Developing and Applying Classroom Rules: Foundation Phase Teachers' Perspectives
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© JSSA 2021 J Sociology Soc Anth, 12(1-2): 1-11 (2021)
PRINT: ISSN 0976-6634 ONLINE: ISSN 2456-6764 DOI: 10.31901/24566764.2021/12.1-2.360
Developing and Applying Classroom Rules:
Foundation Phase Teachers’ Perspectives
N. Duku and K. O. Adu
Faculty of Education, University of Fort Hare, East London, 5201 South Africa
E-mail: nduku@ufh.ac.za, kadu@ufh.ac.za
KEYWORDS Challenging Behaviour. Classroom Management. Classroom Rules. Disciplinary Procedures. Disruptive Behavior
ABSTRACT The Foundation Phase is a transitional stage from pre-school to formal schooling, especially Grade 1. The
learners are often less familiar with the formal schooling space, making mistakes that teachers often regard as challenging
and destructive behaviours. Therefore, this paper discusses in depth how the chosen Grade 1 educators create the rules in their
classrooms and apply them. The research uses a qualitative approach to consider the experiences of teachers on creating and
applying the learners’ rules. Data was collected through semi-structured interviews with three teachers from Grade 1 who
agreed to participate in the study. Thematic data analysis was used to analyze the data. The study found that there is often a
disparity between the learners’ identities and the expectations of the teacher. This includes teachers treating young children
as a homogeneous group who need to adjust to formal school programmes and not vice versa.
INTRODUCTION 2008). These are the changes generated in the
sense of formal education (Vogler et al. 2008).
The start of formal schooling is the Foundation Horizontal transformations, on the other hand,
Phase, particularly Grade 1 (Marais and Meier are less characteristic than vertical transitions and
2012). A significant period of change for children, take place on an everyday basis. They apply to
families, neighborhoods, and educators is the first the movement’s children (or indeed any human
year of school. Transition defines the time before, being) constantly make in their lives between dif-
during, and after the transition of a child from ferent spheres or domains (for example, everyday
home or from an early childhood program to pri- movements between home and school or from one
mary school. This is the process when children try caretaking setting to another). These structure the
to adjust to changes in their roles in a new school movement of children that cuts through space and
structure. Vogler et al. (2008) warn that this change over time, and into and out of institutions that influ-
should not be regarded as an event that takes place ence their well-being. In several cases, a ‘bridge’
at the beginning of formal schooling only. Depend- linking the learning of children before school to a
ing on the context and the individual child, the more structured learning background in schools is
transition may be a whole year process. Vrinioti et seen in the first year of school. Hence at this stage
al. (2008:2) note that children’s educational transi- teachers should positively impact learners’ physi-
tion can be a critical factor in determining children’s cal, social, emotional, and cognitive development
future progress and development. Such a transition and promoting excitement about schooling (Broad-
may be an academic transition and social transition, head et al. 2010). This stage is intended to substitute
which literature refers to as vertical and horizontal a newly defined, coherent and consistent approach
transition (Vrinioti et al. 2008). to the care and education of children for the bewil-
Vertical transitions can be regarded as crucial dering variety of pre-school experiences. Broad-
changes from one state or status to another, often head et al. (2010) underline the value of a healthy
correlated with ‘upward’ shifts (for example, from change in both social and academic areas during
pre-school to primary school; from primary to sec- the early years of schooling because a positive
ondary school, etc.). This concept focuses on how start to education, in both academic achievement
the responsibilities, personalities, and aspirations of and social competence, is related to positive school
children change when contemplating the transition trajectories, Children’s images of themselves as
to school. It is also a period of shifts in others’ learners are profoundly informed by their expe-
attitudes, interaction patterns, and relationships riences in school. Their success encounters, or
around and including children (Vogler et al. otherwise, have a significant influence on their2 N. DUKU AND K. O. ADU
potential school success and their sense of self. Young learners sometimes struggle to pay at-
In their school lives, and even throughout their tention to routine and instructions and show less
adult life, children who encounter academic and interest in a task. Hence it is important for teach-
social difficulties in the early school years are ers of young learners, to devise attention-getting
likely to continue having issues. techniques (Dunbar 2014). These involve using
As the discussion above indicates, Founda- a simple technique of clapping patterns. To keep
tion Phase, especially Grade 1, may bring about things interesting, Koomler notes that any time the
significant changes and potential challenges in the class gets too loud to get their attention, she uses
way that learners experience schooling which may distinct clapping patterns. As a class, Koomler re-
be qualitatively different from the pre-schooling ports, learners will be expected to start listening and
class. The new experience may sometimes be repeat the pattern back to me. To repeat the pattern
frustrating and traumatic (Vrinioti et al. 2008: correctly, this technique involves active listening.
