Case Study

Establishing Classroom Norms and Expectations

Introduction

This case study provides an overview of classroom norms and expectations, including how to establish and communicate them. To establish norms and expectations in a classroom is a complex, long-term task. Your skill in successfully undertaking it will evolve as you become more experienced. The goal of this case study set is to help you understand how to prevent many problem behaviors by putting supportive classroom structures in place as you set up an effective classroom.

What is an effective classroom? It is one that runs smoothly, with minimal confusion and down time, and that maximizes student learning. An effective classroom has patterns and routines in place that make interaction and movement within that space easy to organize and accomplish.

Such patterns and routines are established through the development of classroom rules and procedures. Rules are the explicit statements of teachers’ expectations for student behavior in a classroom. Procedures are the patterns for accomplishing classroom tasks. Teachers communicate their expectations to students through the development and enactment of both.

Expectations are desired behaviors or outcomes. Within a classroom, a teacher can either make the expectations known to students or force them to guess. It is much easier for students to meet a teacher’s expectations, though, when they know what these expectations are. Teachers can make their expectations known to students by directly teaching the classroom rules and procedures, providing opportunities to practice them, and consistently responding to students’ behavior. A teacher’s consistent responses can include both positive consequences to reinforce a student’s appropriate behavior and negative consequences to deter inappropriate behavior.

Students also have expectations for their own behavior. When the behavior that the teacher and students expect and exhibit becomes so routine that it seems to be in consensus, a classroom norm for that behavior has been established. Norms can be defined as accustomed ways of perceiving, believing, evaluating, and acting in an environment. In other words, norms are the familiar ways we have of interacting with each other in a particular setting.

Within classrooms, a common norm for requesting a turn to speak during instruction is to raise one’s hand and wait to be acknowledged. This classroom norm develops when a teacher teaches his or her students how to raise their hands when they want to speak, has students practice raising their hands, and consistently responds to students’ behavior (positively when they raise their hands, and negatively when they don’t). In fact, this norm often becomes so familiar it is used in other settings––have you ever raised your hand for a turn to speak at the dinner table?

Although classroom norms are sustained by consensus, they can be suspended or changed if they are not supported or reinforced. For example, a norm for being in class on time ceases to be a norm when there is no consequence for tardiness. Thus, arriving late becomes the accepted practice. The actions and interactions that a teacher encourages or allows to become familiar develop into that classroom’s norms. Therefore, thoughtful advance planning by the teacher can guide and establish effective group norms that support student learning.

For example, prompt attendance promotes student learning by making certain that students are exposed to as much instructional time as possible. Therefore, a teacher might require prompt attendance and establish procedures to make it a familiar routine by creating a classroom rule: “Be in your seat and ready for class when the bell rings.” A procedure involved in preparing for class might require students to place their completed homework in a designated location as they enter the classroom. When all the procedures of preparing for class prior to the bell become routine for students, prompt attendance has become an established classroom norm.

Ultimately, a teacher wants to establish classroom norms that create an effective classroom in which student learning time is maximized. In this case study, we will consider four specific aspects of establishing classroom norms and expectations:

1. Stating expectations clearly
2. Implementing classroom rules and procedures
3. Supporting expectations consistently
4. Reevaluating established norms

What the Research and Resources Say

• Teachers who establish and maintain norms for an effective learning environment spend more time teaching because less time is spent on discipline (Brophy, 2000).
• Norms that engender a supportive learning environment include acting and interacting responsibly, treating others with respect and concern, and fostering a learning orientation (Brophy 1998; 2000; Good & Brophy, 2000; Sergiovanni, 1994).
• Effective school-wide norms can be established through a school-based program that focuses on supportive interactions among students (Solomon et al., 1988).

Each case study includes multiple STAR Sheets and cases.

About the Strategy

Expectations are desired behaviors and outcomes. Teachers’ expectations of students are directly connected to students’ achievement of those expectations. The strategy of stating expectations clearly involves the explicit acknowledgment of expectations for student actions and interactions in ways that the students can understand and achieve.

