Scenario 13: Enforcing a school rule Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 13: Enforcing a school rule 1

Scenario 13 Enforcing a school rule The school has a rule that pupils may not wear outdoor coats in class. You enter the classroom and find that ten pupils are sitting in their places with their outdoor coats on. What do you do? www.behavioyur4learning.ac.uk 2

Key Learning Outcomes Developing knowledge and understanding about effective corporate school procedures and practices for maintaining standards. Modelling and practising skills and confidence in implementing whole school procedures effectively whilst ensuring that the lesson continues without disruption. www.behavioyur4learning.ac.uk 3

What do you do? Say, “ O.K. folks, coats off please, you know the rule”, and get on with the lesson quickly. Raise your eyebrows, smile, mime taking a coat off then look away and start the lesson. Make an example of one pupil to encourage the others. Say, “ You know you are not allowed to wear a coat in class. Take it off now or you will have to stay in during break time.” Start the lesson and deal with the pupils one by one once the lesson is underway. Say, “I know it’s a stupid rule, but just do it.” www.behavioyur4learning.ac.uk 4

What may be the best choice? If you are able to carry it off, 2. Raise eyebrows, mime and get on is the best option, However, you could also try 1. “OK folks, coats off please, you know the rule.” In both cases it is best to turn away to give “take-up” time and reduce the chance of a confrontation. Using either of these approaches should enable you to get on with the lesson without getting involved in an argument. A quick thumbs up, nod or smile to those who are complying should help too, without taking you away from your teaching. www.behavioyur4learning.ac.uk 5

How might you prevent a recurrence? At the end of the lesson, tell pupils that the behaviour for learning target for the next lesson will be for everyone to be ready for learning, following school rules, when you arrive. Thank students for getting this right if they do so next lesson. Be there before the pupils and remind them as they enter the class. Remain calm and courteous and don’t get drawn into an argument. www.behavioyur4learning.ac.uk 6

Underlying principles Teachers may find it difficult to enforce school rules, but this has to be done! If pupils have been involved in drawing up and agreeing the rules, they may be more willing to cooperate. Low intervention methods are preferable and are worth practising so that you develop your skills further. www.behavioyur4learning.ac.uk 7

Rights and Responsibilities Schools have the right to make rules and to expect that all staff will implement them. Trainees will need to make themselves familiar with school rules and procedures before starting to teach. Good practice involves all members of the community in creating the rules. Involving pupils can be very beneficial, both to the pupils themselves (through taking responsibility and feeling valued) and to the staff (through the more positive climate created). www.behavioyur4learning.ac.uk 8

Activities to try Compare the codes of conduct used in different schools. Which work best and why? There is tremendous scope for trying out different approaches to gaining co-operation. Choose a variety of approaches and try to use them in a teaching situation after discussion with your mentor. Consider ‘What went well….’ and ‘Even better if ….’ Try to use the most promising strategy whenever you can in the future www.behavioyur4learning.ac.uk 9

Want to find out more? References on the B4L site Group trainee teacher discussions – Enforcing a school rule Teachers TV - Teaching with Cowley – School rules OK. (Primary) Teachers TV - Primary NQTs Managing Behaviour Teachers TV - Secondary NQTs – Classroom Encounters with Cowley Teachers TV - Secondary Homework – Sanction and Support www.behavioyur4learning.ac.uk 10

Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009