A community agreement is a shared set of commitments developed by a classroom community that articulates how members will interact, communicate, collaborate, and address both opportunities and challenges while together (Fernandez, 2024). 

Community agreements often address: 

• Respectful communication 
• Participation expectations 
• Accountability 
• Inclusion and belonging 
• Management of disagreement and conflict 
• Support for learning and growth 

The purpose is not to eliminate conflict or disagreement. Rather, community agreements establish a framework for engaging constructively when differences arise. 

They Foster Experiential Learning Opportunities (Shea, 2025)

Students are more likely to participate, ask questions, share ideas, and take intellectual risks when they feel respected and valued.

Community agreements help establish:

• Trust among students
• Predictability in interactions
• A sense of belonging
• Confidence that differing perspectives can be expressed respectfully

They Support Inclusive Teaching Practices

Students bring diverse identities, experiences, cultures, languages, and perspectives into the classroom.

Community agreements create opportunities to:

• Acknowledge diversity
• Establish values for inclusive communication
• Reduce barriers to participation
• Promote equitable engagement

They Clarify Expectations

Many classroom conflicts stem from unclear expectations rather than intentional misconduct.

Community agreements provide clarity regarding:

• Discussion standards
• Group work expectations
• Listening practices
• Respectful disagreement
• Communication principles

They Increase Student Ownership

When students help create expectations, they are more likely to:

• Understand the rationale behind them
• Feel responsible for upholding them
• Hold themselves and peers accountable
• Invest in the classroom community

They Help Navigate Difficult Conversations

Courses frequently engage with complex, controversial, emotional, or personally meaningful topics.

Community agreements provide a shared framework that can help students:

• Manage disagreement respectfully
• Address harm when it occurs
• Return to agreed-upon principles during moments of tension
• Maintain productive dialogue

Effective community agreements are: 

Collaborative: Students contribute to their development rather than simply receiving a pre-written list. 

Specific: Agreements focus on observable behaviors rather than vague ideals. Instead of: 

• “Be respectful”     

Consider: 

• “Allow others to finish speaking before responding.” 
• “Critique ideas rather than individuals.” 

Action-Oriented: Agreements describe what students will do.  

Examples: 

• Listen actively. 
• Ask clarifying questions. 
• Assume positive intent. 

Realistic: Agreements should be achievable and relevant to the course context. 

Revisable: Community agreements are living documents that can be revisited and adjusted as needed. 

While every classroom will create its own agreement, effective agreements often include the following areas.

Communication

Examples: 

• Listen actively.
• Avoid interrupting.
• Use respectful language.
• Speak from personal experience when appropriate.

Participation

Examples: 

• Make space for multiple voices.
• Contribute thoughtfully.
• Respect different participation styles.
• Engage with course activities in good faith.

Inclusion and Belonging

Examples: 

• Use names and pronouns respectfully.
• Welcome diverse perspectives.
• Avoid assumptions about others’ identities or experiences.

Accountability

Examples: 

• Accept feedback with openness.
• Take responsibility for mistakes.
• Repair harm when it occurs.

Managing Disagreement

Examples: 

• Challenge ideas rather than people.
• Seek understanding before responding.
• Engage disagreement with curiosity.

Confidentiality and Trust

Examples: 

• Respect personal stories shared in class.
• Do not share sensitive information outside the classroom without permission.

Before Class

Reflect on Your Goals

Consider: 

• What kind of learning environment do I want to cultivate?

• What challenges commonly arise in this course?

• What principles will support student learning?

Identify Non-Negotiables

Some expectations may be required by institutional policy, professional standards, or safety considerations.

Examples: 

• Academic integrity

• Harassment and discrimination policies

• Accessibility requirements

• Professional conduct expectations

These should be presented alongside, not in place of, collaboratively developed agreements.

Step 1: Introduce the Purpose – First Day of Class

Explain why the class is creating a community agreement.

Example: “Because learning is a shared responsibility, we will collaboratively develop agreements that help create a respectful, inclusive, and productive learning environment.”

Emphasize that the goal is to support learning, not to create restrictions.

Step 2: Invite Individual Reflection

Ask students to respond to prompts such as:

• What helps you learn effectively in a classroom?
• What makes participation easier?
• What behaviors support meaningful discussion?
• What behaviors make learning more difficult?

Allow students a few minutes to write/think independently.

