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HNUE JOURNAL OF SCIENCE Educational Sciences, 2021, Volume 66, Issue 5A, pp 134-142 This paper is available online at http://stdb.hnue.edu.vn DOI: 10.18173/2354-1075.2021-0223 PARENTS AND TEACHERS’ PERSPECTIVE ON BUILDING RULES WHEN TEACHING ONLINE FOR PRIMARY STUDENTS Vu Thi Mai Huong Faculty of Educational Management, Hanoi National University of Education Abstract Online teaching rules are very important and an integral part of the virtual classroom environment, especially when the covid 19 pandemic has transformed the teaching process Each online class must have rules and require everyone to follow to create the best culture and order to promote the quality of teaching, learning and students, especially primary school students The article’s major research method is quantitative, that is, surveying teachers and students' parents (1208 parents and 368 primary teachers, they come from private primary schools and 16 public primary schools) to find out the importance of rules in online classroom management and the characteristics of rules of effective online classroom management Research results show that teachers and students' parents agree on the role of building rules in online classroom management In addition, online classroom rules need to be short, easy to understand, easy to implement, and involve students in the development process Keywords: classroom management, online teaching, classroom rules, online teaching rules, effective classroom management Introduction Online teaching is a form of virtual education that allows students to receive information easily by using a smartphone, computer, or tablet connected with the Internet Students can study at home or anywhere without going to school In the context of the industrial revolution 4.0, especially when the Covid-19 pandemic occurred, the application of information technology teaching has increased, promoting online teaching through the Internet In the phase of the Covid 19 pandemic, the online learning process has accelerated Currently, most students and teachers have to use this form Because that is the only way to ensure that their knowledge is supplemented during the pandemic period when they both stay at home For primary school students, especially students in grades and 2, are considered too young to apply to teach online Therefore, to ensure the effectiveness of online teaching, teachers, and parents need to work closely in many different ways to help students learn effectively One way to make the online learning process effective is that teachers need to develop online classroom rules Like teaching directly in offline classes, the rules of online teaching are very crucial and an integral part of the virtual classroom environment Thanks to the measures and standards given, the online class will build the inherent culture and rules of each student Each online class must have rules and requires everyone to follow to create the best culture and Received November 15, 2021 Revised November 28, 2021 Accepted December 4, 2021 Contact Vu Thi Mai Huong, e-mail address: huongvtm@hnue.edu.vn 134 Parents and teachers’ perspective on building rules when teaching online for primary students order This will promote the quality of teaching, learning and students, especially primary school students This article used a quantitative research method through online surveys to collect data from teachers and parents of students in primary schools All the schools have been applying online teaching in the pandemic period The complicated development of the Covid-19 pandemic aims to clarify the following issues: - The importance of rules in online classroom management - Features of the rules of effective online classroom management Classroom management is an important and meaningful activity in maintaining order and regulating students' behavior [1] Classroom rules are defined as the statements that teachers present to describe acceptable and unacceptable behavior [2] Well-constructed rules are essential to an efficient classroom environment and as a factor in reducing incidents of misbehavior “Clear rules provide consistency in the classroom Students prefer knowing the rules, consequences, and rewards rather than having a teacher who arbitrarily changes or makes up new rules to fit the moment” [3] Involving students in developing and committing to behavior standards promotes on-task behavior and helps support a calm, safe learning environment [4] Implementing classroom rules is a common recommendation as a foundation for effective classroom management in both of these sources; this is logical as they are relatively simple to implement and focus on preventing challenging behaviors before they occur [2] Regina M Oliver & Daniel J Reschly (2007) expressed that effective classroom management requires a comprehensive approach that includes implementing classroom rules and routines It means that teacher needs to make efficient use of classroom time, including transitions between various classroom activities With effectively managed classrooms, some clear rules and procedures express the expected behavior [5] Marzano et al.’s four components are (1) rules and procedures, (2) disciplinary interventions, (3) teacher-student relationships, and (4) mental set [6] Robert Boostrom (1991) said that the author begins by proposing that classroom rules are not the merely instrumental tools of management they are often taken to be, but rather than they are structures of meaning used by teachers and students to make sense of the world Two functions of classroom rules are examined: how they embody a way of life and how