What the Research and Resources Say

• Students both want and need teachers to demonstrate authority by setting realistic academic and behavioral expectations (Brophy, 1998).
• Successful classroom managers help students identify what is expected of them and how to achieve these expectations (Brophy, 1998; Evertson et al., 2003; Evertson & Harris, 1992).
• When teachers hold high expectations of students, the students typically meet higher standards of performance (Good & Brophy, 2000).
• Low expectations are communicated to students when teachers provide less wait time, fewer or inappropriate reinforcements, less feedback, fewer opportunities to participate in instruction, reduced eye contact, and more criticism of failures, in addition to showing less acceptance of student ideas (Brophy, 1998; Good & Brophy, 2000).
• The expectations teachers have for students affect their current performance, and can influence future performance, particularly at the early grades (Wong, 1998).
• Clarity in instruction increases academic engagement and achievement (Evertson & Emmer, 1982).
• Clarity in instruction includes actions such as framing the lesson in context, stating key components of the content, linking these components together, focusing student attention on important elements, and providing examples (Snyder et al., 1993).
• To clarify expectations during all stages of a lesson, teachers can use advance organizers to set up instruction, provide guidance and feedback to students during instruction, and reflect with students after instruction (Brophy, 1998).

Strategies to Implement

• Know what you want students to do and at what level of achievement. Make sure it is something they can accomplish.
• In understandable increments, state what the task is, why you are asking students to complete it, the steps involved, and how the task will be assessed. Provide written directions if possible. Model the action(s) requested.
• Monitor student progress and offer feedback to students en route and following task completion.

About the Strategy

Classroom rules are a teacher’s stated expectations for student behavior. Classroom procedures are patterns for accomplishing classroom tasks. Classroom rules and procedures are connected in three ways. First, rules are the expectation boundaries within which procedures are followed. Second, procedures form routines that help students to meet the expectations stated in the rules. Third, both rules and procedures must be taught, practiced, and consistently supported to be effective in the classroom. (Cohesive sets of rules and procedures are two aspects of a comprehensive behavior management system.)

What the Research and Resources Say

• A dependable system of rules and procedures provides structure for students. This structure helps students be engaged with instructional tasks and communicates to students that the teacher cares for them (Brophy, 1998).
• Authoritative implementation of rules includes communicating care and respect for students, teaching students what is expected of them and why this is of value, and responding to students’ actions and interactions in ways that help them become more responsible, self-regulated learners (Brophy, 1998).
• Rules are few in number, always apply, and must be understood by all. Procedures are many in number, are specific to certain tasks, and must be understood by all (Evertson & Harris, 2003).
• Teaching rules and procedures to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson, 1985, 1989; Evertson & Emmer, 1982; Evertson et al., 1983; Johnson et al., 1996).
• Effective teaching includes teaching functional routines (procedures) to students at the beginning of the year and using these routines to efficiently move through the school day (Leinhardt et al., 1987).
• Having all students––including those with behavioral difficulties––participate in developing classroom rules offers them the opportunity to cooperate, collaborate, and make connections with each other as well as to develop a sense of ownership in the classroom (Castle & Rogers, 1993; Martin & Hayes, 1998).

Example Rules and Procedures

The chart below connects sample classroom rules with some examples of procedures that help students meet the expectation(s) within the stated rule.

Rule	Sample Corresponding Procedure(s)
Respect yourself, your peers, and their property.	Ask and receive permission before borrowing something.
Be in your seat and ready for class when the bell rings.	Place your completed homework in the homework basket as you enter class.
Get permission to talk.	Raise your hand to request a turn when the teacher is talking. Use indoor voices during a class discussion, waiting for a pause in the conversation to insert your thought.