Step 3: Facilitate Small Group Discussion (If time allows – if not facilitate as a full group. See Step 4)

Students discuss their ideas in pairs or small groups.

Ask groups to identify:

• Common themes
• Shared priorities
• Suggested agreements

This step helps ensure broader participation before moving to a whole-class conversation.

Step 4: Generate Agreements as a Class

Collect suggestions from students and record them visibly.

Encourage students to focus on:

• Specific actions
• Observable behaviors
• Positive commitments

Examples: 

Instead of: 

• “Don’t be rude.”

Use: 

• “Speak respectfully, especially when disagreeing.”

Step 5: Refine and Consolidate

Review the list together.

Ask: 

• Are any agreements repetitive?
• Are any unclear?
• Is anything missing?
• Can these statements be made more actionable?

Aim for a manageable number of agreements, typically 6–12.

Step 6: Seek Consensus

Consensus does not require unanimous enthusiasm but should reflect broad support.

Ask students: 

• Can everyone commit to these agreements?
• Is there anything that would prevent someone from supporting them?

Revise as needed.

Step 7: Document and Share

Create a final version and make it accessible.

Possible approaches include:

• Posting in the learning management system
• Including in course materials
• Displaying during class discussions
• Providing a handout
• Share in a group email

Creating the agreement is only the beginning (Marquart & Verdooer, 2020). 

Revisit Regularly

Review agreements: 

• Second class as a remind and check in to see if any points need to be edited or added 
• Before major discussions 
• Before group projects 
• Following challenging classroom moments 
• At midterm checkpoints 

TAs play a critical role by demonstrating the behaviors they expect. Such as: 

• Listening actively 
• Welcoming questions 
• Acknowledging mistakes 
• Responding respectfully to disagreement 

1. When agreements are not upheld: 
2. Refer back to the agreement. 
3. Focus on behaviors rather than individuals. 
4. Encourage reflection and accountability. 
5. Reaffirm shared commitments. 

Example: 

“One of our agreements is to allow others to complete their thoughts before responding. Let’s return to that commitment.”

Revise When Necessary 

As courses evolve, agreements may need modification. 

Consider asking students: 

• Which agreements are working well? 
• Which need clarification? 
• Are additional agreements needed? 

The members of this class commit to: 

1. Listen actively and respectfully. 
2. Speak from our own experiences and perspectives. 
3. Make space for multiple voices and viewpoints. 
4. Challenge ideas while respecting individuals. 
5. Seek understanding before making assumptions. 
6. Accept that learning involves mistakes and growth. 
7. Respect confidentiality when personal experiences are shared. 
8. Take responsibility for our impact on others. 
9. Engage thoughtfully and contribute to the learning community. 
10. Work together to maintain a welcoming and inclusive environment. 

What if students suggest inappropriate or unrealistic agreements?

Use these moments as opportunities for discussion. Guide students toward agreements that are constructive, inclusive, and aligned with course goals and institutional expectations.

What if students are reluctant to participate?

Provide multiple ways to contribute, including:

• Anonymous surveys
• Written reflections
• Small-group discussions
• Digital collaboration tools

Participation often increases when students understand the purpose and relevance of the process.

Should community agreements replace course policies?

No.

Community agreements complement institutional and course policies. Policies establish formal requirements; community agreements establish shared standards and commitments for learning together.

Community agreements are a powerful tool for creating learning environments characterized by trust, inclusion, accountability, and engagement (Shea et al., 2025). When developed collaboratively and revisited throughout the semester, they help students and TAs establish a shared understanding of how they will learn together, navigate differences, and contribute to a thriving academic community. 

A well-designed community agreement is not simply a classroom activity conducted during the first week of class. It is an ongoing practice that supports meaningful learning, respectful dialo

• Fernandez, J. S., (2024). Developing Classroom Community Agreements to Cultivate a Critically Compassionate Learning Community. Radical Teacher, 128. 
• Marquet, M. & Verdooner, E. (2020). Co-Creating Classroom Community Agreements. The Journal of Faculty Development, 34, 3, p. 87 
• Marquet, M. & Verdooner, E. (2020). Strategy: Co-Creating Classroom Agreements. The Journal of Faculty Development, 34, 3, p. 87-88 
• Shea, M., Mickelson, N., Quilter, J., Romani, S., & Houton, C. (2025). Composing Anti-Oppressive Communities Using Classroom Agreements. Pedagogy, 25, 3, p. 419-450