
The transition from face-to-face to online learning presents multiple challenges, not the least of which is the behavior expectations to carry forward and those to leave behind. The temptation is often to keep the same expectations since they are comfortable for us and familiar to students who have experienced face-to-face education. However, experience shows that the application of traditional school expectations in a new context is not always successful and can be problematic.
We no longer control the physical environment within which students are being taught. Families have behavior expectations and rules that are not necessarily consistent with formal school. Students may face distractions such as noise and pets, and responsibilities such as caring for siblings during instructional time that compete for their attention.
Further, our ability to assign consequences for unacceptable behavior is limited and follow through can be difficult. Dismissing a student from a class session for not paying attention may mean they never return. Assigning a lower grade as a consequence for distracting behavior may work for some students, but grades are supposed to reflect learning, not behavior.
So, how can we approach the task of setting behavior expectations in an online environment in ways that support order and efficiency, but do not result in making threats that cannot be implemented? How can we avoid “overreach” that gets in the way of learning and invites unnecessary conflict? We can start by asking ourselves four questions related to expectations and use the answers to calibrate the behavior expectations we establish.
Question #1: What basic conditions or norms will be necessary for instruction and learning to occur without confusion and conflict? Here we might think of expectations such as turning on computer screens, muting microphones, not talking over each other, being respectful, and using the technology or another method to raise hands or otherwise gain attention when needed.
Question #2: What do I need to let go of either because it will not work in the new instructional context, or because I cannot exercise control over the behavior? We need to accept that there are limits to how much of the new environment we can control. We may have had classroom rules governing how students come dressed for school, but now some students log in while in their pajamas. We may not have allowed snacks during class, but now some students may be offered snacks by their parents during online class sessions. We may not allow pets in school, but they may appear unannounced on student’s laps. At first these aspects of online instruction may be distracting and frustrating for us. Yet, they may lie beyond the limits of our control. Trying to manage them remotely can lead to conflict with students and parents that is neither worth the trouble nor helpful to our goal to have students learn.
Question #3: What core behavioral elements must be present for learning to occur? We might consider the importance of paying attention, following instructions, asking questions, and completing tasks. Obviously, offering engaging activities, clear instructions, meaningful tasks, and other key instructional elements will be important to the engagement of students in the learning process.
Question #4: What behavioral expectations will resonate with students so that they will have a satisfying and successful experience? In response to this question, you may need to consult your students. Depending on their age, students may be quick to suggest norms and expectations that will be useful. Remember, while having school online may be new to most students, many will have had extensive experience with online activities through video games, social media, and other engagements. The key in asking this question is to understand what students see as important and what they are willing to adopt and support.
The answers to these questions will likely vary some from educator to educator. However, the thinking and reflection they generate can help us to create conditions where teaching and learning will thrive. They also help us to avoid more frustration and stress than we need right now. Flexibility is key. Letting go of what is not important frees up energy for what is. Choosing which battles to fight can determine whether the war will be won.

Avoid the Media Dunk Tank
The media regularly features pictures and short videos of the inside of schools and elsewhere that depict people engaging in behaviors or finding themselves in circumstances that appear counter to what is recommended by the CDC and other government entities. They may be pictures of students in crowded hallways, staff or students not wearing masks, examples of failure to practice good hand hygiene, or any number of other possibilities. The popularity of snapping and posting pictures and videos of unfolding situations means someone—a student, staff member, or other person— will likely find a situation they want to expose by recording and posting it.
Of course, we may be unaware of the situation or conditions. Or, we may know about the situation and are working to address the problem. Or, we may even be experiencing a staged activity intended to embarrass or create controversy.
Regardless, we can expect to immediately be confronted with pointed inquires and subjected to uncomfortable and often unfair assumptions. Before we find ourselves in these unfortunate circumstances, there are preparatory steps we can take to be ready and avoid unnecessary controversy.
First, review current student behavior codes to ensure that they are free of restrictions that no longer apply or make sense, would unduly restrict students’ First Amendment rights, or that otherwise likely would not stand up to legal challenges. Language related to possession and use of electronic devices at school and during school hours might be an example.
