Expectations create principles where mutual understanding is an integral component of the classroom. Expectations also support learning through procedures and rules. These are codeveloped by students and teachers in order to address students’ wellbeing and facilitate learning. In democratic classrooms, students reflect to consider whether actions reflect the classroom conditions for success. Constant reflection develops independent thinkers that show accountability for action rather than rote acceptance of consequence. The mere existence of the expectations does not change classroom environments. Opportunities for group implementation and teacher modeling help students to thoughtfully apply the expectations to their actions. Classroom management highlights both aesthetic and cultural aspects of music so that students grow to be open to all people, regardless of socio-economic status, race/ethnicity, gender and sexual identities, and/or religion/creed. As co-creators of classroom conditions, both teachers and students shape the organization of the classroom so that learning needs of all are met.