Strategies to Implement

• Anticipate what students need to know and do in the classroom, both academically and socially, before the school year begins. Plan for the first days of school based on these learning goals. For example, if students’ prompt attendance is needed to maximize instructional time, then plan for corresponding classroom rules and procedures by responding to such questions as:
  • What time will class begin?
  • How will I be prepared to begin class promptly?
  • How will I present my expectations of promptness to students?
  • What consequences will result from tardiness?
• Select rules and procedures that you can sustain, and state them positively (e.g., “Walk in the hallways” rather than “Don’t run”). See the Guidelines for Writing Rules at the end of this STAR Sheet.
• Begin modeling and discussing the class rules and procedures on the first day of school.
• Explain to students the purpose and rationale for classroom rules and procedures.
• Identify positive examples of class rules and procedures in action and provide role-play opportunities for each.
• Develop, teach, practice, and support new procedures as necessary to support effective routines in the classroom.
• Consistently respond to student behavior regarding the established classroom rules and procedures.

About the Strategy

The consistent support of expectations is essential to the development of classroom norms that promote student learning. Consistency requires that the teacher equitably reinforces appropriate student behavior and deters inappropriate student behavior. Teachers must first teach students the classroom rules and procedures as well as provide opportunities for practice, then consistently respond to student actions and interactions regarding these rules and procedures. (Teacher responses or consequences are one component of a comprehensive behavior management system.)

What the Research and Resources Say

• Teaching rules and procedures to students at the beginning of the year and enforcing them consistently across time increases student academic achievement and task engagement (Evertson, 1985; 1989; Evertson & Emmer, 1982; Johnson et al., 1996).
• Teachers should focus on increasing positive behavior and interactions by consistently enforcing expectations (Shores et al., 1993).
• When teachers are inconsistent in their enforcement of expectations, students become uncertain of what those expectations are and whether the expectations apply to them (Evertson et al., 2003).
• Three sources for inconsistency occur when a teacher exhibits:
  1. Unreasonable expectations
  2. Incomplete monitoring
  3. Half-hearted expectations (Evertson et al., 2003). Students cannot accomplish the unreasonable, try to get away with what they can, and know when a behavior is not really expected.
• Teachers who respond consistently feel positive about their teaching and help students improve their performance (Freiberg et al., 1995).
• Clearly stating expectations and consistently supporting them lends credibility to a teacher’s authority (Good & Brophy, 2000).

Strategies to Implement

• Know and understand both your expectations for students and your responses when students meet or do not meet these expectations. You should have responses for meeting your expectations (positive, or supporting, consequences) and for not meeting your expectations (negative, or deterring, consequences).
• State expectations clearly, post your classroom rules, and practice the classroom procedures until they become routine.
• Monitor students’ progress in meeting expectations.
• Provide feedback to students as they work so they know if they are meeting your expectations.
• Indicate to students when they have or have not met your expectations. Respond to all students who meet or do not meet your expectations in an equitable manner consistent with your plans (as determined by first tip).

About the Strategy

Reevaluating established norms is the practice of reflecting upon, and adjusting as necessary, the accepted classroom norms. Since norms are developed and maintained through the interactions of individuals, they can shift and change. The environments in which the norms are established can also change. While reflecting upon the established classroom norms, a teacher compares the accepted norms of the classroom to those desired for maintaining an effective classroom. When a discrepancy is found between what is needed for a successful learning environment and the established classroom norms, the teacher must adjust these norms through instruction, clear communication of expectations, and consistent support of these expectations. The process of reevaluating established norms is one portion of a teacher’s continual evaluation of the learning environment in his or her classroom.

What the Research and Resources Say

• As students become more familiar with classroom routines and procedures, additional instructional formats and more challenging work can be incorporated (Evertson et al., 2003; Good & Brophy, 2000). These changes might require adaptations to established classroom norms.

Strategies to Implement

• Regularly reflect on the classroom rules and procedures implemented in the classroom. Consider the students’, as well as your own, actions and interactions. Compare the accepted norms (what has become familiar in your classroom) with what is required for an effective classroom.
• Continue to support and reinforce constructive classroom norms through the classroom rules and procedures you have implemented. Note: Procedures can be changed as needed to support constructive classroom norms.
• Where changes are needed, discuss with students the rationale for the change and the process needed to achieve it. Note: Sometimes the required change is for you to be more consistent when responding to student actions and interactions.
• State your expectations clearly to students and support these expectations consistently.

