Setting Boundaries In A Classroom.

A classroom without rules is equivalent to a chaotic environment someone might say. However a rule is not the same as a boundary. Rules certainly are familiar in a classroom setting but they create additional conflicts , resorting to traditional authoritarian power dynamics or somehow compromising the emotional climate of the classroom.

In many classrooms, the rules are invariably negative and often start negatively. (Don't call out." "Don't eat in class") However even if they have a positive start the result of an infraction is typically negative. Rules are penalties depend on the students fear of the negative consequences that usually follow after the rule is broken.

In contrast , boundaries do not depend on fear or power .This positivity represents an important characteristic of a boundary as well as a significant difference with the rules. Boundaries are stated positively as promises rather than threats and instead of punishments , oriented strategies to a reward oriented approach to behavior management is used.

Now that we know the difference between those two i am sure you would want to know how someone can set effectively boundaries so here are some things you should remember when setting a boundary in our classrooms.

1-  Use boundaries to let your students know your limits and tolerances, your availability, the
conditions under which you will participate in some activity, which privileges are available or
the conditions under which a privilege is available to your students. Use boundaries to give
your students information they can use in making decisions.

2- Using past experience (and common sense), anticipate what you will want and what your
students will probably want as well. Consider both your needs and the students’ needs when
formulating your boundary.

3-  Be clear and specific about what you’re asking for, what you would like, which options are
available, the times or conditions under which a positive outcome is available, or any other
factors that your students will need to know in making their choices or anticipating a particular
event.

4- Communicate your boundary before there is a conflict, or before the conflict continues or reoccurs:
“You can get credit for your homework as long as it’s on my desk before the bell rings
tomorrow.” “I will read as long as it is completely quiet.” etc.

5- State boundaries positively, as promises rather than threats: “You can watch the movie if your
seatwork is done by 2:00,” rather than, “You’re not watching the movie if your seatwork isn’t done by 2:00.”

6- Be prepared to follow through. If you’re not willing to withhold positive outcomes until your
students do their part–whether it’s finish their seatwork, complete a chore, put their plan in
writing or tone down their voices–don’t bother setting the boundary in the first place.

7- Examine your attachment to particular outcomes. For example, if you are heavily invested in
your students’ performing at a certain level in order for you to feel okay about your teaching
ability, you may find yourself asking for excuses or making excuses in order to avoid following
through. Either refrain from setting this boundary (and don’t complain when your students act
irresponsibly) or use your resistance to following through as a chance to look at your need to
protect your students (or yourself) from the negative outcomes of their behavior choices.

8- Watch the tendency to make excuses, give warnings or let things slide “just this once.” This is a
great way to teach kids that you don’t really mean what you say and that it’s okay to disrespect
your boundaries. If you want to build in some flexibility, do so before your students blow it.

9- If the student is unable to perform or complete his or her end of the bargain because the
request or time limit was truly unreasonable, because the instructions were not clear or
understood, or because the child was developmentally incapable or lacked the necessary skill
or experience to do what you want, it’s a bad boundary. This is not the same as making
excuses for a developmentally capable kid who simply doesn’t come through. In this instance,
back up and try again (delaying the request until the child is more capable, setting a different
boundary or offering more clarity, instruction or a more reasonable time limits, for example).
Do not withhold positive outcomes at this time.



That was some of the ways that i found interesting and decided  to share them with you .I hope they will turn out helpful in the future.

Till next time.
Have a nice day/Night ^^