Self-Audit of Rules & Policies

Too often we hold policies and enforce rules because they solve an immediate need; but sometimes they simultaneously create new obstacles for the very students that need the clearest path to success or are in direct conflict with our stated beliefs.  Take this self-audit on the alignment of your beliefs and policies.

The following questions are related to a recent post, 17 Policies that Inadvertently Disrespect Students.

• Do you believe that students learn at different paces?
  • Do your late work policies respect this?
  • Does your deadline policy line up?
  • Does your re-take policy take this into account?
  • Is your “opportunity cost” to re-take too high?
  • Does your timing of the assessment event agree with your belief?
  • Do you put a deadline on learning?
• Do you believe that students learn in different ways?
  • What happens when a student “fails” a test?
  • Is there always an option for an alternative assessment?
  • Does your use of homework respect this?
  • Does your instruction respect this?
• Do you believe teachers should also teach respect?
  • Are you actually teaching respect or punishing lack of respect?
  • Are you modeling respect?  Really?
  • Is your definition of “respect” just submissive obedience?
• Do you believe that students make innocent mistakes?
  • What happens when a student forgot to silence their cell phone?
  • What happens if a student misplaces a piece of paper?
  • If a student is having a bad day, do they get punished for it?
  • If a student is acting out due to boredom, what’s your solution?
  • In your classroom, what is the culture of making mistakes?
  • Is an honest mistake treated the same as a purposeful transgression?
• Do you believe that the grade should represent what a student knows and is able to do with your content?
  • How does turning in something on-time represent knowledge or ability in your content?
  • How does attendance demonstrate ability with the content?
  • How does a deadline educate you on their ability?
  • How does “neatness” or “creativity” on a project show a level of mastery?
  • How does the amount of homework show how much a student is able to do on an assessment?
  • How does classroom behavior demonstrate their abilities with the content?
• Do you believe that anyone truly wants to not be successful?
  • When a student appears “apathetic,” what do you do?
  • How does the “we can’t do anything until they want to” philosophy measure up to this?
  • What other reasons might exist that a student might look like they don’t want to be successful?
• Do you believe that students should be able to explore hobbies and interests?
  • Does your homework policy respect the time a student needs to do this?
  • What about the “hidden homework” of studying, reteaching, and reading that is required to be successful?
• Do you believe that some students’ homes are not conducive to work?
  • How much work is required outside of your classroom to be successful?
  • If all a student’s teachers required the same out of school workload as you do, how much out of school work would they have?
  • Does the amount of work required put an additional obstacle in place for those students who are struggling with significant home issues?
• Do you believe that not all students have equal access to technology?
  • Does a student without technology access at home have equal requirements of work?
  • Does a student without technology access at home have equal access to the material?