Background

Scenario

On the first morning of the school year, Ms. Bosco greeted each first grader at the door with a smile. She introduced herself and asked the student’s name before leading the student to his or her assigned desk and helping to place the student’s things there. She then asked for the student to have a seat with the other first graders on the carpet at the front of the room. She showed the student an X with the student’s name written across it as his or her special seating spot. The X’s formed a circle on the carpet. When all the students were seated, Ms. Bosco played a game with the group to help her and the students to learn each other’s names. She also asked each student to share one special fact about him-or herself She then moved into a reading lesson with the class.

On the second morning of the school year, Ms. Bosco greeted each student by name with a smile at the door. As they entered, she asked them to place their things on their desks and then sit on their X’s at the carpet. When all students were seated in the circle, Ms. Bosco played a game to help her and the students review each other’s names. She asked each child to identify something special about his or her neighbor to the right. She then asked two students to model for the class how to enter the room at the start of each day, put their things away, and be seated on their X’s at the carpet. Next, Ms. Bosco moved into a whole-group reading lesson for the day.

In mid-October, Ron moves into Ms. Bosco’s class from another school district. On his first day, his registration process takes about 30 minutes, so he does not get to join the class until after the reading lesson is already in progress. When the intercom announces they will be receiving a new student, Ms. Bosco interrupts the reading lesson to welcome Ron, meet his parents, and help Ron put his things into his desk. As Ms. Bosco helps Ron find an open space to join the class at the circle, she tells Ron that they are trying to find rhyming words in the story she has read aloud. She then continues the lesson with the class. In this lesson and throughout the day, Ron appears to be distracted and starts misbehaving.

On Tuesday morning, Ron comes to the classroom and goes immediately to the aquarium at the back of the room to watch the fish. When the bell rings to start the day, he leaves his things at the aquarium and comes late to the circle, pushing to sit between two students even though there is an empty space available. Ms. Bosco tells Ron to have a seat at the empty space and then begins the morning routine. By the start of the reading lesson, Ron is sprawled across the carpet, making noises, and bumping into his neighbors. The students seated around Ron begin complaining to Ms. Bosco about his behavior.

When the class goes to the music room for its morning specials class, Ms. Bosco tries to reflect on Ron’s behavior. She reads through the materials that were sent by his previous school and finds that Ron’s previous teacher had noted he was easily distracted, especially during transitions. Ms. Bosco then sets the following goals for Ron to meet by the end of the week:

• Increase Ron’s sense of membership in the classroom community by having him sit with his peers on the carpet in a listening position and by helping him use their names and vice versa
• Increase Ron’s understanding of and commitment to the established classroom norms, beginning with the morning routine, by having him follow the class’s established procedures

Possible Strategies

• Stating expectations clearly
• Implementing classroom rules and procedures

Assignment

1. Read the introduction provided at the beginning of this case study.
2. Read the STAR Sheets on each of the possible strategies.
3. Using the strategies listed above, write one suggestion that Ms. Bosco can implement for each of Ron’s goals. Explain why the suggestions would be helpful in meeting Ron’s goals.

Background

Scenario

Halfway through Mr. English’s daily writing lesson, the four students from his classroom who receive morning special education services in language arts return to class in preparation for lunch. Because the special education teacher works with students from several grade levels, he is not able to completely mesh his schedule with the fourth grade and cannot rearrange his schedule. Though the special education teacher tries to cover many of the fourth-grade language arts skills with these four students, Mr. English senses that the students are falling farther behind their peers because they do not get to participate in some of the classroom language arts instruction (e.g., writing).

Now whenever they return to class, these four students have started acting out and disturbing the students who are participating in the writing lesson. Mr. English is becoming increasingly frustrated with their behavior, feeling like he spends the last half of each writing lesson trying to keep these four students quiet so the others can learn. Mr. English sets the following goals for the next four weeks:

• Increase the quantity and quality of writing time for the class
• Decrease the misbehavior of the four students

Note that Mr. English is not currently including the four students receiving language arts special education services in his writing lessons.