3). When children transition from pre-school to Teachers of the Foundation Process plan this and
primary school, they undergo a change in identity other techniques to eliminate destructive learner
from being a pre-school child to a school student, activities in their classrooms.
which indicates that they are supposed to act in a Marais and Meier (2012: 3) understand disrup-
certain way and understand the rules of the class- tive behaviour as merely inappropriate behaviour,
room, learn the vocabulary of the classroom, and improper or wrong behaviour for the classroom.
“read” the teacher. They also experience a larger It is attributable to disciplinary problems in
physical setting when children start school, and schools that affect the fundamental rights of the
it can be hard to find their way. learner to feel safe and be treated with respect in
This is especially frustrating and confusing to the learning environment. Disruptive behaviours
learners who do not possess the cultural capital are behaviours that fail to comply with educa-
from the pre-schooling class environment. This tors’ expectations (Jacobsen 2013: 9). These are
is more so as learners at this stage are largely furthermore regarded by educators as challenging.
operating from within an egocentric world-view, These may manifest themselves in “destructive
and trying to develop a sense of community that and aggressive behaviour, defiance, temper tan-
extends beyond their immediate family to class or trums, impulsive and hyperactive behaviours”.
social groups. As a result, learners, in their varied Meany-Walen (2010: 1) also considers disruptive
ways, may experience a challenge in understanding behaviours to include those behaviours in the
the dominant culture of formal schooling. classroom that interfere with the teacher’s ability
According to Jacobsen (2013: 56), younger to teach and children’s ability to learn. They may
children may experience challenges with regards to include such behaviours as noncompliance, rule-
adjusting to learning the formal school procedures breaking, aggression, and destruction of property.
and how to get along with other children. This is Jacobsen (2013) surmises that disruptive behav-
linked to challenges of vertical and horizontal tran- iours are actions that disrupt, hurt, destroy, defy
sition as noted by Jacobsen (2013). With regards to or infringe others. Consequently, such behaviours
challenges related to vertical transition, learners get are more likely to lead to negative relationships
overwhelmed by rigid routines and procedures pre- with teachers and other students, including nega-
scribed by Grade 1 formal curriculum. They may tive interactions despite receiving more attention
also get frustrated by the change in social identities from the teacher (Jacobsen 2013: 9).
and expectations as now prescribed by their new The United Kingdom Department of Educa-
identities as school-going learners. Hence it was tion (2012: 21) classifies inappropriate student
noted that whilst transition to school may highlight behavior into five categories:
discontinuities (physical, social, and philosophical) • Offensive behavior (for example, punch-
and these may not necessarily be negative, constant ing, hair pulling, kicking, pushing, deroga-
discontinuities may harm the transition to school. tory language);
In trying to make sense of their new environment, • Physically destructive behaviour (for ex-
they may behave in ways that are not regarded as ample, objects breaking, destroying, or defac-
obedient, and not express feelings regarded as ap- ing, object throwing, other pupils physically
propriate by adults. annoying);
J Sociology Soc Anth, 12(1-2): 1-11 (2021)DEVELOPING AND APPLYING CLASSROOM RULES 3
• Socially destructive behavior (for example, behaviour strategies (Bechuke and Debeila 2012).
yelling, running away, showing temper The Teaching and Learning International Survey
tantrums); (TALIS) also shows globally that 25 percent of
• Authority-challenging behavior (for ex- teachers in most of the 23 countries surveyed, at
ample, failure to meet demands, show of least 30 percent of their lesson time for interrup-
defiant verbal and non-verbal conduct, use tions or administrative activities, spent teacher
of pejorative language); time maintaining order in the classroom (Depart-
• Self-disruptive behavior (for example, ment for Education 2012: 5). Nevertheless, there
daydreaming, reading under the desk). are generally some underlying explanations for
Marais and Meier (2012: 44) classify disrup- such behavior. It involves:
tive behaviour into four basic categories: • A feeling of understanding. Many students
• Conduct that interferes with the act of teach- may not have a robust base on which to
ing and learning (for example, a student create school success. They may not have
who distracts other students during the pre- the opportunity to prosper, including atten-
sentation of the lesson, who refuses to obey dance at pre-school and general exposure
directions or exhibits offensive behavior); to opportunities that prepare them for
behavior that interferes with other students’ formal education. According to Jacobsen
rights to learn (for example, a learner who (2013: 28), Only a small number of emo-
continually calls out while the teacher is tions can completely understand children
explaining content). It was recommended at risk, and the most common emotion is
that children should be engaged in learning rage and fear;
at this point without pressure to engage in • A feeling of relation. Most students feel
structured learning or training with respect to isolated and have no sense of belonging to
Grade 1 learners. Instead, educators should their neighbourhood, culture, or school. To
opt to encourage the importance of learning be successful in school, according to Jacob-
for children through play, engagement, and sen, students must feel that they “belong”
developmentally suitable practice. and consider the school’s work as having
• Psychologically or physically dangerous be- great importance. Related also implies that,
haviour (for example, sitting on a chair’s back among other things, positive relationships
legs, unsafe use of instruments or laboratory with teachers, parents, and fellow students
equipment, threats to other students, and stress the importance of a positive relation-
excessive bullying and abuse of classmates); ship between teachers and students;
• Behaviour that destroys property (for ex- • A feeling of health. Poverty, worries
ample, vandalism in the classroom). These about one’s mental and psychological
have the potential of creating a sense of well-being, and concerns about what the
instability and insecurity. In an attempt to future holds are creating a negative sense
manage such unwanted behaviours and of well-being for many students. As a
creating a safe environment, teachers draw consequence, combined with low levels
class rules. These are important to keep of self-confidence and self-respect, many
young children safe. And as such Founda- have no sense of hope.
tion Phase learners develop resilience when
their physical and psychological well-being Literature Review
is protected by adults (Department for Chil-
dren, Schools, and Families 2010). They This section looks at the various definitions
appreciate the need for rules to facilitate of classroom rules, how classroom rules are
operation and to create a safe environment. developed, strategies to ensure adherence.
Literature notes that teachers generally experi-
ence challenges with regards to learner behaviour. Conceptualizing Classroom Rules
For instance, in South Africa, ever since the abol-
ishment of corporal punishment, educators seem Bechuke and Debeila (2012) note that rules
to be at a loss with regards to effective learner are a prescription that can be followed and
J Sociology Soc Anth, 12(1-2): 1-11 (2021)4 N. DUKU AND K. O. ADU
suggested behaviours that are obligated preferred Multi-method – recognises the different
or prohibited in particular contexts such as the ‘voices’ and skills of children;
classroom. For rules to be effective they need to Participatory – considers children to be com-
be respected and followed. With regards to the petent and experts on their own lives; respects
classroom context, teachers regard rules as one children’s views and also their silences;
of the effective management plans. Classroom Reflexive – includes children and adults in
management and organization are associated a joint effort of interpretation; views listening
to influence the delivery of effective teaching as a process;
and learning in the classroom, teachers’ main Adaptive – can be applied in a variety of
business. When there are classroom harmony early childhood settings; methods will depend
and well-behaved learners, teachers carry on with on the characteristics of the group, such as
their curriculum activities, with less unnecessary gender, cultural backgrounds, skills of staff or
disruption (Bechuke and Debeila 2012). In most researchers, etc;
cases teachers, as the authority figure, drawing Focused on children’s lived experiences –
up classroom rules. moves away from a view of children as consumers
Literature notes the importance of learner of services.
