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Leadership teams have full control and visibility over Classcraft at the school level. Discover the power of the Engagement Management System, School Climate Index, and more.

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Students can mix and match gear to create unique characters that level up with their progress in class. Watch students transform into epic heroes and super learners!

- Darren McQuaid, South Korea, @darrenmcquaid1

The result of a year-long project, the “Well Played!” guide provides a research-based approach to preventing bullying in schools through gamification. Free download.

Get your kids to cheer each other on! Motivate your students by making learning fun and fall in love with teaching all over again. Get started - it’s free!

Transform teaching by taking the video game mechanics that provide rich & interesting play experiences & applying them to the classroom setting. Learn more.

Keep the game safe and fun by enabling IP address tracking and profanity filtering for messages and comments.

Award students Gold Pieces for going above and beyond, and they can unlock tons of awesome gear and pets for their characters. Students can display pets next to their characters to achieve the ultimate look.

###Games and Culture

With the advent of video games, games have returned in full force as a cultural product, with more people in North America consuming video games than movies and music. In point of fact, 58% of Americans play video games, 45% of gamers are women, and 58% of parents play video games with their kids as a way to socialize with them (1). Games are part of the cultural landscape, and they aren’t going anywhere. While Classcraft isn’t a video game, it is inspired by them, and its power on learning is very similar.

##Gamifying the Classroom

With that in mind, it makes sense to want to bring gaming into the classroom to ‘gamify’ learning. Teaching is all about relating to kids’ experiences and tying that to course matter. All kids have played video games – they understand the general rules and memes in gaming and enjoy playing them.

###Criticism

This idea isn’t new. Indeed, numerous examples of using games in educations have cropped up over the years, such as using Spore to teach evolution, simulators to teach physics, or game quizzes to interact with subject matter. Some systems have implemented attributing points and giving out badges to students when they reach a certain number.

However, gamification has received its fair share of criticism. Many have decried it as tool for implementing carrot-and-stick behaviorism, saying that the game is just a reward and punishment system with icing. Others put forth the idea that students should be motivated by the desire to learn, not by some external tool. We also hear that games breed competition or that they lead to students learning about the game rather than the course matter.

These criticisms have merit. We do see a lot of gamification efforts leading to those outcomes. However, we believe that this is because those games are badly designed, not because gamification or using games in education is inherently a bad practice.

##Design Principles Behind Classcraft

###Creating Experiences

In this modern era, students could learn everything in the curriculum by staying at home and surfing the Internet. Schools need to offer students experiences that they can’t get at home. In the same way a music lover will buy tickets to a concert even though he already has the album, we have to give kids an experience that they want and can’t get anywhere else to keep them engaged and involved in their own learning. There are a myriad of different ways of doing that. We believe well-designed games represent one of the most effective approaches.

###Classcraft Is a Designed Learning Experience

Any educator and researcher will tell you that students learn much better when they are motivated (2). Recent studies (3) have explored what makes video games so addictive. It turns out it’s because video games fulfill three basic needs: the need for autonomy (being able to make choices), the need for competency (to overcome challenges), and the need for relationships (which add a perceived value to the game). Studies in education (2) show that the needs fulfilled by video games are actually the same three factors that one has to take into account to stimulate motivation in learning. Games can be used to motivate students in surprising ways.

That’s what makes Classcraft different and innovative. Rather than being a simple system for scoring points, Classcraft empowers students to take control of their learning process. It fosters significant relationships by reenforcing teamwork and collaboration rather than competition. It’s pervasive and affects all aspects of a student’s life. It’s fun because unexpected things happen during gameplay.

These aspects make Classcraft unique and make for a gamified learning experience that adds a layer of meaning and engagement to a student’s school experience.

1. http://www.isfe.eu/sites/isfe.eu/files/attachments/esa_ef_2013.pdf
2. Viau, R. La motivation : condition au plaisir d’apprendre et d’enseigner en contexte scolaire, 3e congrès des chercheurs en Éducation, Bruxelles, mars 2004.
3. Ryan, R. M., Rigby, C. S & Przybylski, A. K., (2006). The motivational pull of video games: a self-determination theory approach. Motivation and Emotion. 30, 347-364.
4. https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world


Footnotes

As games become a bigger part of culture, the potential they have to transform students’ experiences in school grows. By the time kids are 21, they’ve played 10,000 hours of video games, the same amount of time they’ve spent in school. Because of this, they’re more likely to respond to the use of games in other settings, like the classroom. This is called gamification, or applying game principles to non-game situations. Gamification is more likely to be successful today because students are more willing to be active participants in its implementation. They naturally gravitate to the aesthetics of games and immediately understand and respect their mechanics and rules.

Why Use Gamification in Education?

Students encourage positive behavior and 21st-century skills from teammates to earn game points and level up. As students become more accountable, you can focus on what matters: teaching.

Powerful tools gamify your lessons and build positive classroom culture. Make formative assessment fun with epic Boss Battles, keep class quiet and discover treasure with the Volume Meter, and lots more. 

Chief Innovation Officer, District 62, Des Plaines, IL

- Jessica Anderson, Montana, @TriSciCurious

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Empower staff through custom professional development, both on-site and remote. These sessions help educators refine their teaching approach to achieve targeted outcomes.