Second, identify elements or aspects of written student behavior expectations that are not consistently enforced. For example, if students are not to take and share photos of other students without their permission, do you and your staff regularly monitor and enforce this expectation? Is it even practical to determine whether all photos taken are with permission? Expectations that are stated but not enforced often carry little more weight than expectations that are not addressed.
Third, identify behavior code elements that extend beyond the reach of the school and may not be legally enforceable. Often, expectations of students that extend into their personal lives and beyond the confines of the school and school day are challenging to enforce. Behavior codes associated with cocurricular and extracurricular programs may be exceptions, but it is wise to consult legal counsel to be certain.
Fourth, review the expectations of staff relative to posting photos of students. Again, stated expectations are only useful if they are consistently enforced. Also, consider whether blanket permissions signed by parents for their children to be photographed extend to videos and photos that might convey images that are embarrassing or damaging to the reputation of the institution.
Obviously, even with this preparation you may find yourself responding to inquiries and accusations related to an unfortunate image or video. Here too, there are considerations and cautions to observe.
First, avoid panicking or reacting before you fully understand the situation and associated implications. If students are involved, be careful not to allow anger or embarrassment to push you to treat the situation as disciplinary and exacting consequences before the facts are known and implications are considered.
Second, delay making a statement or taking other action until you have enough information to support your actions. Rather, commit to learning what you can regarding the circumstances and potential implications of what you have been presented. Further, commit to making the situation right, if what has been posted reveals circumstances or practices that need to be addressed. If you are not completely certain about the correct steps to take, consult those in your institution who might provide good advice, and contact legal counsel for guidance.
Third, if you eventually determine that school rules were violated, you can take informed, measured actions that are consistent with stated and enforceable behavior expectations and avoid the necessity of having to “back track” on what has been said or done.
Fourth, be prepared for pressure to take immediate action and “second guessing” once you decide a course of action. Both responses are predictable. What is most important is that you take measured, informed, fair actions that hold the most potential to address the situation and avoid placing people or the organization in compromising positions as a result of your words or actions.

Tap “COV-etiquette” to Build Positive Behavior and Culture
When school opens in the fall it is likely that for at least a portion of each day or week students will be in physical proximity to other students and staff. This reality means that some expectations and guidelines will be needed beyond the behavior expectations to which students have been accustomed.
A typical response to this need would be to add a supplementary list of rules for students to follow on top of rules in place before the pandemic. However, there is another way to view and communicate about the situation that recognizes its uniqueness and positions the expectations as something more than additional rules for students to follow.
You may have noticed over the past few weeks articles featuring the concept of “COV-etiquette,” or appropriate behavior considerations when dining out or interacting with people in a public setting during the pandemic. The term, obviously, is a modification of the historical term, etiquette, referring to proper behavior when interacting with others. Central to the concept of etiquette is behaving in a manner that is respectful of others and reflective of your good manners.
As you think about necessary shifts in procedures, desired behaviors, and the need for safety, consider approaching your communication through the lens of respect for others, good manners, and protecting the health of everyone. This “COV-etiquette” approach invites students to be a part of a larger effort to make school and learning safe and successful for all.
You can build on this concept by finding ways to state the new behavioral expectations in terms of what students are to do rather than what they are not to do. As examples:
- Wear a mask whenever you are at school but are not eating or drinking.
- Wash your hands or use hand sanitizer whenever you touch something that may carry germs.
- Follow posted signs regarding which direction to go and which hall to use to move from one part of the school to another.
- Maintain at least a two arms-length distance from others whenever possible.
- Speak clearly so that what you say can be understood even when your mouth is not visible.
- More germs are spread when face coverings are not present.
- Hands are more likely to carry germs than other parts of the body that are covered.
- When all students walk in the same direction there is less likelihood that germs will be spread to people who might be walking in the opposite direction.
- Research shows that maintaining appropriate distance from others decreases the spread of germs.
- Even though we are wearing masks, it is important that we are able to hear and understand each other.