The Distance Learning Playbook, Grades K-12: Teaching for Engagement and Impact in Any Setting

by Douglas Fisher

A fewer number, rather than more, works better. The recommendation is about 3 to 5. • Co-construct them with students. That’s why we call them agreements. Even young students have a good sense of what is right and fair. • State them positively. Beware of a list of agreements that all begin with the word “No” because these do not tell students what they should do, only what they should not. Behavior cannot exist in a vacuum, and in the absence of clear statements students are left to speculate about what is acceptable. • Make them specific in nature. Agreements that are specific in nature state explicitly what the expected behavior should be, which is a key to building students’ ability to self-regulate. • Post the agreements. Once developed, they should be clearly posted in your virtual classroom. One way to do so is to put them on a chart that is behind your head so that students can see them. Another advantage is that you can refer directly to the agreement when redirecting a student’s problem behavior. Young children may also benefit from picture symbols to represent each one.