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All groups - whether in education or anywhere else - have ways of behaving, and quickly establish norms for this behaviour which delineate the ways things are done in the group.Eventually, of course, the norms of behaviour - if the group is big enough - can become full- blooded cultural norms that a whole society adheres to.
School and classroom groups have their own norms of behaviour, too.Some of these
are stated explicitly by a school (e.g. the wearing of school uniforms in some countries, no running in the corridor, etc.).Some are laid down by the school and the teacher (students have to put their hand up if they want to ask a question; they must stand up when the teacher comes into the room; at the end of the lesson the students must not pack their things away until the teacher tells them they may); some seem to spring up from within the group itself (or are the result of years of norms adhered to by previous groups which have been picked up by current groups, e.g. the norm of mediocrity, see 9.1.They have no ownership of these norms, but are expected to acquiesce in them.above).
All groups – whether in education or anywhere else – have ways of behaving, and quickly establish norms for this behaviour which delineate the ways things are done in the group. Eventually, of course, the norms of behaviour – if the group is big enough – can become full- blooded cultural norms that a whole society adheres to.
School and classroom groups have their own norms of behaviour, too. Some of these
are stated explicitly by a school (e.g. the wearing of school uniforms in some countries, no running in the corridor, etc.). Some are laid down by the school and the teacher (students have to put their hand up if they want to ask a question; they must stand up when the teacher comes into the room; at the end of the lesson the students must not pack their things away until the teacher tells them they may); some seem to spring up from within the group itself (or are the result of years of norms adhered to by previous groups which have been picked up by current groups, e.g. the norm of mediocrity, see 9.1. above).
If classes behave according to norms which have been laid down or picked up – or informally arrived at – then it makes sense for teachers to become personally involved in the creation of norms which the class will adhere to. One way of doing this, of course, is for the teacher to say what behaviour is or is not permissible (for example, all mobile phones to be turned off in class, no speaking while I am speaking, no eating or drinking in lessons). Whether or not the students agree with these rules, they are obliged to obey them. However, these rules (or norms of behaviour) will always be the teacher’s rules rather than the students’. None of the members of the class (except for the teacher) has had any agency (see 5.3.3) in their creation. They have no ownership of these norms, but are expected to acquiesce in them.
Schools, just like any other group-based entities, need norms of behaviour if they are to function efficiently. It is worth thinking, therefore, about how we can get the students’ active agreement with such norms; for if we do so, they are far more likely to adhere to them rather than feel they have been coerced into obedience. There are three things we need to bear in mind in order to achieve this.
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