Rules matter because they regulate behaviour.

Rules can be written or unwritten.

In the second instance, they are commonly referred to as norms.

Arguably, rules govern every social situation in which we find ourselves.

Rules allow us to shape our behaviour so that it meets the expectations of others.

They also allow us to predict the behaviour of those with whom we share a social space.

This is because we work under the assumption that most people will also follow the rules, just as we do.

This assumption rests on a few points:

• First, the idea of reciprocity, meaning we anticipate that behaving in a certain way will result in others reciprocating.
• Second, the idea that most people will see the benefits that flow to all (including themselves) from following the rules.
• Third, that sanctions exist and will be enforced if rules are broken.

Being able to predict the future and successfully anticipate the behaviour of others makes life easier.

We feel safe.

We feel secure.

We do not have to give our full attention to what is happening around us because we can be confident that it poses no risk to us.

This allows us to focus on other things and to be productive.

In the classroom, rules bring about all these benefits.

A classroom in which rules are known, shared, followed and understood sees learners feeling safe and secure and able to focus their attention on their learning.

The social aspect of the classroom experience becomes predictable and familiar, giving learners the freedom to work harder and pile more of their effort into their learning.

Contrast this to a classroom in which rules are unclear, not enforced, unknown or not followed.

Life becomes harder for everyone.

Learners do not have a clear idea what is expected of them and are not able to predict the wider behaviour in the class with a high degree of accuracy.

This decreases feelings of safety and security, pulls focus and effort away from learning, and means far more of the teacher’s time is spent trying to create order.

While an effectively managed classroom does not need to be bound by a great iron cage of minor rules and punishments, it does need to contain a shared sense of what is acceptable and what is not, what will happen if the line of acceptability is crossed, and an understanding of why the rules – written, unwritten or both – benefit the group as whole.

How can you effectively communicate rules to help develop great behaviour management?

There are lots of ways you can achieve this.

Here are five example simple strategies to get you started.

Strategy One

At the start of the year, explain your rules to your learners.

As you do this, provide examples and an explanation for each one.

This will help learners to understand and remember them, playing on the benefits of semantic interrogation (where we assign meaning to comprehend something and aid recall).

Strategy Two

Provide learners with guidance on what a model learner will think and act like.

This sees you communicating your rules through the concrete example of the role you want learners in your class to assume.

Continue this process by praising and drawing attention to examples of the role being successfully fulfilled.

Strategy Three

At the start of the year, lead learners in a group discussion around developing a set of class rules.

This is not for everyone, but it can be highly effective.

This is because it binds learners into the rule-creation process, quickly giving them a stake in the application and maintenance of the rules at the same time as it empowers them to feel part of how the classroom is governed as a social space.

Strategy Four

Display the rules of your classroom on your classroom walls and/or in learner books.

In the latter case, stick a sheet to the inside front cover.

The advantage of this approach is that it gives you something tangible to refer to as and when necessary.

Strategy Five

During your lessons, use every opportunity to communicate your expectations: through praise, through modelling, and through the application of sanctions where appropriate.

Remember that your expectations are an expression of the culture you want.

Therefore, they implicitly communicate the rules you want learners to follow.

It is likely you will use a combination of these strategies. All are simple. All are familiar.

However, what is key is to remember that these strategies are fundamentally about communication.

About ensuring that learners have total clarity over what the rules are and why they are in place.

If we can establish and maintain clarity, behaviour management becomes much easier.

The fifth strategy indicates how communication of rules is an ongoing process.

This reflects the continuous nature of social experience and the fact that, when working with children and young adults, it is to be expected that they will test the boundaries you set up.

The points above also further emphasise how important it is that you are clear in your own mind as to the rules of your classroom.

If you are not, communicating these will be much more difficult.