Compare And Contrast Procedures And Rules
Compare And Contrast Procedures And Rules
Compare and contrast procedures and rules. Give detailed examples of each.
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Procedures and rules are fundamental components in classroom management that help establish a structured, respectful, and efficient learning environment. While they share similarities in guiding student behavior, they serve distinct purposes and are implemented differently.
Procedures are the specific routines or processes that govern how students complete tasks (Marzano & Marzano, 2003). They are about the “how” of classroom activities. For example, a procedure for turning in homework might involve students placing their papers in a designated basket, or a procedure for asking questions could be raising a hand and waiting to be called on. Procedures are typically taught and practiced consistently to ensure smooth classroom operations and minimize disruptions. They promote independence among students and create a predictable environment that fosters learning.
Rules, on the other hand, are broad behavioral expectations that outline what is acceptable and unacceptable behavior in the classroom (Emmer & Evertson, 2016). They explicitly state standards for conduct, such as “respect others,” “stay on task,” or “do notinterrupt.” Rules serve to maintain order and safety, and they often have specific consequences if violated. For instance, a rule might prohibit talking out of turn, and consequences for breaking this rule might include a warning or loss of privileges.
Differences and Examples
Procedures are often more detailed and specific, providing step-by-step guidance, such as the procedure for transitioning between activities—students line up quietly, wait for the signal, and walk, rather than running. Rules are more general and provide a framework for behavior, such as “be respectful,” which encompasses many specific behaviors like listening when others speak or using polite language.
When to Teach Procedures
Teaching procedures should occur at the very beginning of the school year and should be reinforced regularly. It’s crucial to explicitly introduce procedures before they are needed, model the expected behavior, and allow students to practice until they achieve mastery (Marzano & Marzano, 2003). For example, at the start of a new activity, a teacher might demonstrate how to gather materials, then have students practice the routine until it becomes automatic. Regular reinforcement ensures procedures become ingrained, reducing classroom chaos.
Teaching, Modeling, and Practicing Procedures
“Teaching” procedures involves explaining their purpose and importance clearly. “Modeling” entails demonstrating the procedure, showing students exactly how to perform it successfully. “Practicing” allows students to repeat the procedure, receive feedback, and internalize the steps (Evertson & Emmer, 2017). This cycle results in efficiency and independence, thereby reducing transitions’ time and minimizing disruptions.
Effect on Student Achievement
Effective procedures positively influence student achievement by creating a stable environment with clear expectations, minimizing downtime, and maximizing instructional time. When procedures are well established, students spend less time figuring out routines and more time engaged in learning tasks. Moreover, consistent procedures promote behavior standards that allow teachers to focus more on instruction than on discipline issues, thus elevating academic performance (Simonsen et al., 2012).
In conclusion, procedures and rules are essential but serve different functions in classroom management. Procedures concern how various classroom activities are carried out, while rules define acceptable behavior. Both require explicit teaching, modeling, and practice to be effective. When properly implemented, they significantly contribute to a positive classroom climate, efficient classroom functioning, and improved student learning outcomes.
References
Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers (10th ed.). Pearson.
Evertson, C. M., & Emmer, E. T. (2017). Classroom management & instructional leadership. Pearson.
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2012). Evidence-based practices in classroom management: Considerations for research-to-practice. Education and Treatment of Children, 35(2), 319-350.