Teaching Young Students About Classroom Expectations in the First Week

The first week of school for pre-K to second-grade teachers comes with an ever-evolving list of expectations to teach. Cue Montell Jordan: “This is how we do it…”

The first week is our blank slate, our opportunity to create a foundation to build off of. The earlier we introduce and enforce our expectations, the earlier learning can begin. It’s essential that we teach, model, and role-play each expectation with students, and the more fun we have with it, the more it will stick.

Below are five of my favorite first-week catchphrases that teach clear expectations, which I call the “first week [fun]damentals,” along with how to teach them, the why, and teacher tips to make execution easier.

Teaching Expectations in the First Week

1. “If we break it, we fix it.” Think about how many times a day something rips, tears, falls, or breaks in the early childhood classroom. It’s important that students understand they share responsibility for our space. When something breaks, we can try to fix it. For example, if the page of a book rips, we can tape it back together. This [fun]damental builds ownership and responsibility in the classroom—which is a shared space.

When rolling out “If we break it, we fix it,” expect students to initially get upset or try to hide if they break something. It takes time for them to feel safe and own their mistakes.

For safety purposes, discuss what repairs are done by teachers versus students. For example, adults plug in devices and cut anything but paper.

Try creating a fix-it kit: an accessible container of student-friendly materials that can fix little things around the classroom. Include tape, glue, wipes, adhesive strip bandages, and sticky notes on which to write apologies (because hearts can be broken too).

2. “If we don’t do it now, we’ll still do it later.” Sometimes, kids would rather play, take a long bathroom break, or full-on avoid work because it’s too hard, too easy, or plain ol’ boring! Explain that in our classroom, with support, we are expected to finish our tasks. If not, it will be finished later—whether during fun time or as homework. This [fun]damental brings a sense of achievement, accomplishment, and perseverance. When we work hard at things, we get stronger.

When rolling out “If we don’t do it now, we’ll still do it later,” expect students to test the limits and say, “I don’t know how to do it,” or, famously, ask to visit the nurse. It’s important to remind students that you’re there to help and want them to succeed. Take the time to see the why behind the avoidant behavior. Is the content too difficult, too easy, or redundant?

Try hanging a small bulletin board where students can pin work that needs to be completed or taken home. Celebrate them when the work is removed and finished.

3. “We use our words, not our hands.” Conflict is hard. Even as adults, our feelings get hurt. It’s important to teach our youngest learners that the best way to solve a problem is with words. Words hold power, set boundaries, and help us to express our feelings. Model and role-play ways to voice how you feel—for example, “I don’t like it when you ___.” This [fun]damental helps us productively solve problems while keeping everyone safe.

When rolling out “We use our words, not our hands,” expect to do side-by-side coaching as students learn how to solve their own conflicts. Give grace and support as they navigate their emotions. If a student in your class is nonverbal, find other ways for them to communicate. For example, these students can use visuals, typing, writing, or sign language.

Try hanging an anchor chart of sentence stems to support solving conflicts.

• (Say it.) I don’t like it when you ___.
• (Own it.) I apologize for ___.
• (Accept it.) I accept your apology. Or: I don’t accept your apology yet. I need you to ___.
• (Resolve it.) Would you like a handshake, hug, high-five, fist bump, or thumb kiss?

4. “When we work, we try our best. When we rush, we miss the rest.” Good things take time! Explain to students that when working, trying your best means taking your time, rereading, and checking answers. When we rush through things, we might miss key words or steps. This [fun]damental helps foster high-quality work and patience when working on tasks.

When you’re rolling out “When we work, we try our best; when we rush, we miss the rest,” kids may still bring you work that was done in the blink of an eye. However, it’s important to have them reflect. Did you try your best? Did you take your time? Did you check your answers? Is there anything missing?

Continue praising the students who are working hard, not necessarily the first ones done. Hang photos in the classroom of students in action—taking their time and trying their best. Print labels with student checklists so that students can self-assess their work.

5. School motto: “We ___.” This last [fun]damental connects classroom expectations to school expectations. What are your school’s goals? What slogan is on its website or T-shirts or repeated in the morning announcements? At my school we say, “We are respectful, responsible, kind, and safe.” This [fun]damental reminds us of the expectations as a larger school family. It contributes to a safe and positive school environment.

When rolling out the school motto, try breaking it down for student understanding—for example: What does respectful mean? What does respect look like? How have you felt respected in the past? Try making an anchor chart and recording student responses for how this motto might look, feel, or sound in the classroom.

So, let’s say goodbye to the rule book and hello to the first week [fun]damentals. Let’s build a strong foundation of expectations from day one. And most important, let’s start the year with having fun!