Co-Constructed Class Norms

I also had my class create co-constructed class norms to help establish classroom community building. I first gave students the definition of a norm and we compared and contrasted norms with hard and fast rules via Google Meet. We then reviewed some class norms for virtual learning before explaining the importance of students constructing their own norms and having a role in creating a happy and welcoming classroom environment. Involving students in the process of constructing norms and giving students a vocal role in establishing a welcoming classroom environment is a key aspect of community building and instilling the importance of student agency and ownership over their learning from day one. This is a culturally responsive instructional strategy because it empowers students through giving them voice in the creation of a safe and welcoming classroom environment. This also allows students to identify the norms they want to live into in the classroom, making the process of restorative justice more successful should the need ever arise. For instance, it is difficult to get student buy-in to restorative justice practices if students feel that rules are irrelevant or unimportant because they had no say in the creation of said rules. This practice involves students in the process and also identifies the emotional and physical needs that individuals may bring into the classroom.

Pictured below are the slides used during this virtual lesson to explain norms and give examples.

Shown above are examples of student responses to the norm form. These are examples of students engaging in community building and thinking critically about what sort of environment they would feel most comfortable in. Students were able to connect their learning back to the classroom environment throughout the year and also worked throughout the year to connect principles of restorative justice and safe spaces to our ability to discuss complex topics like social injustice and historical oppression. We also had a whole group discussion following students' responses to the norm forms where students verbally agreed to the norms and confirmed which ones they felt were most important to them.