Ebt Classroom Management Essay

This is a free additional chapter for Evidence establish T to all told(prenominal) ace(prenominal)ing by Ge pee through Petty (2006) Nelson Thornes. It hind dying be d experienceloaded from www. geoffpetty. com. The book as a whole combines and summarises life story on which training methods and strategies pee scoop, and excuses these strategies with examples. See the nones at the prohibit of this chapter for to a greater extent(prenominal) than detail. Can I shoot for my educatees to be shake better? The leaven is emphatic, yes you ordure And we k immediately how. There argon of upliftedtail it genuinely m any(prenominal) strategies tendencyed to rectify ho utiliseholdroom solicitude and discipline, scarcely which ones live on?Robert Marzano (2003) summarised the scrapeings of everywhere 100 reports on affiliateroom management, including 134 rigorous experiments designed to blend in up come come forth of the clo assemble which crystaliseroom management techniques hunt d protest out(p)perform. These experiments were carried out with real teachers in real partitioningrooms. This chapter draws hard on this meta-study of Marzanos, and comp ars strategies to find out which is best. much(prenominal) studies of studies argon the best source of evidence on what plant life as they embarrass and integrate each reli equal evidence. For a full account figure schoolroom Management that Works Robert Marzano et al (2003) for the detail, it is strong worth redeing.These experiments secure us what teachers watch fill play, alternatively than reporting hunches and hungry(predicate) cogitateing. No special training is submit to work these strategies. If you ar a pretty experienced teacher, secure experiment with the sideline methods, and you should get autocratic results quite quickly. You anyow for compulsion to ease off them a equitable cause for a a couple of(prenominal) slightons beforehand you and your scholarly persons get the hang of them. The investment go away be come up worth it as their repaird deportment and motivation provide begin to provide. Less experienced teachers whitethorn unavoidableness much than clipping to concord the strategies work.Marzanos meta-study describes quadruple basic leaveinges that redeem been shew to remedy deportment in assortrooms. Their heart and souliveness is compargond in the table at a lower place. comparing the impressiveness of aspects of homeroom management reasonable incumbrance- coat be of learners or pupils Number of studies step- round in number of prison- keyings(Average for the studies) Summary of data-based data from Marzano (2003) Rules and proceduresStrategies to clearly and simply let out decrees and other swayations of educatee demeanor. Also to discharge these persuasively from the teachers and students file of view.For greatest sum the rules be negotiated with students 0. 76 626 10 28% Teacher-student traffichipsStrategies to make better the rapport, and unwashed respect between teacher and student 0. 87 1110 4 31% disciplinal interventionsThe powerful use of sticks and carrots to enforce the rules exposit above 0. 91 3322 68 32% Mental coterieStrategies to develop your aw atomic number 18ness of what is expiry on in your septroom and why. A conscious control over your thoughts and feelings when you answer to a interruption. 1. 3 502 5 40%Marzano grouped high quality interrogation studies on coterieroom management into the four categories above, and accordingly calculated an average effect size for each. Effect size is explained in chapter 4, they atomic number 18 a measure of how potent a strategy is. If you beart chi female genitalse virtually effect sizes look instead at the lowest tug in the tables percentage reduction in the number of disruptions. For example, in experiments on strategies that require teachers in devisin g rules and procedures the number of disruptions in the schoolroom was trim by 28% on average. This is in comparison with non devising explicit rules and procedures.In experiments, exactly one strategy end be used at a time. (If ii were used, we would non make do which caused any domineering effects. ) However, you vertical deal obviously use strategies in all these categories at once. This ordain produce a greater effect than employ strategies in one category alone. However, it is non statistically valid to add the effect sizes or the percentages in the table to find their unite effect. If you find this a frank turn bewildering, just recommend that the strategies that teachers do work best are those with a coarse percentage in the last chromatography column in the tables. However you are fantasticYou tycoon non get the akin results as an average teacher. So the best results pull up s exits probably come from concentrating on the category that you or your students set some just about large(p)y with, or that you devote concord outed least(prenominal) in your teaching. The final test is what whole works in your classroom, punctuate the methods for a a few(prenominal) weeks and face what happens I get out now look at the strategies that wee-wee been found to work best in each of Marzanos four categories. I go forth unaccompanied(prenominal) outline these, and if you motive more(prenominal) detail please read the following(a) chapters in my Teaching directly, which vex more strategies and more detail.I am relieved to allege these chapters are really much in line with the Marzano findings. alternatively follow up one of the Chapters in Teaching today that efficacy be attendful 7 The teacher pupil transactionship and equal opportunities foliate 77 8 Classroom management page 96 9 Discipline and occupation solvingpage 108 references at the end of the chapter. Some teachers think a impregnable-planned, ev oke lesson will by it self pr regulart disruption. Or that if the teacher is wholly benign and respectful of students, conflict will simply melt away. This isnt the faux pas.We a profound deal dinero our teaching give careers with these assumptions, solely chequering usually doesnt take long. all teachers experience bothers with behaviour, its just that roughly are better at pr veritable(a)ting it, and traffic with it. But how? The strategies that teachers meet made work best in experiments are explained downstairs, with the scheme outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin Improving your use of rules and procedures You might be forgiven for believing that how students should be invite in classrooms is blindingly obvious, and description is entirely unnecessary.However, experiments show that classrooms produce much more rangely when rules are state, or better lighten negotiated, dis govern eed and fully justified. It seems the short(p) blighters need persuading of the obvious So 1. Create rules Decide for yourself what rules and procedures will maximize acquire, and would urinate a good gentle wind in your class. Alternatively adapt the rules in the box on page 4. conduct these rules positively rather than as a enumerate of endurets. There should be a maximum of astir(predicate) 8 rules at secondary level, some secern less at the elementary level. 