speech on the importance of school rules

Lesson 1: Why do we need rules and laws?

What kinds of rules are necessary for learning, living and playing together in school.

Lesson description

The class plays the game “guess my rules”. The teacher divides the class into two teams and explains to the students that they will play a game and must guess the rules.

Explanation:

• each team can score a goal by putting the ball through the space marked at their scoring end;
• only the teacher knows the rules;
• the teacher will not explain the rules and the students cannot ask what they are;
• when they break a rule, the students have to sit down;
• the aim of the game is for the students to score a goal without breaking the rules; the students’ task is to work out what the rules are so that they don’t break them.

The rules are:

• everyone can play the game;
• only boys can kick the balls;
• students whose given name starts with the letter “A” cannot run;
• no-one is allowed to move with the ball;
• violence is permitted.

For the f rst two minutes of the game, it is played using only the first two rules. Then the teacher includes the other rules and the whole game lasts for about five minutes.

Once the game has finished, the teacher gathers the students and discusses the following points with them:

• What did you think about the game? Was it good? Bad? Fair?
• How did you know that there were some rules?
• How did you feel about not knowing what the rules were?

The teacher engages the students in a brainstorming session and records their answers on the flipchart or blackboard. The key question is “Why do we need rules in school?” Depending on the answers given by the students, the teacher might write something on the flipchart or blackboard. The major criteria in terms of “equality”, “participation”, “fairness” and “respect” should be on the blackboard at the end of the session. The teacher keeps the results of the brainstorming session, which will be used in lesson 4.

There can only be rules in school if students also have rights and responsibilities. The students are given the task of listing their rights and responsibilities in school and then matching them to the school rules. The students work in pairs and write down their rights, responsibilities and rules on the handout. They display their handouts on the f ipchart or blackboard.

Once all the handouts have been displayed, all the students have a look at the display and can ask their classmates questions.