participation in the creation of guidelines for What these researchers emphasise is the
classroom behaviour and rules (Iqbal et al. 2012). importance of learner participation and involve-
And as such this process develops a sense of ment to discourage the construction of young
cooperation among the student, and is likely to children as only consumers of learning. It is also
increase their commitment to rules (Iqbal et al. worth noting that not only is learner participation
2012). Similarly, when educators involve their in rule development that is of great importance
learners in the formulating of classroom rules, but also the nature of the rules is an essential
learners will consider them to be fair. Further- factor in their effectiveness.
more, Grade 1 learner involvement in classroom Bechuke and Debeila (2012: 242) assert
rules development allows them to make their that disciplinary strategies, including classroom
own choices, and by so doing promotes their rules, should be non-coercive, yet assertive and
moral intelligence. non-confrontational. When crafting the class-
Learner participation in rules development room rules, teachers should keep in mind three
is particularly important for Grade 1 learners general guidelines:
as their moral development and reasoning take -Phrase your rules in the form of a positive
shape and evolving at this stage (Dancey and statement.
Vokes 2012). Hence it is important to allow -Establish and state your rules clearly.
them to examine questions of right and wrong -Minimize your list of rules (most teachers
themselves to become autonomous in follow- have 3-5 rules)
ing class rules (Ibid). Dancey and Vokes (2012) Also, the rules are considered more effective
warn teachers against undermining young if they are devised in a positive frame so they
children’s agency and emphasize the young tell learners what they should be doing. This
children as social agents in their learning space. is in contrast to giving learners a list of things
This strategy will lead students to work towards they are not allowed to do. This is referred to as
decreasing misbehaviour and therefore deem the positive discipline. According to Maphosa and
classroom rules effective (Ibid). Bechuke and Shumba (2010), since the child has high self-
Debeila (2012: 243) refer to such a philosophy esteem, positive discipline creates an atmosphere
as Choice Theory. They go on to suggest that that encourages self-discipline and is thus more
Choice Theory helps learners to have ownership able to maintain self-control. Whenever possible,
of their learning, have pride in their participa- children should be active in deciding or changing
tion, and will have exhibit greater levels of rules and encouraged to speak about how rules
self-confidence and higher levels of cognition. apply to such circumstances (Department of
Likewise, Vogler et al. (2008: 41) note the fol- Children, Schools and Families 2010).
lowing aspects about young children participate When practitioners provide children with op-
in their learning environment: portunities to engage in the collection of activities
J Sociology Soc Anth, 12(1-2): 1-11 (2021)DEVELOPING AND APPLYING CLASSROOM RULES 5
and the creation of decision-making abilities, in the classroom about the following instructions,
children become more self-reliant and take according to Wong (2011), that student should
responsibility for their learning (Estyn 2011). obtain the result of practicing following them
Yet, more often teachers use negative strategies during free time. As also noted in the protocols,
that include corporal punishment, which may be the essence of the misbehaviour will be noted by
indicative of anger and frustration. Some teach- students immediately afterwards, and this will
ers use forbidding statements in their classroom take place as the repercussions are determined.
rules such as do not run, do not talk out of turn, Under such circumstances, both teachers
do not come in late after recess, etc. These are and students should be able to interact with each
in most cases regarded by young learners as a other easily under the established rules, proce-
punishment. Instead, the rules should indicate dures, and regulations (Iqbal et al. 2012). It is
“Walk in the classroom, if you run you might trip also important that the rules be simple, and be
over a chair and hurt yourself; then you might displayed in the classroom (Dunbar 2014). For
have to go to the doctor” (Estyn 2011). This is Grade 1 learners such rules must be displayed on
indicative of the purpose of the rules being to a bright large poster at the front of the room, per-
empower students to learn and behave by making haps with pictorial clues for non-readers (Ibid).
the right decisions daily (Dunbar 2014). This assists the teacher to remind the learners of
The purpose of effective classroom rules is the rules on an ongoing basis.
