## Key Ideas > [!abstract] Core Concepts > > - **Unwritten Rules**: Shared expectations that become "just how we do things here" > - **Social Psychology Power**: Tap into belonging needs and peer influence for self-regulation > - **Act As If**: Assume positive behaviour to create expectation of success rather than highlighting failure ## Definition **Norms**: The unwritten rules that govern how a group behaves; shared expectations and standards that emerge from consistently reinforced routines. ## Overview Every classroom develops a culture. Whilst formal [[Rules]] establish explicit boundaries and [[Routines]] provide procedural structure, norms operate as the unwritten expectations that shape classroom culture: "this is just how we do things here." When students internalise norms, they monitor their own behaviour and support their peers in meeting shared standards, creating a culture that persists even without direct teacher supervision. Establishing positive norms requires strategic teacher action that uses belonging needs, social proof, and group identity to make desired behaviours feel natural rather than imposed. ## Connected To [[Rules]] | [[Routines]] | [[Script Language of Behaviour]] | [[Culture of Error]] | [[Participation]] --- ## Psychological foundations Humans seek group membership and acceptance (Baumeister & Leary, 1995), making them attentive to the behavioural standards of groups they belong to. People look to others to determine appropriate behaviour through social proof (Cialdini & Trost, 1998). Observed patterns in a classroom quickly establish expectations for new members. This process contributes to identity formation as students develop a sense of "this is who we are as a class" (Turner et al., 1987). Peer influence often exceeds teacher direction in shaping student behaviour (Wentzel & Watkins, 2002). When norms are established, students monitor themselves and each other rather than relying on teacher enforcement (Zimmerman, 2008). This self-regulating behaviour reduces the energy teachers must expend on constant management whilst creating positive peer pressure where students support each other's success (Ryan & Shin, 2011). The culture persists even when the teacher is not directly supervising. Norms develop through a progression from individual behaviour to collective standards. Individual habits, when consistently practised, become established routines. These routines become norms when the group adopts them as shared expectations and enforces them socially. ## Establishing positive norms Teachers can use social psychology principles to establish norms that students internalise and maintain. ### Acting as if the norm already exists Assuming positive behaviour creates an expectation of success rather than highlighting failure. Instead of saying "some of you need to try harder," teachers can state "students in my class always try hard, do homework on time, and succeed." Rather than "stop calling out," teachers can say "thank you for settling down quickly, that's exactly what I expect from this class." When students are loud, the response "this class is known for productive discussion" reinforces identity rather than criticising behaviour. Teachers use consistent script patterns. Teachers refer to "students in this class," describe "this is a class that," or address students as "you're the type of students who." These phrases create a group identity whilst expressing confidence through statements like "I can always count on this class to." ### Connecting norms to concrete benefits Norms are more compelling when linked to real outcomes that matter to students. Teachers can reference academic success by describing specific cases: "Last year a student got 23% in trials, followed this revision routine, and ended up with Band E3." Immediate benefits provide tangible rewards: "Because you've mastered our transition routine, we have an extra 10 minutes for the activity you requested." Future benefits connect current behaviour to later contexts: "These collaboration skills will help you in university and work." ### Using social proof Teachers can reference what others in the class are doing to establish behavioural expectations. Statements like "most students in this class already know that" or "the majority of you are already following our standard for" indicate that desired behaviour is typical rather than exceptional. Observational comments such as "I notice that successful students in this class tend to" link specific behaviours to positive outcomes. Peer modelling reinforces norms through demonstration. Students can show proper procedures to their classmates. Teachers can share examples of excellent work or behaviour. Opportunities for peer teaching allow students to reinforce standards. Celebrating student leaders who exemplify norms makes those standards visible and valued. ### Connecting to student values Teachers can identify what students care about and link norms to those values. Students who value fairness respond to explanations like "our participation norms ensure everyone gets heard." Those focused on success connect with statements such as "these study habits are what high achievers do." When respect matters to students, teachers can frame norms as "this is how we show respect for each other's learning." For students who value efficiency, "these routines save us time for the fun stuff" provides rationale. ### Making norms visible Environmental cues reinforce norms. Teachers can display class agreements prominently, use visual reminders of standards, post examples of excellent work, and create displays that celebrate students who exemplify norms. Verbal reinforcement complements physical displays. Regular references to "our way" of doing things remind students of shared expectations. Stories that reinforce class identity help students see themselves as part of a particular culture. Consistent language across lessons maintains clarity about standards. Celebration when students follow norms acknowledges and encourages continued adherence. ## Mathematics class norms Mathematics classes can establish subject-specific norms. "We show our working because thinking is valuable" emphasises process over answers. "We learn from mistakes because that's how mathematicians improve" frames errors as learning opportunities. "We ask 'why' and 'what if' because curiosity drives discovery" encourages mathematical inquiry. "We support each other because maths is collaborative" builds a community of learners. ## Integration with teaching strategies Norms provide the foundation that makes other teaching strategies more effective. When a class establishes the norm "we all contribute because every voice matters," participation strategies like cold-call, turn and talk, and mini-whiteboards work better because students expect to participate rather than opt out. The norm "we learn from mistakes because that's how growth happens" supports a [[Culture of Error]] where students take risks, give honest responses, and learn from peers by sharing struggles and confusions openly. The norm "we take care of our learning environment" supports all classroom procedures and transitions as students self-regulate and maintain standards without constant teacher direction. ## Addressing norm violations ### Individual challenges to norms Teachers can use gentle redirections that reference the student's usual behaviour and class identity. Statements like "that's not like you, Emma. Let's reset" or "I know you can show our class standard" remind students of expectations without confrontation. "Let's try that again the [Class Name] way" invokes group identity. Private conversations provide opportunities to address persistent issues. Teachers can reconnect students to shared agreements, ask about obstacles to following norms, reinforce group membership and expectations, and work with students to solve barriers together. When consequences are necessary, teachers can apply school policy whilst maintaining relationships. Referencing group standards through statements like "this isn't who we are as a class" emphasises departure from collective identity. Providing a clear path back to good standing and continuing to express confidence in the student preserves the relationship. ### When norms deteriorate Teachers can reset the whole class when norms slip. Statements like "let's pause and remember who we are as a class" or "I've noticed our [specific norm] standard needs refreshing" acknowledge the problem whilst invoking shared identity. "Let's get back to what makes this class special" frames the reset as returning to a positive state. Teachers can re-establish norms through success by planning activities that showcase positive norms, celebrating when norms are followed well, sharing stories of past success, and reconnecting students to the benefits and values that motivated the norms initially. ## Implementation Sustainable norms require attention to timing, consistency, ownership, and purpose. Teachers should establish key norms in the first few lessons. Consistent reference to norms across all contexts prevents violations. Involving students in creating class agreements builds ownership and commitment. Linking norms to life skills and long-term benefits shows relevance beyond the classroom. ## References Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. *Psychological Bulletin*, 117(3), 497-529. https://doi.org/10.1037/0033-2909.117.3.497 Cialdini, R. B., & Trost, M. R. (1998). Social influence: Social norms, conformity, and compliance. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), *The handbook of social psychology* (4th ed., Vol. 2, pp. 151-192). McGraw-Hill. Ryan, A. M., & Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. *Learning and Instruction*, 21(2), 247-256. https://doi.org/10.1016/j.learninstruc.2010.07.003 Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987). *Rediscovering the social group: A self-categorization theory*. Basil Blackwell. Wentzel, K. R., & Watkins, D. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. *School Psychology Review*, 31(3), 366-377. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. *American Educational Research Journal*, 45(1), 166-183. https://doi.org/10.3102/0002831207312909