• Educating for democracy (I)  
• Introduction  
• Part 1 - Understanding democracy and human rights  
• Unit 1 – What the concepts mean  
• 1. Politics, democracy & democratic governance of schools  
• 1.1 Politics  
• 1.2 Democracy  
• 1.3 Democratic governance of schools  
• 9 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-1/chapter-2/" class="text-dark">2. Childrens Rights & the Right to Education 9  
• 11 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-2/" class="text-dark">Unit 2 – The key to a dynamic concept of citizenship 11  
• 1. Challenges to the traditional model of citizenship  
• 1.1 A new kind of citizenship requires a new kind of education  
• 2. Political culture  
• 2.1 Democracy comes to life through its citizens  
• 2.2 The cultural dimension of human rights  
• 2.3 Teaching through democracy and human rights – democratic culture in school  
• Unit 3 - Educating for democracy and human rights  
• 1. The three dimensions of EDC/HRE  
• 1.1 The cognitive dimension of EDC/HRE: learning “about” democracy and human rights  
• 1.2 The participative dimension of EDC/HRE: learning “for” democracy and human rights  
• 1.3 The cultural dimension of EDC/HRE: learning “through” democracy and human rights  
• 13 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-2/" class="text-dark">2. HRE and its connection with EDC 13  
• 3. Competences in EDC/HRE  
• 3.1 “I would like my students to be able to …”  
• 3.2 Competences – a general definition  
• 3.3 How can teachers find out what competences students have? Competence and performance  
• 3.4 A model of student competences in EDC/HRE  
• 3.5 Teacher competences in EDC/HRE  
• 16 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-4/" class="text-dark">4. “We create the world in our minds”: constructivist learning in EDC/HRE 16  
• 4.1 Learners “construct” meaning – they discover and create something new  
• 4.2 Learners “reconstruct” what they have learnt – they apply it and put it to the test  
• 4.3 Learners “deconstruct”, or criticise, their own results or each other’s  
• 5. Professional ethics of EDC/HRE teachers: three principles  
• 5.1 Principle of non-indoctrination  
• 5.2 Principle of controversial discussion  
• 5.3 Empowering students to promote their interests  
• 6. Key concepts in EDC/HRE  
• 6.1 Why do we need key concepts in EDC/HRE?  
• 6.2 The essence of the key concepts  
• 7. The method carries the message: task-based learning in EDC/HRE  
• 7.1 The shortcomings of traditional citizenship education  
• 7.2 Teaching though and for democracy and human rights requires active learning  
• 7.3 Tasks – the teacher’s tool to support active learning  
• 7.4 Task-based learning is problem-based learning  
• 7.5 The teacher’s roles in task-based learning sequences  
• 7.6 Active learning requires a follow-up  
• 23 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-8/" class="text-dark">8. A human rights-based approach to schooling 23  
• 26 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-4/" class="text-dark">Unit 4 - Education for Democratic Citizenship and Human Rights Education – A short history of the Council of Europe approach 26  
• 1. Background  
• 2. Outcomes of the EDC/HRE project  
• 3. Practical instruments  
• 3.1 The EDC/HRE pack  
• 3.2 Six volumes on EDC/HRE in school projects, teaching sequences, concepts, methods and models  
• Part 2 - Teaching democracy and human rights  
• Unit 1 - Conditions of teaching and learning  
• 1. Introduction  
• 2. Task and key questions for conditions of teaching and learning  
• 2 - Work file 1: How to take students’ skills and knowledge into account  
• 2 - Work file 2: How to take my teaching skills and knowledge into account  
• 2 - Work file 3: Considering general teaching and learning conditions  
• 2 - Work file 4: What are my basic attitudes towards students?  
• 2 - Work file 5: Rethinking discipline and order from a democratic point of view  
• 2 - Work file 6: Rethinking the teacher’s role from a democratic point of view  
• 2 - Work file 7: How to develop a democratic atmosphere in the classroom  
• 2 - Work file 8: How to develop school as a democratic community  
• Unit 2 - Setting objectives and selecting materials  
• 2. Task and key questions for setting objectives and selecting materials  
• 2.1 Task  
• 2.2 Key questions  
• 2 - Work file 1: Students’ competences for EDC/HRE  
• 2 - Work file 2: Two categories of materials in EDC/HRE  
• 2 - Work file 3: Selecting and using materials in EDC/HRE  
• Unit 3 - Understanding politics  
• 1. Introduction: what must students learn?  
• 2. Task and key questions to understand politics  
• 2.1 Task for teachers in EDC/HRE  
• 2 - Work file 1: How can I address politics in my EDC/HRE classes?  
• 2 - Work file 2: How can I support my students in judging political issues?  
• Unit 4 - Guiding processes of learning and choosing forms of teaching  
• 2. Task and key questions for guiding processes of learning and choosing forms of teaching  
• 2 - Work file 1: Three stages in a learning process  
• 2 - Work file 2: Why chalk and talk is not enough, or “taught ≠ learned” and “learned ≠ applied in real life”  
• 2 - Work file 3: Selecting adequate forms of teaching and learning  
• 2 - Work file 4: Five basic forms of teaching and learning  
• Unit 5 - Assessment of students, teachers and schools  
• 2. Task and key questions for assessment of students, teachers and schools  
• 2 - Work file 1: Different dimensions of assessment  
• 2 - Work file 2: Perspectives of assessment  
• 2 - Work file 3: Perspectives and forms of assessment  
• 2 - Work file 4: Standards of reference  
• 2 - Work file 5: Assessment of students – the influence of assessment on self-concepts  
• 2 - Work file 6: Checklist “How do I assess my students?”  
• 2 - Work file 7: Assessment of teachers  
• 2 - Work file 8: Self-assessment of teachers  
• 37 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-9/" class="text-dark">2 - Work file 9: Working with journals, logbooks, portfolios 37  
• 2 - Work file 10: Co-operative teaching and peer feedback  
• 2 - Work file 11: Assessment of EDC/HRE in schools  
• 2 - Work file 12: Quality indicators of EDC/HRE in a school  
• 2 - Work file 13: General principles for evaluating EDC/HRE  
• 2 - Work file 14: Guidelines for self-evaluation of schools  
• 2 - Work file 15: Involving the different stakeholders in evaluating EDC/HRE in a school  
• 46 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-16/" class="text-dark">2 - Work file 16: Governance and management in a school 46  
• 2 - Work file 17: Focus on democratic school governance  
• 2 - Work file 18: How to analyse and interpret EDC/HRE evaluation results  
• Part 3 - Tools for teaching and learning democracy and human rights  
• Unit 1 - Toolbox for teachers  
• Tool 1: Task-based learning  
• Tool 2: Co-operative learning  
• Tool 3: Chairing plenary sessions (discussion and critical thinking) in EDC/HRE classes  
• Tool 4: Interviewing an expert – how to collect information  
• 47 " href="https://www.living-democracy.com/textbooks/volume-1/part-3/unit-1/tool-5/" class="text-dark">Tool 5. Defining competence-based teaching objectives 47  
• Unit 2 - Toolbox for students  
• Tool 1: Worksheet for students to plan their learning schedules  
• Tool 2: Worksheet for students to reflect on their learning  
• Tool 3: Worksheet for students to reflect on their achievement  
• Tool 4: Researching in libraries  
• Tool 5: Researching on the Internet  
• Tool 6: Carrying out interviews and surveys  
• Tool 7: Interpreting images  
• Tool 8: Mind maps  
• Tool 9: Creating posters  
• Tool 10: Holding exhibitions  
• Tool 11: Planning and giving presentations  
• Tool 12: Preparing overhead transparencies or a PowerPoint presentation  
• Tool 13: Writing newspaper articles  
• Tool 14: Putting on performances  
• Tool 15: Holding debates  
• Growing up in democracy (II)  
• The conceptual framework of this manual  
• Unit 1: Identity – Me in my community  
• Lesson 1: This is what I like  
• Lesson 2: My personal symbols (coat of arms part I)  
• Lesson 3 - This is our coat of arms (coat of arms part II)  
• Lesson 4 - Individuals and groups  
• UNIT 2: Diversity and pluralism – At home in Europe  
• Lesson 1: What is Europe?  
• Lesson 2: I am at home in Europe (building a physical map I)  
• Lesson 3: I am at home in Europe (building a physical map II)  
• Lesson 4: Europeans are different and equal  
• UNIT 3: Equality – Minorities and majorities  
• Lesson 1: All different, all equal  
• Lesson 2: Is it fair? (research)  
• Lesson 3: Is it fair? (follow-up)  
• Lesson 4: A matrix of power  
• UNIT 4: Conflict – Rules help to solve conflicts  
• Lesson 1: Everything’s okay! Really?  
• Lesson 2: This is how we do it  
• Lesson 3: A list of ideas  
• Lesson 4: Our contract of rules  
• UNIT 5: Rules and law – The basis of living together  
• Lesson 1: Why do we need rules and laws?  
• Lesson 2: What happens if …?  
• Lesson 3: Our new school rules  
• Lesson 4: A campaign for our new school rules  
• UNIT 6: Power and authority – I am the boss! Am I?  
• Lesson 1: Superhero?  
• Lesson 2: Good guys, bad guys?  
• Lesson 3: One person does everything, the rest do nothing?  
• Lesson 4: Sharing the power  
• UNIT 7: Responsibility – I go eco … my school takes part!  
• Lesson 1: Responsibility  
• Lesson 2: School is life: living ecology?  
• Lesson 3: How can I start to be responsible?  
• Lesson 4: How did we do – what’s the plan?  
• UNIT 8: Rights and freedom – My rights – your rights  
• Lesson 1: Wants and needs: what is important to me?  
• Lesson 2: Human rights: what do they say?  
• Lesson 3: Survey: what people around us think and know  
• Lesson 4: Human rights alive!  
• UNIT 9: Media - Media in use: I would if I could  
• Lesson 1: We prepare an exhibition  
• Lesson 2: The power of knowledge and skills!  
• Lesson 3: Presentation time!  
• Lesson 4: We plan a media product  
• Unit 9 - Teachers’ handout 1: media in democracies  
• Unit 9 - Teachers’ handout 2: working with television  
• Manual for students  
• I. Handouts for students - Introduction  
• Student handout for Unit 1, lesson 1: “I like and don’t like” table  
• Student handout for Unit 1, lessons 2 and 3: Coat of arms template  
• Student handout for Unit 1, lesson 4: 3-step discussion  
• Student handout for Unit 2, lesson 1: Map of Europe (enlarge it to A3)  
• Student handout for Unit 2, lesson 1: The countries and capitals of Europe  
• Student handout for Unit 2, lesson 1: The flags of Europe  
• Student handout for Unit 2, lesson 1: Rivers in Europe  
• Student handout for Unit 2, lesson 1: Mountains and landforms in Europe  
• Student handout for Unit 2, lessons 2 and 3: Country portrait  
• Student handout for Unit 3, lesson 2: Table for notes  
• Student handout for Unit 3, lesson 3: Statistics sheet  
• Student handout for Unit 3, lesson 4: Word and power cards  
• Student handout for Unit 4, lesson 1: Our problem – my problem  
• Student handout for Unit 4, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 1: Rights, responsibilities and rules in our school  
• Student handout for Unit 5, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 4: Criteria for good rules  
• Student handout for Unit 6, lesson 1: Superhero?  
• Student handout for Unit 6, lesson 2: Schema of political representation  
• Student handout for Unit 6, lesson 3: Election information  
• Student handout for Unit 7, lesson 1: Responsibility for what?  
• Student handout for Unit 7, lesson 4: Who has what kind of responsibility?  
• Student handout for Unit 8, lesson 1: Task to decide between “WANTS” and “NEEDS”  
• Student handout for Unit 8, lesson 2: Human rights: a list for comparing rights and needs  
• Student handout for Unit 8, lesson 3: Survey on human rights  
• Student handout for Unit 9, lesson 1: Presentation cards giving a short description of the media devices  
• II. Toolbox for students - Introduction  
• 1. Researching in libraries  
• 2. Researching on the Internet  
• 3. Carrying out interviews and surveys  
• 4. Interpreting images  
• 5. Mind maps  
• 6. Creating posters  
• 7. Holding exhibitions  
• 8. Planning and giving presentations  
• 9. Preparing overhead transparencies or a PowerPoint presentation  
• 10. Writing newspaper articles  
• 11. Putting on performances  
• 12. Holding debates  
• Living in democracy (III)  
• The conceptual framework of the manual: key concepts  
• Part 1: Individual and community  
• UNIT 1: Stereotypes and prejudices  
• Lesson 1: How others see a person  
• Lesson 2: How differently a person can be described...  
• Lesson 3: Stereotypes and prejudices  
• Lesson 4: Identity - Stereotypes about me!  
• Student handout 1.1: (Group 1) Role play  
• Student handout 1.1: (Group 2) Role play  
• Student handout 1.1: (Group 3) Role play  
• Background material for teachers: Stereotypes and prejudices  
• Student handout 1.2: Self-perception – perception by others  
• UNIT 2: Equality - Are you more equal than me?  
• Lesson 1: Differences and similarities  
• Lesson 2: Vesna’s story  
• Lesson 3: Equality between men and women  
• Lesson 4: Social justice  
• Student handout 2.1: Vesna's story  
• Student handout 2.2: Men and women: the story  
• Student handout 2.3: The shipwreck  
• UNIT 3: Diversity and pluralism - How can people live together peacefully?  
• Lesson 1: How can people live together?  
• Lesson 2: Why do people disagree?  
• Lesson 3: In what ways are people different?  
• Lesson 4: Why are human rights important?  
• Student handout 3.1: The school on the edge of the forest  
• Student handout 3.2: Hope is for everyone  
• Student handout 3.3: Help for Hope College  
• Student handout 3.4 - The islanders and the settlers (role cards)  
• Student handout 3.5: Situation cards: the islanders  
• 15 " href="https://www.living-democracy.com/textbooks/volume-3/part-1/unit-3/student-handout-10/" class="text-dark">Student handout 3.6: Key elements of human rights 15  
• UNIT 4: Conflict  
• Lesson 1: Conflict resolution  
• Lesson 2: Applying the six-step approach  
• Lesson 3: Conflicting human rights  
• Lesson 4: Using violence  
• Teacher’s resource sheet: International humanitarian law  
• Student handout 4.1: A six-step approach to conflict resolution  
• Student handout 4.2: Conflict scenarios  
• Student handout 4.3: Five cases of conflicting human rights  
• Student handout 4.4: Is violence acceptable in some cases?  
• Part 2: Taking responsibility  
• UNIT 5: Rights, liberties and responsibilities  
• Lesson 1: Wishes, basic needs, human dignity and human rights  
• Lesson 2: Detecting human rights violations  
• Lesson 3: Rights and responsibilities  
• Lesson 4: Human rights quiz  
• Student handout 5.1: Wishes, needs and rights  
• Student handout 5.2: List of human rights  
• Student handout 5.3: Cases of human rights violations  
• Student handout 5.4: Rights and responsibilities  
• Student handout 5.5: Human rights quiz (training cards)  
• Teacher’s resource sheet  
• UNIT 6: Responsibility  
• Lesson 1: Responsibilities at home  
• Lesson 2: Why should people obey the law?  
• Lesson 3: Whose problem is it?  
• Lesson 4: Why do people become active citizens?  
• Student handout 6.1: Milan makes a choice  
• Student handout 6.2: Schmitt’s dilemma  
• Student handout 6.3: Things are getting out of control!  
• Student handout 6.4: Card sort: the life of Jelena Santic  
• Part 3: Participation  
• UNIT 7: A class newspaper  
• Lesson 1: The newspapers around us  
• Lesson 2: Our newspaper is the best... don't you agree?  
• Lesson 3: We produce our wall newspaper  
• Lesson 4: Our first issue!  
• Background material for teachers  
• Student handout 7.1: How to write an article  
• Part 4: Power and authority  
• UNIT 8: Rules and Law  
• Lesson 1: Good law – bad law  
• Lesson 2: At what age?  
• Lesson 3: You make the law  
• Lesson 4: Rules of evidence  
• Student handout 8.1: A questionnaire: at what age?  
• Student handout 8.2: Discussion cards  
• 8.1 Background information for teachers: Integration, not criminalisation  
• 8.2 Background information for teachers: Convention on the Rights of the Child  
• UNIT 9: Government and politics  
• Lesson 1: Who is in charge?  
• Lesson 2: If you were the president  
• Lesson 3: Me and my role  
• Lesson 4: Student parliament  
• Student handout 9.1: The Kingdom of Sikkal  
• Student handout 9.2: Discussion cards  
• Student Handout 9.3: Questionnaire  
• Taking part in democracy (IV)  
• Interactive constructivist learning in EDC/HRE  
• Part 1: Taking part in the community  
• UNIT 1: IDENTITY  
• Lesson 1: Views on choices and identity  
• Lesson 2: Looking back: what choices made me the person I am?  
• Lesson 3: Looking forward: three choices that shape our future lives  
• Lesson 4: Which job suits me?  
• Materials for teachers 1.1: Quotes on choices and identity  
• Materials for teachers 1.2: Job cards  
• Unit 1.3: Background information for teachers  
• UNIT 2: RESPONSIBILITY  
• Lesson 1: Risk losing a friend – or break a rule?  
• Lessons 2 and 3: What would you do?  
• Lesson 4: What values must we share?  
• Materials for teachers 2.1: How to use the tool for dilemma analysis  
• Materials for teachers 2.2: Flipchart layout for the comparison of dilemma solutions (lesson 4)  
• Materials for teachers 2.3: Liberty and responsibility - three lecture modules  
• UNIT 3: DIVERSITY AND PLURALISM  
• Lesson 1: If I were president …  
• Lesson 2: What goals do we want to promote?  
• Lesson 3: What is the common good?  
• Lesson 4: Taking part in pluralist democracy  
• Materials for teachers 3A: Four basic political standpoints  
• Materials for teachers 3B: Lecture: what is the common good?  
• Materials for teachers 3C: Suggestions for extensions and follow-ups  
• Part 2 - Taking part in politics: settling conflict, solving problems  
• UNIT 4: CONFLICT  
• Lesson 1: The fishing game (1)  
• Lesson 2: The fishing game (2)  
• Lesson 3: How do we catch "as many fish as possible"?  
• Lesson 4: How can we achieve sustainability?  
• Materials for teachers 4.1: Fishing game: record sheet for players  
• Materials for teachers (game managers) 4.2: Reproduction chart: recovery of the fish population (in tons of fish)  
• Materials for teachers 4.3: Fishing game: record chart  
• Materials for teachers 4.4: Fishing game: diagram of fish Stocks and total catches  
• Materials for teachers 4.5: Homework Instructions (mini-handout for students)  
• Unit 4.5: Background information for teachers: Reading list on the fishing game  
• Unit 5: RULES AND LAW  
• Lessons 1 and 2: Why does a community need rules?  
• Lesson 3: What rules serve us best?  
• Lesson 4: The conference  
• Unit 6: Government and politics  
• Lesson 1: “Our most urgent problem is …”  
• Lesson 2: Politics - how a democratic community solves its problems  
• Lesson 3: Applying the policy cycle model  
• Lesson 4: How can we take part?  
• Lesson 5: Feedback session (optional)  
• Materials for teachers 6.1: Illustration of the policy cycle model - how can we reduce the number of car accidents?  
• Materials for teachers 6.2: Key statements on the policy cycle model  
• UNIT 7: EQUALITY  
• Lesson 1: The majority always rules?  
• Lesson 2: How can we balance majority and minority interests?  
• Lesson 3: Draft statutes  
• Lesson 4: What is a good way to govern a democratic community?  
• Part 3 - Taking part in politics: participation through communication  
• Unit 8: LIBERTY  
• Lesson 1: What issues are interesting for us?  
• Lesson 2: Preparing for the debate  
• Lesson 3: We debate – we decide – we report  
• Lesson 4: One debate – different perspectives  
• Materials for teachers 8.1: Why freedom depends on framing by rules and laws  
• UNIT 9: The media  
• Lesson 1: We are the gatekeepers!  
• Lessons 2 and 3: We are the gatekeepers!  
• Lesson 4: Do we control the media – or do the media control us?  
• Materials for teachers 9A: Skills and strategies for media education  
• Student handout 1.1: What choices have made me the person I am today - and who made them?  
• Student handout 1.2: Three options that shape our futures  
• Student handout 1.3: My criteria for choosing a job  
• Student handout 1.4: Questionnaire: job shadowing  
• Student handout 2.1: The dilemma concept  
• Student handout 2.2: A tool to analyse and solve dilemmas  
• Student handout 2.3: How would you decide? Dilemma case stories  
• Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)  
• Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)  
• Student handout 2.6: Convention for the Protection of Human Rights and Fundamental Freedoms (The European Convention on Human Rights), as amended by Protocol No. 11 with Protocol Nos. 1, 4, 6 (excerpts)  
• Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”  
• Student handout 3.2: Taking part in democracy – basic rules and principles  
• Student handout 3.3: Establishing a political party  
• Student handout 3.4: How does a democratic political system handle diversity and pluralism?  
• Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship  
• Student handout 3.6: Map of social cleavages and political parties  
• Student handout 4.1: Case story: the conflict in the fishing community  
• Student handout 4.2: A model of sustainability goals  
• Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?  
• Student handout 4.4: What is the optimum balance between fish reproduction and harvest?  
• Student handout 5.1: Preparations for the conference on a framework of rules  
• Student handout 5.2: Basic questions to consider in institutional design  
• Student handout 5.3: Comparing frameworks of rules  
• Student handout 5.4: Procedural rules for the conference – draft version  
• Student handout 5.5: Summary: what can we learn through these games?  
• Student handout 5.6: Feedback on units 4 and 5  
• Student handout 6.1: The policy cycle model: politics as a process of solving problems in a community  
• Student handout 6.2: The policy cycle – a tool to observe and understand political decision-making processes  
• Student handout 6.3: Feedback on the unit “Government and politics”  
• Student handout 7.1: Is majority rule unfair to the minority? A case story  
• Student handout 7.2: How do democracies care for the protection of minorities?  
• Student handout 7.3: Task: drafting a statute for the sports club  
• Student handout 7.4: Record of group presentations: draft statutes for a micro-community  
• Student handout 8.1: Suggestions for a debating issue  
• Student handout 8.2: Rules for debating  
• Student handout 8.3: Planning sheet for the debating teams  
• Student handout 8.4: Planning sheet for the chairpersons  
• Student handout 8.5: Record sheet for the audience  
• Student handout 8.6: Worksheet for news story writers  
• Student handout 9.1: Creating a wall newspaper - making choices  
• Student handout 9.2: Tips for producing a wall newspaper  
• Student handout 9.3: Tips for writing a good news story  
• Exploring Children’s Rights (V)  
• Introduction: What the nine units have to offer (Class 1– 9)  
• Part 1: Lesson plans  
• Unit 1 (Primary school, Class 1) - I have a name – we have a school  
• Unit 2 (Primary school, Class 2) - Names are more than just letters!  
• Unit 3 (Primary school, class 3) - We are wizards!  
• Unit 4 (Primary school, Class 4) - Our rights - our treasure  
• Unit 5 (Primary school, Class 5) - We make rules for our classroom  
• Unit 6 (Primary school, Class 6) - Children's rights: a work of art!  
• Unit 7 (Primary school, Class 7) - Is what I want also what I need?  
• Unit 8 (Primary school, Class 8) - Children's rights - thoroughly researched  
• Unit 9 (Primary school, Class 9) - Why must we obey rules?  
• Part 2: Background information  
• 1. Frequently asked questions about the children's rights convention  
• 2. Children's rights - part of the human rights process  
• 3. How children's rights were created  
• 4. Children's rights: experiencing, getting to know and implementing them  
• 5. Pedagogical approach: learning by example  
• 6. Task-based learning: accompanying learning  
• 7. Teaching children's rights: key questions to guide the choice of teaching methods  
• 8. "But that means that I have the right to have a break, doesn't it?" - Children's rights in the classroom  
• Part 3: Documents and Teaching Materials  
• 1. Pupil's version of the Convention on the Rights of the Child  
• 2. Grouping children's rights into four dimensions  
• 3. The UN Convention on the Rights of the Child (20 November 1989)  
• 4. The illustrated Children's Rights (Children's Rights cards)  
• Teaching Democracy (VI)  
• Chapter 1 - Building up classroom atmosphere  
• Exercise 1.1. - Matching cards  
• Exercise 1.2. - Rights, responsibilities and rules in the classroom  
• Exercise 1.3. - Identity coat of arms  
• Exercise 1.4. - A bouquet of flowers  
• Exercise 1.5. - Chinese sticks  
• Chapter 2 - Clarifying values  
• Exercise 2.1. - The raft game  
• Exercise 2.2. - Value Systems  
• Exercise 2.3. - Philosophy of life  
• Chapter 3 - Getting to know human rights  
• Exercise 3.1. - The human rights poster  
• Exercise 3.2. - The strings  
• Exercise 3.3. - The human rights tree  
• Exercise 3.4. - The balloon ride  
• Exercise 3.5. - Wants and needs  
• Exercise 3.6. - The treasure box  
• Chapter 4 - Perceiving others  
• Exercise 4.1. - All different, all equal  
• Exercise 4.2. - Difference  
• Exercise 4.3. - True and false  
• Exercise 4.4. - First impressions  
• Exercise 4.5. - We all have prejudices  
• Exercise 4.6. - We are all equal, but some are more equal than others  
• Exercise 4.7. - The tourists  
• Exercise 4.8. - Globingo: "A human being is part of the whole world".  
• Chapter 5 - Making justice work  
• Exercise 5.1. - It's not fair  
• Exercise 5.2. - The exception  
• Exercise 5.3. - The jigsaw puzzle  
• Exercise 5.4. - The role of law  
• Exercise 5.5. - Perspectives on justice  
• Chapter 6 - Understanding political philosophy  
• Exercise 6.1. - Basic concepts of political thought  
• 5 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-6/exercise-2/" class="text-dark">Exercise 6.2. - Attitudes to power 5  
• Exercise 6.3. - If I were a magician  
• Chapter 7 - Taking part in politics  
• Exercise 7.1. - The wall of silence  
• Exercise 7.2. - My feelings about dictatorship  
• Exercise 7.3. - Questionnaire on attitudes to change  
• 6 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-7/exercise-4/" class="text-dark">Exercise 7.4. - The planning project 6  
• Exercise 7.5. - We and the world  
• Exercise 7.6. - Should we take part in politics?  
• Exercise 7.7. - How does government affect your life?  
• Exercise 7.8. - Ways of participating in democracy  
• Exercise 7.9. - The policy cycle  
• Chapter 8 - Dealing with conflict  
• Exercise 8.1. - Win-win solutions  
• Exercise 8.2. - A structured approach to conflict resolution  
• Exercise 8.3. - Family and peer conflict  
• Exercise 8.4. - Brainstorming session on conflict and peace  
• Exercise 8.5. - The statues  
• Exercise 8.6. - Punishment versus positive conflict resolution  
• Exercise 8.7. - Minorities  
• Exercise 8.8. - Images of war and peace  
• Illustrations  

