Scribd
Upload
27 views4 pages

Chapter 2 The Effect of School and Teacher Imposed Rules

School and teacher-imposed rules significantly influence learners' academic performance, behavior, and well-being, promoting discipline, safety, and ethical values while also potentially causing stress and restricting individual expression. A balanced approach to rule implementation, involving student engagement and positive discipline strategies, can enhance the benefits of these rules while mitigating their negative effects. The document emphasizes the importance of flexibility and adaptability in school regulations to meet the evolving needs of students.

Uploaded by

didintlemoabi1
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
27 views4 pages

Chapter 2 The Effect of School and Teacher Imposed Rules

School and teacher-imposed rules significantly influence learners' academic performance, behavior, and well-being, promoting discipline, safety, and ethical values while also potentially causing stress and restricting individual expression. A balanced approach to rule implementation, involving student engagement and positive discipline strategies, can enhance the benefits of these rules while mitigating their negative effects. The document emphasizes the importance of flexibility and adaptability in school regulations to meet the evolving needs of students.

Uploaded by

didintlemoabi1
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

Chapter 1: The Effect of School and Teacher-Imposed Rules and Regulations on

Learners

Introduction

Rules and regulations play a fundamental role in shaping school environments and
student behavior. Schools implement rules to maintain discipline, promote academic
excellence, and ensure the safety of learners (Bear, 2020). Teacher-imposed
regulations further define classroom expectations and help foster a structured learning
environment. However, these rules can have both positive and negative effects on
learners’ academic achievement, social development, and psychological well-being
(Wentzel & Brophy, 2018).

Positive Effects of School and Teacher-Imposed Rules

1. Promoting Discipline and Responsibility

Rules instill discipline in learners, teaching them the importance of responsibility and
self-regulation. According to Elias and Leverett (2021), structured school environments
help learners develop time management skills, respect for authority, and accountability,
which are essential life skills.

2. Enhancing Academic Performance

Well-structured school rules encourage a culture of academic excellence. Studies show


that schools with clear behavioral expectations and discipline policies experience better
student engagement and improved academic performance (Marzano, Marzano, &
Pickering, 2019). Strict adherence to rules minimizes disruptions, allowing learners to
focus on their studies.

3. Ensuring Safety and Well-Being

Regulations such as anti-bullying policies, dress codes, and attendance policies create
a safe and supportive learning environment. Research by Smith and Sandhu (2020)
highlights that schools with clear behavioral expectations report lower incidences of
violence and peer victimization, thus promoting students’ psychological well-being.
Compiled by Tonhoma S. Page 1 of 4
4. Encouraging Ethical and Moral Development

Rules help learners understand social norms and ethical conduct. By enforcing honesty,
respect, and integrity in the classroom, teachers contribute to moral development and
citizenship education (Lickona, 2019).

Negative Effects of School and Teacher-Imposed Rules

1. Potential for Excessive Control and Compliance

Strict school rules may limit students’ ability to think independently and exercise
creativity. Overly rigid regulations can create a culture of fear and compliance rather
than fostering critical thinking and problem-solving skills (Ryan & Deci, 2020).

2. Increased Stress and Anxiety

Highly regulated environments with punitive discipline strategies may increase stress
among learners. Research by Suldo, Shaunessy-Dedrick, and Ferron (2018) indicates
that excessive academic and behavioral expectations can contribute to student anxiety,
reducing motivation and overall well-being.

3. Restriction of Individual Expression

Rules such as uniform policies and speech regulations may suppress students’ ability to
express themselves. A study by Baumrind (2021) found that excessive restrictions on
self-expression can negatively impact students' confidence and identity development.

4. Disproportionate Impact on Marginalized Learners

Some school regulations disproportionately affect students from disadvantaged


backgrounds. Studies show that zero-tolerance policies and harsh disciplinary
measures disproportionately impact students of lower socioeconomic status and
minority groups, leading to increased dropout rates and reduced educational
opportunities (Skiba et al., 2020).

Strategies for Balanced Rule Implementation

Compiled by Tonhoma S. Page 2 of 4


To maximize the benefits of school rules while minimizing negative effects, educators
and policymakers should adopt a balanced approach. Some strategies include:

1. Inclusive Rule-Making Processes – Engaging students in the development of


rules can increase compliance and create a sense of ownership (Osher et al.,
2019).

2. Positive Discipline Approaches – Instead of punitive measures, schools should


use restorative practices and positive reinforcement to encourage good behavior
(Gregory, Clawson, Davis, & Gerewitz, 2018).

3. Flexibility and Adaptability – Schools should periodically review their rules to


ensure they align with students' evolving needs and social dynamics (Morrison &
Vaandering, 2021).

Conclusion

School and teacher-imposed rules significantly impact learners' academic performance,


behavior, and well-being. While rules promote discipline, safety, and ethical values, they
may also create challenges such as stress, loss of autonomy, and disproportionate
disciplinary effects. A well-balanced approach to rule implementation—one that involves
students, promotes positive discipline, and allows for flexibility—can optimize the
benefits while mitigating potential harms.

References

Baumrind, D. (2021). The influence of parenting style on adolescent competence


and substance use. Journal of Early Adolescence, 41(3), 321-340.

Bear, G. G. (2020). School discipline and self-discipline: A practical guide to


promoting prosocial student behavior. Guilford Press.

Elias, M. J., & Leverett, L. (2021). Social-emotional learning in the classroom:


Practical strategies for improving student engagement and performance. Corwin
Press.

Compiled by Tonhoma S. Page 3 of 4


Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2018). The promise of restorative
practices to transform teacher-student relationships and achieve equity in school
discipline. Journal of Educational and Psychological Consultation, 28(4), 325-
353.

Lickona, T. (2019). Educating for character: How schools can teach respect and
responsibility. Bantam Books.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2019). Classroom management


that works: Research-based strategies for every teacher. ASCD.

Morrison, B. E., & Vaandering, D. (2021). Restorative justice in education: Evidence-


based and promising practices. Springer.

Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P.
(2019). Advancing the science and practice of social and emotional learning:
Looking back and moving forward. Review of Research in Education, 43(1), 1-29.

Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological


needs in motivation, development, and wellness. Guilford Publications.

Skiba, R. J., Arredondo, M. I., & Williams, N. T. (2020). Are zero-tolerance policies
effective in the schools? An evidentiary review and recommendations. American
Psychological Association.

Smith, P. K., & Sandhu, D. (2020). Bullying: Theory, research, and intervention.
Cambridge University Press.

Suldo, S. M., Shaunessy-Dedrick, E., & Ferron, J. M. (2018). Predicting high school
students’ academic achievement using self-report indicators of psychological
well-being. School Psychology Quarterly, 33(1), 37-50.

Wentzel, K. R., & Brophy, J. E. (2018). Motivating students to learn. Routledge.

Compiled by Tonhoma S. Page 4 of 4

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy