Navigating Success: Understanding Student Responsibilities in the Classroom

The classroom is more than just a physical space; it's a dynamic environment where learning flourishes through the combined efforts of instructors and students. A key component of the University's tripartite mission centers on teaching and learning, and students have responsibilities to optimize the learning environment and their ability to succeed. Effective classroom management is a shared responsibility between teachers and students. While teachers play a significant role in setting the tone and creating a conducive learning environment, students also have important roles to play in maintaining that environment. In education, we tend to value a student’s ability to answer teachers’ questions. Students should always acknowledge that they are a part of a learning community. Ultimately, managing others starts with managing self.

Rights and Responsibilities: A Foundation for Success

Students have the right to pursue an education in a safe environment that is conducive to learning. They have the right to freedom of speech and expression, and to participate in school activities free from any form of discrimination on the basis of race, color, religion, national origin, gender, sexual orientation, handicapping conditions, or economic status. Students may not be denied participation in any activity for any reason other than those established by State or school eligibility requirements and those requirements related to the purpose of the activity. Students have the right to procedural due process guaranteed by the Constitutions of the United States and the State of New York and the New York State Education Law prior to disciplinary action being taken against them. Every student has the right to be informed of all the rules of the school that pertain to student conduct. Before any punishment is given, the student will be apprised of the specific rule or regulation that has been violated. Students shall have the opportunity to refute any allegations presented against them. Students have the right to enroll in the particular course of study that best meets their needs. Students have the right to be respected on the basis of their individual attributes and to assume the responsibilities of meeting classroom obligations to teachers and fellow students. Students have the right to dress in a manner that is not distracting or otherwise disruptive of the educational process and does not endanger the health and safety of the student or other students. Students have the right to be educated in a safe, clean, and healthy environment. Students have the right to use school books and materials necessary for the furtherance of their education. Students at the middle and high school levels have the right to be represented by an active student government selected by free school elections. Students have the right to be afforded channels of communication to the Board of Education. Students have the right to have access to relevant and objective information concerning drug and alcohol abuse as well as access to individuals or agencies capable of providing direct assistance to those students with severe personal problems. Students have the right to have their student records available for inspection by their parents or legal guardian upon request, or by the students themselves if 18 years of age or older. Students have the right to be free from unreasonable intrusion upon themselves or their property by school personnel and/or police agencies. Students have the responsibility to cooperate with a reasonable legal search and to be aware of actions that constitute serious and dangerous wrongdoing and to refrain from such acts (e.g., possession of controlled substances, weapons, dangerous materials, etc.) that may result in the necessity for such a search. Students have the right of access to computer technology.

Fostering a Respectful Learning Environment

One of the primary responsibilities of students is to promote a respectful teaching and learning environment. Students are responsible for conducting themselves in a manner that is respectful of the instructor and other students in the classroom; is civil in language, tone and behavior; and is receptive to ideas and other points of view. The UMN Board of Regents Student Conduct Code describes the behavior expectations of students and applies to all UMN students: “Disruptive classroom conduct means engaging in behavior that substantially or repeatedly interrupts either the instructor’s ability to teach or student learning.” For example, making hostile, threatening, discriminatory or disparaging remarks toward or about the instructor, other members of the class or groups of people will not be tolerated. Both instructors and students have a fundamental obligation to engage with the instructional setting as a place for respectful discourse.

Technology Use: A Tool for Learning, Not Distraction

Instructors determine if personal electronic devices (such as cell phones and laptops) are allowed in the classroom. Students may be directed to turn off personal electronic devices if the devices are not being used for class purposes. Students are not permitted to record any part of a class/lab/other session unless explicitly granted permission by the instructor (see UMD policy: Appropriate Student Use of Class Notes and Course Materials).

Academic Preparedness: Setting the Stage for Success

Students are responsible for meeting the course prerequisites prior to taking a course unless they have permission from the instructor. Students should not register for courses in which they lack the prerequisites unless they have permission from the instructor. They are also responsible for knowing all information contained in the syllabus, for meeting all course requirements, for observing all deadlines and examination times, and for knowing other course procedures as they become available.

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Attendance and Punctuality: Cornerstones of Engagement

Students are expected to attend all meetings of their courses. They may not be penalized for absence from class, however, to participate in religious observances, for approved University activities, and for other reasons in accordance with Administrative Policy: Excused Absences and Makeup Work (Crookston, Morris, Rochester, Twin Cities). Students should notify instructors as soon as possible about such absences. Students must attend the first class meeting of every course in which they are registered, in accordance with Administrative Policy: Mandatory Attendance at First Class Session and Consequences for Absence (Crookston, Morris, Rochester, Twin Cities), unless (1) they obtain approval from the instructor before the first meeting or (2) they provide notice to the instructor they must miss class due to reasons outlined in the Administrative Policy: Excused Absences and Makeup Work. Failure to do so may result in loss of a place in the class to other students. Students are responsible for being on time and prepared for all class sessions.

Upholding Academic Integrity: The Foundation of Trust

Maintaining academic integrity is paramount. Students are expected to maintain academic integrity, including doing their own assigned work for courses. When it is determined that a student has engaged in scholastic dishonesty, the instructor may impose an academic consequence (e.g., giving the student a grade of "F" or an "N" for the course), and the student may face additional sanctions from the University (See Board of Regents Policy: Student Conduct Code, Section VI, Subd 1, Scholastic Dishonesty, and Administrative Policy: Grading and Transcripts.) Students are required to do their own assigned work. When it is determined that a student has engaged in scholastic dishonesty, the instructor may impose an academic consequence (e.g., giving the student a grade of an "F" or an "N" for the assigned work and /or the course), and the student may face additional sanctions from the University.

Seeking Help and Accommodation: Proactive Engagement

Students are responsible for seeking academic help in a timely fashion. Students who plan to utilize accommodations are responsible for working first with the relevant University office such as the Disability Resource Center and then communicating with the instructor in a timely manner in order for accommodations to be properly implemented. Students who plan to utilize accommodations are responsible for working first with the appropriate UMD office (e.g., UMD Disability Resources, Office of Diversity and Inclusion) and then communicating with the instructor in a timely manner for accommodations to be properly implemented.

Respecting Intellectual Property: Recognizing Ownership

Students may not distribute instructor-provided notes or other course materials, except to other members of the same class, during the same term, or with the express (written) consent of the instructor. Instructors have the right to impose additional restrictions on course materials in accordance with copyright and intellectual property law and policy. Students may not engage in the widespread distribution or sale of transcript-like notes or notes that are close to verbatim records of a lecture or presentation.

Maintaining a Clean and Orderly Classroom: A Shared Responsibility

Keeping a classroom in good order is a shared responsibility. Students may be responsible for helping straighten up a classroom at the end of a class period, if requested to do so by the instructor. Keeping a classroom in good order includes taking away or disposing of everything one came in with, such as pop cans/bottles, food containers/wrappers, newspapers, etc. Students must also not deface or damage classrooms or classroom furniture or equipment.

Guests in the Classroom: Prior Permission Required

No guests, including family members, can attend class with the student without permission from the instructor. Guests, including children, may not be brought to class without prior permission from the instructor.

Collaborative Learning and Classroom Culture

Effective displays celebrate each piece of work and radiate with a sense of student pride. They highlight the individual pieces of work rather than the surrounding decoration. Take children to visit displays in the hallways and classrooms of the school. Consider also visiting “real world” displays such as those in museums, storefronts, or libraries. Using information that the children have gathered from visiting various displays and the list of purposes of displays, create general guidelines for creating an effective display. Make sure that children always have easy access to the tools necessary for creating displays: a variety of art and writing materials, push pins, a stapler, and a staple remover. After establishing the guidelines for effective displays, students are ready to learn techniques to make displays beautiful and attention getting. For example, students can make a simple frame by placing the work on top of another piece of paper that is slightly larger and of a contrasting or complementary color. Or, for a quick and economical frame, students can draw a straight line around the outside of the piece. Once the work is framed, encourage students to consider the many possibilities for hanging the work. They may want to hang pieces at different angles, in staggered steps, or in other interesting patterns. Or they might want to display the work against a backdrop, which can draw the viewer’s eye to the piece. Labels can be used to identify the theme of a display, identify the creators of the work, or capture the viewer’s attention. Once children have learned how to choose work for displays and to display work effectively, they may be ready to take over the management of some of the display areas. The curator can be an individual, a pair of students, or even a small group of children. Keep the area neat and beautiful. For example, a display might invite students to ask questions about the work displayed. Students would put their questions in an envelope in the display area, and the curator would collect the questions daily. Oversee the creation of a display. The curator makes sure that everyone responsible for setting up a display does her/his job. In upper grade classrooms the curator might be in charge of creating a “blueprint” for the display area based on the number of children displaying and the kinds of work to be displayed. Decide on a theme. The curator chooses a particular theme for a display and manages the display area. Organize a formal opening of the display. Once a display is complete, the curator may hold an organized sharing time. During this sharing, the children displaying work would talk about their pieces and take questions and comments. The “audience” would be invited to visit the display during the day, then talk with the displayers about their work at the end of the day. Collaborative displays that celebrate students’ efforts and connect to the daily life of the classroom are one of the most powerful-and overlooked-tools for teaching. They should be effective tools for teaching and learning. This is particularly important as the holiday season approaches. Although there’s nothing wrong with seasonal displays, the material on display should go beyond simply marking the holiday. Displays should make every child feel valued regardless of his or her academic or artistic abilities. These displays affirm each child’s sense of belonging and have a powerful effect on creating community. While teachers are ultimately responsible for classroom management, students can also play an important role. Together, students and teachers can create a culture of learning, accountability, and inclusivity. Imagine you’re seven years old and asked to help decorate your new classroom. Suppose your middle school Social Studies teacher welcomed your curiosity about a history lesson that led to a fun, creative group project. These classroom experiences don’t have to be a dream. Students and teachers co-create effective learning to build vibrant classrooms. In Teach Like A Champion, Doug Lemov provides some insight into best practices for teachers to achieve this. One notable practice is the joy factor. Lemov suggests this is critical to creating a sense of belonging and encouraging student engagement. Just as the teacher is responsible for facilitating the joy of learning, students are essential in being accountable for their participation. Each class should agree on classroom norms. When students provide input on classroom rules, they are more likely to hold each other accountable. Establish that students are welcome and expected to ask questions that nurture their curiosity. Teachers can validate this and allow student input to influence experiential lessons throughout the class. It’s important for students the learning opportunity and sets the tone for the classroom. Engaged students acknowledge that they are a part of a learning community. Each learner is responsible for taking ownership of their actions in a way that values building safe and positive classrooms. Teachers can create these opportunities. Naming student roles and responsibilities can begin when students first arrive in the learning environment. It’s helpful if teachers are open to students having more ideas about roles and responsibilities they would like to own. Learning environments can transform with a proactive strategy, consistent expectations, and ongoing assessments of student needs.

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