they shape instruction and subject matter As students embrace rules (or reject them, for that matter), they engage not only in short-term behaviors but also in far-reaching ways of thinking about themselves and the world [7] Online teaching activities, as stipulated in the Circular of the Ministry of Education and Training, are carried out according to the lessons or topics according to the National Curriculum, ensuring the interaction between teachers and students in the teaching process This activity can support direct teaching at the educational institution by implementing a part of the lesson content or topic according to the curriculum to support direct teaching of that lesson or topic Online teaching can also replace face-to-face teaching at an educational institution by implementing the entire content of the lesson or topic according to the curriculum to replace direct teaching of this lesson or topic [8] Marzaro et al (2003) pointed out that along with well-designed and clearly communicated rules and procedures, the teacher must acknowledge students' behavior, reinforcing acceptable behavior and providing negative consequences for unacceptable behavior [6] Stage and Quiroz's research (1997) is instructive [9] They found that teachers build effective relationships through such strategies as the following: 135 Vu Thi Mai Huong • Using a wide variety of verbal and physical reactions to students' misbehavior, such as moving closer to offending students and using a physical cue, such as a finger to the lips, to point out inappropriate behavior • Cuing the class about expected behaviors through prearranged signals, such as raising a hand to indicate that all students should take their seats • Providing tangible recognition of appropriate behavior—with tokens or chits, for example • Employing group contingency policies that hold the entire group responsible for behavioral expectations • Employing home contingency techniques that involve rewards and sanctions at home The goal of online teaching is to support or replace face-to-face teaching in schools and lecture halls in order to improve the quality of teaching and help students complete their educational programs Online teaching activities, as stipulated in the Circular of the Ministry of Education and Training, are carried out according to the lessons or topics according to the general education program, ensuring the interaction between teachers and students and students in the learning process This activity can support direct teaching at the educational institution by implementing a part of the lesson content or topic according to the national general curriculum to support direct teaching of that lesson or topic Online teaching can also replace face-to-face teaching at an educational institution by implementing the entire content of the lesson or topic according to the curriculum to replace the direct teaching of this lesson or topic Organizing online teaching, teachers carry out main activities such as: organizing online lessons to give lectures and guide students to study; assigning learning tasks and testing and evaluating students' learning results; monitoring and supporting students to exploit learning content from online teaching materials; advice, support, answer questions of students Online learning students perform key activities such as: attending online lessons organized by teachers; carrying out learning activities and testing and evaluating at the request of teachers; exploiting learning content from online teaching materials; asking and answering questions of the teacher and other students [8] Therefore, when teaching online, the characteristics of effective online classroom rules should be consistent with the following requirements: • Rules are clear and easy to understand • Classroom rules should be simple • Classroom rules should be limited to moderate numbers • Classroom rules are actively expressed • Class rules should be reasonable and agreed upon by students • Flexible classroom rules • Classroom rules help students learn in a comfortable and safe environment • Classroom rules help create positive interactions between teachers and students • Classroom rules are expressed creatively, through many different forms • Class rules are widely publicized Content 2.1 Methods 2.1.1 Sample and data collection The data for this study was conducted with parents of primary pupils (aged 6-10 years) 136 Parents and teachers’ perspective on building rules when teaching online for primary students This study uses a Likert scale survey combined with open-ended items based on the theory of Stage & Quiroz (1997) [10] The participants were 1208 parents and 368 primary teachers The study was conducted in public schools’ district serving students in grade and private primary schools The public schools district is located in the north part of Vietnam, and the private primary schools at rural areas of Highland in Vietnam The participants included in the study were parents from the district (4 private primary schools, 16 public primary schools) who have children through grade one to grade and the teachers either 2.1.2 The Study Design In this study, a multilevel quantitative research design was used, and data was collected using an “effective classroom management of teacher Scale” developed by the researcher which is adapted from other research into Vietnam in the context of online teaching during the Covid 19 pandemic Items were measured on a 5-point Likert-type scale (1=strongly disagree, 5=strongly agree) The survey included 21 items in a Likert-type survey is divided into groups of research issues: - The importance of rules in online classroom