Inclusive & Equitable Learning Strategy:

Develop Classroom Agreements with Learners

NOTE: This strategy is part of the self-paced Nurture a Meaningful Learning Community Course

In contrast to the teacher presenting the rules to learners, a collaborative agreement can be created with learners, allowing them to shape their learning community together. Learners feel bought-in because they played a central part in the creation of the agreements. When they see their needs and hopes reflected in the agreements they are much more likely to uphold and honor them. This is often done through treatment agreements or classroom constitutions in elementary school but can be a valuable practice for secondary students and even adult learners to participate in as well, often taking the form of establishing norms.

Bright Spots

Gain inspiration from authentic examples of this strategy shared by teachers who have used them with their learners.

Creating your own Bright Spots? Let’s get them out into the world! Share yours here.

Treatment Agreement

Source: Stephen Murray

Community Agreements for Professional Learning

At Learner-Centered Collaborative we share community agreements at the start of each professional learning session and invite participants to amend them or add to them and then select one to set as an intention during the time together.

Co-Create Norms

Source: Taylor Ramsey on Twitter

Ask students to share their thoughts about what they should do to make class a safe space where they feel they belong and can do their best. These can become the source of your classroom agreements.


Inspired? Use the resources below to bring this learner-centered strategy to your learning community.

Related Learner-Centered Content

If you found this helpful, try this related strategy:

Learn More in this Learner-Centered Course:

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Associated Learner-Centered Competencies:

Build Relationships: I invest time to get to know my learners and for my learners to know me. (Authentic-Spark Collaboration)

Plan & Design for Equitable SEL: I design learning experiences that develop social and emotional skills and model my own social-emotional learning for learners.

Build Community with Learners:
I build learners’ ability to be in a community with others, especially those of different backgrounds, identities, and strengths.