanis Panggabean. "Implementasi Prosedur, Peraturan dan Konsekuensi Kelas Untuk Meningkatkan Kedisiplinan Siswa Kelas 8." Scholaria: Jurnal Pendidikan dan Kebudayaan 11, no. 1 (January 21, 2021): 63–71. http://dx.doi.org/10.24246/j.js.2021.v11.i1.p63-71.

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Discipline is important in learning process as it could affect the success of learning process. Therefore, students should be responsible for their own behavior and keep the class conducive. Unfortunately, based on the researcher’s observation in grade VIII at a private school, the students had disciplinary problems. They came late to class, made noises when the teacher was explaining, and slept during class. Based on theories and journals, the researcher decided to implement classroom procedures, rules, and consequences. The purposes of this research were to know whether and how the implementation of the method can improve students’ discipline. The research method used was Pelton’s Model of Classroom Action Research (CAR). The subjects of research were 30 students from class VIII B. The research was conducted from August 14th to October 23rd, 2018. The instruments used were observation checklist forms, mentor’s feedback and researcher journal reflection that were analyzed by using simple statistics. Data analysis results showed that the average of indicator percentage of students' discipline improved 13% from 70% in Issue Identification to 83% Plan activation based on mentor’s observation after the implementation of the method. As conclusion, the implementation of classroom procedures, rules, and consequences could improve grade VIII students’ discipline by implementing all indicators of the method, which are: created a few rules, told the reason for each rule, created reasonable and logical consequences, explained procedures, rules, and consequences clearly, rehearsed procedures, reinforced correct procedures, and be consistent in implementing procedures, rules, and consequences.

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Al Qahtani, Norah Saad Sultan. "The Undesirable Behaviors of Students in Academic Classrooms, and the Discipline Strategies Used by Faculty Members to Control Such Behaviors from the Perspective of the College of Education Students in King Saud University." International Education Studies 9, no. 3 (February 25, 2016): 197. http://dx.doi.org/10.5539/ies.v9n3p197.

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<p class="apa">This study aimed to identify the undesirable students’ behaviors in academic classrooms, and the disciplinary, preventive and therapeutic strategies that will be used by faculty members to control those behaviors from the perspective of the College of Education’s students in King Saud University. The results of the study has shown that the undesirable behavior in academic classrooms that strongly apply to the sample are: cheating and plagiarism regarding homework and research, replying with a rude manners, using cell phones, side talking, and arriving late to lectures. And in regards to the discipline strategies that are used by faculty members, which strongly apply to the sample, and are related to co-educational assets, are: submitting a detailed plan at the beginning of the semester, establishing clear and concise discipline rules in the classroom and strictly follow them, explaining the consequences of not following the classroom discipline rules, treating students with respect and without mockery or embarrassment, and maintaining eye contact. In addition, the therapeutic disciplinary strategies are: giving a first notice to the student to remind him or her of the discipline rules, asking the student calmly but strictly to stop the undesirable behavior. The study has come up with a number of recommendations and suggestions.</p>

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Goodson, F. Todd. "Culture Wars and the Rules of the English Classroom." English Journal 83, no. 5 (September 1994): 21. http://dx.doi.org/10.2307/820397.

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김현주 and 권귀염. "Early childhood teachers' perceptions and experiences regarding classroom rules." Korean Journal of Early Childhood Education 38, no. 2 (April 2018): 33–60. http://dx.doi.org/10.18023/kjece.2018.38.2.002.

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Kalinec-Craig, Crystal, and Rose Ann Robles. "Classroom Rules Reimagined as the Rights of the Learner." Mathematics Teacher: Learning and Teaching PK-12 113, no. 6 (June 2020): 468–73. http://dx.doi.org/10.5951/mtlt.2019.0140.

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The article describes how one fifth-grade teacher helped her students to exercise their Rights of the Learner (e.g., to be confused; to claim a mistake; to speak, listen, and be heard; and to write, do, and represent what makes sense) as they learned to graph and interpret non-linear data.

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PhD, Ralph Wood, and Charles Duncan. "Preparing for Controversy: Developing Rules for the Health Classroom." Journal of School Health 71, no. 4 (April 2001): 162–64. http://dx.doi.org/10.1111/j.1746-1561.2001.tb01316.x.

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Koeppen, David R. "CREATING AN ACCOUNTING CULTURE IN THE CLASSROOM." Accounting Historians Journal 17, no. 1 (June 1, 1990): 89–96. http://dx.doi.org/10.2308/0148-4184.17.1.89.