to promote discipline and good behaviour rather
than punishment. According to Bechuke and Application of and Adherence to Classroom
Debeila (2012: 242), discipline is an all-encom- Rules
passing concept that refers to strategies used to
coordinate, regulate and organize individuals and Teachers use different strategies to imple-
their activities in the school. This is contrary to ment and enforce classroom rules. These include
punishment. As noted by Bear (2010: 3) some of teaching young learners the rules and conse-
the limitations of punishment include: quences like any other curriculum content. It is
(a) Teaches students what not to do and does possible to teach and practice rules as role-plays,
not teach desired behavior or alternative behav- and to reinforce them with praise or reward. For
ior; (b) Its impacts are always short-term; (c) kids who keep the rules, there must be positive
Teaching students to threaten or punish others; results. For those that do not, there must also be
(d) Fails to address multiple factors typically implications. Both children respond to attention
and, thus, positive behavior would be reinforced
contributing to the behavior of a student; (e)
by an emphasis on positive behavior. Often edu-
Unintended side effects are likely to occur (for
cators tend to catch kids who are successful and
example, frustration, retaliation and dislike to- praise or reward them for this, putting the focus
wards the teacher or school, social withdrawal); of emphasis in the classroom on the majority of
(f) creates a negative environment in the class- kids who act properly. The most important in all
room and school; and (g) it can be improved is teacher modeling the rules during teaching and
(that is, negative reinforcement) by encouraging learning (Iqbal et al. 2012). Dancey and Vokes
students to avoid or prevent conditions they find (2012: 8-10) say that the behavior of teachers,
aversive, such as time-out and suspension (for whether unconscious or conscious, influences the
example, academic work, peer rejection, a harsh behavior of learners. Students need role models,
and uncaring teacher). especially at a young age, someone to look up
For the effectiveness of classroom rules, to who could affect their lives. The people with
teachers should explain to the learners the con- whom children spend the most time and/or who
sequences and outline what would happen if have been modelled as their ‘role models’ may
students chose to break the rules. Dunbar (2014) have a greater effect on the orientations and
states that, as well as negative sanctions directly transitions of children.
related to that misconduct, students should receive Dunbar (2014) states that the guidelines for
constructive reinforcement outcomes for enforce- young learners in the classroom must be supple-
ment. For example, if a student violates the rule mented by a disciplinary plan that is designed to
J Sociology Soc Anth, 12(1-2): 1-11 (2021)6 N. DUKU AND K. O. ADU
discourage wrongdoing before it even happens. and how others have been affected, and therefore
For example, her plan is centered around a set fixing the situation.
of cards coloured green, yellow, red, and black.
Any student will have a green start to the week. METHODOLOGY
The corrective action of flipping a card, order-
ing from green to yellow to red, and ending in Research Approach/Sample
black after three misbehaviours each week would
result in a breach of the rules or a disrespectful A qualitative research approach was consid-
action. The student would need to write what ered suitable because this project is an explorato-
they did wrong on a scrap piece of paper after ry study aimed at gaining the selected educators’
flipping the card at a class meeting on Fridays, perspectives on the development and application
they reflect on what went well and on what can of classroom rules. Three Grade 1 educators (all
be changed. Students in green or yellow often female) from the different schools that include
receive a small reward at this meeting, in the Township, Village, and Former Model C schools
form of a snack, a no-homework pass, and other participated in the study. All the educators gave
separate incentives. Red students will have a permission to be interviewed and the interviews
written home note reminding the parents of the to be recorded. Furthermore, documentary
actions of the learner during the week. Dancey analysis, which is comprised of Classroom Rules
and Vokes (2012: 16) note that it is important to were used as another data collection instrument.
have regular contact with parents as well. When The use of the classroom rules in the study was
the children are brought into school, the teachers also negotiated with the participants. Ethical
need to have regular contact with the parents. A procedures that included seeking permission,
regular letter of reflection is also sent home to confidentiality, and anonymity were adhered
the parents, letting the parents know what was to. Schools were allocated Code Names such as
going on during that day. School A (Village School); School B (Township
Teachers use multiple methods to ensure School) and School C (Former Model C school).
the obedience of learners to the laws of the Participants were also assigned pseudonyms
classroom. Some teachers respond positively such as Respondent 1; Respondent 2 and Re-
to anger and frustration when students violate spondent 3. The research questions the data was
the rules. Some teachers say to their students, responding to are:
“I need a moment to calm down; right now, I’m • What are the Foundation Phase teachers’
very upset.” Others calm down by counting to 10 conceptions of classroom rules?
