Colorado Quality Standard 2: Collaborative Classroom Expectations
Students create classroom expectations collaboratively. As a class, we create expectations together to ensure that everyone is on board and agrees with the expectations. Students brainstorm 4-5 key concepts that will help keep the class on track, respectful, etc. This is usually an activity we complete on the fist day of the semester to get started in a positive direction. I don’t refer to expectations as rules, but as constructive guidelines to keep our class respectful. We refer back to the student-created expectations frequently. These expectations are extremely helpful, as they are student-created and foster a sense of community.
Constructing classroom expectations together fosters a predictable environment (Element A) that clearly defines acceptable student behavior, efficient use of time and appropriate intervention strategies (element F). It also establishes a caring relationship between the students and myself, and fosters camaraderie among the students. Students are able to voice their opinions regarding what will make the learning environment positive. Students are able to discuss the points and agree to them as a democracy. This practice also works toward a common goal of establishing a productive learning environment (Element B).
Through the process of creating classroom expectations together I have become more aware of what is important to students and how they learn best. I have found the practice to be very inclusive and welcoming. Also, students “buy-in” to the expectations or rules if they create them themselves. When students know they have a say in how our classroom is run and what will be the common expectations, they are much more responsive than when they are simply told the rules. When students were asked directly what creates a positive environment and what can also make it negative, they all agreed that phones were a distraction and were not helping their learning. With the central focus being to learn English, students created the expectation that they would respect each other and not use phones during class.
Constructing classroom expectations together fosters a predictable environment (Element A) that clearly defines acceptable student behavior, efficient use of time and appropriate intervention strategies (element F). It also establishes a caring relationship between the students and myself, and fosters camaraderie among the students. Students are able to voice their opinions regarding what will make the learning environment positive. Students are able to discuss the points and agree to them as a democracy. This practice also works toward a common goal of establishing a productive learning environment (Element B).
Through the process of creating classroom expectations together I have become more aware of what is important to students and how they learn best. I have found the practice to be very inclusive and welcoming. Also, students “buy-in” to the expectations or rules if they create them themselves. When students know they have a say in how our classroom is run and what will be the common expectations, they are much more responsive than when they are simply told the rules. When students were asked directly what creates a positive environment and what can also make it negative, they all agreed that phones were a distraction and were not helping their learning. With the central focus being to learn English, students created the expectation that they would respect each other and not use phones during class.