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Numerous critics of accounting education have suggested that students graduating from accounting programs are well-trained but poorly educated. One reason that this may be occurring is that accounting education has become increasingly rule-oriented, focusing more on training future accountants rather than on educating those individuals. It is suggested here that accounting educators should spend more time developing an awareness in students of the culture of accounting. Two methods for accomplishing this change are suggested: (1) Focusing on the issues instead of the rules, and (2) providing students with a historical perspective of the events which have developed and shaped the practice of accountancy. By adding culture to the accounting curriculum, students will be better educated and thus be better prepared for their future careers.

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Sturm, Janet M., and Nickola Wolf Nelson. "Formal Classroom Lessons." Language, Speech, and Hearing Services in Schools 28, no. 3 (July 1997): 255–73. http://dx.doi.org/10.1044/0161-1461.2803.255.

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Quantitative and qualitative methods were used to analyze the discourse expectations of formal classroom lessons in order to provide an informational base for curriculum-based language intervention. Samples of oral communication exchanges between general education teachers and their students in five classrooms each at first-, third-, and fifth-grade levels (15 total) were audiotaped. Grade level changes included significant increases in the syntactic complexity of teachers' language from third- to fifth-grade level, as well as findings that fifth-grade teachers conveyed content more frequently than first-grade teachers and that first-grade teachers called on students by name more often than either third- or fifth-grade teachers. Ten rules were generated from these discourse samples and from prior research to summarize the expectations that students must infer in order to participate successfully in formal lessons. Implications for students with communicative disorders are considered.

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Chamberlain, Ruth. "Ground Rules: A Case for Their Use in the Classroom." Pastoral Care in Education 10, no. 4 (December 1992): 26–30. http://dx.doi.org/10.1080/02643949209470812.

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Thornberg, Robert. "Rules in Everyday School Life: Teacher Strategies Undermine Pupil Participation." International Journal of Children's Rights 17, no. 3 (2009): 393–413. http://dx.doi.org/10.1163/157181808x395590.

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AbstractThe aim of this study is to examine the strategies which teachers use in their everyday interactions with pupils to work with and uphold school and classroom rules and to what extent their rule-work strategies give pupils opportunities to have a say and participate in rule-making. The study is based on fieldwork in two Swedish primary schools. According to the findings, the teachers use four main rule-work strategies: (a) assertion, (b) explanation, (c) negotiation, and (d) preparation. The findings show that it is usually the adults in school who make decisions about school rules and that pupils are seldom given any opportunities to create, modify or abolish formal rules through open negotiations. Furthermore, when school democracy meetings take place, they tend to be illusory, reducing negotiation to a matter of figuring out the "right" answer and confirming to proposals from authorities.

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Boubekeur, Sihem. "Integrating culture in teaching literary texts and cultural taboos: Foreign language students’ perceptions and attitudes." Global Journal of Foreign Language Teaching 11, no. 2 (May 31, 2021): 101–8. http://dx.doi.org/10.18844/gjflt.v11i2.5630.

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Literature and culture intimately complement each other. Culture is a vehicle by which literary texts emanate values, social rules and beliefs. The connection between literature and culture must be tackled in foreign language classrooms for the ultimate objective of learning the target civilisation. The current research focuses primarily on the importance of bringing literature and culture into the classroom. The focal points of this paper are to shed lights on which cultures literature tutors ought to focus on, what kind of texts to expose students to, how best to lead teaching and which cultural themes need to be tackled. Classroom observational sessions are used for two academic years 2019–2020 and 2020–2021 with second-year students at Dr. Moulay Tahar University of Saida. The findings reveal that students do not favour texts that have cultural taboos. Thereby, using appropriate and interesting literature in the foreign language classroom would engage and motivate learners, as well as challenge their beliefs. Keywords: Classroom, connection, culture, foreign language students, literature.

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Smith, Cynthia Marie. "Discuss with your colleagues: Algebra for all: A Discourse on Discourse: Wrestling with Teaching Rational Equations." Mathematics Teacher 91, no. 9 (December 1998): 749–53. http://dx.doi.org/10.5951/mt.91.9.0749.

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The teacher's role in discourse is to initiate and orchestrate classroom interactions that contribute to students' understanding of mathematics (NCTM 1991). Establishing and maintaining this multifaceted role can be difficult. Individual differences in students, teachers. and classroom cultures make it impossible to create steadfast rules for guiding classroom practices. The shared experiences of other teachers—who are also struggling to establish an interactive classroom discourse—are becoming our most valuable resources.

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Lannin, John, David Barker, and Brian Townsend. "Why, Why Should I Justify?" Mathematics Teaching in the Middle School 11, no. 9 (May 2006): 438–43. http://dx.doi.org/10.5951/mtms.11.9.0438.

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Suppose that in your classroom, as part of an algebraic reasoning unit, students were asked to find a general rule for the Beam Design problem in figure 1. Examine the rules and explanations below to determine those that you would view as acceptable and those that you believe would be unacceptable. Also consider how you would respond to students who provided such explanations.

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Dunn, Mandie Bevels. "Teaching literature following loss: teachers’ adherence to emotional rules." English Teaching: Practice & Critique 20, no. 3 (August 12, 2021): 354–67. http://dx.doi.org/10.1108/etpc-11-2020-0147.

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Purpose This study aims to explore how teachers changed literature instruction in English language arts (ELA) classrooms following personal loss, and identifies factors influencing those changes. The author argues teachers regulated their responses to literature according to emotional rules they perceived to be associated with the teaching profession. Understanding teachers’ responses helps educators, teacher educators and educational researchers consider what conditions and supports may be required for teachers and students to share emotions related to loss in authentic ways in ELA classrooms. Design/methodology/approach To examine changes teachers made in literature instruction following personal loss, the author conducted a thematic analysis of 80 questionnaire responses. Findings The author found teachers changed literature instruction related to three areas: teachers’ relationship to students, teachers’ instruction surrounding texts and teachers’ reader responses. Responses highlighted how teachers adhered to emotional rules, including a perception of teachers as authorities and caretakers of children. Teachers considered literature instruction to require maintaining focus on texts, and avoided emotional response unless it aided textual comprehension. Originality/value Scholars have argued for literature instruction inclusive of both loss experiences and also emotional response, with particular focus on students’ loss experiences. This study focuses on teachers’ experiences and responses to literature following loss, highlighting factors that influence, and at times inhibit, teachers’ authentic sharing of experiences and emotions. The author argues teachers require support to bring loss experiences into literature instruction as they navigate emotional response within the relational dynamics of the classroom.

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Camodeca, Marina, and Gabrielle Coppola. "Bullying, empathic concern, and internalization of rules among preschool children." International Journal of Behavioral Development 40, no. 5 (July 10, 2016): 459–65. http://dx.doi.org/10.1177/0165025415607086.

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The present study examined whether bullying, defending, and outsider behaviors in preschool children were associated with two conscience aspects (empathic concern and internalization of rules) and with emotion understanding. We also investigated whether emotion understanding moderated the relationship between these dimensions and bullying roles. Participants were 105 children (51 males), aged 36 to 76 months. Bullying roles were assessed through peer nominations. Internalization of rules and empathic concern were observed in classroom and their scores derived from selected Q-Sort items. Emotion understanding was evaluated with the Puppet Interview administered to children. Results showed that empathic concern and internalization of rules were negatively associated with bullying and outsider behaviors, whereas emotion understanding correlated with defending behavior. The interaction between emotion understanding and internalization of rules was also significant: Low scores on rule-compatible conduct were associated with bullying or outsider behavior, in particular for those children with poor emotion understanding.

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Rachman, Muhammad Kurniawan, Hanna Hanna, and Aris Badara. "Instructors' Reflection on Positive Behavior Support in RULES Foundation's EFL Classroom." Langkawi: Journal of The Association for Arabic and English 5, no. 1 (June 29, 2019): 67. http://dx.doi.org/10.31332/lkw.v5i1.1228.

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Students’ challenging behavior becomes one of the big issues in education nowadays and language education is not an exception. Therefore, preparing teachers insight towards the issue is essential as the first step to prevent the issue grows in the future. Positive Behavior Support appears as one of the solutions to this issue in developing countries such as Australia and Singapore in 2011. Supporting this system, the researcher perceived that it is vital to apply this system in the EFL classroom in Indonesia. This paper aims to investigate the instructors’ Reflection using Positive Behavior Support (PBS) in EFL classroom. The research used qualitative study and involved 3 instructors in an institution which applies EFL teaching as the program, also conducted an interview after the workshop and teaching to find more detail information in the data obtained. The finding of the study indicated that PBS in form of workshop positively supported the instructors’ teaching application when they were experiencing real teaching class situation using the support system. The instructors also perceived that having PBS workshop added their knowledge to support students’ behavior in their classroom and in the future positively. Unfortunately, two instructors denoted that they could not apply all the PBS parts in their teaching application since most of the students are adult learners. However, the instructors reported that through the workshop and teaching period they perceived a change in students’ positive behavior and PBS changes their paradigm toward teaching management system.