or leaving the room for a few minutes. To help • How were classroom rules drawn and ap-
them understand what annoys them, some teach- plied in the selected classrooms?
ers explain their feelings to their students. Then
the kids are learning what not to do and why. For Instrumentation
elementary-age children who reflect on the extent
of the issue and have a solution, the ‘I message’ is For this research two data generating strate-
used (Dancey and Vokes 2012: 24). It encourages gies were used. Firstly, the interviews whereby
children to appreciate the meaning of social and the researcher orally communicated with the
emotional growth as they learn to become ‘good’ selected Grade 1 educators on how they draw
friends with others. Levin and Nolan (2012) classroom rules and how these were applied.
say that the ‘I message’ is a three-part message Secondly, the researcher requested to read and
aimed at encouraging the disruptive student to look at the evidence of classroom rules that were
understand the negative effect on the teacher and used by the different educators (documents).
other peers of his behaviour. An explanation of
the action, how it impacts the rest of the class Data Analysis
or person, and how the teacher feels about this
will be included in the note. This method offers After the completion of data generation through
students an opportunity to take responsibility for interviews and document analysis, the next stage
their actions by recognizing what they have done was data analysis. This involved breaking up data
J Sociology Soc Anth, 12(1-2): 1-11 (2021)DEVELOPING AND APPLYING CLASSROOM RULES 7
into manageable themes, patterns, trends, and instruments or laboratory equipment, threats to
relationships. Analysis aimed to understand the other students, and excessive bullying and abuse
various constituting elements of the data. A quali- of classmates); Conduct which destroys property
tative thematic approach was used to analyse (for example, vandalism in the classroom).
the data. The interviews were transcribed and Some respondents also identified what may
coded. Thereafter it was categorized and put into be linked with Jacobsen (2013: 25)’s vertical and
themes. The documentary analysis (Classroom horizontal transition challenges. Such challenges
Rules) hung on the walls of the Grade 1 classes not only include cognitive adaptation but also
visited were also analysed. social adaptation problems as well. For instance,
Respondent 1 links a particular learner with im-
RESULTS AND DISCUSSION maturity which may be linked to school readiness
(Jacobsen 2013). However, she does not specify
how the school gets ready for such children.
Teachers’ Perspectives Regarding Disruptive Schools also need to be ready for children and
Behaviours not always the other way round.
Respondent 1, from School A, (rural school)
All the participants explained disruptive be- also identifies a learner who is disruptive as the
haviours as “those unwanted actions and activities one who leaves the classroom, whether going
by learners that disturb teachers and learners”. to the toilet without seeking teacher permission.
(a) A learner who is talkative and speaking She explains such behavior as not only being dis-
when the teacher is teaching/talking. respectful but also disturbing to the teacher. This
(b) A learner fighting with others: Learners explanation links with the view that classroom
who fight. Respondent 1 (from School A) rules being the major classroom management
felt learners who fight compromise teach- strategy to ensure the smooth running of teach-
ing and learning in the classroom. “Fights ing and learning (Bechuke and Debeila 2012).
make teachers waste time instead of com- All the respondents reported that they have
pleting the syllabus”. While Respondent always drawn rules to minimize learner chal-
3, from School C, felt that learners who lenging behaviours. All the rules were displayed
fought at school “don’t make other children and hung on the walls. When asked as to when
happy at school” the rules were developed, they all responded
(c) Two participants also reported that some- that they developed the rules when they first
times learners would just cry without any taught their current Grade 1 class. For instance,
provocation. They said this was common the teaching experience each respondent had in
especially during reading periods. their respective schools, reportedly represented
Respondent 1 also suspected that such was the year the respondents developed their rules.
just attention-seeking young children. She was, For instance, Respondents 1 and 3 reportedly had
however “sympathetic as these were sometimes a five-year experience in their schools teaching
younger and less matured than the majority of Grade 1 whilst Respondent 2 had a ten-year
the class”. teaching experience teaching in her current
The above data is in line with Marais and school. However, during this study, she had a
Meir (2012: 43)’s conceptualization of disruptive three-year experience teaching Grade 1. In other
behavior as behaviour that: Interferes with the act words, Respondent, 2’s classroom rules were
of teaching and learning (for example, a student developed in 2011. The discourse in all three
who distracts other students during the presentation schools is that learners are consumers of rules
of the lesson, who refuses to obey directions than social agents in the school context. Because
or exhibits offensive behavior); Conduct that adults consider them immature, their voices
interferes with other learners’ rights to learn (for are silenced and their agency is not respected
example, a student who continuously calls as the (Jacobsen 2013).