Classroom Rules: Importance and Tips for Creating and Enforcing Them

In the complex ecosystem of a classroom, rules and expectations play an important role in fostering a safe, efficient, and conducive environment for learning. This blog post will provide an in-depth look at the significance of these rules; the impact they have on student behavior and academic performance, and the strategies educators can employ to create and enforce them effectively.

This comprehensive guide will equip you with practical insights and actionable tips to ensure that classroom rules serve their intended purpose – enhancing productivity, maintaining order, and promoting an optimal learning environment. Let’s get started!

Understanding the Significance of Classroom Rules and Expectations

Classroom rules play a significant role in classroom management. They set clear expectations for behavior and provide a framework for the daily operations of the class. This structure fosters a sense of safety and stability, allowing students to focus on learning rather than navigating social uncertainties.

Furthermore, classroom rules contribute significantly to a productive learning environment. They help minimize disruptive behaviors and encourage desired behaviors, contributing to a positive atmosphere beneficial to learning. Rules provide students with clear guidelines on what is acceptable and what is not, fostering mutual respect and cooperation among students and teachers.

The impact of classroom management and rules extends beyond creating an orderly environment to influencing student behavior and academic performance. Rules and expectations teach students about responsibility and self-discipline, essential skills for effective learning and long-term success. Moreover, rules that reward good behavior can motivate students to perform better, while rules that curb disruptive behaviors can reduce distractions, leading to an overall improvement in academic performance.

Strategies for Creating Effective Classroom Rules and Expectations

Classroom rules and expectations should be developed to identify and illustrate acceptable and desirable classroom behaviors.

• Rules are the explicit statements of behavioral expectations for students.
• Expectations are the desired behaviors or outcomes.

Rules should provide guidelines for desired student behavior. Students need to know how to meet the behavioral expectations of the teacher. Rules help everyone know what is expected, from teachers and students to parents and administrators.

Creating effective classroom rules is essential for maintaining a positive and productive learning environment. Here are some strategies to consider:

Involve Students in the Creation of Classroom Rules

By involving students in the rule-making process, they will feel a sense of ownership and responsibility towards following the rules. This can be done through class discussions, brainstorming sessions, or voting on proposed rules.

Keep Rules Clear and Simple

Make sure that your rules are easy to understand and remember. Use concise language and avoid complex or ambiguous wording. This will help students know exactly what is expected of them. Instead of, “Respect the physical and psychological space of others,” a more effective rule is, “Keep hands and feet to yourself.”

Begin Each Rule with a Verb

Starting each rule with a verb makes them action-oriented and provides clear guidance on what behavior is expected. For example, “Raise your hand before speaking” or “Come to class on time with all supplies and completed assignments.”

Frame Rules in the Positive Versus the Negative

Instead of focusing on what students should not do, frame rules in a positive manner. This helps to create a more positive and encouraging classroom culture. For example, instead of saying “No running,” say “Walk in the classroom.”

Focus Classroom Rules on Observable or Measurable Behaviors

Make sure that the rules are specific and can be easily observed or measured. This makes it easier for both students and teachers to determine whether the rules are being followed. For example, “Complete assignments on time” or “Use respectful language.”

Consider the Age and Developmental Level of Students

Tailor your rules to suit the age and developmental level of your students. Younger students may require simpler rules, while older students may benefit from more detailed guidelines. Consider their ability to understand and follow the rules when creating them.

By implementing these strategies, educators can create classroom rules that are clear, fair, and effective in promoting a positive and conducive learning environment. Remember, consistency and enforcement of these rules are equally important to ensure their effectiveness.

Equip Your Teachers with Online Training

Have your teachers implemented classroom rules but still need help with classroom management? With courses on de-escalation strategies, behavioral interventions, self-regulation, and more, our learning management system provides hundreds of courses to help your teachers be successful!

Examples of Classroom Rules by Age

The following are a sample set of rules for an elementary classroom:

• Respect others
• Follow all directions
• Be prepared
• Stay focused

The following are a sample set of rules for a middle school classroom:

• Respect others and their property
• Settle your differences peacefully
• Listen to others and speak softly
• Do quality work

The following are a sample set of rules for a high school classroom:

• Be kind to self
• Be kind to others
• Be kind to the environment

How to Effectively Implement Classroom Rules

Implementing classroom rules is just as important as creating them. To ensure that students adhere to the rules, educators must be proactive and consistent in enforcing them. Here are some tips for effective implementation:

Post Classroom Rules Prominently: Display the rules prominently in the classroom, making them easy to find and remember. Put them up on the wall or use visuals like charts, posters, or videos to reinforce the message.

Review the Rules Regularly: Periodically review the rules with the class to ensure that they are aware and understand them. This can be done through class discussions or role-play activities.

Model the Rules: Show students how the rules should be followed by modeling the desired behavior. This helps to create a positive learning environment and reinforces the importance of following the rules.

Provide Positive Reinforcement: Reward good behavior with positive reinforcement. This could be verbal praise , stickers, or small rewards, which can help to motivate students to follow the rules.

