Respectful Learning Together

Overview

Students examine what “expectations” and “respect” mean in a school community, then apply these ideas to Dargaville High School expectations 5, 8 and 9. They will record each expectation in their books and identify practical actions they can take to improve their own behaviour and protect others’ learning.

Learning intentions

• WALT define expectations and respect in a school context.
• WALT explain how behaviour can affect other people and the learning environment.
• WALT identify actions that demonstrate respect, following instructions and protecting learning time.
• WALT set a realistic personal improvement goal.

Success criteria

• I can explain what an expectation is and define respect using my own words.
• I can accurately write expectations 5, 8 and 9 in my book.
• I can give at least two specific actions that would improve each expectation.
• I can choose one behaviour goal and explain how I will put it into practice.

Curriculum links

• Health Education — Relationships | Self and others: recognising that unchallenged group norms can contribute to exclusion and harmful behaviours.
• Health and Physical Education — Years 7–10: evaluating information, considering consequences and making informed decisions.
• Health Education — Practices (Self-care): developing strategies for managing behaviour, maintaining wellbeing and accessing support.
• Key competencies: managing self; relating to others; participating and contributing.

Lesson structure (30 minutes)

1. 0–4 min · Hook and purpose. Teacher displays the question, “What makes a classroom feel safe, fair and ready for learning?” using the opening question slide, then explains that expectations are agreed or required standards for how people behave. Students silently write one behaviour that helps learning and one that gets in the way, then share with a partner.

2. 4–9 min · Define respect. Teacher uses the definitions and school-values slide to define respect as showing consideration for people, property, learning and different viewpoints; connect this with Dargaville High School values of Respect (Whakaute), Responsibility (Kawenga), Integrity (Ngākau Tapatahi) and Contributing (Aroha Hoatu). Students suggest examples and non-examples of respectful behaviour, including listening, using appropriate language, caring for the room and allowing others to learn.

3. 9–16 min · Record the expectations. Teacher displays each statement on the three expectations slide and reads it aloud, clarifying unfamiliar language without changing its meaning. Students write the following in their books:

• 5: Students will demonstrate respect towards others and the school environment at all times.
• 8: Students must follow all teacher or staff instructions.
• 9: Students will not interfere with the learning of other students or the teacher’s ability to teach. Students underline the key action words and ask questions if any expectation is unclear.

4. 16–23 min · Improve each expectation. Teacher distributes the expectations and improvement-actions worksheet and models one example: “I can improve expectation 8 by listening fully to instructions, asking respectfully if I am unsure, and beginning promptly.” Students complete one section for each expectation, writing at least two observable actions they can take and one possible consequence when the expectation is ignored. Invite pairs to compare answers and improve vague ideas such as “be good” into specific actions such as “keep my voice low while someone else is speaking”.

5. 23–27 min · Apply and discuss. Teacher presents two brief situations from the scenarios and discussion prompts slide: a student talks over instructions, and a group excludes a classmate while others stay silent. Students identify which expectation is involved, explain who is affected, and suggest a respectful response. Emphasise that students can support learning by listening, redirecting respectfully, including others and seeking teacher help when needed.

6. 27–30 min · Goal and exit check. Teacher displays the personal-goal and plenary slide. Students complete the final worksheet prompt or write in their books: “The expectation I most need to improve is… I will… I will know I am improving when…” Students hand in or show the response before leaving; teacher closes by reinforcing that following expectations supports everyone’s right to learn.

Resources

• the Respectful Learning Together slide deck
• the expectations and improvement-actions worksheet
• Student exercise books and pens
• Whiteboard and markers
• School behaviour expectations, available for teacher reference

Assessment

• Listen during the hook and definition discussion for accurate understanding of “expectation” and “respect”; address misconceptions immediately.
• Check student books and worksheets for all three expectations, two specific improvement actions for each, and a consequence linked to behaviour.
• Use the final personal goal as an exit ticket. Identify students needing a follow-up conversation or additional support, and revisit class progress in a later lesson.

Differentiation

• Provide a printed or displayed word bank: expectation, respect, instruction, interfere, consequence, environment, learning and responsibility. Read statements aloud and allow students to copy from the board.
• Offer sentence starters: “Respect means…”, “This affects others because…”, “I can improve this by…”, and “I will know because…”. Permit speech-to-text, scribing or oral responses for students with writing needs.
• Pair students thoughtfully for discussion and allow quiet think-time before sharing. Use concrete classroom examples rather than asking students to disclose personal incidents.
• Challenge advanced learners to explain how group norms can make interference seem acceptable, and propose a respectful strategy for responding when peers encourage behaviour that disrupts learning.