Consistent Rules

Introduction

There are many reasons why all of us as teachers are inconsistent in the way we apply rules. These include:

The need to flexibly interpret and apply rules

The need to modify our reactions to rule breaking in order to manage the individual needs of students

The need to make choices about which battles to fight

Our conscious and unconscious biases

The need to flexibly interpret and apply rules

Rules that govern behaviour in schools are usually written in absolute terms: either saying what is allowed or not allowed. Any behaviour that transcends the rule is therefore unlawful. This works for much of the time; so any form of movement down the corridor other than walking is breaking the 'walk inside the building' rule. However, social behaviour tends not to be so binary: either yes or no. If a student is 'speed walking' down the corridor are they breaking the 'walk inside the building' rule? Maybe, and this will depend on us making some kind of judgement about the behaviour and how serious we feel it is at that time. For example, the student's speed, age, how busy the corridor is, the proximity to perceived hazards and timing etc.

The need to modify our reactions to rule breaking in order to manage the individual needs of students

It can appear unfair and unjust when particular students seem to be constantly 'getting away' without any sanctions for transgression of the rules. 'Why should the rules not apply to them?' is a common grievance of their peers. However, the reality is that, though the rules definitely apply to them, following the school's behaviour policy is not always appropriate or possible because of their individual needs. To enforce the rules strictly would risk escalating the situation to a much more serious and potentially dangerous level. Where the student has an official medical diagnosis for behaviour such as ADHD, ASD, ODD or PDA it is important to have an individual behaviour management plan detailing what has been agreed as a school. 

Aside from the students whose behaviour can be significantly challenging there are others who may exhibit frequent low-level distraction who also need a modified approach. For example, students with impulsive sensory seeking behaviours who are usually unaware of their subconscious actions. In this case, there is a lack of a conscious and deliberate intention to be distracting or to not stay still. In this case it could be argued that it is wholly unfair to 'punish' these students for behaviours that are, to a large degree, out of their control.

The need to make choices about which battles to fight

The classroom being analogous to a battlefield is perhaps not the image we want to conjur up when talking about schools. However, when faced with a challenging class full of colourful characters, it can seem like you are fighting a war of attrition; just maintaining discipline and order and hopefully getting the students to learn something! Thus, in situations where you are constantly needing to correct student's behaviour, through reminders and sanctions, there comes a point where to continue doing so will prevent you from actually teaching. At this point you are faced with two choices. Do I abandon the lesson objectives and focus on getting the behaviour 'perfect' or do I ignore some of the low-level distracting behaviour and get on with teaching? The answer will depend on your own personality, experience, tolerance and mood, the significance and timing of the lesson, any observers and of course the relationship with the students and their contextual factors.

There is no right answer to the question of whether you choose to stop a lesson or ignore minor behaviour. It is a professional judgement that only you can make based on your particular circumstances. However, at the start of the academic year I would always advise a strict zero tolerance whilst you establish your authority and the student's learn the expectations that you 'really mean'. By 'really mean' I mean those expectations that you are actually going to enforce, whatever the cost, that establish your boundaries for students. It is always best to start strict even if inevitably, for the reasons given above, you retreat on some occasions.

Our conscious and unconscious biases 

No matter how professional we are there is no escaping the fact that we are all subject to the same social, pyschological and perceptual complexities of any other human being. We all carry round a heap of predjudices that reflect our own cultural and social experiences and it is important to become self-aware of them; in order to reduce their influence over our professional behaviour. Clearly, racial, cultural, religious or gender discrimination has no place in our classrooms or indeed anywhere else! Ideally no form of discrimination towards any group in society should be practiced. However, society is incredibly complex with varying values and there will always be those that hold different or opposing beliefs and practices. As a teacher it is important to professionally detach yourself from any repugnancies you may sometimes experience in your dealings with all members of your school community. Any form of conscious bias that unfavourably changes the quality or quantity of support given is, of course, discrimination. But we must also be mindful of our subconscious biases where we unwittingly behave differently or justify our actions based on our predjudices. 

Examples of conscious bias

Discrimination based on a student's socio-economic or cultural heritage

Discrimination because of a student's diagnosis or disability

Discrimination based on a student's reputation or history

Discrimination because of a student's personality

Singling out a particular student out of a group of students misbehaving because you know their name!

Singling out a particular student out of a group of students misbehaving because they're normally in trouble or their parents are less likely to complain. 

Examples of unconscious bias

Any of the conscious biases done unknowingly

Always noticing the behaviour of particular students more than others doing the same thing

Attributing a student's failure in a learning task to some aspect of their personality, attitude or behaviour rather than a mismatch between the task and their ability to complete it successfully

Reflection

How consistent are you in applying rules? How do you know? 

How fair and consistent do you your students think you are?

How does your behaviour management practice differ from that of your colleagues?

Are all adults who work in the class consistent about expectations and rule enforcement?

How do you manage students with specific behavioural diagnoses such as ADHD and ASD who regularly exhibit low-level distracting behaviour?

What would help you to be more consistent?