instructor discusses the content); Psychologically With regards to the languages through which
or physically dangerous behaviour (for example, the classroom rules were written, for Schools
sitting on a chair’s back legs, unsafe use of A and School B (rural and township schools
J Sociology Soc Anth, 12(1-2): 1-11 (2021)8 N. DUKU AND K. O. ADU
respectively), they were boldly written in isiX- In the other two schools (School A and B) the
hosa. In both schools, isiXhosa is the medium of rules were succinct about what the learners were
instruction. While in School C (Former Model not allowed to do. These include “Sukungxola
C School) where the medium of instruction (do not make noise); sukulwa (do not fight other
is English, the rules were written in English learners, do not eat inside the classroom, etc.).
and were also shown in colourful pictures. In The teacher explained that she “wanted peace”
responding to the choice of colours and font for and “do not have time for fights”. This also in-
the classroom rules, Respondent 3, from School dicated that the rules were meant to respond to
C said the learners were meant to understand the teachers’ needs and expectations. The fact
the rules and the colours made that the learners that only teachers reportedly participated in the
were attracted to the poster. This is in line with development of the classroom rules may explain
Language in Education Policy, which prescribes the biasness of the rules towards teacher author-
that Foundation Phase learners be taught in the ity and power.
medium of their mother tongue. Even though the learners did not participate
in the development of the classroom rules,
The Process of Rules Development Respondent 2 (From School 2) reported that
and Communication at the beginning of the new academic year, she
explained the meaning of each rule to the learn-
All the participants reported that they have ers. This is in line with Jacobsen (2013) who
developed the classroom rules without the learner reports that teachers should explain the rules for
participation. They all believed that Grade 1 learn- the learners to understand. Also, after the winter
ers were too young to participate in the develop- and short summer school vacations, she reminds
ment of the rules. All the selected participants the learners of the rules. She reported that she
had class rules hung on the classroom walls. The reminded them because “young children forget
number of rules ranged between 8 (School A); some school stuff after a long holiday”. Respon-
12 (School B) and 5 (School C). The majority of dent 2 seemed to be sensitive to learner vertical
the rules were brief and commanding in nature. and horizontal transition and are trying to bring
The above state of affairs with regards to the the learners to the new academic and social space.
number of rules the two schools have developed Jacobsen (2013) warns that as much as students
seemed contradictory with literature that advises need to respond to the school program the school
that teachers should minimize the number of programme should also respond to the children.
rules. For instance, Estyn (2011) reports that With regards to the adherence to the rules,
most teachers develop 3-5 rules, which are gen- in School 1, the learners, especially after one or
eral guidelines that are structured. Estyn (2011) two of them have transgressed a rule, the whole
also note that rules are considered more effective class was made to recite the classroom rules. All
if they are devised in a positive frame so they the schools also reported using the school rules
tell learners what they should be doing. This is in “sometimes when teaching particular letters of
contrast to giving learners a list of things they are the alphabet”. It is also worth noting that none of
not allowed to do. This is despite the discourse the selected teachers reported involving learners
in the framing of the rules in two of the three both in rule development and adherence. Litera-
selected schools in negative command discourse. ture however links partnerships between schools,
The dominant discourse in School A and home, and society as key during the vertical and
School B was a negative command discourse. horizontal transition. Vrinioti et al. (2008:4) put
For instance, in School A, two out of eight it more succinctly when suggesting the appli-
were the negative commands, whilst in School cation of Bronfenbrenner’s (1979) ecological
B respectively, seven out of twelve rules were developmental model in children’s transition.
the negative commands, “do not…”. Whilst in When the three environments or Microsystems,
School C, there was one rule out of five that had which are made up of the children’s home world,
a negative command in it, it read “do not run, the pre-school world, and the school World,
walk”. Whilst School C had a negative command work together, they exchange information and
it also told learners what is expected of them. empower the children.
