The purpose of this lesson is to help students understand that expectations and rules help us feel safe, connected, and ready to learn.

When expectations are modeled, practiced, and reinforced consistently, students are more likely to behave respectfully, take responsibility for their actions, and make safe choices. This lesson supports a positive classroom community by helping students understand what respectful, responsible, and safe behavior looks like in everyday situations. It also gives teachers a proactive way to prevent small behavior issues before they grow, while building structure, predictability, and student confidence in the classroom.

See individual activities for materials needed.

Activity 1: (15 minutes) PYRAMID OF HAPPINESS 

Review the Pyramid of Happiness anchor chart from the slides and practice the actions associated with each level of the pyramid:

• Basic Needs: Rub tummy and pretend to drink (food and water)
• Safety: Pretend to put on a helmet (safety) and make a roof overhead with arms (secure place)
• Connection: Hug yourself (love) and give a friendly wave (belonging)
• Believe in Yourself: Make a thumbs up and show off your muscles (esteem)
• Superstar Self: Jump high and land in a superhero pose (self-actualization)

Highlight the 2nd level of the pyramid (Safety) and its action (Pretend to put on a helmet and make a roof overhead with arms). Read aloud the correlating poem stanza together from the slides. When we know and follow our classroom expectations, we will feel safe and ready to learn. Share the definitions of the terms “expectations” and “safe” from the slides. Have a discussion:

• What are examples of expectations everyone should follow at school to feel safe? (EQ)

Highlight the 3rd level of the pyramid (Connection) and its action (Hug yourself and give a friendly wave). Read aloud the correlating poem stanza together from the slides. When we follow our classroom expectations, we will build connections with our classmates and teacher and help make our classroom a positive place where everyone can learn. Have a discussion:

• How can following classroom expectations strengthen our connections with others? (EQ)

Highlight the 5th level of the pyramid (Superstar) and its action (jump high and land in a superhero pose). Read aloud the correlating poem stanza together from the slides. When we follow our class expectations, we feel happy, confident, and proud—like the very best version of ourselves. Have a discussion:

• How do you feel when you follow expectations? (EQ)

Activity 2: (15 minutes) INTRODUCING EXPECTATIONS

Prior to this activity, watch the video and see if it is the best fit for your students.

Share the definition of the term “expectations” from the slides. Ask students to think about what expectations they have at home. Have a discussion: 

• What are some expectations you have at home? (EQ)

Explain that following expectations helps us know how to be our best selves wherever we are, at home or at school.

Read the book Rex’s Secret to School Success by In Focus Education Group or watch the read-aloud video. As students listen, invite them to pay attention to the 3 expectations Rex shares in the story. Have a discussion:

• What are the 3 expectations in Rex’s classroom? (EQ)
• How can following those 3 expectations help us be ready to learn?

Teacher Tip: Feel free to emphasize any other expectations you may have, based on the needs of your students.

Activity 3: (20 minutes) EXPECTATIONS BOOK

Materials Needed: Expectations Book handout (1 per student), art supplies

Prior to this activity, print and assemble an Expectations Book handout for each student.

Share the definitions of the terms “respectful,” “responsible,” and “safe” from the slides. Explain that when we follow the expectations in our classroom and our school, we create a respectful learning community where everyone can feel safe, connected, and ready to learn.

Pass out an Expectations Book handout to each student. Read each page together using the echo read strategy (the teacher reads, and then students repeat). Then, have students draw a picture on each page showing how they can be respectful, responsible, and safe at school. Invite students to share their illustrations and read their books to a partner. Have a discussion:

• Why is it important to follow our classroom expectations? (EQ)

Activity 4: (5 minutes) HOME-SCHOOL CONNECTION

Materials Needed: Class Expectations Letter handout (1 per student), small prize (optional)

Teacher Tip: When parents and guardians understand and support classroom expectations, students are more likely to succeed. Students will feel secure and thrive when the rules of behavior are consistent and reinforced at home and at school.

Explain to students that they will be bringing home a letter for their parents or guardians that explains our classroom expectations. Tell them that they will read the letter together at home, and both the student and their parent or guardian will sign it to show they understand the expectations and agree to follow them. Pass out a Class Expectations Letter handout to each student. (Teacher Tip: Offer students a small prize like a sticker, pencil, or eraser for returning the signed letter.)

Activity 5: (15 minutes) IS IT RESPECTFUL, RESPONSIBLE & SAFE? 

