Connect: Rules of Awareness
Using the Rules of Awareness to Clarify Classroom Expectations
As teachers, we know how important it is to set clear expectations for behavior in the classroom. But sometimes, what seems obvious to us isn’t always clear to our students. One way to bridge this gap is by using the Rules of Awareness, which help students define classroom expectations by describing what behaviors look like, sound like, and feel like.
In my experience, this approach helps make expectations more comprehensible, especially when students are struggling to understand or communicate their behavior.
A Story of Miscommunication
Let me share a story that illustrates this point. I once had a student who frequently lied, and it caused a lot of frustration in the classroom. Her peers would get upset and accuse her of lying, but she would firmly deny it. One day, I heard her lie about something simple, so I gently asked her to stop. A few minutes later, she lied again.
I pulled her aside and asked, "Why do you keep lying when you just told me you weren’t going to?" She suddenly broke down in frustration, telling me, "Everyone keeps saying I'm lying, but I don't even know what that means!"
This was a powerful moment that reminded me of how different our perceptions can be from those of our students. While it was clear to me that she was lying, she genuinely didn’t understand what it meant in that context. She didn’t know how others interpreted her words and actions.
Connecting Through the Sensory Tree Map
This is where the Sensory Tree Map can be a game-changer. The map helps both teachers and students clarify expectations by using sensory language—describing behaviors in terms of how they look, sound, and feel. By guiding students through this process, you’re helping them connect their intentions with how their actions are perceived by others.
For example, in the case of my student, we could have used the Sensory Tree Map to explore what it means to be honest:
Looks Like: Keeping eye contact, not avoiding the question
Sounds Like: Speaking calmly, without hesitation
Feels Like: Trusting and safe, not worried about getting in trouble
By breaking down the concept of honesty in this way, my student could better understand why her actions were being perceived as dishonest and how she could adjust her behavior.
How to Use the Rules of Awareness
The Rules of Awareness provide a scaffold for creating a positive and clear learning environment. Here’s how you can use them in your classroom:
Looks Like, Sounds Like, Feels Like: Have students describe what a specific expectation (like respect, responsibility, or resilience) looks like, sounds like, and feels like. This sensory language helps students make connections between abstract rules and concrete behaviors.
Use Real-Life Examples: Encourage students to think of times when they’ve experienced these behaviors. This helps them visualize the expectation in action and understand it on a personal level.
Clarify and Reflect: After creating the Sensory Tree Map, have a class discussion or reflection. Ask students if their understanding of the expectation has changed and how they can apply it in different classroom scenarios.
Organize Visually: Keep the Tree Map visible in the classroom as a reference. Students can use it when they need to self-regulate or when conflicts arise. It serves as a constant reminder of the expectations in a way they helped define.
The Power of Clear Expectations
When students are involved in defining what behaviors look like, sound like, and feel like, they take more ownership of the classroom environment. More importantly, it gives them a clear understanding of how their actions are perceived, which can help prevent misunderstandings and conflicts.
As teachers, our role is not just to enforce rules but to guide our students in understanding them. The Rules of Awareness are a powerful tool for making expectations clear, fostering a positive environment, and helping students regulate their behavior with greater understanding.
Nicole Teyechea, PhD
Bring clarity, simplify your practice, and make an impact with every lesson
References
Bailey, B. A. (2001). Conscious discipline: Building resilient classrooms. Loving Guidance, Inc.
Brown, B. (2021). Atlas of the heart: Mapping meaningful connection and the language of human experience. Random House.
Hattie, J., & Clarke, S. (2019). Visible learning feedback. Routledge.
Siegel, D. J., & Bryson, T. P. (2012). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Bantam Books.