By employing these strategies, educators can ensure that classroom rules are being followed and that a productive and safe learning environment is maintained.

Enforcing Classroom Rules

Part of the goal of classroom rules and expectations is to create a positive classroom climate, involve students in their learning, encourage ownership of their behavior, and teach them how to successfully navigate social interactions and their emotions, which lead to better student outcomes. Teachers play a critical role in this by preventing unwanted behaviors, leveraging surface management strategies to reduce instruction interruptions, and utilizing corrective consequences to encourage desired behaviors.

Prevention: Student behavior is another form of communication. Prior to an undesired behavior, a student may be giving you signals of an unmet need. For example, you could have a student who is craving attention. They might appear restless, relentlessly tap their pencil, try to make eye contact with their peers, etc. If you ignore that behavior, they might escalate to more disruptive behavior like blurting out or throwing something. As a preventative measure, you could give the entire class a 5-minute movement break or you could give that student a role in the lesson plan.

Service Management Strategies: Ideally if a student is only mildly missing expectations, and their behavior doesn’t pose a threat to safety or run the risk of spreading to other students, it’s best to try to employ service management strategies before resorting to consequences. These are subtle behavior management strategies that do not draw attention to student behavior, and do not require you to interrupt your instruction or activity. Surface management strategies include planned ignoring, nonverbal communication, proximity, positive interest, humor, support, structure, and strategic breaks and redirection.

Todd Finney, former seventh-to-12th-grade English teacher, shares with Edutopia that “to interrupt a class of aggressive complainers, I cued up Katrina and the Waves on my CD player. When the first grumbling complaint occurred, I raised my palm and played

“I’m walking on sunshine, woooah / And don’t it feel good!” Everybody laughed. Another kid started to whine until I pressed play again. Bigger laughs. After that, complaints rarely occurred.”

Corrective Consequences: When an expectation or rule is broken, it should quickly and calmly be met with a corrective consequence as opposed to punishment. The difference may seem nuanced, but punishment typically focuses on deterring negative behavior, whereas corrective consequences aim to encourage the desired behavior and teach students about accountability.

For example, let’s say a student uses a school computer to access an inappropriate site during worktime.

Tips for Engaging Parents and Guardians in the Rule Process

Inviting parents and guardians to participate in the rule-making process can foster a sense of ownership and investment in the rules. This collaborative approach can lead to parents becoming more proactive in reinforcing the classroom rules at home, and prove invaluable in developing a strong, unified approach to classroom discipline.

Communicating classroom rules to parents and guardians is an essential step in ensuring they understand and can ideally help reinforce these rules. This communication can be done through parent-teacher meetings, newsletters, emails, or dedicated school platforms. Encouraging a home-school connection  helps to create a consistent environment for the child which can improve student outcomes .

Creating and enforcing effective classroom rules is central to establishing a safe, orderly, and productive learning environment. As an educator or administrator, it’s essential to equip yourself with the knowledge and strategies necessary for successful classroom management. But remember, you are not alone in this endeavor. PublicSchoolWORKS is here to support schools every step of the way, offering innovative solutions and expert services to ensure your classrooms are safe and compliant. Whether it’s our StudentWatch solutions to encourage communication and manage student behavior, or EmployeeSafe to help manage your staff safety and mandated training, we’re committed to fostering an environment conducive to learning and growth. So why wait? Let’s partner together to make your classrooms a beacon of safety and productivity.

Privacy Overview

• Editorial Cartoons

Why campus teach-ins on freedom of speech are so important

With the academic year just a few short weeks away at college and university campuses nationwide, many are bracing for a reprise of last spring’s ugly protests, encampments and violent clashes among faculty, staff and students.

Many administrators seemed like deer caught in headlights, unable or unwilling to acknowledge how serious the problem was at their institutions. Their feeble public responses made matters worse.

This led some college and university presidents to rehearse their testimonies when called before congressional subcommittees. Still, others assumed the controversial role of mediators as they worked to reach settlements with those who had established illegal encampments and refused to vacate when requested.

In short, what seemed lost in the moment was the primary — and arguably most important — role that college and university presidents should play — that of educators. In an era where the notion of a “teachable moment” is celebrated as a positive social good, the glaring lack of teachable moments here has been glaringly apparent. That needs to change.

It’s high time for college and university presidents to reclaim their responsibilities as educators regarding the boundaries of freedom of speech — particularly when trespassing, property destruction, specific threats of violence and outright violence are involved. Alas, too little attention has been devoted to articulating how the exercise of free speech — a cherished constitutional value — includes peaceful civil disobedience but excludes much of the destructive campus behavior that took place.

The Foundation for Individual Rights and Expression is a leading national nonprofit organization involved in First Amendment advocacy and research. In a FIRE survey conducted in conjunction with College Pulse last year, only 37% of students think it is never acceptable to shout down a speaker. Only 55% think blocking other students from hearing the speaker is unacceptable. And a growing number — 27% in that survey — think violence can be an acceptable way to stop a campus speech. These are alarming numbers.

Here’s a practical and impactful step that can be implemented at various higher education institutions right before classes begin. Remember teach-ins? This educational format became popular in the 1960s, as campuses brought all students together to learn about threats to the environment on what became known as Earth Day. Other teach-ins soon became popular, including those regarding the Vietnam War.

According to Yale’s Poorvu Center for Teaching and Learning, “Teach-ins empower students to learn about a specific topic or issue through multidisciplinary lenses and develop/evolve their perspectives by the end of the forum. … Teach-ins allow us to connect and discuss important issues as a campus community.”

Organizing a successful teach-in on freedom of speech needs to be approached thoughtfully and supported by necessary resources from various academic units. It will require organizing a range of speakers and a defined agenda. Community outreach will also be necessary.

One critical element should be considered. The college or university president should marshal all required support for a freedom of speech teach-in and have all activities coordinated directly from his/her office. That will send a strong signal about its importance.

The president (or the provost serving as the chief academic officer), as a well-informed moderator and visible institutional leader, should preside over the teach-in. The teach-in can be livestreamed and archived online to be viewed throughout the year, including by alumni and others unable to attend.

Ideally, a freedom of speech teach-in should be held on the same grounds where the prior campus demonstrations or encampments took place. Using these open campus spaces for a truly educational purpose may strike some as ironic.

However, in the long run, it can help reassert the vital role of teaching in higher education that many have forgotten. This essential mission needs to be reasserted forthrightly since widespread lessons about the First Amendment are timely and necessary.

— Stuart N. Brotman is the author of “The First Amendment Lives On.” He is an endowed professor of journalism and electronic media at the University of Tennessee. He wrote this for  InsideSources.com .

Theme Layout

Boxed or wide or framed, theme translation, display featured slider, featured slider styles, display grid slider, grid slider styles, display trending posts, display author bio, display instagram footer, blog archive.

• ►  February (2)
• ►  January (1)
• ►  August (1)
• ►  March (2)
• ►  July (1)
• ►  June (1)
• ►  March (4)
• ►  September (1)
• ►  February (1)
• ►  November (1)
• How To Have Fun AND Build Number Sense: Play "No M...
• One Of The Best Number Sense Games Of All Time: Co...
• Have Fun With Adverbs: Play In The Manner Of The A...
• An Inspirational Poem And A Gift For You
• Starting Math On The First Day Of School!

5 Reasons Why Following The Rules Is Important

• You CAN Teach Community, Procedures, and Content F...
• ►  July (3)
• ►  May (1)
• ►  April (1)
• ►  February (3)
• ►  January (2)
• ►  October (1)
• ►  September (6)
• ►  August (4)
• ►  July (2)
• ►  December (1)
• ►  January (3)
• ►  October (6)
• ►  September (4)
• ►  October (2)
• ►  September (8)
• ►  August (5)

Mobile Navigation

• Resource Library
• Privacy Policy

All rights reserved Growing Grade by Grade 2016

Top Navigation Menu

5 Reasons To Follow The Rules

Need a reboot.

2 comments:

Great blog learned many things about online classes from this blog, very informative. Learnandace is one of the best places for online English classes in USA. Best Online Classes For Kids Best Online Learning For Kids virtual phonics lessons

its really helpful

Follow @georgialoustudios

• Opportunities
• Free Speech
• Creativity and Innovation
• Transparency
• International
• Deeplinks Blog
• Press Releases
• Legal Cases
• Whitepapers
• Annual Reports
• Action Center
• Electronic Frontier Alliance
• Privacy Badger
• Surveillance Self-Defense
• Atlas of Surveillance
• Cover Your Tracks
• Crocodile Hunter
• Street Level Surveillance
• Donate to EFF
• Giving Societies
• Org. Membership
• Other Ways to Give
• Membership FAQ

Search form

• Copyright (CC BY)
• Privacy Policy

In These Five Social Media Speech Cases, Supreme Court Set Foundational Rules for the Future

The U.S. Supreme Court addressed government’s various roles with respect to speech on social media in five cases reviewed in its recently completed term. The through-line of these cases is a critically important principle that sets limits on government’s ability to control the online speech of people who use social media, as well as the social media sites themselves: internet users’ First Amendment rights to speak on social media—whether by posting or commenting—may be infringed by the government if it interferes with content moderation, but will not be infringed by the independent decisions of the platforms themselves. As a general overview, the NetChoice cases , Moody v. NetChoice and NetChoice v. Paxton , looked at government’s role as a regulator of social media platforms. The issue was whether state laws in Texas and Florida that prevented certain online services from moderating content were constitutional in most of their possible applications. The Supreme Court did not rule on that question and instead sent the cases back to the lower courts to reexamine NetChoice’s claim that the statutes had few possible constitutional applications.

The court did, importantly and correctly, explain that at least Facebook’s Newsfeed and YouTube’s Homepage were examples of platforms exercising their own First Amendment rights on how to display and organize content, and the laws could not be constitutionally applied to Newsfeed and Homepage and similar sites, a preliminary step in determining whether the laws were facially unconstitutional. Lindke v. Freed and Garnier v. O’Connor-Ratcliffe looked at the government’s role as a social media user who has an account and wants to use its full features, including blocking other users and deleting comments . The Supreme Court instructed the lower courts to first look to whether a government official has the authority to speak on behalf of the government, before looking at whether the official used their social media page for governmental purposes, conduct that would trigger First Amendment protections for the commenters. Murthy v. Missouri , the jawboning case, looked at the government’s mixed role as a regulator and user, in which the government may be seeking to coerce platforms to engage in unconstitutional censorship or may also be a user simply flagging objectionable posts as any user might. The Supreme Court found that none of the plaintiffs had standing to bring the claims because they could not show that their harms were traceable to any action by the federal government defendants. We’ve analyzed each of the Supreme Court decisions, Moody v. NetChoice (decided with NetChoice v. Paxton ), Murthy v. Missouri , and Lindke v. Freed (decided with Garnier v. O’Connor Ratcliffe ), in depth. But some common themes emerge when all five cases are considered together.

