Predictability in the Classroom
“A climate of predictability, trust, emotional warmth, and reciprocity are the key elements to establishing a pattern of “goodwill” (Arsenio and Lover 1995) conducive to the emergence of the moral self. (Moan 1993)” (Nucci, 2001)
Creating an established routine that students can rely on is the most important thing that a teacher can do for his/her students. As Nucci notes, creating an environment where the students always know what is coming next keeps the students and the teacher on a level playing field. There is no guessing game when it comes to the day-to-day schedule. If a teacher employs concept of pre-planning and creating stability it eliminates any idle time for students to spend finding ways to amuse themselves. Allowing the students to fall into a routine is only the first building block, once they are used to that more blocks are added for trust, level emotions, warmth, understanding, etc... until a community of learning is built.
The benefits of predictability stretch further than just organizational bliss, it also reaches into the realm of discipline. Having a process to use when dealing with misbehaviour also teaches the children that there are consequences to their actions; enforcing the process will diminish the instances of mischief because they know what to expect if they break a classroom rule. Creating the rules that the students have to follow together also gives them a sense of ownership in the classroom. Allowing the kids to be involved in this process makes it more likely that they will follow the rules. A reward system that praises, not necessarily the student, but the kind actions of the students also helps to impose good morals.
K.D.
Nucci, L. P. (2001). Chapter 10: Fostering the moral self. In Education in the Moral Domain (pp. 196-214). Cambridge: Cambridge University Press.
Creating an established routine that students can rely on is the most important thing that a teacher can do for his/her students. As Nucci notes, creating an environment where the students always know what is coming next keeps the students and the teacher on a level playing field. There is no guessing game when it comes to the day-to-day schedule. If a teacher employs concept of pre-planning and creating stability it eliminates any idle time for students to spend finding ways to amuse themselves. Allowing the students to fall into a routine is only the first building block, once they are used to that more blocks are added for trust, level emotions, warmth, understanding, etc... until a community of learning is built.
The benefits of predictability stretch further than just organizational bliss, it also reaches into the realm of discipline. Having a process to use when dealing with misbehaviour also teaches the children that there are consequences to their actions; enforcing the process will diminish the instances of mischief because they know what to expect if they break a classroom rule. Creating the rules that the students have to follow together also gives them a sense of ownership in the classroom. Allowing the kids to be involved in this process makes it more likely that they will follow the rules. A reward system that praises, not necessarily the student, but the kind actions of the students also helps to impose good morals.
K.D.
Nucci, L. P. (2001). Chapter 10: Fostering the moral self. In Education in the Moral Domain (pp. 196-214). Cambridge: Cambridge University Press.