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(Although I have seen some very creative new flavors of snitching, e.g. "I have a pet peeve, do you want to hear it?" ["Yes."] "...so-and-so always leaves his things on the table by the power outlets. It's SO annoying.")
Thinking a lot about the pros & cons of top-down behavior policing... there's some friction when kids have to negotiate *with each other* to keep noise down or share things/space, but they usually figure it out (not always fairly). This seems like pretty important social practice
These social negotiations can be REALLY stressful. I think a lot of adults who supervise children intervene by default because it does take pressure off the kids. But the stress is usually short-lived & as long as kids can escape/decompress as needed they seem to bounce back fast
Whatever can be learned with distress can be learned better without distress.
I think so, but I suspect the risk profile re: distress is worse when adults over-litigate children's negotiations before they've had a chance to see if they can work something out themselves, mostly because top-down imposed injustice feels worse than just about any conflict
Teachers shouldn't want to be top down police, nor rendered irrelevant. It's our job to strengthen the entire group & lead by example, not by decree. By offloading portions of "your" conflict-resolution & teaching & leading responsibilities — you're doing exactly that 
Sounds like Scrum. Ever read Valve's employee handbook?
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