• Internet users have a First Amendment right to speak on social media—whether by posting or commenting—and that right may be infringed when the government seeks to  interfere with content moderation, but it will not be infringed  by the independent decisions of the platforms themselves. This principle, which EFF has been advocating for many years, is evident in each of the rulings. In Lindke , the Supreme Court recognized that government officials, if vested with and exercising official authority, could violate the First Amendment by deleting a user’s comments or blocking them from commenting altogether. In Murthy , the Supreme Court found that users could not sue the government for violating their First Amendment rights unless they could show that government coercion lead to their content being taken down or obscured, rather than the social media platform’s own editorial decision. And in the NetChoice cases, the Supreme Court explained that social media platforms typically exercise their own protected First Amendment rights when they edit and curate which posts they show to their users, and the government may violate the First Amendment when it requires them to publish or amplify posts.
• Underlying these rulings is the Supreme Court’s long-awaited recognition that social media platforms routinely moderate users’ speech: they decide which posts each user sees and when and how they see it, they decide to amplify and recommend some posts and obscure others, and are often guided in this process by their own community standards or similar editorial policies. This is seen in the Supreme Court’s emphasis in Murthy that jawboning is not actionable if the content moderation was the independent decision of the platform rather than coerced by the government. And a similar recognition of independent decision-making underlies the Supreme Court’s First Amendment analysis in the NetChoice cases. The Supreme Court has now thankfully moved beyond the idea that content moderation is largely passive and indifferent, a concern that had been raised after the Supreme Court used that language to describe the process in last term’s case, Twitter v. Taamneh.
• T his term ’ s cases also confirm that traditional First Amendment rules apply to social media . In Lindke , the Supreme Court recognized that when government controls the comments components of a social media page , it has the same First Amendment obligations to those who wish to speak in those spaces as it does in offline spaces it controls , such as parks, public auditoriums, or city council meetings . In the Net C hoice cases, the Supreme Court found that platforms that edit and curate user speech according to their editorial standards have the same First Amendment rights as others who express themselves by selecting the speech of others, including art galleries, booksellers, newsstands, parade organizers, and editorial page editors.

Plenty of legal issues around social media remain to be decided. But the 2023-24 Supreme Court term has set out important speech-protective rules that will serve as the foundation for many future rulings.  

Related Issues

Related cases, join eff lists, discover more., related updates, victory d.c. circuit rules in favor of animal rights activists censored on government social media pages.

In a big win for free speech online, the U.S. Court of Appeals for the D.C. Circuit ruled that a federal agency violated the First Amendment when it blocked animal rights activists from commenting on the agency’s social media pages. We filed an amicus brief in the case,...

EFF to Sixth Circuit: Government Officials Should Not Have Free Rein to Block Critics on Their Social Media Accounts When Used For Governmental Purposes

Legal intern Danya Hajjaji was the lead author of this post. The Sixth Circuit must carefully apply a new “state action” test from the U.S. Supreme Court to ensure that public officials who use social media to speak for the government do not have free rein to infringe critics’ First Amendment...

EFF Urges Ninth Circuit to Hold Montana’s TikTok Ban Unconstitutional

Montana’s TikTok ban violates the First Amendment, EFF and others told the Ninth Circuit Court of Appeals in a friend-of-the-court brief and urged the court to affirm a trial court’s holding from December 2023 to that effect. Montana’s ban ( which EFF and others opposed ) prohibits TikTok from...

U.S. Supreme Court Does Not Go Far Enough in Determining When Government Officials Are Barred from Censoring Critics on Social Media

Lawmakers: Ban TikTok to Stop Election Misinformation! Same Lawmakers: Restrict How Government Addresses Election Misinformation!

In a case being heard Monday at the Supreme Court, 45 Washington lawmakers have argued that government communications with social media sites about possible election interference misinformation are illegal.Agencies can't even pass on information about websites state election officials have identified as disinformation, even if they don't request that any...

The U.S. Supreme Court’s Busy Year of Free Speech and Tech Cases: 2023 Year in Review

EFF to D.C. Circuit: Animal Rights Activists Shouldn’t Be Censored on Government Social Media Pages Because Agency Disagrees With Their Viewpoint

Intern Muhammad Essa contributed to this post. EFF, along with the Foundation for Individual Rights and Expression (FIRE), filed a brief in the U.S. Court of Appeals for the D.C. Circuit urging the court to reverse a lower court ruling that upheld the censorship of public comments on a...

UN Cybercrime Treaty Talks End Without Consensus on Scope And Deep Divides About Surveillance Powers

As the latest negotiating session on the proposed UN Cybercrime Treaty wrapped up in New York earlier this month, one thing was clear: with time running out to finalize the text, little progress and consensus was reached on crucial points , such as the treaty's overall scope of...

Rights Groups Urge EU’s Thierry Breton: No Internet Shutdowns for Hateful Content

EFF and 66 human rights and free speech advocacy groups across the globe today called on EU Internal Commissioner Thierry Breton to clarify that the Digital Services Act (DSA)—new regulations aimed at reining in Big Tech companies that control the lion’s share of online speech worldwide—does not allow internet shutdowns...

The Broad, Vague RESTRICT Act Is a Dangerous Substitute for Comprehensive Data Privacy Legislation

Related cases.

Back to top

Follow EFF:

Check out our 4-star rating on Charity Navigator .

• Internships
• Diversity & Inclusion
• Creativity & Innovation
• EFFector Newsletter
• Press Contact
• Join or Renew Membership Online
• One-Time Donation Online

• Share full article

Advertisement

Supported by

Susan Wojcicki, Former Chief of YouTube, Dies at 56

The business executive helped turn Google into an internet juggernaut and became one of the most prominent women in Silicon Valley.

By John Yoon and Mike Isaac

Susan Wojcicki , who helped turn Google from a start-up in her garage into an internet juggernaut, and who became one of Silicon Valley’s most prominent female executives with her leadership of YouTube, died on Friday. She was 56.

Her death was confirmed by her husband, Dennis Troper, who wrote on Facebook that she had been living with lung cancer for two years. He did not say where she died.

Ms. Wojcicki’s more than two decades with Google began in 1998 in her house in Menlo Park, Calif., part of which she rented to her friends Larry Page and Sergey Brin, the company’s founders. For $1,700 a month, the two used the garage as their office to build the search engine.

Ms. Wojcicki, who had been working at Intel, soon joined Google as one of its earliest employees and was its first marketing manager. Over the years, she reached its executive ranks, becoming Google’s most senior woman employee. She eventually led YouTube, which Google acquired in 2006, and which became one of the world’s largest social media companies.

“She is as core to the history of Google as anyone, and it’s hard to imagine the world without her,” Sundar Pichai, Google’s chief executive, said in a statement .

When she became YouTube’s chief executive in 2014, Ms. Wojcicki was hailed as the most powerful woman in advertising. She had made Google enormously profitable, and she was expected to repeat the trick at YouTube. She led Google’s ad business and played a key role in its acquisition of DoubleClick , an advertising technology company, in 2007.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

24/7 writing help on your phone

To install StudyMoose App tap and then “Add to Home Screen”

The Significance and Impact of School Rules

Save to my list

Remove from my list

Introduction

The complexity of rule adherence.

The Dilemma of School Rules and Freedom

The Significance and Impact of School Rules. (2016, Mar 04). Retrieved from https://studymoose.com/school-rules-essay

"The Significance and Impact of School Rules." StudyMoose , 4 Mar 2016, https://studymoose.com/school-rules-essay

StudyMoose. (2016). The Significance and Impact of School Rules . [Online]. Available at: https://studymoose.com/school-rules-essay [Accessed: 15 Aug. 2024]

"The Significance and Impact of School Rules." StudyMoose, Mar 04, 2016. Accessed August 15, 2024. https://studymoose.com/school-rules-essay

"The Significance and Impact of School Rules," StudyMoose , 04-Mar-2016. [Online]. Available: https://studymoose.com/school-rules-essay. [Accessed: 15-Aug-2024]

StudyMoose. (2016). The Significance and Impact of School Rules . [Online]. Available at: https://studymoose.com/school-rules-essay [Accessed: 15-Aug-2024]

• The Rules of the Game: the Imprortance of Rules Pages: 3 (780 words)
• The Significance/Function of Phonological Rules in Language Pages: 3 (822 words)
• School Rules and Regulations: Balancing Discipline and Learning Pages: 2 (452 words)
• Rules and Regulations in Our Future School Pages: 5 (1246 words)
• Rules for Our School Draft Pages: 4 (942 words)
• Skills, Rules, and Knowledge; Signals, Signs, and Symbols, and Pages: 2 (497 words)
• Socio-Cultural Issues & Impacts on Dropouts in the High School Level of Education: The Ethnographic Studies and Its Anthropological Significance Pages: 8 (2159 words)
• The Significance Of Phones and Why Cell Phones Should Not Be Allowed In School Pages: 2 (503 words)
• The Ins and Outs of the Rules and Regulations in Football Pages: 5 (1356 words)
• Gender Roles And Sexual Relationship Rules in The Letters Of Abelard And Heloise Pages: 4 (1134 words)

👋 Hi! I’m your smart assistant Amy!

Don’t know where to start? Type your requirements and I’ll connect you to an academic expert within 3 minutes.

10 Reasons Why Rules Are Important In School

Last Updated on August 6, 2024

Rules are very important in the classroom because classroom rules not only build up a strong connection between the student and the teacher but also build a very strong connection in the whole class. They work as a unit from the very word go it is the basic rule if you want to build up law and order in the classroom. They give you a well-structured learning environment that is very important for the school, teachers, and especially for students, it is very pivotal for everyone’s safety, promotes discipline, and teaches responsibility and respect for others. 

We all know that without rules, any platform in the world is impossible to succeed because rules provide a discipline and learning environment. Whether it is a kindergarten or a university, safety school rules are essential for students.

Here are 10 reasons why the rules and regulations of the school are important and also why students should follow rules in school .

So, let us get started !

Table of Contents

1. Law and order

When you are building rules in the classroom it is also working as a safety rule not just in high school. classroom rule is an effective way to build a strong connection between the teacher and the classroom because when you are participating in extracurricular activity and it gives you a very effective initial push because of these classroom rules the students of the school work in a proper manner.

Classroom management should have very good coordination between the teacher and the student because if somebody is giving you the responsibility of his child then they want him to become a better student and a better person for society.

It is the responsibility of the class and the classroom management to build the kind of circumstances that can meet the required results and to face the difficult consequences that are coming up in regulation.

2. Working properly

When you have built up certain principles and certain rules in the classroom discipline is always there in the classroom and the behavior of the students is also very good and press-taking at the very same time.

Because you are not responsible for the student only but for the school property at the very same time because we have seen this in every school here some kind of property has been damaged when there are no strict rules in the classrooms.

The rules In the classroom should be there in the very beginning ground rules of the school should be very strict.

3. Keeps you focus

One thing that strict rules and regulations do in your life makes you very much focus on your goal because the education that you are having in your life demands hyperfocus at the very same time and any kind of special education very much requires that because your future is depending on that and the school policies in the school management need to work on the kid.

If the norms are not that vigilant and very efficient and remanding for the kid, those norms should be broken, but if they are very much benefiting society and the environment, they should be carried.

Not just in elementary school but in every institute in the country these regulations should be followed because rules are made for your own safety and these precautions should be taken for every student and every teacher rule should be very similar and there should be no discrimination between the teacher and the student.

4. Kills Laziness

It is very obvious that when you have strict rules and they are giving you a bit of a deadline this task should be cleared and should be performed in these housing, especially during school hours.

A student as a young child it’s very important to have that kind of important rules you can see the Young child the important rules, not this only give you a kind of self-sufficiency but also gives you a better skill that can make you discipline and these things are very common in any Army Public School or any public School the misbehavior of the person is not tolerating at all in those schools and institutes

And these kinds of rules not just only encourage fellow students and young children to let go of their laziness but also encourage that kind of healthy competition which is very much required for the betterment of the country and the youth itself.

