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Creating Classroom Expectations

Creating Classroom Expectations

Author: Kathleen Johnson
Description:

Creating classroom expectations based upon the acceptable use or responsible use policy currently in place in your disctrict or school

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Tutorial

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Video Transcription

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Hello, ladies and gentlemen. I hope you are having a wonderful day today. Today, we are going to be focusing in on creating classroom expectations, especially very clear expectations for your students. For today's lesson, I've chosen a quote by Confucius, which states that "The expectations of life depend upon diligence. The mechanic that would perfect his work must first sharpen his tools." I think this is a wonderful quote.

And it's really important to remember that you can do yourself a world of good if you set out very clear classroom expectations early on. This will ensure that you have a constant element that you can go back to help keep your classroom running smoothly. By the end of today's lesson, you will be able to understand how to create clear classroom expectations that incorporate CIPA, COPPA, AUP, and RUP.

So let's go ahead and take a look at that rule creation process, what you want to do in order to create those classroom expectations. First, you're going to want to make sure that you review your district's acceptable use policy or responsible use policy. Then, once you've reviewed all of the elements that are necessary and required of you and your students in those policies, you're going to want to make sure that you review all of the elements that are brought up in the Children's Internet Protection Act, as well as all of those rules and regulations that we are sure to focus in on for the Children's Online Protection Act.

Once you've added those into the mix of the elements you want to review, finally, you're going to take a look at those. ISTE student standards. If you need a refresher on what those are, the best place to get them is the following website. That will lay out for you all of those technology standards as they're set up for students.

Once you have reviewed all of those major elements, you are going to want to get together with your students and develop rules with them. I can not tell you how helpful it is to have students involved in the rural development process. Students, as soon as they enter school, are going to here, day in and day out, someone is telling them what they should and shouldn't do. If they can feel like they are a part of the development of those rules, that their thoughts and needs and ones have gone into those rules, they are going to be much more likely to follow them or accept that they have not followed them when the time comes.

After you've worked with students to develop those rules, you're going to want to make sure that you align your classroom rules to those policies that we have above. You're going to make sure that the classroom rules and expectations meet those regulations and standards, right, the results of all of the information you reviewed from the AUP or the RUP, CIPA, COPPA, and the ISTE student standards.

It's important to make sure that if aspects are missing, make sure you meet with the students to discuss and edit the rules. You want to make sure that those students feel ownership over this development.

Finally, you're going to post those rules in your classroom. Make sure that the students could even add their name to the document. They're signing off on those rules at the beginning of the year. And that's their signature, their contract, to say I see these, I agree with these, and I will do my best to follow them.

Next, let's focus in on implementing those rules. You have created those rules with the students. You've posted them in your classroom. The students have signed off on the document. So now, when a student doesn't follow the rule, rather than just skipping right ahead to the punishment or the consequence, remind them of the commitment that they made. It's also really important, especially if you're with the same group of students over the course of the entire year, to make sure you return to those rules on a regular basis.

This is where you can ask students, what's working? What's not working? And what are some strategies for improvement that we can go back to and make sure that we have a really well oiled, nicely running classroom?

Finally, it is so important to explicitly teach students about cyber safety and cyber etiquette as it applies to your classroom. You want to make sure that students understand the rules that are put in front of them, and that they have all of the tools necessary to really succeed at those.

Finally, the more people you can get on board the better. So make sure you share your classroom expectations with the parents of your students. If you can get them behind this, that can help in reinforcing those classroom expectations with expectations at home. It also helps avoid some of those what is this? I didn't know this was a requirement for my student moments, when you do have to contact a parent and say look, we're having a problem. Your child has not been meeting the expectations of the class.

Now that we've come to the end of our lesson today, you are able to understand how to create clear classroom expectations, specifically ones that incorporate the Children's Internet Protection Act, the Children's Online Protection Act, and any acceptable use policy and responsible use policy that your district might have.

I would like to take just a moment for reflection. After following the last tutorial and learning about how to create clear classroom expectations that incorporate CIPA, COPPA, AUPs RUPs, what do you think would be the most difficult part of starting to implement these clear classroom expectations in your teaching environment? Feel free to pause the video for a moment to think about your answer to this question.

Now that you have a moment for reflection, if there is more information that you want on how to apply what you've learned in this video, please view the additional resources section that accompanies this video presentation. The additional resources section includes hyperlinks useful for applications of the course material. And it also includes a brief description of each resource that is provided.

That is all we have for today. I hope you're having a wonderful rest of your day.

Notes on "Creating Classroom Expectations"

(00:00-00:47) Intro

(00:48-01:01) Objectives

(01:02-03:51) Rule Creation Process

(03:52-05:38) Rule Implementation Process

(05:39-06:00) Review

(06:01-07:05) Reflection

 

Additional Resources


Digital Learning Now Guide to Implement Blended Learning

This is a comprehensive guide to implementing blended learning from the planning to the implementation stages. For this competency, review the models of blended learning as well as case studies of their application beginning on page 16.
http://digitallearningnow.com/site/uploads/2013/02/DLNSmartSeries-BL-paper_2012-02-05a.pdf


New Teacher's Survival Guide - Integrating Technology in the Classroom  

This video from the Teaching Channel explores planning and implementation including routines and structures in the classroom. On the side of the video, you will find reflective questions to ask yourself as you begin planning to implement your own structures and routines in a technology rich classroom.
https://www.teachingchannel.org/videos/technology-in-the-classroom

ISTE Standards

The Student, Educator and Leader Standards have been updated since 2016. To reference the Newest Generation of ISTE Standards and to see which states have adopted the most current version, visit:
https://www.iste.org/standards