Possible Strategies

• Implementing classroom rules and procedures
• Supporting expectations consistently
• Reevaluating established norms

Assignment

1. Read the Case Study Set Introduction and the STAR Sheets on each of the three possible strategies.
2. Give one suggestion from each strategy that could help Mr. English meet the goals for his class.

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Case
Level B • Case 1

Background

Student: Shandra
Age: 11
Grade: 5th
Context: Math class, end of the first grading period

Scenario

While calculating his students’ grades for the first grading period, Mr. Washington discovers a problem. Although one of his students, Shandra, is receiving Title I tutoring for math, she has a low grade in his math class. Speaking with Shandra’s Title I tutor, Mr. Washington learns that part of her tutoring included talking with her Title I peers about her mathematical thinking. The Title I tutor indicates that Shandra is doing well in tutoring and should also be doing well in his class.

Mr. Washington usually lectures during his math instruction. The rest of the lesson is typically filled with independent seatwork. Therefore, there isn’t an opportunity for Shandra to talk with anyone about her mathematical thinking. Because students are not allowed to talk while Mr. Washington is teaching or during independent seatwork, “no talking” has become a norm in his math classes.

Mr. Washington wants to provide instruction that will offer Shandra a chance to succeed. For the next grading period, he plans to include partner work in his math instruction. The talking procedure that he uses for partner work in his current science class holds that student conversation (1) cannot begin until he gives permission, (2) it must be on the science topic, and (3) it must be done using quiet voices. This procedure works well with the class rule “Get permission to talk.” In conjunction with adapting his math instruction and implementing a procedure to support it, Mr. Washington sets the following goals for Shandra during the second grading period:

• Increase her conversation with peers about her mathematical thinking
• Increase her grade in math

In addition, he sets the following goals for himself:

• Increase his use of partner work in math instruction
• Increase his assistance with students vocalizing their mathematic thinking

Possible Strategies

• Stating expectations clearly
• Implementing classroom rules and procedures
• Supporting expectations consistently
• Reevaluating established norms

Assignment

1. Review the Case Study Set Introduction and the STAR Sheets on the four possible strategies.
2. Select two strategies that Mr. Washington will use as he shifts from lecturing to using partner work in his math instruction. Describe how Mr. Washington will use these two strategies to meet his goals and how these strategies will help Shandra reach her goals.

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Case
Level C • Case 1

Background

Grade: 3rd
Context: Friday of the third week of school, redistribution of students among classrooms to meet state class size requirements

Scenario

Today, Ms. Jung received a list of 18 students that will compose her class beginning on Monday. Twelve of her current students will remain with her, twelve will be assigned to new classrooms, and 6 new students will be assigned to her classroom. Before going home, Ms. Jung speaks briefly with the other third-grade teachers to share instructional information about the new students in each teacher’s classroom.

During the weekend, Ms. Jung considers how she will help the students in her classroom become a coherent group. She also considers the established classroom norms, their applicability to the new group of students, and the ways she can support her expectations for students. Ms. Jung is particularly concerned about the amount of student movement in and out of the classroom that will be required throughout the day. Her basic schedule follows the pattern listed below (left). In addition to the class instruction outlined in her schedule, some individual students will need to go for instruction outside Ms. Jung’s class. Individual outside instruction involving third graders includes the following scheduled activities noted below (right).

OUR CLASS SCHEDULE

Start	Stop	Activity
8:30	9:00	Morning meeting (attendance, daily news, etc.) in Ms. Jung’s room
9:00	9:45	Specials (P.E., art, music, library) in specials classrooms
9:45	10:30	Math instruction in Ms. Jung’s room
10:30	11:25	Reading instruction
11:25	11:30	Restroom break en route to cafeteria
11:30	12:00	Lunch in the cafeteria
12:00	12:30	Recess on the playground
12:30	12:45	Reading aloud in Ms. Jung’s room
12:45	1:15	Social studies instruction
1:15	1:45	Science instruction in the science lab
1:45	2:15	Recess on the playground
2:15	2:45	Writing instruction in Ms. Jung’s room
2:45	3:00	Sustained silent reading
3:00	3:10	Preparation for going home

