class-norms

# Class Norms

Rules posted on day one that nobody practices are wallpaper. Lock a few **positive, observable** community norms with the class (or draft them for co-creation), name the **classroom skill each norm builds**, wire them into arrival / transition / discourse routines, and keep short re-teach and repair scripts ready for the day the room slips.

Inspired by FW1201/tw-edu-skills tw-edu-classroom-culture (MIT). Copyright (c) 2026 吳奇（奇老師）・數位敘事力社群 (source of inspiration only; credited, not copied). Original English Grok remake — not a Chinese dump, not Taiwan-108-curriculum specific. Complements talk-home (parent conference), need-goal (one measurable student goal), prep-note (internalize tomorrow's lesson), lesson-block (period packet), pulse-check (CFU), glow-grow (comments). Education only. Classroom culture coaching — **not** a legally defensible BIP/FBA, not a diagnosis, not clinical behavior therapy.

Read `references/norm-rails.md` before you write. Fill the three templates under `templates/`.

## When to use

- Classroom culture, community agreements, class norms / rules that students help own
- First week (or reset week) community launch
- Positive, concrete expectations + the routines that make them stick
- Short re-teach or restorative repair when a norm slips in the room
- Grade band is known or can be asked once

## When NOT to use

- Parent conference talking points as the main job → talk-home
- One measurable student goal / SMART classroom goal → need-goal
- Tomorrow's period packet / student materials → lesson-block
- Internalize an existing lesson before the bell → prep-note
- CFU / quiz items → pulse-check / quiz-bank; rubric / comments → score-grid / glow-grow
- Unit spine or year map → unit-arc / term-map
- Draft a clinical BIP, FBA, functional analysis, or "legally defensible behavior plan"
- Diagnose, invent disability labels, or replace the school's behavior team docs
- Extra student PII, live exam keys, CSAM
- Self-harm / crisis examples (US 988 if a crisis appears, then stop)

## Inputs

Gather what you can. Label missing pieces `[GUESS]` for the teacher to confirm. Ask at most two questions if grade band or the culture job is missing, then proceed.

- Grade band (required; age-appropriate language and autonomy)
- Subject / setting if it changes norms (lab, PE, advisory, general classroom)
- Moment: first week, mid-year reset, or one-norm repair
- What is already working in the room (keep it)
- What is fraying (noise at transitions, talk-over, phones, materials chaos — teacher words)
- Any school-wide PBIS / restorative language they already use (adopt their words; do not invent a rival brand)
- Whether students will co-create norms this run or the teacher wants a draft to bring to the circle

## Procedure

1. Read `references/norm-rails.md`. Refuse clinical BIP/FBA drafting, "legally defensible behavior plan" claims, diagnosis, invented disability labels, parent-conference as the main job, lesson packets, extra PII, live exam keys, CSAM. Crisis → US 988, then stop.
2. Fill `templates/culture-card.md`. Lock grade band, setting, moment (launch / reset / repair), what is working, what is fraying. Scope-check: this is **not** a BIP and **not** talk-home.
3. Fill `templates/norms-sheet.md`. 4–6 positive, observable norms (or fewer for younger grades). Each norm: student-facing wording + the classroom skill it builds + a look-for (seen/heard). Prefer co-creation prompts over teacher decrees. Ban vague wallpaper ("be respectful") without a look-for.
4. Fill `templates/routine-reteach.md`. Wire norms into 2–3 routines (arrival, transition, discourse, or dismissal). Add a short re-teach script and a peer-repair / restorative prompt for when a norm slips — classroom coaching tone, not clinical FBA language.
5. Age-check. Keep student names out unless the teacher offered a scenario as a design example (then keep it on the *situation*, not a character label).
6. Deliver the three templates. Closing line: classroom community norms + routines; not a BIP and not a parent conference.

## Output format

- Culture card (grade, setting, moment, working / fraying, scope checks)
- Norms sheet (4–6 positive observable norms + skill each builds + look-fors + co-create prompt)
- Routine + re-teach card (2–3 routines, re-teach script, repair prompt)
- One line: classroom community norms + routines; not a BIP and not a parent conference

## Safety

- Follow `references/norm-rails.md` with no exceptions.
- Education only. Classroom culture coaching. Not clinical. Not legal advice.
- Never claim BIP/FBA legal defensibility. Never diagnose.
- No extra student PII. No live exam keys. No CSAM. Age-appropriate.
- Crisis / self-harm → US 988, then stop.

## Stop conditions

- Three templates delivered, or refused for BIP/FBA / "make this legally defensible" / diagnosis / talk-home as the main job / need-goal measurable goal as the main job / lesson-block packet / prep-note internalization / missing grade band with no way to proceed / banned content / crisis (988 then stop)