5. Adds discipline

Discipline is an essential component of any successful school environment. It plays a critical role in student learning . A student should know this important rule because, without discipline, they misbehave and hurt the class environment. Misbehavior can have a major negative impact on the learning environment for all students. 

According to many posts and related articles, it has been researching by many sociologists and research workers those institutes that have strict rules and regulations their candidates and students are very much focused and self-sufficient at the very same time because discipline is added to their life, and they become very much focused and kind of a live wire which is very much important in their life because without discipline you cannot conquer anything you cannot accomplish anything in your life.

It does not mean that you have to create that kind of environment which is a kind of suffocating kind of environment for the students and they could not even breathe properly but the school officials should take a step and very positive step to take any kind of initiative.

Discipline is very important in any institute and especially in those places that are the backbone of the future of the country in the school district teaching method should also be improved at the very same time because the teachers are not doing justice to the job as well as the classroom culture should be changed the very same time because like is not that much healthy kind of a thing that has been going in our institutes.

6. Teamwork

The rules and regulations that are mounting upon you had they are one thing that will teach you steam work how to work as a team to complete the task because the deadline is always there in your head and you want to complete the task as soon as possible.

So, if the task is very lengthy and you think that you won’t be able to cope up with that so you can build up a team to match the expectation, especially since these things need to be taught in middle school and should be a very much inbuilt trademark in the student behavior and in the student learning as well.

The teachers can also give us homework to make strategies on how to build up a scrolling team.

7. Keeps you physically and mentally fit

When you are working or task and working on a problem and finding the solution to that particle problem and you also working physically to make up a move this task should be completed at that part of the point and that protects the time both your physical capacity and mental capacity is a challenge and you are letting go your comfort zone at the very same time.

These things make you physically and mentally fit at the very same time and make you realize you’re true in potential and let go of your comfort zone because your comfort zone doesn’t provide you any kind of growth.

8. Develops you as a person

The sign of development increases in a person when there are certain principles and rules and regulations that a person needs to follow in his life because your life becomes very much focused and everything falls into your perspective.

We became very focused because we knew that these things needed to be done or else we had to face the consequences and precautions that should be taken if we did not want to face any kind of circumstances that content our reputation and put us on the back foot.

9. Healthy competition

The company and school are giving us deadlines and the rules and regulations are there to be followed the healthy competition is always there in the class and in the students of that classroom.

Because they know that ask and the assignments used to be submitted on that particular time or else we can get fined or the teacher is going to scold us it brings up very good healthy and fine communication between the teachers and the students and the very same time it works magically for healthy competition as well.

10. Time management

One thing that rules and regulations really teach you when you are truly following any kind of rules in the classroom or in any institutes in which you are studying one thing that thing is definitely going to give you time management because you know that your time is very important to you and time is money in many cases in most of the cases.

So, if you know that there is a task and a file is spending you will let go of your comfort zone and work day or night to burn your midnight oil to complete the task no matter what happens what are the consequences, and what are the things that you are facing, you will let to go your mental pain and let go your comfort zone as well you won’t be able to see any kind of a trial that is in there in your path.

You’re time management skills will skyrocket and you will be a very high per focused kind of person.

It is the human gene code that if you have a task or an assignment and you think that your boss is going to score you if the task is not completed on the street grows at their mounting upon your head you will be a very focused and very vigilant kind of person in these circumstances.

To conclude we can say that rules and regulations are very important in everybody’s life not just in institutes but in every field of life because strict roads can give you some important skills that are very much important in your life to excel in any kind of field and make you a different kind of a version of yours.

What are the most important rule you like in the above headings we provide for you and why are rules important according to your point of view? 

Mohammed Ahmed is a well experienced writer, their role is to provide fact based information for students, teachers and adults. Through his amazing writing, he aims to empower individuals to embrace critical thinking and personal growth, contributing to a brighter future through education.

• General Knowledge
• Psychology & Philosophy
• Wealth & Success
• Online Quran
• Dua & Azkar
• Ask The Expert

Join Pilot Waitlist

Try the no-prep way to teach School Rules

Simplify the way you teach social-emotional skills with Everyday Speech! Subscribe to access step-by-step SEL curriculum and over 1,000 videos, games, and more.

The School Rules unit includes 64 videos, 49 activities and 4 games!

Complete SEL lesson plans to teach School Rules

Everyday Speech lesson plans save you time! There’s no prep work required, whether you’re teaching SEL to an entire class or facilitating small group and one-on-one sessions. The hard part is done for you – just log in and choose a skill!

What will students learn in the School Rules unit?

Learning how to follow school rules helps students be successful in the classroom and beyond. The School Rules unit in the Everyday Speech curriculum includes a series of interactive lesson plans you can use in the classroom or in small group and one-on-one settings. In the unit, students learn important classroom skills like following instructions, staying quiet during class, working in groups with classmates, and more.

Browse School Rules materials

Pre-k and K

Get Started Instantly for Free

Complete guided therapy.

The subscription associated with this email has been cancelled and is no longer active. To reactivate your subscription, please log in.

If you would like to make changes to your account, please log in using the button below and navigate to the settings page. If you’ve forgotten your password, you can reset it using the button below.

Unfortunately it looks like we’re not able to create your subscription at this time. Please contact support to have the issue resolved. We apologize for the inconvenience. Error: Web signup - customer email already exists

Welcome back! The subscription associated with this email was previously cancelled, but don’t fret! We make it easy to reactivate your subscription and pick up right where you left off. Note that subscription reactivations aren't eligible for free trials, but your purchase is protected by a 30 day money back guarantee. Let us know anytime within 30 days if you aren’t satisfied and we'll send you a full refund, no questions asked. Please press ‘Continue’ to enter your payment details and reactivate your subscription

Notice About Our SEL Curriculum

Our SEL Curriculum is currently in a soft product launch stage and is only available by Site License. A Site License is currently defined as a school-building minimum or a minimum cost of $3,000 for the first year of use. Individual SEL Curriculum licenses are not currently available based on the current version of this product.

By clicking continue below, you understand that access to our SEL curriculum is currently limited to the terms above.

The importance of slowing down in school zones

GRANT PARISH, La. (KALB) - As school is reaching its first full week, school zone rules are also starting back up, so slow down and look for speed changes!

Louisiana State Police states that drivers must adhere to the posted speed limits within designated school zones. During drop-off and pick-up times, drivers should be prepared for sudden stops and increased pedestrian and vehicle traffic.

The Grant Parish Sheriff’s Office would like to emphasize the importance of safety in school zones when driving near school buses and transporting children.

“Even if you’re not in a school zone. Now that schools are back in session, we know that we’re going to encounter school buses along our route to and from work. So if you have to leave 2 to 3 minutes earlier than normal, please do so and plan accordingly,” said Steven McCain, the Sheriff of Grant Parish.

McCain shares a tip on how to make your commute through a school zone easier.

“So around every school in Louisiana is a designated school zone. So what that means is during certain hours between 7 a.m. and 9 a.m. and 2 p.m. and 4 p.m., you’ve got to slow down more than normal. The whole purpose is just for safety. It’s for the safety of the children. It’s for the safety of the people going to and from the schools each day. It’s also for the safety of the motor and public that are driving by,” said McCain.

Safety is the number one priority, so on your commutes to and from wherever you are going, be mindful of all school zone speed changes and all buses that are traveling.

Click here to report a typo. Please provide the title of the article in your email.

Copyright 2024 KALB. All rights reserved.

Two people arrested for rape, cruelty to the infirm

Pineville man arrested in vape shop investigation

LSP: Missing 2-year-old from St. Martinville located safe

Downtown Alexandria’s Capital One building left vacant

Pineville City Council condemns blighted homes

What you need to know about REAL ID

Louisiana Treasurer denounces Bank of America for ‘disgraceful practices’

Stolen truck and camper recovered near Goldonna

Latest news.

Controlled burn in Leesville raises concerns from residents due to ongoing heat advisory

APD reports missing 16-year-old

Emergency Beetle Subcommittee holds second meeting

Controlled burn in City of Leesville

APD searches for missing 16-year-old

Concussions on the rise in high school sports

Veteran bikes over 500 miles for PTSD awareness

Reference.com

What's Your Question?

• History & Geography
• Science & Technology
• Business & Finance
• Pets & Animals

Why Is It Important to Follow School Rules?

Every school, every classroom and every teacher has rules for students to follow, no matter the learners’ ages. These rules often address responsibilities like being on time, being prepared, being courteous to staff and other students, being respectful of property, doing your best and following any other rules that the school sets forth. 

While some students may see the rules as unnecessary or simply a way for teachers and administrators to control them, following school rules can be extremely important for safety, ensuring everyone has an equal chance at learning and preparing kids for the future, among other reasons.

Rules Foster Safety for Everyone

One of the main reasons school rules exist is to create safety for students. Above all else, teachers and administrators want to ensure that everyone arrives at school safely and makes it home in good shape. For this reason, there may be some basic safety rules, such as no running in the halls, no crossing the street without help from the guard, no horseplay on the playground and no bringing items that could be used as weapons to school.  

If students break these rules, they could end up getting hurt. Crossing the street without a guard could lead to getting hit by a car. Running in the hallways could cause a student to trip and injure themselves or another person. Horseplay on the playground could lead to someone falling off a piece of equipment and hitting their head.

Rules Provide Everyone With Access to Education

Not only does following the rules ensure everyone stays safe, but doing so also makes it easier for everyone in the classroom to learn without difficulty. For example, a teacher may ask students to raise their hands before they speak. If someone speaks out of turn, other students might not be able to hear the teacher or they may not feel confident enough to ask their own questions, which keeps them from learning. 

If a teacher asks students to work quietly, it may seem unfair to those who like to socialize. But for other students, it means fewer distractions while they work on their own projects. If a teacher has a rule about taking care of supplies but students don’t follow it, they may break something and there won’t be enough supplies to go around for the other students. Young learners can consider following the rules a gesture of kindness and a sign of respect for their classmates.

Following Rules Shows Respect for Teachers and Staff

Following rules doesn’t just show respect for fellow classmates; it also shows that students respect their teachers, administrators and other adults on the school’s staff. Teachers and principals don’t create rules without a good reason for doing so. When students follow those rules, they’re showing the adults that they respect the teachers’ authority and guidance. When teachers and students trust and respect each other, it makes for a better learning environment, too. 

Rules Help Maintain Order on Campus

Many rules, particularly those that are school-wide, are simply about maintaining order throughout the school’s campus. This makes it easier for teachers and other staff to do their jobs. For example, classes may be asked to walk down the hall in a single-file line. This allows multiple classes to walk the halls at once without disrupting each other. Following school rules even outside of the classroom shows that students take pride in their school and want it to remain a great place for learning.

Rules Prepare Kids for the Future

Finally, school rules can also help kids prepare for their own futures. While they may look forward to growing up and being out on their own, they’ll soon find that they still need to follow rules. When a teen gets a job, their boss will have rules in place for preferred ways to conduct business. They may have to follow a dress code, or they may be on a strict schedule. Likewise, when renting a home or apartment, they’ll have to follow their landlord’s rules. Cities and states have laws everyone must abide by, such as following the speed limit, to keep everyone safe. Learning to follow school rules early on helps kids understand why rules are important well into adulthood.