management: 11 items - Features of the rules with effective online classroom management: 10 items 2.1.3 Data Analysis Research is conducted through steps Step 1: Qualitative research by constructing concept system/scale and observed variables and adjusting observed variables following reality Step 2: Quantitative research, using Cronbach Alpha reliability coefficient to test the degree of strictness that the items asked in the scale correlate with each other The scale was developed based on previous empirical studies The validity and reliability analysis of each scale was done and it was observed that the results were at an acceptable level According to the theoretical model, there are many ways to assess the reliability of a set of research tools To evaluate the reliability of the toolkit in this study, the study uses internal consistency methods to evaluate the correlation between items in the same measurement domain, using Cronbach's Alpha correlation model (Cronbach's) Coefficient Alpha) 2.2 Results The results of factor analysis and Croncbach Alpha reliability coefficient are shown in the following tables: Table Reliability of the scale Evaluation object Teachers Parents N of Items Alpha N of Items 0.926 11 0.912 11 Features of the rules in effective online 0.949 classroom management 10 0.934 10 Contents of the scales The importance of rules in online classroom management Alpha Table Features of the rules in effective online classroom management No Items Mean Std Deviation Rank Classroom rules guide students' positive and normative activities 4.7773 0.51417 137 Vu Thi Mai Huong 10 11 Classroom rules are a factor for effective teacher evaluation Classroom rules help teachers stabilize the class Classroom rules help teachers create a positive learning environment Classroom rules reflect the expectations of teachers and students Classroom rules help prevent unexpected behaviors of learners Classroom rules create effective lessons Classroom rules protect the interests of teachers and learners Clearly stated rules balance permission and punishment in the classroom Classroom rules help students learn in a comfortable and safe environment Classroom rules help create positive interactions between teachers and students 4.5108 0.77975 11 4.7343 0.55344 4.6978 0.59875 4.5406 0.74394 10 4.6002 0.6835 4.6772 0.63199 4.6581 0.64606 4.5613 0.70943 4.6424 0.62898 4.6474 0.6344 Average 4.6407 The data table shows that classroom rules are rated by parents with a high level, on average (Mean = 4,6407) belonging to a very important level on a 5-level scale The content “Classroom rules guide students' positive and normative activities” is rated as the most important by parents This is quite understandable because when the class has specific, clear rules, both students and teachers see it as a common standard of the classroom to follow As a result, learning and teaching become more convenient when there is a cooperation between teachers and students The contents of “Classroom rules help teachers stabilize the class: “Classroom rules help teachers create a positive learning environment”, “Classroom rules create effective lessons” also rated with a very high degree of importance Class rules create a certain order, from which the class is more stable, rules As mentioned above, each classroom must have rules and require everyone to follow to create the most correct culture and order This will promote the quality of teaching, learning, and students, especially primary school students The contents “Classroom rules are a factor for effective teacher evaluation”, “Classroom rules reflect the expectations of teachers and students” are rated as the least important of the above contents, but still belong to the very important level on a 5-point scale It can be seen that, from the perspective of students' parents, evaluating teachers through building classroom rules is not effective and complete, but it is also an important factor to evaluate teachers Table Teachers evaluate the importance of rules in classroom management No Items Mean Std Deviation Rank Classroom rules guide students' positive and normative activities 4.84 0.459 Classroom rules are a factor for effective teacher evaluation 4.29 0.947 11 Classroom rules help teachers stabilize the class 4.78 0.501 138 Parents and teachers’ perspective on building rules when teaching online for primary students Classroom rules help teachers create a positive learning environment 4.73 0.596 Classroom rules reflect the expectations of teachers and students 4.37 0.812 10 Classroom rules help prevent unexpected behaviors of learners 4.58 0.693 Classroom rules create effective lessons 4.60 0.683 Classroom rules protect the interests of teachers and learners 4.61 0.689 Clearly stated rules balance permission and punishment in the classroom 4.45 0.843 10 Classroom rules help students learn in a comfortable and safe environment 4.59 0.684 11 Classroom rules help create positive interactions between teachers and students 4.59 0.701 Average 4.58 The data table shows that the classroom rules are rated by teachers with a high level, an average (Mean = 4.58) belonging to a very important level on the 5-level scale As parents of students, the level of importance of the content teachers evaluate is ranked in a fairly similar order The content “Classroom rules guide students' positive and normative activities” is rated as the most important by teachers From a teacher's perspective, this can be shown most clearly, when a general rule is established with a consensus between teachers and students, classes will be organized in a certain order and have consensus between teachers and students