J Sociology Soc Anth, 12(1-2): 1-11 (2021)DEVELOPING AND APPLYING CLASSROOM RULES 9
Discourse in the Classroom Rules the learners were asked to walk and not to run
inside the classroom. During the interview,
All the participants reported that the rules Respondent 3, from School C explained that the
were written in order of importance. The first rule was meant to ensure that learners are safe
rule that was indicated on the three walls was inside the classroom as the physical space does
as follows: not allow them to run as freely as they could
outside. In School 2, the inside versus outside
School A School B School C discourse included “akutyiwa eklasini (you
Fika ngexesha Akungxolwa (do Walk- do not run are not permitted to eat inside the classroom);
(be punctual) not make noise)
sukulahla izinto ezimdaka eklasini (don’t throw
Respondent 1 reported that in her experience dirty things in the classroom); akuliwa eklasini
as a Grade 1 teacher, some learners arrive at (you are not allowed to get involved in a physi-
school very late, some thirty minutes after the cal fight inside the classroom), and others. On
first lesson. She noted that sometimes, especially the other hand, Respondent 2, from School B
at the beginning of the year she expects that explained.
“learners are trying to adjust from pre-school Furthermore, respondents from Schools A
culture”. Respondent B noted that she normally and B (township and village schools) had also
has a Grade 1 class of no less than sixty (60) included the following:
learners and they “can be very noisy”. With • Punctuality
regards to Respondent C, whose class size was • Mandatory by learners to come to school
reportedly between fifteen (15) and twenty-five every day.
(25) learners, her learners do not differentiate They both explained that punctuality and ab-
between outdoor activities and indoor activities. senteeism were the major problems experienced.
This particular rule was meant to emphasise the They further explained that most of their learners
difference. had not attended Early Childhood Classes, and
(a) Respect hierarchical (respect teachers) were therefore not accustomed to the formal
In Schools A and B, there were distinct rules education routines.
that indicated a strong sense of respecting hier-
archy (the teacher) and nothing vice versa. In How Do The Participants Ensure Adherence
school B for instance, Mamela xa kufundiswa To The Rules?
(listen to the teacher), buza yonke into (Ask the
teacher everything); whilst in School referred to Even though the rules were not aligned with
“Put your hand up”; Be polite to teacher”. And any explicit sanctions. The rules were just out-
there was not much in reference that suggests lined on the wall. Also, the participants reported
teachers respecting and loving children. that no clear sanctions had been communicated
(b) Students leaving classroom: to the learners.
In-School B, the rules also indicated proce- • Sanctions included: Shouting at the mis-
dures for leaving the room. They indicated that behaving learners, asking the offender to
the learner requests the teacher permission to go face the wall; one learner writing names
to the toilet. The teacher noted that sometimes of the offending learners on the board. In
they admit learners who “needed more attention most cases, the offending learners were
as most did not come through the ECD route”. reported as the ones who make noise in the
This is the category of learners that ……refer to classroom in the teacher’s absence.
as not possessing the cultural capital. Variety of strategies
(c) The inside versus the outside classroom • By a show of disapproving eye contact to
behaviour. the misbehaving learner
In-School B and School C, there was a • Clapping hands
discourse of inside versus outside behaviours. • Remind the whole class of the rules
These included the use of voice (there was • Punishment such as “come and sit in front
a classroom versus playground voice). Also, of the classroom”; “face the wall”
J Sociology Soc Anth, 12(1-2): 1-11 (2021)10 N. DUKU AND K. O. ADU
CONCLUSION has unpacked the advantages of involving
learner participation in curriculum decisions
This research studied teachers’ perspectives and classroom rule development. These include
regarding the development of the classroom. learners owning their learning which boosts their
Foundation Stage, and especially Grade 1 is one self-esteem and cognition. More importantly,
of progression, presented in the form of a large literature also warns educators of young children
number of so-called ‘Stepping Stones’. Also, it to respect children’s agency and not treat them
is regarded as a potential break or make a stage as consumers of knowledge.
to the child as the child is adjusting from pre-
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