OUTSIDE INSTRUCTION SCHEDULE

Start	Stop	Activity
8:30	9:00	Morning meeting (attendance, daily news, etc.) in Ms. Jung’s room
10:00	10:25	Title I math tutoring
11:00	11:25	Title I reading tutoring
1:00	1:54	Special education instruction (math)
2:15	3:00	Special education instruction (reading)
Tuesday – Thursday
12:30	2:30	Gifted education instruction
Monday – Wednesday – Friday
2:40	3:10	Counseling session (children of divorce); Participating students leave school from the counselor’s office

Several of Ms. Jung’s students will need to move in and out of her classroom at different times. Her class list (below) notes student participation in individual outside instruction and information related to student movement. New students to her class are designated with an asterisk (*).

A = Absent T = Tardy D = Dismissed

Name	M	T	W	T	F	Notes:
Lew	✓	✓	✓	✓	✓	Title I math, Title I reading
Jan	✓	A	✓	✓	✓	ADHD, inconsistent medication, constantly in motion
Derrl	✓	✓	✓	✓	✓	Title I math, special education (reading)
LaDonna	✓	✓	A	✓	✓	Title I math, Title I reading
Brian*	✓	✓	✓	T	✓	Title I reading
Cheryl	✓	A	✓	✓	✓	Title I reading
Jay*	✓	✓	✓	A	A	Uses a wheelchair
Myra*	✓	✓	✓	✓	✓	Special education (math)
Ellis*	✓	A	✓	✓	✓	Counseling session
Mendy	✓	✓	D	A	✓	Counseling session
Keith*	✓	✓	✓	✓	✓	Experiencing early signs of kidney failure. Needs frequent, immediate access to a restroom.
Shauna	✓	✓	T	✓	✓	Gifted education, counseling session
Robb	A	✓	✓	✓	✓
Tandy	A	A	✓	✓	✓
David	✓	✓	✓	A	✓
Alissa*	A	✓	A	✓	✓
Pecos	✓	✓	✓	✓	✓
Jerri Lynn	✓	✓	A	✓	✓

Possible Strategies

• Stating expectations clearly
• Implementing classroom rules and procedures
• Supporting expectations consistently
• Reevaluating established norms

Assignment

• Review the Case Study Set Introduction and the STAR Sheets on the four possible strategies
• Write a statement describing how each strategy will be implemented as Ms. Jung works with her newly structured class.
• In writing,
  1. Select a classroom norm that would allow successful student movement to outside instruction as needed and that would maximize time for learning. (This norm may be stated as a rule.)
  2. Explain why you believe the norm will be effective.
  3. Write two expectations Ms. Jung must state clearly to the entire class to help establish this norm.
  4. State a specific procedure concerning movement that she must teach Lew (you might need to refer to the classroom schedule).
  5. State a specific procedure concerning movement she must teach Myra (you might need to refer to the classroom schedule).

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To cite this case study unit, please use the following:

Evertson, C., Poole, I., & the IRIS Center. (2003). Establishing classroom norms and expectations. Retrieved from https://iris.peabody.vanderbilt.edu/case-study/establishing-classroom-norms-and-expectations/

The contents of this resource were developed under a grant from the U.S. Department of Education, #H325E120002. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Anna Macedonia.

Credits

Content Contributors Carolyn Evertson Inge Poole Case Study Developer Kim Skow Editors Nicholas Shea

Webmaster John Harwood Graphics Erik Dunton pp. 3, 6. Rules boxes adapted from Evertson & Harris, 2003; Evertson, Emmer, & Worsham, 2003

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Licensure and Content Standards

This IRIS Case Study aligns with the following licensure and program standards and topic areas.

Council for Exceptional Children (CEC)

CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

• Standard 2: Learning Environments

Interstate Teacher Assessment and Support Consortium (InTASC)

InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

• Standard 3: Learning Environments

The Division for Early Childhood Recommended Practices (DEC)

The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities.

• Topic 3: Environment
• Topic 5: Learning Instruction

* For an answer key to this case study, please email your full name, title, and institutional affiliation to the IRIS Center at [email protected].