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Cameron, Marie, Lexie Grudnoff, and Marilyn Gwilliam. "Finding Your First Job: From College to Classroom Under New Rules." Set: Research Information for Teachers, no. 2 (August 1, 1990): 1–4. http://dx.doi.org/10.18296/set.1086.

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Raske, Martha. "Using Feminist Classroom Rules to Model Empowerment for Social Work Students." Journal of Teaching in Social Work 19, no. 1-2 (November 17, 1999): 197–209. http://dx.doi.org/10.1300/j067v19n01_15.

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Croom, Loren, and Barbara H. Davis. "It's Not Polite to Interrupt, and other Rules of Classroom Etiquette." Kappa Delta Pi Record 42, no. 3 (April 2006): 109–13. http://dx.doi.org/10.1080/00228958.2006.10516445.

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Moyo, Themba. "What rules of behaviour do language teachers use in the classroom?" English Academy Review 15, no. 1 (December 1998): 52–58. http://dx.doi.org/10.1080/10131759885310071.

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Rahmanova, Nazokat Tairovna. "THE IMPORTANCE OF RULES, NORMS AND DISCIPLINE IN FOREIGN LANGUAGE CLASSROOM." Theoretical & Applied Science 94, no. 02 (February 28, 2021): 147–51. http://dx.doi.org/10.15863/tas.2021.02.94.35.

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Seaborn, Katie, Deborah I. Fels, Rob Bajko, and Jaigris Hodson. "Gamifying the Media Classroom." International Journal of Game-Based Learning 7, no. 4 (October 2017): 22–49. http://dx.doi.org/10.4018/ijgbl.2017100102.

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Gamification, or the use of game elements in non-game contexts, has become a popular and increasingly accepted method of engaging learners in educational settings. However, there have been few comparisons of different kinds of courses and students, particularly in terms of discipline and content. Additionally, little work has reported on course instructor/designer perspectives. Finally, few studies on gamification have used a conceptual framework to assess the impact on student engagement. This paper reports on findings from evaluating two gamified multimedia and social media undergraduate courses over the course of one semester. Findings from applying a multidimensional framework suggest that the gamification approach taken was moderately effective for students overall, with some elements being more engaging than others in general and for each course over time." Post-term questionnaires posed to the instructors/course designers revealed congruence with the student perspective and several challenges pre- and post-implementation, despite the use of established rules for gamifying curricula.

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Cong, Chuang, and Feng Hua Lu. "Illumination Design of the Computer Classroom." Advanced Materials Research 634-638 (January 2013): 3770–73. http://dx.doi.org/10.4028/www.scientific.net/amr.634-638.3770.

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This paper carries on an illumination design about the computer classroom of Architecture and Civil Engineering College, Taiyuan University of Technology according to the rules of intensity of illumination standard value and lighting power density (LPD) stipulated in the Building Illumination Design Standard (GB50034-2004), and puts forward a feasible project in theory. In accordance with the test and subjective evaluation, it also puts forwanrd the effectiveness and feasibility of the lighting design project through theoretical calculation and actual circumstance in the classroom. This provides a reference for similar computer classroom illumination design.

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Chen, Ai-Hwa. "Perspectives upon Integrating Music into Freshman English Pronunciation Training Classroom." Asian Journal of Education and Training 2, no. 1 (June 16, 2016): 16–22. http://dx.doi.org/10.20448/journal.522/2016.2.1/522.1.16.22.

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This study explores the effects of integrating music into English pronunciation practice. Ninety-five English major students from a technological university located in central Taiwan participated in this project. Six songs were selected and played by means of using YouTube. Students were given a list of vocabulary words selected from the lyrics and learned pertinent pronunciation rules that were augmented with phonetic symbols. They were asked to take quizzes that required memorizing the song’s lyrics. The findings point out that almost all students enjoyed listening to songs and indicated that they had become more familiar with many English songs and the rules of pronunciation by practicing singing and memorizing the lyrics.

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