MORE FROM REFERENCE.COM

Speech on Discipline

3 minutes speech on discipline.

Good morning everyone presents here. I stand before you to deliver a speech on discipline. Jim Rohan has beautifully quoted that discipline is the link between goals and success. Discipline is an act of rules and regulation which we follow from our childhood till the end of our life. A well-disciplined people perform their work in the right way and in a given time.

Source: pixabay.com

Discipline is something that keeps every person in control. It motivates a person to progress in life. Everybody follow discipline in his/her life in a different form. Although, everyone has his own prospect of discipline. Some person considers it a part of their life and some don’t. The temporary pleasure that gives is not the real pleasure of freedom.

Importance and Types of Discipline

Without discipline, the life of an individual will become dull and inactive. Also, a disciplined individual can control and handle the situation of living in a sophisticated way than those who do not. Besides, if you have a plan and you want to implement it in your life. Then you need discipline. It makes things easy for you to handle. It ultimately brings success to your life.

If we talk about the types of discipline, there are two types. The first type is induced discipline and the second one is self-discipline. Induced discipline is something that others impart us or we learn by seeing others. While self- discipline derives from within. We learn it on our own self. Self-discipline needs a lot of motivation and support from others.

Get the Huge list of 100+ Speech Topics here

The Need for Discipline

We want discipline in almost everywhere in life. So, it is good to practice discipline from the early stages of our life. Self-discipline means different things to different persons. For students, its meaning is different. For an employee its meaning is different. And for children its meaning is different.

Furthermore, the meaning of discipline changes with the phases of life and priority. Not everybody can be disciplined because it involves a lot of hard work and dedication. Also, it needs a positive mind and a healthy body. One has to be strict with discipline. So that he or she can successfully complete the road of success.

Advantages of Discipline

The disciple is a staircase by which the person can achieve success. It helps a person to concentrate on his/her goals in life. Also, it does not allow him/her derivate from the goal. Moreover, it brings perfection in a person’s life by training and educating the mind and body of the person. So that he or she can respond to the rules and regulations.

If we talk about professional life, then disciplined persons are always getting more opportunities than the undisciplined person. Also, it adds an exceptional element to the personality of the individual. Besides, the individual leaves a positive impact on the mind of people wherever she or he goes.

In conclusion, I may say that discipline is one of the key elements of our life. An individual can only be successful if she or he strictly live a healthy and disciplined life. Besides, the discipline also helps us in many ways. It motivates the person around us to be disciplined. Above all, discipline helps the individual to achieve the success that he or she wants in life.

Read Essays for Students and Children here !

Customize your course in 30 seconds

Which class are you in.

Speech for Students

• Speech on India for Students and Children
• Speech on Mother for Students and Children
• Speech on Air Pollution for Students and Children
• Speech about Life for Students and Children
• Speech on Disaster Management for Students and Children
• Speech on Internet for Students and Children
• Speech on Generation Gap for Students and Children
• Speech on Indian Culture for Students and Children
• Speech on Sports for Students and Children
• Speech on Water for Students and Children

16 responses to “Speech on Water for Students and Children”

this was very helpful it saved my life i got this at the correct time very nice and helpful

This Helped Me With My Speech!!!

I can give it 100 stars for the speech it is amazing i love it.

Its amazing!!

Great !!!! It is an advanced definition and detail about Pollution. The word limit is also sufficient. It helped me a lot.

This is very good

Very helpful in my speech

Oh my god, this saved my life. You can just copy and paste it and change a few words. I would give this 4 out of 5 stars, because I had to research a few words. But my teacher didn’t know about this website, so amazing.

Tomorrow is my exam . This is Very helpfull

It’s really very helpful

yah it’s is very cool and helpful for me… a lot of 👍👍👍

Very much helpful and its well crafted and expressed. Thumb’s up!!!

wow so amazing it helped me that one of environment infact i was given a certificate

check it out travel and tourism voucher

thank you very much

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Speech on Importance of Discipline

Discipline is like a magic key that opens doors to success. It helps you stay focused, manage your time, and reach your goals. Without it, life can become a jumbled mess.

Think about a well-oiled machine. That’s what your life can be with discipline. It’s not about harsh rules, but about creating a smooth path towards your dreams.

1-minute Speech on Importance of Discipline

Good morning everyone!

Today, I would like to talk about an essential key to success that we sometimes overlook – Discipline. It is the bridge between our goals and our achievements. It is the glue that binds inspiration with achievement, dreams with reality, and capabilities with results.

Discipline is the habit of acting according to certain rules. It ensures that we respond to life in ways that prioritize our highest values and goals. One might have all the resources, ideas, and plans, but without discipline, it is almost impossible to bring any of them to life.

In school, discipline helps us acquire knowledge and grow as individuals. It motivates us to stay focused on our studies, complete assignments on time, and interact respectfully with teachers and classmates. In the workplace, discipline is equally important. It helps us meet deadlines, build a career, and maintain a healthy work-life balance.

To conclude, discipline is a critical component of success. It fuels our motivation and keeps us on the right pathway. It is a quality that helps us lead our lives in a productive, meaningful, and fulfilling way. So, let’s embrace discipline, let it guide our actions, and watch how it brings us closer to our dreams.

Also check:

2-minute Speech on Importance of Discipline

Good morning everyone, I am here today to talk about a topic that is fundamental to our success in both personal and professional life. The topic for today’s discussion is ‘Importance of Discipline’.

In our personal life, discipline plays a crucial role in shaping our character and attitude towards life. It curbs our impulses and reminds us to stay grounded. It helps us make the right decisions even when faced with adversity. It is discipline that helps us stick to our routines, to exercise regularly, eat healthily, wake up early, and live an organized life.

Moreover, discipline is not just about leading a well-structured life, it’s about self-control. It’s about being able to control our desires, our actions, and our reactions. A disciplined person doesn’t react impulsively; instead, he or she evaluates the situation and then responds in the best possible manner.

In the professional domain, discipline is equally, if not more, important. It is the backbone of any organization. It helps us to deliver our work on time, meet deadlines, abide by the rules, and maintain the decorum of the workplace. In the corporate world, discipline differentiates a leader from a follower. It is what drives innovation and growth.

Discipline is not just for personal benefit, it’s also for the good of society. A disciplined society is a harmonious society. When people abide by rules and regulations, it creates an environment conducive to growth and prosperity.

In conclusion, discipline is not a restriction but a tool for liberation. It frees us from the shackles of unproductive habits and impulsive behaviors. It’s the key to unlock the door to success and happiness. It is not something that restricts us, rather it is something that guides us towards a productive path, helping us make the most of our lives.

We also have speeches on more interesting topics that you may want to explore.

Leave a Reply Cancel reply

• Election 2024
• Entertainment
• Newsletters
• Photography
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Delegate Tracker
• AP & Elections
• 2024 Paris Olympic Games
• Auto Racing
• Movie reviews
• Book reviews
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

Trump’s plans if he returns to the White House include deportation raids, tariffs and mass firings

President Joe Biden has a lot of unfinished business from his first term that he intends to continue if reelected. It’s a far different vision for the country than Donald Trump has outlined during his own campaign. (Nov. 12)

FILE - Former President Donald Trump speaks at the Republican Party of Florida Freedom Summit, Nov. 4, 2023, in Kissimmee, Fla.Trump is already laying a sweeping set of policy goals should he win a second term as president. Priorities on the Republican’s agenda include a mass deportation operation, a new Muslim ban and tariffs on all imported goods. (AP Photo/Phelan M. Ebenhack, File)

• Copy Link copied

FILE - President Donald Trump pumps his fist after speaking in the East Room of the White House, early Wednesday, Nov. 4, 2020, in Washington. Trump is already laying a sweeping set of policy goals should he win a second term as president. Priorities on the Republican’s agenda include a mass deportation operation, a new Muslim ban and tariffs on all imported goods. (AP Photo/Evan Vucci, File)

FILE - Republican presidential candidate, former President Donald Trump speaks during a campaign rally, July 29, 2023, in Erie, Pa. Trump is already laying a sweeping set of policy goals should he win a second term as president. Priorities on the Republican’s agenda include a mass deportation operation, a new Muslim ban and tariffs on all imported goods.. (AP Photo/Sue Ogrocki, File)

FILE - Former President Donald Trump speaks at the New Hampshire Federation of Republican Women Lilac Luncheon, June 27, 2023, in Concord, N.H. Trump is already laying a sweeping set of policy goals should he win a second term as president. Priorities on the Republican’s agenda include a mass deportation operation, a new Muslim ban and tariffs on all imported goods.. (AP Photo/Steven Senne, File)

FILE - Republican presidential candidate former President Donald Trump gestures after speaking Oct. 11, 2023, at Palm Beach County Convention Center in West Palm Beach, Fla. (AP Photo/Rebecca Blackwell, File)

Former President Donald Trump speaks at a campaign rally in Hialeah, Fla., Wednesday, Nov. 8, 2023. (AP Photo/Lynne Sladky)

NEW YORK (AP) — A mass deportation operation. A new Muslim ban. Tariffs on all imported goods and “freedom cities” built on federal land.

Much of the 2024 presidential campaign has been dominated by the myriad investigations into former President Donald Trump and the subsequent charges against him. But with less than a year until Election Day, Trump is dominating the race for the Republican nomination and has already laid out a sweeping set of policy goals should he win a second term.

His ideas, and even the issues he focuses on most, are wildly different from President Joe Biden’s proposals . If implemented, Trump’s plans would represent a dramatic government overhaul arguably more consequential than that of his first term. His presidency, especially the early days, was marked by chaos, infighting and a wave of hastily written executive orders that were quickly overturned by the courts.

What to know today about Super Tuesday elections

• Nikki Haley, Trump’s major GOP challenger, suspends her campaign after being soundly defeated across the country.
• Not-so-Super Tuesday? What the primary elections can tell us about November.
• The Associated Press is the most trusted source of information for elections. See the results for elections across the U.S. here.

Some of his current ideas would probably end up in court or impeded by Congress. But Trump’s campaign and allied groups are assembling policy books with detailed plans.

A look at his agenda:

DISMANTLING THE ‘DEEP STATE’

Trump would try to strip tens of thousands of career employees of their civil service protections. That way, they could be fired as he seeks to “totally obliterate the deep state.”

He would try to accomplish that by reissuing a 2020 executive order known as “Schedule F.” That would allow him to reclassify masses of employees, with a particular focus, he has said, on “corrupt bureaucrats who have weaponized our justice system” and “corrupt actors in our national security and intelligence apparatus.” Given his anger at the FBI and federal prosecutors pursuing criminal cases against him, Trump probably would target people linked to those prosecutions for retribution.

Beyond the firings, he wants to crack down on government officials who leak to reporters. He also wants to require that federal employees pass a new civil service test.

THE U.S.-MEXICO BORDER

Trump has pledged to “immediately stop the invasion of our southern border” and end illegal immigration.

As part of that plan, he says he would immediately direct U.S. Immigration and Customs Enforcement to undertake the largest domestic deportation operation in American history. He would target people who are legally living in the United States but harbor “jihadist sympathies” and revoke the student visas of those who espouse anti-American and antisemitic views.

In a bid to secure the U.S.-Mexico border, Trump says he will move thousands of troops currently stationed overseas and shift federal agents, including those at the Drug Enforcement Administration and FBI, to immigration enforcement. He also wants to build more of the border wall.

