The extent to which classroom rules can be effectively applied in the Malaysian classroom. By: Nurhainies Binti Iskandar.

Effective classroom management can be described as the process used to keep a classroom organized, lessons running smoothly, and students engaged fully in the lesson (Fiore, 1999). Effective classroom management begins with the establishment of classroom rules on the first day of school in order to ensure a smooth teaching and learning process throughout the year. Classroom rules can be defined as a system of rules and consequences that provide specific information to the students about what behavior is acceptable and what is not in the classroom (Metzger, 2002 as cited in Sprick, 2006). Therefore, based on the brief definition of classroom rules above, this essay will discuss further to the extent to which classroom rules can be effectively applied in the Malaysian classroom. Classroom rules can be effectively applied in the Malaysian classroom as it can help teachers to build a positive classroom discipline. Teachers need to build a classroom environment where positive interactions are the norm and punitive consequences are minimized. Research indicates that coercive or punitive

environments actually promote antisocial behavior (Davies, 2007). Thus, classroom rules can help the teacher to create a predictable atmosphere that limit classroom disruptions and encourage children to use self-control. This is because children need to be taught that it is their responsibility to make appropriate choices and that they will responsible for their actions. So, there will be less disruptive behavior problem in the classroom and learning can take place efficiently. For example, rules like do not run in the classroom or do not talk to your friend when the teacher is talking can help to reduce the distraction during the lesson and this will make learning become more successful. Next, classroom rules are also can be effectively applied in the Malaysian classroom because classroom rules can help teacher to create an emotionally safe and

nurturing classroom environment. According to Holik (1999), a well established classroom rules can prevent bullying and make students feel more comfortable in the classroom. For instance, rules like dont use offensive language to others and show respect to your teacher, others, room, and yourself can teach students about classroom respect. This is because harsh and offensive words can lead to verbal bully and this will affect the victims emotion. So, by implementing those rules students will aware that everyone has some similarities and some differences. Everyone's opinion counts and has a right to be heard. Thus, classroom rules can promote respect, positive relations, and order that helps prevent bullying in the classroom. As a result a safe emotionally classroom can be fostered and when their emotion is stable students can learn better. However, classroom rules are also can be ineffectively applied in the Malaysian classroom if the rules are too much and students cannot understand or remember all the rules. For example, the teacher set up 20 classroom rules for the students. The students will feel confuse and tend to not obey all the rules. This is because research has shown that too many rules may defeat the behavioral or academic purpose, and too many rules can result in rules that are not enforced (Sprick, 2006). So, the teacher should post only a few desired rules in the classroom and the teacher also needs to explain to the students all the rules to help the students understand and aware of what is acceptable and what is not in the classroom. This is to ensure that the rules are effective as too many rules can confuse the students. In conclusion, based on the discussion above, it is clearly shown that classroom rules can be effectively applied in Malaysian classroom to an extent. It is in term of promoting positive students discipline in the classroom and creating a safe emotionally classroom which can help to maximize students learning. However, classroom rules are not effectively applied in the classroom when the rules are too many and can confuse the students. Therefore, classroom rules cannot be hundred percent applied in the classroom due to this limitation.

References. Davies, L. (2007). Elementary classroom rules and management. Retrieved January 30, 2013 from http://www.kellybear.com/TeacherArticles/TeacherTip72.html

Fiore, C. (1999). Define classroom management. Retrieved January 30, 2013 from http://www.ehow.com/facts_5410362_define-classroom-management.html

Holik, J. (1999). How to create a safe environment in the classroom. Retrieved January 30, 2013 from http://www.ehow.com/how_7763357_create-safe-

environment-classroom.html Sprick, R. S. (2006). Discipline in the secondary classroom (2th ed.). San Francisco: John Wiley & Sons, Inc.