Classroom Norms:

Classroom Norm Description and its significance

I will never refer to the class in which I teach as MY classroom. Our classroom is
The classroom is OUR collective. We learn collectively and are an asset to one another, thus, my
classroom language needs to reflect this. In Cornelius Minor’s book “We Got This” he states:
“creating a space where students feel safe means that we must create a space
where we share power”. This language and attitude exemplifies that we share
power.

Similarly, this norm implies that this is a space for all. Within the classroom, we
are bound to respect and appreciate our varying experiences and perspectives. By
establishing these norms, hopefully such ideals will transfer beyond classroom
boundaries.

Lastly, building relationships is important for creating a classroom dynamic in

which students feel safe and to establish students’ own agency in the classroom
environment and their own learning achievement. Thus, it is imperative as a
teacher to learn about your students personal interests and about their lives
beyond the classroom.

It is essential that classroom expectations are clear and understood. In our

Creating and maintaining
strong classroom expectations
classroom, some classroom expectations are non-negotiable, such as my own
expectation that we are all respectful, receptive and kind to others or expectations
created by the school regarding safety. However, students also need to be given
the ability to create their own expectations for the classroom and themselves.
Within the classroom it is important that students are aware of the expectations,
how they will be enforced and the consequences. Similarly, students need to be
provided with reasoning for the expectations, provided modeling of these
expectations (what they should look and sound like) and given the opportunity to
practice these expectations.

Expectations need to be set from the very beginning of the year. One might do
this by creating a space for students to voice their own expectations and identify
the various attitudes or actions that are needed to meet such expectations (thus
we are clearly laying out how students are to meet these expectations).
Expectations also need to be continually repeated within the classroom and
should be adapted as needed to best support student learning. This last year,
whenever we watched videos I quickly ran over the expectations every single time
(head up, no talking, etc). This is a very quick reminder, just a few seconds, and
helps students stay engaged as they are cognizant of the expectations.

Creating and carrying out a routine is important. Routines help to promote

Establishing Routine classroom expectations both behaviorally and instructionally. Similarly, students
are able to flourish in environments where they clearly understand and
acknowledge their expectations. Similarly, routine allows us to “quickly
accomplish day-to-day tasks that are required by the teacher and students”
(Kaser). Routine can be as simple as how students are greeted, attention-getters
or how students know what to have out for the day or the agenda. In many ways,
 students should be involved in creating or adapting routines to best meet their
needs. For example, how do students want to be made aware of due dates for
assignments, creating their own attention getters, etc. In my classroom this last
year, students chose the attention getter of “Marco….Polo”; however, once it had
run its course students decided they would prefer something else leading us to
adapt our own routine.

It is important as a teacher to promote a restorative approach to behavior rather

Restorative approach to than a punitive one. Creating a system in which students can learn from their own
behavior mistakes, identify the implications of their own behavior and actively work to
repair the relationships that are harmed from their behavior is important. This
approach allows students to actively problem-solve and identify the unintended
consequences of our own behavior.. One routine that I would like to implement
next year is having classroom meetings where we can check in on the success of
the classroom and actively problem-solve (Minor).

Artifact:
To exemplify a few points regarding classroom norms from before I have attached a link to a
powerpoint we used in our 6th grade class to review expectations after coming back after winter
break.

Link:
https://docs.google.com/presentation/d/1IMrvbMp7DQY_JQCRjtSkyeD1HLJqinunupxwAOFS
VYI/edit?usp=sharing

This artifact exemplifies how expectations need to be

clearly laid out and that students need to be provided with modeling. This slide provides
language students can use when they are to confront a classmate who is being difficult to work
with, distracting or not on task. When students find themselves in this situation they are to first
attempt to resolve it themselves before getting the teacher involved. This relates to our norm of
“OUR classroom” as students are to hold each other and themselves accountable. Sadly, this
powerpoint is not as clear regarding these expectations, their reasoning or how they are
modeled since this discussion was not recorded. If you have questions, please reach out.
 Citations:
Hoffman Kaser, Catherine. “Use of Classroom Routines to Support Student Learning.” Series on Highly
Effective Practices -- Classroom Routine, https://www.odu.edu/content/dam/odu/col-
dept/cdse/docs/4-classroom-routines.pdf.

Minor, Cornelius. We Got This.: Equity, Access, and the Quest to Be Who Our Students Need Us to Be.
Heinemann, 2019.