As mentioned above, each classroom must have rules and require everyone to follow in order to create the most correct culture and order This will promote the quality of teaching, learning and students, especially primary school students The contents “Classroom rules are a factor for effective teacher evaluation”, “Classroom rules reflect the expectations of teachers and students” are rated as the least important of the above contents, but still belong to the very important level on a 5-point scale For teachers, the rules express the expectations of teachers and students, which helps the class to achieve the best learning effect, but this content has not shown the level of importance as important as the above Table Parents evaluate the characteristics of the rules with effective classroom management No Items Mean Std Deviation Rules are clear and easy to understand 4.7757 0.50696 Classroom rules should be simple 4.5116 0.83017 Class rules should be limited to moderate numbers 4.3469 0.92273 Classroom rules are actively expressed 4.6838 0.5977 Class rules should be reasonable and agreed upon by students 4.6084 0.72578 Rank 10 139 Vu Thi Mai Huong Flexible classroom rules 4.6291 0.65121 Classroom rules help students learn in a comfortable and safe environment 4.6738 0.60205 Classroom rules help create positive interactions between teachers and students 4.6887 0.58634 Classroom rules are expressed creatively, through many different forms 4.6126 0.65932 10 Class rules are widely publicized 4.6813 0.6162 Average 4.6212 The data table shows that the characteristics of the rules with effective classroom management are rated as very important by the parents of students with the average (Mean = 4.6212) being very important on the 5-level scale The content “Rules are clear and easy to understand” is rated as the most important on average (Mean = 4,7757), it is extremely important that the content is clear and easy to understand, which is a premise for students to grasp rules and compliance, especially with elementary students, the more the rules need to be clarified to ensure students understand and implement them The rules “Classroom rules are actively expressed: “Classroom rules help create positive interactions between teachers and students” are also highly valued Classroom rules are in place to make classroom management easier for learning purposes, so it's extremely important to aim at creating positive interactions between teachers and students The items “Classroom rules should be simple”, “Class rules should be limited to moderate numbers” were rated by parents as less important than the above items, but still belong to a very important level on the scale levels Table Teachers evaluate the characteristics of the rules with effective classroom management No Items Mean Std Deviation Rank Rules are clear and easy to understand 4.87 0.449 Classroom rules should be simple 4.65 0.704 Class rules should be limited to moderate numbers 4.42 0.888 10 Classroom rules are actively expressed 4.74 0.564 5 Class rules should be reasonable and agreed upon by students 4.75 0.597 Flexible classroom rules 4.72 0.578 Classroom rules help students learn in a comfortable and safe environment 4.76 0.550 Classroom rules help create positive interactions between teachers and students 4.73 0.550 Classroom rules are expressed creatively, through many different forms 4.73 0.569 10 Class rules are widely publicized 4.76 0.581 Average 140 4.71 Parents and teachers’ perspective on building rules when teaching online for primary students It can be seen that teachers rate the characteristics of the rules with effective classroom management as very important with an average Mean = 4.71 on the 5-level scale The content “Rules are clear and easy to understand” is still arguably the most important As mentioned above, it is extremely important for the content to be clear and easy to understand, which is a premise for students to understand the rules and comply, especially with elementary students, the more the rules need to be followed clearly to make sure students understand and implement Unlike parents, teachers rate the content “Classroom rules help students learn in a comfortable and safe environment”, “Class rules are widely publicized” as the next most important From the teacher's perspective, it is very critical for all students to know and implement the rules together, when all students follow the rules together, it will ensure the comprehensiveness of the rules Likewise, when students understand the rules, they will know the standards in the environment and feel safe and comfortable in learning Teachers also rated the content “Classroom rules should be simple”, “Class rules should be limited to moderate numbers” as less important than the others This is because when the rules are clear, the rules also become simple, and students can still follow them The purpose of classroom rules when teaching online is to create a disciplined, safe and fun It also concentrates to build an effective learning environment for teachers and learners Without rules and discipline, teachers and schools will not be able to manage their students, especially when teaching online, teachers and students cannot directly interact and observe Teachers in the online classroom also have many limitations Classroom rules are also a connection channel between teachers and relevant parties, especially parents, towards the development of students in a special context Both teachers and parents appreciate the importance and significance of classroom rules The orientation for students, teachers and parents is very clear For students at primary school age, when