Self & Community · Kindergarten

Active learning ideas

Creating Classroom Rules

Active learning works for this topic because young students connect best through shared experiences and visuals. When they act out scenarios without rules or draw their own ideas, abstract concepts like safety and fairness become concrete and memorable.

• Common Core State Standards
• C3: D2.Civ.3.K-2
• C3: D2.Civ.7.K-2

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Whole Class

Whole Class: Rule Brainstorm Circle

Sit in a circle and pass a talking stick. Each child shares one classroom problem and a rule idea. Chart responses on large paper, then vote with thumbs up or claps to select top rules. Post the final list.

Justify the need for rules in our classroom.

Facilitation Tip

During Rule Brainstorm Circle, hold up a toy or object the children know to spark specific examples of shared experiences.

What to look for

Give each student a card with a picture of a classroom situation (e.g., children sharing toys, children listening to the teacher). Ask them to write or draw one rule that would help in that situation and explain why it is important.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 35 min · Small Groups

Small Groups: No Rules Role-Play

Divide into groups to act out recess without rules, noting problems like pushing. Switch to following sample rules and compare. Groups share one key learning with the class.

Predict the consequences of not having rules.

Facilitation Tip

For No Rules Role-Play, assign clear, familiar scenarios so students can focus on consequences rather than inventing new situations.

What to look for

Present a hypothetical scenario: 'Imagine our classroom had no rules. What might happen when we try to play with toys? What might happen when it's time to read a story?' Record student responses and discuss how rules prevent these problems.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Pairs: Illustrate a Fair Rule

Partners choose or invent a rule, draw it on paper with labels like speech bubbles. Present to class for thumbs-up feedback. Add approved drawings to the class rules poster.

Design a new classroom rule that promotes fairness.

Facilitation Tip

When pairs Illustrate a Fair Rule, provide large paper and markers so they can show both the rule and the safe behavior in one picture.

What to look for

After discussing a rule like 'walking feet inside,' ask students to give a thumbs up if they understand why we need this rule and a thumbs down if they are unsure. Address any confusion by providing another example or asking a student to explain the rule.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 20 min · Individual

Individual: Rule Promise Pledge

Each student draws themselves following a class rule. Share one with a partner, then sign a group pledge poster. Refer to it daily during transitions.

Justify the need for rules in our classroom.

Facilitation Tip

For the Rule Promise Pledge, keep the language simple and let each child sign or add a fingerprint to make the promise personal and lasting.

What to look for

Give each student a card with a picture of a classroom situation (e.g., children sharing toys, children listening to the teacher). Ask them to write or draw one rule that would help in that situation and explain why it is important.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by starting with the children’s own experiences, using role-plays to reveal the need for rules, and making the process visual and collaborative. Avoid giving rules outright; instead, guide them to discover why rules exist. Research shows that when children help create rules, they follow them more consistently and feel responsible for their community.

Successful learning looks like all students contributing ideas, voting thoughtfully, and explaining why rules matter in their own words. You will see ownership as children refer to the rules during play and problem-solving.

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Watch Out for These Misconceptions

• During Rule Brainstorm Circle, watch for students who say 'The teacher makes the rules.'

  Prompt them to look around the circle and ask, 'What problems have we already solved together?' Guide them to name examples like sharing toys or walking safely before asking for their ideas.

• During No Rules Role-Play, watch for students who still think no rules would be fun.

  Ask the actors to pause after chaos erupts and ask the class, 'How do you feel when someone takes your toy without asking?' Let their emotions guide the discussion toward the need for rules.

• During whole-class review of the Rule Promise Pledge, watch for students who think rules are permanent.

  Bring the class back to the poster and say, 'What if we have a new problem next month? What could we do?' Show them how to add or change rules with a sticky note and a class vote.

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Methods used in this brief

• Think-Pair-Share