Classroom policies in a broad social sense are the function of society to prepare the younger generation for life, carried out by the entire social structure: family, school, religious organizations, the media, other public institutions, and educational institutions. In a narrower, pedagogical sense, it is a specially organized and controlled process of formation, formation, development, and socialization of a person carried out by teachers in educational institutions and aimed at personal development. Classroom policies are the transfer of socio-historical experience to new generations in order to prepare them for social life and productive work (Sabol, Ross, & Frost, 2019). Rules, as part of the educational system, create the conditions for the development of personality, its life formation, and self-affirmation.
It is important to note that educating a student cannot occur without setting up strict and precise policies in the classroom. The rules for students in the school establish standards for student behavior in the buildings and on the school grounds. The purpose of the rules is to create a normative working environment in the school that promotes the success of each student, fostering respect for the individual and her rights, developing a culture of behavior and communication skills. The example of such policies:
- Students strictly follow the established regimen and daily routine.
- Students comply with the laws of school life.
- Students follow the orders of the school’s administrative and teaching staff.
- Pupils show courtesy towards school workers who care about younger students, and do not offend them, do not allow rudeness in relations with them and with each other.
- Students persistently and persistently cultivate a culture of communication behavior, master moral qualities.
- Students conscientiously carry out community assignments duties, take an active part in community service household and household labor.
- Students observe personal hygiene rules, always neatly dressed.
- Students cherish the property of the school, carefully treat both their own and other people’s property.
- Students meeting with school staff greet them and use polite words in speech.
- Pupils give way to adults, older students to younger ones.
The purpose of classroom policies in modern conditions is the preparation of a professionally and culturally oriented person with worldview potential, the ability to professional, intellectual and social creativity, owning strong skills and abilities to perform professional duties (Reinke, Herman, & Newcomer, 2016). The integral expression of the whole set of components of the upbringing process is the educational system, the specific characteristic of which is its complexity, since the main acting and managing subject is the educator, and the object of the educational orientation is the personality, in our case, the student.
The concept of education is connected directly to the classroom policy system. The term “concept” means a cluster of interconnected and one from other views on certain phenomena or processes. It is a way of understanding, interpreting any phenomena, events; the fundamental idea of ​​a theory, the main idea, the general idea. A full-fledged concept of education in the substantive part should fix the interpretation of the role and goals of education at the present stage (Sabol et al., 2019). Its content, the essence of the driving force, and the main mechanism, internal and external conditions for the effectiveness of this process, approaches to designing a model of education.
In conclusion, modern concepts of classroom policies emphasize the determinism of this process by several conditions. The personality and activities of the educator, proper organization of the social development system, and active interpersonal and conventional communication are critical components of the classroom environment. It also includes cooperation with others and the productive activity of the subject of education, correlated with the general context of his leading activities. These conditions can ensure the positive effect of teaching only when presented as an integrated system.
References
Reinke, W. M., Herman, K. C., & Newcomer, L. (2016). The brief student-teacher classroom interaction observation: Using dynamic indicators of behaviors in the classroom to predict outcomes and inform practice. Assessment for Effective Intervention, 42(1), 32-42.
Sabol, T. J., Ross, E. C., & Frost, A. (2019). Are all head start classrooms created equal? Variation in classroom quality within head start centers and implications for accountability systems. American Educational Research Journal, 20(3), 331-342.