Vol 4(5) August 30, 2025
The first day of school sets the tone for the entire year. Many teachers spend that time reviewing rules and expectations, but often, students tune out. If we want true buy-in to classroom norms, we need to do more than tell students what the rules are. We need to engage them in the process of creating the learning environment together.
Here’s a strategy I used on the first day that had my students talking, laughing, moving, and, most importantly, building ownership of our classroom culture from day one.
This activity followed our introductions - their name, grade, and why were they taking my class. For non-elective classes, teachers can ask instead, what grade are you expecting, or what are you hoping to excel in this year in this class?
I started our introductions, but told students to reflect on what they wanted to say.
Step 1: I Started with Something Fun and Relatable
On each student’s desk, I placed an index card. Their first task was simple: choose one of three options I wrote on the board and write it on one side of the card:
- Takis
- Flaming Hot Cheetos
- Doritos (red bag)
Food preferences may seem trivial, but they immediately gave students something fun, low-stakes, and relatable to connect over.
Step 2 ~ I Then Added an Icebreaker
Next, students were given a stack of Ice Breaker cards with simple, engaging questions.
On the back of their index card, they wrote their response to whichever question they pulled. This added another personal touch and gave them something to share beyond just their snack choice.
SIDE NOTE: I bought a conversation starter at Dollar Tree in the $5 aisle over the summer, reviewed the cards for appropriateness, and chose 30 of the most interesting cards.
Step 3 ~ I Got Students Moving
After writing, I asked students to move according to their snack choice:
- Takis group moved to the right side of the room.
- Hot Cheetos group went to the left side.
- Doritos group, the largest group, stepped outside the room.
Once grouped, students were instructed to introduce themselves, read the Ice Breaker question, and share their responses.
Step 4 ~ They Brought The Energy!
The energy in the room was incredible. Students were laughing, listening, and connecting over their answers. The activity naturally broke down barriers and gave them a sense of belonging, something that’s critical on the first day of school.
Step 5 ~ We Then Transitioned to Classroom Norms
Once students experienced that high level of engagement, I asked each group, “What norms would we need in this classroom to keep this same energy going every day?”
Their answers were thoughtful and authentic. Instead of me telling them how they should behave, students reflected on what they needed in order to feel safe, respected, and engaged. Responses included things like:
- “Everyone should get a chance to speak.”
- “Respect each other’s opinions.”
- “Stay on task so we don’t lose the fun.”
These student-generated ideas became the foundation of our classroom norms. Groups wrote their responses on a poster that became our classroom norms for us to refer to.
This approach works because it shifts classroom norms from being teacher-owned to student-owned. When students see that their voice matters in shaping the class culture, they are far more likely to uphold the expectations they helped create. On the first day, instead of lecturing about rules, I gave students an experience of belonging and engagement, and then invited them to reflect on how to sustain it. Getting student buy-in isn’t about enforcing rules. It’s about helping students feel invested in the classroom community from the very beginning. By combining movement, fun choices, personal sharing, and group reflection, you can transform the “rules talk” into an empowering experience. The result? A set of classroom norms that aren’t just written on the wall, they’re lived and owned by your students every day.
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