Your students don't need more rules. They need a hand in building them.

Three age-differentiated guides for building classroom community agreements with your students, from kindergarten through twelfth grade.

Most classrooms open the year the same way. The teacher posts the rules. Students copy them down or nod along. And then everyone spends the rest of the year wondering why those rules don't actually hold.

It's not a student behavior problem. It's a design problem.

When students have no voice in shaping the norms they're expected to live by, those norms belong to the teacher, not the class. Students comply when someone's watching and abandon the agreement the moment they think no one is. That's not community. That's supervision.

Building agreements that actually hold requires a different process. Students need to be in the room for the conversation, not just handed the results of it. They need to name what they care about, hear what their classmates care about, and have a real hand in shaping what this classroom is going to be.

That process looks different in kindergarten than it does in tenth grade. It sounds different, moves differently, and asks for different things from students. Most resources don't account for that.

These guides do.

WHAT THIS IS

The Classroom Agreement Guides Bundle gives you three complete, developmentally grounded resources for building community agreements with your students, one for each major developmental stage.

Each guide includes facilitation prompts, student-facing activities, step-by-step instructions for introducing and leading the agreement-building process, and tools for revisiting and sustaining those agreements across the school year.

This is trunk-level Restorative Justice work: the daily, proactive practice of building shared culture before anything breaks. You're not buying a behavior management system. You're building the conditions where students can actually practice accountability, repair, and care for each other.

WHAT'S INCLUDED

Lower Elementary (Grades K–2)Playful, visual, movement-friendly prompts that help young children name their feelings, express what they need, and co-create simple "We will..." promises together. Includes role-play, drawing activities, and gentle, age-appropriate introductions to repair.

Upper Elementary (Grades 3–5)
Structured circle prompts, journaling ideas, and group reflection activities that guide students toward deeper thinking about identity, belonging, and responsibility. Builds the bridge between students' personal values and what they want their class to stand for.

Middle and High School
Dialogue-based activities for honest conversations about identity, power, and community. Students practice naming shared norms, talking through what happens when agreements break, and building a culture of accountability they actually believe in.

Across all three editions, you'll find:

• Step-by-step facilitation guidance for introducing and leading the agreement-building process
• Restorative framing so students understand this as shared culture they helped create, not top-down rules handed to them
• Modification ideas for multilingual learners, neurodivergent students, and trauma-informed practice
• Check-in and reflection tools for keeping agreements alive past the first week of school

WHO THIS IS FOR

This bundle is for teachers and school administrators who want to build classroom communities grounded in shared voice, belonging, and care, not compliance.

It's for you if you're tired of posting rules that students ignore and want a process that actually brings students into the conversation.

It's for you if you're building or supporting Restorative Justice practice in your school and want age-appropriate, classroom-ready resources that connect to the proactive side of the work.

It's for you if you teach kindergartners or twelfth graders and need something built for where your students actually are, not a one-size-fits-all template you have to adapt yourself.

WHAT THIS ISN'T

This is not a behavior management system. It won't give you a script for consequences or a chart for tracking compliance.

This is not a one-and-done activity. Community agreements need tending. These guides include tools for revisiting and sustaining what you build across the full school year.

This is not a replacement for relationship. The guides give you structure and facilitation support, but the work still requires you to be present, curious, and willing to be changed by what your students bring.

Your students are not waiting to be managed. They're waiting to be included.

Give them a real hand in building the classroom they're going to live in together, and they'll show up for it differently than they ever have for a list of rules someone else made.

Frequently Asked Questions

1. Who is this bundle designed for? This bundle is for K–12 classroom teachers and school-based practitioners who want to lead a real agreement-building process with their students. Each guide is calibrated to a specific developmental stage: Lower Elementary (K–2), Upper Elementary (3–5), and Middle and High School (6–12). Administrators interested in supporting Restorative Justice implementation at the classroom level will also find these useful as site-level resources.
2. Do I need Restorative Justice training or experience to use these guides? No prior training is required. Each guide includes step-by-step facilitation instructions, so you can lead the process without having a background in Restorative Justice. If you are newer to this work, the guides will give you solid footing. If you already have RJ experience, the guides will deepen and extend what you're already doing.
3. Can I use just one edition, or do I need all three? You can absolutely use one edition if it matches the grade level you teach. The bundle includes all three because many educators work across multiple grade levels, support multiple classrooms, or want to understand the full developmental arc. If you only teach middle school, the Middle and High School edition will cover what you need.
4. How long does the agreement-building process take? That depends on your class size, how much time you have, and how you choose to structure it. Most educators spread the initial agreement-building process across two to four sessions. The guides are designed to be flexible, not prescriptive. You don't have to do everything in one sitting.
5. What if my students don't engage or push back on the process? That's a real part of the work, and the guides address it directly. If students have spent years being handed rules without any say, being asked to participate in building agreements can feel unfamiliar or even suspicious. The facilitation guidance includes approaches for meeting that resistance with patience rather than pressure, and for re-entering the process when it stalls.
6. Are these guides appropriate for students with trauma histories? Yes. Each edition includes modification ideas for trauma-informed practice, along with adaptations for multilingual learners and neurodivergent students. These are not afterthoughts, they're built into each guide as part of the facilitation process.
7. How do I keep the agreements alive after the first week? Each guide includes check-in and reflection tools specifically designed for revisiting agreements throughout the school year. Community agreements are living documents. They need tending. The tools in each edition give you practical ways to bring the class back to their commitments, revisit them when things shift, and update them as the community grows.
8. What format are the guides in? The guides are digital downloads in PDF format. You'll have immediate access after purchase.
9. What if I'm not satisfied? If you have questions or concerns after purchasing, reach out directly at info@amplifyrj.com.