Trump wants to reimpose his travel ban that originally targeted seven Muslim-majority countries and expand it to “keep radical Islamic terrorists out of the country.” In the wake of the Hamas attack on Israel, he has pledged to put in place “ideological screening” for immigrants. His aim: bar “dangerous lunatics, haters, bigots, and maniacs,” as well as those who “empathize with radical Islamic terrorists and extremists.”

To deter migrants, he has said he would end birthright citizenship, using an an executive order that would introduce a legally untested interpretation of the 14th Amendment. The order would prevent federal agencies from granting automatic citizenship to the children of people who are in the U.S. illegally. It would require that at least one parent be a U.S. citizen or lawful permanent resident for their children to be eligible for passports, Social Security numbers and other benefits.

What to know about the 2024 Election

• Today’s news: Follow live updates from the campaign trail from the AP.
• Ground Game: Sign up for AP’s weekly politics newsletter to get it in your inbox every Monday.
• AP’s Role: The Associated Press is the most trusted source of information on election night, with a history of accuracy dating to 1848. Learn more.

Trump says he will institute a system of tariffs of perhaps 10% on most foreign goods. Penalties would increase if trade partners manipulate their currencies or engage in other unfair trading practices.

He will urge that Congress pass a “Trump Reciprocal Trade Act,” giving the president authority to impose a reciprocal tariff on any country that imposes one on the U.S.

Much of the agenda focuses on China. Trump has proposed a four-year plan to phase out Chinese imports of essential goods, including electronics, steel and pharmaceuticals. He wants to ban Chinese companies from owning vital U.S. infrastructure in sectors such as energy, technology and agriculture, and says he will force Chinese owners to sell any holdings “that jeopardize America’s national security.”

FOREIGN POLICY

Trump claims that even before he is inaugurated, he will have settled the war between Russia and Ukraine. That includes, he says, ending the “endless flow of American treasure to Ukraine” and asking European allies to reimburse the U.S. for the cost of rebuilding stockpiles.

It is unclear whether he would insist that Russia withdraw from territory in Ukraine it seized in the war that it launched in February 2022.

Trump has said he will stand with Israel in its war with Hamas and support Israel’s efforts to “destroy” the militant group. He says he will continue to “fundamentally reevaluate” NATO’s purpose and mission.

TRANSGENDER RIGHTS

Trump says he will ask Congress to pass a bill establishing that “only two genders,” as determined at birth, are recognized by the United States.

As part of his crackdown on gender-affirming care, he will declare that hospitals and health care providers that offer transitional hormones or surgery no longer meet federal health and safety standards and will be blocked from receiving federal funds, including Medicaid and Medicare dollars.

He would push Congress to prohibit hormonal or surgical intervention for transgender minors in all 50 states.

Doctors typically guide kids toward therapy before medical intervention. At that point, hormone treatments such as puberty blockers are far more common than surgery. They have been available in the U.S. for more than a decade and are standard treatments backed by major doctors’ organizations, including the American Medical Association.

Trump’s goal, he says, is for the U.S. to have the lowest-cost energy and electricity of any nation in the world, including China.

Under the mantra “DRILL, BABY, DRILL,” he says he would ramp up oil drilling on public lands and offer tax breaks to oil, gas, and coal producers. He would roll back Biden administration efforts to encourage the adoption of electric cars and reverse proposed new pollution limits that would require at least 54% of new vehicles sold in the U.S. to be electric by 2030.

And again, he says, he will exit the Paris Climate Accords, end wind subsidies and eliminate regulations imposed and proposed by the Biden admiration targeting incandescent lightbulbs, gas stoves, dishwashers and shower heads.

Trump has pledged to terminate the Department of Education, but he also wants to exert enormous influence over local school districts and colleges.

He would push the federal government to give funding preference to states and school districts that abolish teacher tenure, adopt merit pay to reward good teachers and allow the direct election of school principals by parents.

He has said he would cut funding for any school that has a vaccine or mask mandate and will promote prayer in public schools.

Trump also wants a say in school curricula, vowing to fight for “patriotic education.” He says that under his administration, schools will “teach students to love their country, not to hate their country like they’re taught right now” and will promote “the nuclear family” including “the roles of mothers and fathers” and the “things that make men and women different and unique.”

To protect students, he says he will support school districts that allow trained teachers to carry concealed weapons. He would provide federal funding so schools can hire veterans, retired police officers, and other trained gun owners as armed school guards.

HOMELESSNESS

Trump wants to force the homeless off city streets by building tent cities on large open parcels of inexpensive land. At the same time, he says he will work with states to ban urban camping, giving violators the choice between being arrested or receiving treatment.

He also wants to bring back large mental institutions to reinstitutionalize those who are “severely mentally ill” or “dangerously deranged.”

PUBLIC SAFETY

Trump would again push to send the National Guard to cities such as Chicago that are struggling with violence. He would use the federal government’s funding and prosecution authorities to strong-arm local governments.

He says he will require local law enforcement agencies that receive Justice Department grants to use controversial policing measures such as stop-and-frisk. As a deterrent, he says local police should be empowered to shoot suspected shoplifters in the act. “Very simply, if you rob a store, you can fully expect to be shot as you are leaving that store,” he said in one recent speech.

Trump has called for the death penalty for drug smugglers and those who traffic women and children. He has also pledged a federal takeover of the nation’s capital, calling Washington a “dirty, crime-ridden death trap” unbefitting of the country.

• EssayBasics.com
• Pay For Essay
• Write My Essay
• Homework Writing Help
• Essay Editing Service
• Thesis Writing Help
• Write My College Essay
• Do My Essay
• Term Paper Writing Service
• Coursework Writing Service
• Write My Research Paper
• Assignment Writing Help
• Essay Writing Help
• Call Now! (USA) Login Order now
• EssayBasics.com Call Now! (USA) Order now
• Writing Guides

Importance Of School Rules (Essay Sample) 2023

Table of Contents

Importance Of School Rules

Introduction.

Remember when, as a child, you were always reminded about the importance of school rules and regulations? Your parents and teacher probably repeatedly told you that obeying school rules is ultimately for your own good.

How Can I Get Essay For Free and Is it realistic to expect a low-cost, High-Quality Essay from a Cheap Paper Writing Service ?

In this essay, I talk about the advantages of school rules and why are school rules important. Rule-following sometimes gets bad flak, but I want to offer a fresh perspective on the overall importance of school policies.

If you want your own custom essay on the benefits of school rules and regulations, feel free to send us a message so that we can help.

Related: What Are the Basics of Writing an Essay

Importance of school rules and regulations essay

Following rules formally begins when a child starts class. The humble classroom is a place where kids first encounter the need to follow rules outside the home. 

Rules are there for a reason: they are guidelines that enable a student to be disciplined and have good decorum. There are rules that discuss how to conduct oneself among peers, while other mandates talk more about the technicalities and schedules a student must follow.

This essay aims to explore in-depth the significance of having academic policies and how they benefit the students.

Creating focus, empowering education

Firstly, having academic regulations is important because it creates healthy and safe boundaries for students to focus on their studies. It gives them the best chance to excel in their classes.

The same focus also creates a strong awareness of what is allowed and what is not. Just as regulations spell out how students are expected to behave, they also clarify the consequences of misbehaving. This serves as a preventive measure for bad conduct, as students are made aware early on what they should not be doing. When explained properly, rules will be understood by students as guidelines created for their overall safety and well-being.

Related: Understanding the Basics of an Essay

Establishing the school’s academic reputation

Academic regulations do not only benefit the students themselves. As more students happily adhere to policies, the school’s reputation gets a boost.

It must be said that parents are the ultimate decision-makers when it comes to their children’s schooling. Many of these discerning parents do not just consider geographic location when it comes to selecting their kids’ future schools. They take a long, thoughtful look at the school’s track record; whether or not it is known for producing people of good character. It is the graduates of the academy who serve as the most effective testimonials for the academy.

Holds a safe space for character formation

Regulations also exist to help a student get back on his feet after breaking an ordinance. In situations where a rule is disobeyed, academies also have protocols in place to help a student learn from his mistakes and become better.

Whether disciplinary action refers to suspension or community service, it is meant to empower students to recognize mistakes when they are made and resolve to do things differently next time.

Preparation for a future with more rules

People will always encounter policies, in and out of classrooms. We are all accountable to someone. As such, rule-following in class is a solid foundation for dealing with larger and stricter regulations as one gets older, graduates, and enters the workforce.

It also teaches students to respect authorities and maintain good relationships with them. Respect is an important trait to master in class, as being respectful can take you to places that will put you on the road to success.

If respect is not learned in class through rule-following, a student may either face the consequence of not being allowed to graduate; or struggle with compliance in real-life. If you think about it, their future jobs and families are at stake. The community they live in will also be affected, as these are places where respect is a currency.

Related: why write a squid game

Some might say that rules and regulations are stifling and suffocating. They might think that they limit one’s freedom to enjoy life.

In this case, a change in perspective is needed. Fences are not meant to keep us in, but to provide a clear safe space for us to truly thrive. This is essentially what rules are meant to do. Boundaries are a healthy way for us to grow, learn, unlearn, and relearn.

At the end of the day, while rule-setting may get the ire and criticism of some, they ultimately serve the greater good. Regulations are not meant to keep students from having fun while learning. On the contrary, they are there to protect the culture and atmosphere where learning is meant to happen.

I implore every parent to also train their children to appreciate rules, even before they enter school. A lot of the foundational training on compliance should really start at home. Give your child every chance to succeed in the real world.

Short Essay About School Rules And Regulations

Implementing school rules stirs up both positive and skeptical conversations among people. They wonder if it really is effective in promoting good behavior. I firmly believe that adhering to policies cultivates not only academic values but also moral values.

Students tend to think that policy-following is like their school raining on their parade, that it is a way to simply get them under control. I think that academic policies and regulations actually create a comfortable environment where they can thrive. They help learners can feel safe and enjoy the curriculum their teacher has mapped out for them.

Academic rules do not only pertain to dress code or class schedule; they also outline disciplinary actions that serve as consequences to rule-breaking. Such actions exist for the better welfare of all students, whether policy-breaker or policy-follower. It provides an avenue for support for a student who may be experiencing peer pressure or low self-esteem; or a way to repair the consequences of one’s mistakes. Educators also benefit as they can maximize their class time without any disruptions. The main reason why these classroom rules exist is to empower students to take responsibility for their actions.

What To Include In An Essay About Rules And Regulations In School

If you are crafting a general piece about academic policies and regulations, it’s important to identify the angle you want to approach it from. Do you want to focus on the state of school policies today? Do you want to feature a specific school’s new rules and evaluate them? Do you want to do broad strokes on the importance of school policies? Finding your angle is important because without it, you may end up with an extra-long essay that reflects directionless thoughts.

10 Reasons Why Rules Are Important In School

What are 10 reasons why classroom policies are crucial to the success of the student, educator, and academe?

• They set healthy boundaries for all the members of the school to thrive in.
• They protect student-educator relationships inside and outside school.
• They provide helpful guidelines for learners on how to properly conduct themselves around others.
• They teach students the value and importance of respecting authorities, not just in school but in all aspects of society that they will eventually be part of.
• They provide a safe environment for healthy friendships to form.
• They prevent students from inflicting unnecessary harm to another.
• They add to the school’s good image, thanks to the quality of graduates it produces.
• They promote good behavior among classmates.
• They allow students to have ownership over their own decisions, including any consequences resulting from their actions.