Are you able to stand, just stand, quietly at the front of the classroom waiting for and receiving your students’ attention? If your answer is yes, well done! If your answer is no, let’s change that by establishing classroom expectations and rules.
Why Are Classroom Expectations and Rules Important?
Expectations that are appropriately reinforced, provide a safe place for everyone to learn. They also create a more efficient and effective learning environment. Therefore, they are an essential part of effective classroom management.
If you ask your students, “Why are classroom expectations and rules important?”
They will provide valuable insights like:
- So we don’t hit each other
- So we don’t shout
- No interrupting
They know that these actions upset them when personally experienced, and they can connect with them.
Where Do Classroom Expectations and Rules Come From?
Classroom expectations and rules are best created in community with your students.
Every year I created classroom expectations and rules with my students. And every year I ended up having the same set of classroom expectations and rules.
But how is that possible?
As we developed classroom expectations and rules I led them towards essential expectations with questions like:
- “How do we stop others from hurting us?”
- “Are there any suggestions for expectations during games?”
Now we connect them with the power of positive language.
Model Positive Language to Establish the Tone for Your Classroom
As I ask the students for classroom expectations and rules we might share together, I respond to negative statements (like “don’t hit”) with positive expectations (like “keep hands to self”).
I do this because there is power in positive language.
To help you to understand this, here’s a simple activity:
1. Set a timer for 30 seconds.
2. Try not to think about a purple elephant for the entire 30 seconds.
Did you find yourself doing a lot of work keeping that purple elephant out of your mind?
That is because our brain holds onto what we focus on. If I changed it to, “Think about an orange dog.” you would do that, and it would take way less energy and stress. This demonstrates the power of positive language in guiding behaviour.
Refocusing our attention from “don’t hit” to “keep hands to self” focuses on positive action.
Neuroscientists have proven that repetition and practice create automaticity in behaviors.
Affirmations and positive expectations work in ways that negative language does not.
Creating Social Awareness About Shared Expectations
Discuss classroom expectations and rules. “Why don’t we run in the halls?” to encourage them to think about noise levels and safety, creating social awareness..
This process makes expectations relatable which, in turn, helps to motivate your students to comply with expectations.
Sample Classroom Expectations and Rules
Every teacher and classroom is unique, however, here are my basics because they are specific enough to have meaning, and they are general enough to prevent arguments:
- Share
- Hands to self
- Respect everyone
- Take turns
- Raise hands
- Wait to be called upon
- Listen to others
- Use inside voices
- Walk in the school
- Do your job
Creating Acceptance for the Expectations
After finalizing the list of expectations, I poll the class for consensus.
Acknowledge students who express concerns about their ability to meet expectations.
Emphasize that doing their best is different from being perfect. This approach builds a supportive environment where making mistakes is part of learning.
You may have students who do not want to commit to the classroom expectations and rules.
Address any disagreements about the expectations thoughtfully, indicating that the student’s input is valued while maintaining necessary boundaries.
After a brief chat, share that further discussion will happen at recess.
Your students may truly come from an environment that would make these boundaries seem ridiculous.
Once agreed upon, display the classroom expectations and rules prominently.
Implementing Expectations
The students cannot truly understand your expectations if you have not taught them your expectations.
Take opportunities for students to model the behaviours you want:
- Have a student demonstrate the correct behaviour
- Allow a different student to model the incorrect behaviour
- Finally, have another student to model the correct behaviour again.
At the beginning of the year, consistently review the classroom expectations and rules. For example, review the expectations for lining up just before you send them to line up.
Taper off gradually.
How to Reinforce Classroom Expectations and Rules
Positive language is your most powerful tool for reinforcing expectations.
Remember that automaticity I mentioned earlier. That is what you are supporting with affirmations::
- “Excellent listening, putting your binder away quickly.”
- “Good remembering to put your outside clothes where they belong.”
- “Thank you for getting to work quickly.”
Occasionally, you will have a student, or two, who needs a little bit more.
Remind them that they have a job to do, their only choice is whether to do it now or at recess.
Or if they are being goofy, give them a choice between classroom expectations or practicing the same skill in a less engaging way.
Then support their choice, even if it means you both miss recess.
Mostly, remember to be calm and patient.
Learn more about my classroom expectation anchor charts here.
Establish Your Year with Effective Classroom Expectations
Establishing classroom expectations and rules is essential for classroom management and creating a healthy classroom community.
Building your classroom expectations together is the beginning of building your classroom community.
Teaching the classroom expectations and rules removes stress for students who truly don’t get it.
Reinforcing your classroom expectations and rules communicates to all of your students that they are safe to learn.
