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S E V E N K E YS TO A P O S I T I V E L E A R N I N G E N V I R O N M E N T through his or her mind at that moment? Is he or she thinking of ways around this new rule by using other materials to make weapons? Is he or she pondering what defines a weapon? The old adage, “Rules are made to be broken,” seems appropriate here. Imagine, instead, that there are three expectations in that same classroom: (1) respect, (2) responsibility, and (3) safety. The dialogue between teacher and student focuses on these items. For example, the teacher could begin a dialogue by saying, “Class, let’s talk about what respect looks like during sharing time.” Once discussed, managing expectations is possible, even with overt examples like the one about the substitute teacher adding rule number eleven. Rather than creating a new rule, the conversation would turn to being respectful of the classroom as a learning environment. There is much less wiggle room for personalized interpretation. The teacher should model this expectation of respect in all interactions. As an added bonus, respect is a desirable attribute across grade levels, the school, and beyond.
Aligning Beliefs With Practice When setting classroom expectations, it’s important that every classroom teacher does a personal inventory check regarding his or her belief system. A belief system is the guiding principles teachers hold to be true that serve as a lens through which they process and understand new experiences. Often this belief system may originate in a teacher’s personal experiences as a student. It may also be influenced by other personal experiences such as family traditions and values, social encounters, community participation, societal cultural values, teacher preparation, professional development, and books or journals a teacher may read. A teacher’s belief system is deeply personal and often highly influential over the culture and expectations of the classroom. Some of the questions teachers should ask themselves include, What are the key aspects of my belief system and how will they come out in my classroom? Am I operating with a view toward a growth mindset or a fixed mindset for all students? Carol Dweck (2006) defines a fixed mindset as a perception of intelligence as fixed from birth. Teachers with a growth mindset about student intelligence have learning goals for their students because they believe intelligence can be enhanced and developed over time. This growth mindset is vital to increasing success, especially for individuals at risk who might have solidified their belief that school success is not attainable. Teachers must ensure that the expectations they hold for all students drive the potential for growth and improvement, rather