Paul Mangold

 

Where did you find this resource? Who created it? Use APA citation.

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• -I found this resource on Edutopia. It was created by Nicholas Provenzano, a high school English and Social Studies teacher.

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• -Provenzano, Nicholas. (2011, July, 21) Creating classroom rules with a bill of rights. Retrieved from http://www.edutopia.org/blog/bill-student-rights-classroom-rules-nicholas-provenzano

 

What is it? What subjects/grade levels is it appropriate for? How would you use it in the classroom?

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• -A guide to democratically creating classroom rules using the Declaration of Independence and Constitution as templates.

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• -This activity was created for high school, but I believe it is appropriate for middle school and above.

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• -I would use this activity to scaffold a student led, democratic, rule making activity. It is also a strong introduction to the Declaration of Independence and Constitution.

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Why did you choose it? What is valuable or unique about it? What makes it developmentally supportive?

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• -In class I was introduced to the idea of democratically creating classroom rules.I thought it would be a great way to encourage buy-in, but only if presented the right way.I searched online for models.I especially like this activity because it includes the concept of a veto. In other student-driven rule-making activities, if the teacher shoots down a rule (ex. Students may talk on their phones in class) the “democratic” nature of the activity is broken.  With the teacher possessing a presidential veto, these restraints reflect the content (ex. The Mangold administration does not approve of phones in class, veto!)

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• -By acting out the activity first through interactions students will be more receptive to the material (the constitution).This reflects Vygotsky’s idea that learning must first occur in interaction between people and only then as a secondary process does it become internalized and individual. What could be more “individual” than creating the rules you must live by.

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• -This model shows respect for the students, and establishes the classroom (remember this is a first week activity) as a place where student opinions are valued and respected.This reflects Kohl’s arguments in I won’t learn from you.

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• -I am always excited by possibilities to teach procedures through content material.As a future history and social studies teacher this is a great way for students to make the content come alive.Throughout the year students will feel the impact of the decisions they have made. It is supports the development of reasoning and collaborating skills.

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• -“It is important to let students be part of the process when creating classroom rules. When students can take ownership of something, they take it more seriously. Over the years, my kids have had a good time, and never disputed any of the rules for the year. There was a mutual respect when it came to discipline because they had a hand in creating the rules."

 

What are its weaknesses or limitations? How might you modify it to be more effective? 

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• -The main weakness of this activity is that the teacher might have to add Constitution or Declaration of Independence material too early or to a class which would not otherwise include this material in the curriculum.For instance starting an AP European History course with this activity may be awkward, (though it could be presented as the Tennis Court Oath).

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