Materials Needed: Responsible Choices handout (1 copy, teacher use only), happy and sad face images (optional)

Explain that we make choices every day. Have a discussion: 

• What choices have you made today? (EQ) (Possible answers: what shirt to wear, what to eat for breakfast, who to play with at recess)

Tell children that when we are at school, it is important to make choices that are respectful, responsible, and safe. When we follow our classroom expectations and make good choices, we feel happy and ready to learn. We also help our classmates feel safe, happy, and ready to learn, too. (Teacher Tip: Take a few minutes to review important classroom rules and expectations you have introduced so far this year.)

Designate 2 corners (or sides) of the classroom as “Respectful, Responsible, and Safe” and “Not Respectful, Responsible, or Safe.” (Teacher Tip: Display an image of a happy face and sad face at each designated corner to remind students what each corner represents.) Read through the examples from the Responsible Choices handout. After reading each choice, have students move to the corner of the room that best matches each choice. Gather students back together and have a discussion:

• What is a respectful, responsible, or safe choice you have made today? 
• How do you and those around you feel when you choose to follow the classroom expectations? (EQ)

Activity 6: (10 minutes) GIVE ME 5

Ask children to model what it looks like to pay attention and be ready to learn (e.g., looking at the teacher, still bodies). Then, have them model what it looks like to not pay attention and not be ready to learn (e.g., talking to a friend, wiggling, playing with supplies). Have a discussion:

• What actions help us pay attention and be ready to learn? (EQ)
• What actions distract us and others from paying attention and learning?

Explain that our purpose at school is to learn, try new things, and make friends. Tell students that it is our classroom expectation that everyone pays attention during class so we can learn and grow. Display the Give Me 5 slide. Hold up your hand with all 5 fingers separated. Tell children that this is the Give Me 5 hand. Whenever they see their teacher holding up the Give Me 5 hand, they will do 5 things to help them pay attention and be ready to learn. Hold up 1 finger at a time and explain the 5 things that children can do to help them pay attention and be ready to learn. Have students model each step. (Teacher Tip: Print out the Give Me 5 slide and display it in the classroom to remind students of what they need to do to pay attention and be ready to learn.)

Give Me 5:

• My eyes are watching. 
• My ears are listening.
• My mouth is quiet.
• My hands are to myself.
• My body is calm.

Have a discussion:

• How can following the 5 expectations of the Give Me 5 hand help you be ready to learn? (EQ)

Activity 7: (15 minutes) VOICE LEVELS

Invite students to hum the song “Twinkle, Twinkle, Little Star.” Have students hum the song again, but this time, when they see the teacher’s hand up high in the air, they will hum loud, and when the teacher’s hand is down low close to the floor, they will hum softly.

Explain to students that they can use their voice to be loud, talk, whisper, or be quiet. Display the voice level slides with the corresponding numbering system. Explain that there are voice level expectations for the classroom and other areas of the school. Discuss what voice level is appropriate for various areas/times (e.g., library, cafeteria, when the teacher is talking, working with a partner).

 Have a discussion:

• Why is it important to follow voice level expectations? (EQ)

Activity 8: (20 minutes) CLASSROOM PLEDGE

Teacher Tip: A classroom pledge is important because it helps build a positive and respectful learning community where everyone knows what is expected of them. It reminds students of shared values, encourages intentional choices, and helps them take responsibility for their learning and behavior. A pledge can also help students feel safe, confident, and cared for, while supporting a positive mindset where everyone believes they can learn and grow.

Explain that a pledge is a promise we say together. When we say our classroom pledge, we are telling ourselves and others that we will try our best, follow the rules, and be kind and safe.

Perform the Classroom Pledge for your students from the slides. Then, use call-and-response to recite the chant together. Once students have had enough practice, have them stand up and recite the chant aloud together. Encourage students to add in hand signals and other body movements to emphasize the words.

Classroom Pledge

I pledge today to do my best

In reading math and all the rest.

I promise to obey the rules,

In my class and in the school.

I am here to learn all I can,

To try my best and be all I am.

I know I am cared for and I belong,

In this classroom where I am strong.

Teacher Tip: Your classroom pledge can be recited every morning to remind students to try their best, follow the rules, and be kind and safe. As an alternative to this activity, consider writing an original pledge together as a class.

Activity 9: (5 minutes) HIGHLIGHT STUDENT EXAMPLES

Materials Needed: Camera, printer

Teacher Tip: Children love to see pictures of themselves in their classroom. During the first week of school, take pictures of students following the classroom expectations and post them next to the displayed written expectations in your classroom. Change out the photos every couple of weeks so every child gets a chance to see their picture displayed. Praise students for their efforts.

How Do Dinosaurs Go to School? by Jane Yolen

David Goes to School by David Shannon 

No, David! by David Shannon 

We Don’t Eat Our Classmates by Ryan T. Higgins

Do Unto Otters by Laurie Keller