Our Learning Community

Overview

Students build classroom culture by identifying habits that help everyone learn, practice discussion routines, and create a shared “learning community” promise. They connect words such as listen, focus, kind, help, and persevere to real classroom situations. Students use drawing and simple writing to show how a positive learning habit looks and sounds.

Learning intentions

Students will be able to:

• Explain why classroom rules and learning habits help everyone.
• Practice listening, taking turns, and responding to a partner.
• Connect learning-habit words to actions they use at school.
• Add a drawing to clarify an idea about classroom culture.
• Collaborate with classmates to create a shared class promise.

Success criteria

• I can listen while someone else is speaking.
• I can take turns and respond kindly.
• I can name a habit that helps me learn.
• I can draw and describe what that habit looks like.
• I can help create and follow a class promise.

Curriculum links

• Collaborative conversations with peers and adults about grade-level topics and texts.
• Agreed-upon discussion rules, including listening carefully and speaking one at a time.
• Real-life connections between words and how they are used.
• Drawings or visual displays that clarify ideas, thoughts, and feelings.
• Collaborative writing with guidance and support from an adult.

Lesson structure (50 minutes)

1. 0–5 min · Hook: What helps us learn? Teacher displays a picture of children learning together using the opening classroom community image and asks, “What do you notice? What might help this class learn well?” Students silently observe, turn to a partner, and share one idea. Invite two or three students to share with the class.

2. 5–12 min · Teach discussion habits. Teacher uses the discussion rules slides to model three routines: eyes or body turned toward the speaker, one person talks at a time, and listeners respond respectfully. Briefly model an unhelpful conversation, then a helpful one. Students identify what was different using sentence frames such as, “I noticed…” and “A good listener…”

3. 12–20 min · Explore learning-habit words. Teacher introduces the words listen, focus, kind, help, and persevere with child-friendly examples on the learning habits slides. Display the Focus Choices poster and explain that people may use different strategies to focus, such as sitting in a helpful spot, taking a quiet breath, or asking for directions again. Students act out or describe one example for a partner and connect one word to a real classroom situation.

4. 20–32 min · Draw and write. Teacher distributes the learning habit drawing and writing sheet and completes the first box as a shared example. Students choose one habit, draw what it looks like in the classroom, and complete the sentence, “I can show __________ by __________.” Encourage students to include a person, action, and classroom setting. Circulate, prompt students to explain their drawings, and scribe or provide word banks as needed.

5. 32–42 min · Partner share and feedback. Teacher displays the partner-sharing prompt slides and assigns partners. Partner A shares the drawing and sentence for one minute while Partner B listens without interrupting, then says, “I heard you say…” or “That habit helps because…” Partners switch roles. Students give one kind response and identify one habit they would like the class to practice.

6. 42–48 min · Build the class promise. Teacher gathers ideas and records three or four shared promises on the class promise and plenary slides, combining similar suggestions into clear statements such as “We listen when someone is speaking” and “We ask for help in a kind way.” Read each promise aloud and ask students to show agreement with a quiet thumbs-up. Students help choose the wording and practice one promise together.

7. 48–50 min · Exit reflection. Teacher asks students to complete the final reflection on the learning habit drawing and writing sheet by circling or finishing, “Tomorrow I will practice…” Students share with a nearby classmate, then place the worksheet in the collection tray.

Resources

• the classroom community slide deck
• the learning habit drawing and writing sheet
• the Focus Choices poster
• Chart paper or whiteboard
• Markers and pencils
• Crayons or colored pencils
• Visible timer
• Prepared sentence frames
• Collection tray for student work

Assessment

• During partner talk, listen for students following turn-taking rules, listening without interrupting, and responding to a partner’s idea. Record quick notes for students who need additional modeling.
• Review drawings and sentences for a clear connection between a learning-habit word and a real classroom action.
• Use the final reflection to identify each student’s chosen habit and plan a brief reminder or practice routine for the next day.

Differentiation

• Support students with picture cues, the displayed word bank, gestures for each habit, and sentence frames: “I can show ___ by ___” and “I heard you say ___.” Allow students to dictate their sentence or have an adult scribe.
• For English language learners, preview the five habit words with actions and examples, pair students strategically, and accept drawing, pointing, or oral responses before expecting complete writing.
• For students with communication, attention, or sensory needs, offer the Focus Choices poster, a quiet work space, additional processing time, and the option to share with the teacher instead of the whole class.
• Challenge students who are ready to explain why a habit helps others learn and suggest a specific action the class could take when someone forgets a promise.