Classroom Contract
A negotiated set of rules and mutual expectations co-created with learners, usually in the first lesson of a course, and referred back to whenever conduct or commitment slips. Unlike a list imposed by the teacher, a contract is drafted with learner input, agreed publicly, and often signed or initialled — the act of consent is what gives it leverage later.
Rationale
Two arguments drive the practice. The first is ownership: rules a class helped write are harder to dismiss as arbitrary, and learners police norms they consider theirs. The second is accountability: when a rule is broken, the teacher appeals to a prior agreement rather than asserting personal authority, which keeps correction less confrontational. Sue Cowley argues the conversation matters as much as the document. Surfacing what learners actually need from the room (quiet during reading, no laughing at mistakes, phones away) reveals expectations that an adult-written list would miss.
Typical structure
A workable contract is short (five to eight items), written in positive language and covering both directions. Learner clauses address punctuality, preparation, respect for peers' contributions, and English-only zones in lower-level classes. Teacher clauses commit to starting on time, returning marked work by a stated date, and giving everyone speaking turns. Some contracts add consequences for breaches and a review clause: the contract is revisited mid-course and amended if a rule is not working.
Implementation
A common sequence: learners brainstorm in pairs what makes a good class and a bad class, items are pooled and grouped on the board, the group negotiates wording, and the final list is posted visibly. In adult and exam contexts the contract can include study commitments (homework completion, attendance threshold) that align with course aims. In younger classes the language is simpler and the focus is on observable conduct rather than abstract values.
References
- Cowley, S. (2014). Getting the Buggers to Behave (5th ed.). Bloomsbury Education.
- Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Longman.
- Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching (3rd ed.). Macmillan ELT.