learning online, the need for classroom rules should be paid attention to and built right from the time the online learning process is implemented In the process of online teaching, teachers need to stick to the criteria in the rules agreed at the beginning to promptly correct unexpected behaviors of students as well as encourage and motivate students with active, effective learning However, there are no rules that can control all students The rules only limit the appearance of special students to the maximum Not only that, if there are rules but poorly managed rules, the school may also have problems causing disorder, or perhaps more dangerous, violence against students and teachers Therefore, making rules is a problem, but the school itself must also know how to manage the rules and give positive discipline to encourage and control the thoughts of students instead of a penalty In the process of online teaching for primary school students, regulations are the basis for teachers to have a basis to closely monitor students, teachers have grounds to make teaching reports to different stakeholders, coordinate with families in guiding, tutoring children and teachers Therefore, a core requirement is the number of rules prescribed and the way teachers express, communicate, and maintain the rules In addition, one thing to keep in mind for teachers when developing rules is to involve students in the development of rules This is also a way to enhance the initiative and autonomy of students On the other hand, the rules should be clear, simple, easy to implement, flexible according to the context and changes of students Conclusions Online teaching is becoming a popular trend, especially in special contexts such as the Covid 19 pandemic One of the factors that create effective online lessons is that teachers must establish regulations, online learning rules The development of the rules needs the consent of the students, the students' parents, and the commitment of the parties The article shows that 141 Vu Thi Mai Huong rules play a very important role in helping to guide student behavior, as a basis for teachers to manage classes and adjust student behavior in a positive direction Thanks to the rules, learning is closely monitored through regular coordination in accordance with the agreed guidelines of the teacher and family Class rules in general and online teaching rules, in particular, need to distinguish between grades in primary schools, and it is also necessary to clarify factors affecting the development and implementation of rules such as teachers' experience, staff, class size, student age, and family and school concerns Besides, it is also necessary to further exploit the process, steps, timing, and content of the rules when teaching online There may be comparisons between the rules of online teaching and classroom teaching, regional differences, and living conditions This is a research direction that needs more work and more attention from educators and researchers REFERENCES [1] Vu Thi Mai Huong, 2019 Perspectives of lecturers and students on classroom management in Vietnam universities Malaysian Online Journal of Educational Management (mojem) July 2019, volume 7, issue 3, 43 - 63 e-ISSN no: 2289 – 4489 [2] Alter, P., Haydon, T., 2017 Characteristics of Effective Classroom Rules: A Review of the Literature Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children March 2017 DOI: 10.1177/0888406417700962 [3] Vijayan, P., Chakravarthi, S & Philips, J A., 2016 The Role of Teachers’ Behaviour and Strategies in Managing a Classroom Environment International Journal of Social Science and Humanity, Vol 6, No 3, March 2016 [4] Bailey Ramos, Erica, “Who Matters, 2016 Effective Classroom Management Strategies for Multicultural Elementary Education University Honors Theses Paper 221 https://doi.org/10.15760/honors.218 [5] Regina M Oliver & Daniel J Reschly, 2007 Effective Classroom Management: Teacher Preparation and Professional Development TQ Connection Issue Paper on Improving Student Outcomes in General and Special Education P1-19 [6] Marzano, R.J., Marzano, J.S & Pickering, D.J., 2003 Classroom management that works: Research-based strategies for every teacher Virginia: Association for Supervision and Curriculum Development [7] Boostrom, R., 1991 The Nature and Functions of Classroom Rules, Curriculum Inquiry, 21:2, 193-216, DOI: 10.1080/03626784.1991.11075363 [8] MOET, 2021 Circular on management and organization of online teaching in general education institutions and continuing education institutions [9] Stage, S A., & Quiroz, D R., 1997 A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings School Psychology Review, 26(3), 333–368 [10] Bogdan, R & Biklen, S K., 2003 Qualitative research for education: An introduction to theory and methods Boston: Allyn and Bacon [3rd ed.] https://www.pearson.com/us/higher education/product/Bogdan-Qualitative-Research-forEducation-An-Introduction-to-Theory and-Methods-3rd-Edition/9780205275649.html 142 ... especially primary school students This article used a quantitative research method through online surveys to collect data from teachers and parents of students in primary schools All the schools have... conducted in public schools’ district serving students in grade and private primary schools The public schools district is located in the north part of Vietnam, and the private primary schools at rural... (4 private primary schools, 16 public primary schools) who have children through grade one to grade and the teachers either 2.1.2 The Study Design In this study, a multilevel quantitative research
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