Overview
What does discipline look like when classrooms bring together different experiences, expectations, and ways of learning? This keynote invites educators to examine how they establish expectations, respond to disruption, and support students in taking responsibility for their learning.
Drawing on Sonja’s work in education and instructional design, the conversation connects classroom relationships with clear routines, purposeful learning activities, and consistent responses. Participants explore how to set boundaries with dignity, communicate expectations, and make room for reflection and repair.
Audience takeaways
- Identify classroom expectations that need to be taught, modeled, and practiced.
- Examine how routines, instructions, and learning design can reduce avoidable confusion.
- Practice language for addressing disruption with clarity and respect.
- Plan a response that pairs accountability with an opportunity to reflect and repair.
- Choose one classroom practice to review and improve.
Ideal audiences
Educators, faculty development groups, instructional leaders, teacher preparation programs, and education conferences. Examples can be tailored to K–12 or higher education.
Optional workshop activity
The Classroom Reset: participants work through a classroom scenario, identify the expectation at stake, draft a clear response, and plan a follow-up conversation that supports accountability.
Questions we explore
- What have we made clear—and what are we assuming students already know?
- How can educators respond consistently while considering individual circumstances?
- What does meaningful accountability look like after a disruption?