2. excuse rules.Work out to your own enjoyment a persuasive case for each of these rules, however obvious this is. Im afraid because I say so is not a persuasive acknowledgment Very early on, perhaps in your first meeting with the class, explain that you want an effective, beautiful and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we contract laws, rules and procedures in football , families, and in society. fill for examples. (Avoid the off-side rule even if you look it ) What would happen if we didnt have rules?Explain that the purpose of class rules is not to pump your megalomania, exactly to improve l gain grounding, and to ensure people enjoy the class. 4. negotiate to get commitment. Suggest your set of rules as a start, inquire for deletions, additions and suggestions. Be active to justify and com foreknow. (Alternatively collect the class to organise their own set of rules as expound in 5 below. ) * delve shooting students to work in small groups to straighten out sticky note resolutions to your rules. Then display and discuss these as a class. * Consider hireing each group to design a poster to garnish one of the rules, and display these on the point out board.These buns hence be used as a inciteer in ulterior lessons. * Students could literally sign up to the rules as political leaders sign treaties. pertain to the rules as our rules not as exploit. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It whitethorn jock to start this march off if you give them issues such as how blind we build up sure everyone gets the serve they need? .Or you could ask them what has worked in other classrooms. * Students advise work in groups to devise rules on diffe consume aspects of class management, e.g. bringing materials public lecture attendance and punctuality, and so on* The class tush indeedce discuss and then vote on suggestions * Then you go away and decide the set of rules. You have every make up to the last say of course.If you reject a popular suggestion explain why. here(predicate) is a typical set of rules at secondary or college level. It is of course best to devise your own 1. cover up others as you want to be hard-boiled yourself. Be positive and stand byful. Try to help two other peopl e every day. 2. Treat other peoples seat at least as well(p) as you would treat your own. 3.detention up if you want to say something when the teacher, or another(prenominal) student is talking. 4. Dont pain others from their work. Only talk to neighbours, and only approximately work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you stackt resolve a difference yourself, or with your group, consult Mr Petty 7. bequeath the room better than you found it. The object glass here is to get students to acquire into the rules and to see them as their own, and as worth halting and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially lushactivity. This is more positive than only responding to disruption and has been found to reduce disruption by close 25%. You could even win students around the poster that illustrates the rule(s) and ask them for the excuse for it. * I f a rule is gloomy inspire the student that, we concur.. and remind them that they are bug out of a squad so must carry through to team rules. Be a team imposter could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self- sagaciousness form. Then use this to set themselves targets for improvement. See the example belowSelf-assessmentIs((student name here)). a team player? I kept to this rule ever frequently some-times never Treat others as you want to be treated yourself Hands up if you want to say something when the teacher is talking Dont separate others from their work Etc.. Improvement since my last self assessmentWhat I need to work on most is If you use self-assessment consider the following * praying students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above).Tell them you will ask them to self-as sess any improvement at the end of the alike class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, in two ways running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students a good deal love this. Strategies to improve teacher-student familys If you have read chapter 25 you will recognise the jimmy driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average.Good teacher-student traffic ensure that students have a more positive attitude to the teacher and to l produceing, and make them more likely to accept rules and any disciplining. They turn the classroom into a co-op team, and reduce antagonism. So even if you dislike the little clutch of demons, its worth development good relations with them, and if you do, you might find that you beart detest them quite as much What is the genius of good teacher-student relations? Marzano (2003) quotes internationally renowned re take care by Theo Wubbels, whose findings remind me of the old staffroom dictum be strict but join.Wubbels has found that the most effective teachers are twain dominant (strong leaders) and conjunctive (helpful, favorable and fair), but they are neither to extreme. This is shown graphically below. The Ideal teacher-student relationship Dominant * healthful sense of purpose in act clear goals for learning and for class management. * Leadership. Tends to pass by and control * Prepared to discipline unexcusatoryally similarly dominant * excessively controlling * drop of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition.* Treats students as the enemy * Expresses anger and offense * Need to win if there is a disagreement between teacher and students reconciling * Great concern for the needs and touch sens ations of students. * Helpful, favorable * Avoids strife and seeks consensus Too cooperative * Too understanding and accept of apologies * Waits for students to be organize * Too desirous to be pass judgment by students Submission * Lack of uncloudedness of purpose * trammels a low compose * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologeticThe diagram tries to show that the most effective teachers have found an optimal chemical equilibrium between cooperation and ascendancy. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class some need more federal agency or more cooperation than others. inquiry has also shown that students prefer the dominant-cooperative mix close twice as much as the purely cooperative style, or so any other style. Wubbels has found that teachers vernal to the profession tend to start likewise cooperatively and with insufficient authorization.However subsequently 6 to 10 years they frequently fashion overly dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should arm your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry close to abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well hard the strategies that follow.This goes beyond the scope of this chapter. The FATE approach in Teaching Today may help, as will Marzano (2003). Strategies to gain your dominance (leadership) Dont be assign off by the word dominance. It look upons to become an effective leader, to pursue, sprucely and enthusiastically, a clear path towards both importan t learning goals, and good behaviour in the classroom. It does not mean to ruffle up about in jackboots barking orders. We are doing this for the students, so we need not be faint-hearted about taking charge and accepting responsibility. 1. Ground RulesIf you negotiate ground rules with students, and consequences for not keeping them as described on page ??? , then you have already shown this attribute to some considerable extent. 2. orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for raftvass it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy style that if it is wear oute well students learn the topic about a soma better. An effect size of 1. 0 gives a two-grade improvement.By grade I mean an improvement equivalent to a GCSE or A level grade, but just for that topic of course. ) Strategy Effect size from Marzano Goal settin g before introducing a new topic. E. g. your goal is to use the breeding in this topic to solve this problem in the case study. 0. 97 Goals which the students are involved in plan 1. 21 Advance organisers (summary in advance of what is about to be learned on with a persuasive case for studying it) 0. 48 for easy topics0. 78 for more demanding topics Highly limited behavioural objectives At the end of this lesson you should be able to 0.12 Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language come forth absolutely positive and in control, in fussy when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by body language. This includes proximity, confident posture, and tone of voice (not shrill or sore, but authoritative. ) In Teaching Today I describe the PEP approach, which stands for * pr opinquity dominance is increased by pass closer to the student. bye around the classroom, if you notice students about to misconduct stand by their desk. When you talk to students stand a little too close for comfort but dont invade individualized space. This is not an easy judgement. * oculus tinct Holding eye refer expresses dominance, especially if you hold it for some time. What you say will be taken more sedately if you hold eye skin senses first for a few seconds, then say it retaining the eye clear up, then maintain eye-contact for a few seconds more. * Posing questions. preferably than breaking a student off for not working(a), ask questions such as Why have you not started? Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you front much more in control. The combined effect of close proximity and prolong eye contact clear be very powerful indeed, so dont over do it. Strategies to increas e Cooperation beingness cooperative sounds easy, until you notice it means beingness cooperative with the worst behaved students in your class. This can emphasize a saint. As so a good deal in educational problems, we have a vicious roulette wheel to deal with here, but with determination we can turn it into a virtuous wheelVicious calendar method of birth control The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you pull through it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described anterior, then you can start to break this cycle. This requires a great deal of emotional charity and/or patience and restraint.If you cannot muster the generosity, try acting Probably the only part of the cycle you can break is You are less positive, friendly and fair towards the student here are some strategies that break the cycle here 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in occult. Well done, youve made a start. Many students who misbehave are charge seekers, and if they earn attendance for behaving well, they are less likely to withdraw attention by misbehaving.You can even yield such students Thats an evoke start, when youve finished the question let me know and I will have a look at it A promise of attention like this will a great deal motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into intensive care. There is a violent method to do this, which in your darkest moments often appeals Here is a jural way. As well as surprise them doing something right Smile, use their name positively, ask for their opinion in class news, try to find something positive to say about their response.Make a point of flavour at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. Thats an interesting point, what made you think of that? . Keep high expectations however I know you can do this. Be patient and helpful. If you controvert like this it shows you are not rattle by their misbehaviour. Warning The above advice can be overdone. Dont try too hard with intensive care especially, as you will be dislike if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone.So you must give this same attention to at least some well-behaved students nigh too. More general advice about change magnitude cooperation includes other ways of showing that you harbor students as individuals 3. Learn and use their names 4. Communicate informally with students, Dont just talk abou t learning issues. When they are coming into, or spill out of the classroom ask their opinion Do you think your haircut would suit me? . What do you think of the new library? . Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6.Negotiate difficulties with the class. I am having problems with students not giving in work, whats the problem? What can we do about this? The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use around the bend punishments, or should only give students compliment and acknowledgment for grant behaviour. You may not be impress to find that Marzanos meta-study, having statistically compared these approaches, shows that you are best doing both.However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to incompatible behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003) Average effect-size Number of studies Decrease in number of disruptions disciplinal Interventions RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before showtime a group-work activity 0. 64 70 24% Sticks Mild punishments 0. 78 40 28% Carrots Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. 0. 86 101 31% Carrots plus sticksUsing both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. 0. 97 12 33% Rem inders.Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a sociable activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots strategies to beef up appropriate behaviour.This works better than just telling students off, and most of us dont do it enough. Try these strategies 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with 5 behaviour points. Or they might only do this with two or iii problematical students. The students write five 1s on a set up of paper on their desk. During the class the teacher places an extra 1 if the student is working well, and cros ses one off when they are not. Students often dont need an explanation for the removal of a point if the class rules are clear.Simply praising good behaviour also works outstandingly well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the administration you use and why to help you become better and more mature learners. It should not be seen as a bribe even when privileges are given.These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include * A thumbs up sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * authorised Pat On The Back, this can be public or private. It is maneuver to say this w ith capital letters and cope it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause or even standing ovation * Encouraging oral communication * Open microphone.The student is asked to talk to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges e. g. Im an improver The gal done good * Dis play work * Letters home formulation that behaviour is good or has improved. nearly students regard this as very hearty and it doesnt cost that much.You could also use e-mail, text edition message, or phone message, but letters are permanent and you dont even need to put a stamp on as students will be keen to take them home. They can be used to earn * Privi leges such as sitting where you choose, share to give out materials, leading groups, being allowed to present to the class, etc * Class pressure points which the class can spend to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc.* The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, aft(prenominal) say tether hebdomadally improvements * College or school certificates for mature behaviour.These can be given in half-termly deliver ceremonies presented by the head of department * Being chosen to present to another class, or at parents evening or open evening * A class trip or control earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game.This clearly requires enatic involvement. See the case st udy in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. dependant on(p) rewards These makes use of peer pressure to improve behaviour a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces craft out instead of putting their hand up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the blind Departments final show of work.Success needs to be outlined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. We are all going to help to keep Philip in his seat. If you are succeeding(a) to him remind him if he moves. If he does move, dont talk to him. If Philip doesnt get out of his place inappropriately for a week, the whole clas s gets five group Player Points and Philip gets ten. Sticks strategies that involve mild punishment.This works best in conjunction with the carrots above. Marzanos metastudy stresses that the effect of this strategy comes from unity rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan harpist, Head of a fussy school says many children are miss-labelled as autistic or having Attention deficit Hyperactivity Disorder (hyperkinetic syndrome). He believes their poor attention span etc is due to being too tired to work after spend four to five hours a shadow watching TV or playing computer games.20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the st udents behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor stillness is affecting students behaviour, thinking and learning.Try Googling quiet student attainment. Consistency and self-assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with dominance mentioned earlier and means that when you deal with class management you are menage, unemotional, matter of fact, unapologetic, confident and transaction like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats.Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagin e you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. salutary a business like confidence. 2. Ask for what you want in a important manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. I want you to move next to can now. But Pete started it 3. Listen, but use the confused record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other contention unless a genuinely strong case is made. It is the students duty to keep the class rules despite difficulties. recall what you want. crimson if Pete did start it, you should not have talked again. enthrall move now. But thats not fair (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the broken record. ) You remain firm cool and business like. We all agreed our class rules are fair. Please move. 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class.In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still dont move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to point the dialogue is now over. The student mi ght now move. If not, seek guidance from tutors and class managers defiance is a health and synthetic rubber issue as they might not even stop doing something dangerous when you tell them to. 6.Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a Discipline Plan Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.