"Trace" Rules And "Traceless" Conveyance

Classroom rules are the rules for students to follow when they enter classrooms and take part in classroom activities. It is the most common key elements for classroom management, and it is also the most important condition to ensure all students' right to study efficiently and teachers to reach the teaching goal successfully. The passing of classroom rules means teacher uses different ways, channels and methods to pass on the related requirements or different standards and rules for students to understand and it at the end becomes part of students' classroom conscious behaviour base on this understanding then for them to follow. The classroom rules itself and its communication methods directly influence lecture result and also healthy harmony relationship between teachers and students. The most common method now in primary schools is "speech and lecture method" and "non-speech management method". "Speech and lecture" is to pass on regulations by using language communication. For example, using direct impartation, warning and reminding or reasoning repeatedly. The "non-speech management method" includes demanding written self-criticism or other punishments such as copy out words, punishment of standing etc.The nature of classroom rules is inflexible, it is the constrained force and has its coerciveness. Therefore, it has "trace". Researcher has discovered that some current methods which are used by teachers to pass on classroom rules are not only simple, even inappropriate but also with obvious "trace". The main examples are: some teachers use tough way to communicate classroom rules, it is too stern and despotic. Sometimes it accompanied with inappropriate large amount of physical punishment. Some other teachers just simply let it go and classroom ends up almost out of control. The former method is under the influence of traditional Chinese education idea of "respective strict teacher". It excessively emphasises on the strictness and respective side of teachers but neglects students' individual independency. While later methods are influenced by post modern thoughts, excessive freedom leads to liberal. Therefore, with teachers choosing inappropriate methods to communicate rules, it makes classroom lack sense of safety and belonging, love and trust, happiness and interests, freedom and right, or it even sometimes lacks of order and non-disturbance in classrooms. And this leads to inefficient lecture.The ideal communication method for classroom rules should be "traceless" even though classroom rules have their "trace". This "traceless" method itself is the illustration of humanistic spirit, it is the intrinsic requirement for ideal education. It demonstrates the idea of flexible management. Its standard is to let students accept, understand and follow the rules without noticing it. The method is that teachers shall try set up happy, safe and efficient classroom with proper order while passing on rules and let students get to know the rules and accept them happily. And it progressively becomes students' own knowledge towards rules. So the idea of "Humanistic communication method for classroom rules" is that teachers shall respect the existence of student's individual independency and right to study, and respect their personalities base on the correct educational views and students' views, also take practical classroom environment, student's real situations, text books and teacher's teaching styles into consideration. To communicate relevant behaviour standards, regulations or teacher's expectations towards student's behaviour to students, let them understand and help them to accept the efficient method or channel happily in order to carry out lecture smoothly. This is the infiltration of teacher's educational ideas. That is why the achievement of "traceless classroom rules communication" or "Humanistic communication" is the intrinsic requirement for teachers, it shall also be every teacher's aspiration for classroom management.Primary school pupils are special group of children. As to this special group and to the challenging research area of communication for classroom rules, researcher method and research theory needs to be innovative and make new attempts. That is why this research is different from traditional quantitative study method but base on qualitative research and uses narrative research approach. It explores practical strategies for classroom rules communication from "my" point of view with real participated observation, interviews and self practice. It suggests detailed strategy for classroom regulation formation, consolidation, maintaining and misbehaviour management. The basic conclusion is: Firstly, at the beginning, game, children's songs, stories can be used to pass on rules happily. Characters can be played to be able to let them experience rules. Model examples can be set up to pass on rules without words. Class rules can be established to confirm regulations. And then, praise and encouragement strategy, friendly reminder with emotions in teachers' eye or "a word in the ear" strategy, psychological hint strategy, training session to establish habit of obey rules and encourage team work to compete on following rules etc can be used while maintaining regulations. Thirdly, listening and enlightenment strategy, discussion between teacher and pupil strategy, encourage group education strategy, necessary intervention and punishment strategy and immediate and postponed handling strategy can be used for misbehaviours. Hopefully, it helps to provide resource of reference to form the new classroom environment and therefore helps to form harmony relationship between teachers and students.