To play Classcraft, each student must choose a character from three different character classes: the Healer, the Mage, or the Guardian. Each has unique properties and powers and is designed for different types of students. These are customizable as the game progresses and can be accompanied by pets.

Classcraft is played in teams of five or six students for the duration of the year. This encourages students who might not normally socialize to work together to win the game. All team members benefit from cooperative efforts and learn to consider the needs of others before they take actions in the game.


Character Classes

Teams &amp; Strategies

Over the course of an hour, game management occupies roughly five minutes. The Classcraft web-based and iOS platforms enable teachers and students to easily manage all the complexities of the game. The class is taught normally, and the game runs passively in the background, collecting points and managing powers. Classcraft can be played with one computer and a projector or deployed on every student’s tablet or laptop.


Classcraft is relevant to students because the risks and rewards in the game are real. Do well academically and help your teammates with their homework, and you can gain experience points that can unlock real powers like eating in class or asking a question on an exam. Show up late too many times, and you might fall and need to come to detention. In Classcraft, participation is a must to survive!

\* *Powers and consequences are customized by the teacher.*


Don’t change **what** you teach, supercharge **how** you teach it.

How it works

Playing in the Classroom

Real Risks &amp; Rewards

When I started Classcraft, my AP Biology scores were in the C range. The average increased to an A in a month.


My students' attitudes have completely changed: They're cheering each other on, and kids who weren't friendly before are eager to help their teammates.


The transformation has been profound. My whole classroom are enthusiastically trying to participate in order to get XP and not let their team down!

Classcraft saved my classroom! My class immediately changed behaviorally and academically after implementing it in my courses.

Classcraft integrates seamlessly into your classroom work flow.

* Keep assignments and resources organized with interactive forums.
* Assign students points directly in the forums when they answer questions correctly and help each other out.
* Give parents a clear view of how their child is participating in your classes with integrated student analytics.


Teacher Tools

by placing students in teams and making their success interdependent.

by gamifying the classroom experience and making learning fun!

Increases student motivation

Teaches meaningful collaboration

Improves classroom behavior

Classcraft Works Because It:

Parents can follow along with their child's progress and extend the game experience to the home by awarding Gold Pieces on the parent app. Students can earn points for finishing homework and helping out with chores.

For press inquiries, please contact us at <a href="mailto:press@classcraft.com">press@classcraft.com</a>.

Press Inquiries

Press

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##Classroom Content
Teachers and students may make postings in various sections of Classcraft. Common examples of this would be links to videos hosted by YouTube or Vimeo, links to Wikipedia or other reference material, and so on. It is the responsibility of the teacher to ensure that this content is appropriate and free from links to sites which may compromise the privacy of their students. Classcraft does not monitor the classroom content and has no responsibility for this content. The Classcraft software has features within it to allow teachers to monitor and control all content posted by the students in their class. Furthermore, students may flag inappropriate comments from within Classcraft and their teacher will be automatically notified. Classcraft does not actively monitor classroom content.


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1. The Website and Content are intended solely for the educational use of Website users and may only be used in accordance with the terms of this Agreement. Content is protected by copyright and other intellectual property laws. 
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As an implementer of Classcraft, I feel it is one of the easiest ways for new education gamifiers to start exploring and, resultantly, gamify their classrooms. As I ventured into gamification, I felt a need to separate my academic game from my behavioral game. I wanted my game to motivate and reach all of the learners in my classroom. As I explored avenues to do this, I found Classcraft to be the best fit.

Classcraft focuses on team collaboration and competition and on conquering goals. Students work to collect experience points (XP) to level up and gain powers, which in return helps their teams prosper. Within my blended science classroom, I saw students' work ethic change as they made strategic academic choices in an effort to move up to the next power tier. I also saw a change in their vocalization of positive collaborations amongst their peers as they wanted to help their teams. Overall, I saw students embracing the game, working together to accomplish a common goal, and making academic leaps as a result. Whenever I'm asked how I gamify my class, I make it a point to recommend Classcraft! 


Science, Grades 9-12, Powell County High School, Deer Lodge, Montana, USA

Reviewing for AP exams is always difficult. Although the desire to score well on the exam is a motivator, many students are so worn down from the year of rigorous curriculum that they lose steam during this critical review period. Enter Classcraft. With the introduction of this amazing program in my AP Biology classroom this year, students had a renewed energy. The atmosphere during review sessions was alive with competitive enthusiasm. I had two students who struggled the entire year with the material and would become frustrated when they did not do well. ClassCraft made learning fun for them again. 

During our first review session, I had students come up to the front of the room to answer review questions, drawing out different biological processes using the white board. For each part they answered correctly, they earned points. At the end of the session, the team with the most points received XP in Classcraft. My two frustrated students quickly went from an attitude of "What's the point? I won't do well anyway" to jumping out of their seats to cheer on their teammates and stifle their desire to blurt out answers to help. And they weren't the only ones! The class was so lively that other teachers and administrators walking the halls stopped and gathered at the doorway to observe the action. Needless to say, I was absolutely thrilled. 

One student asked why we hadn't been using ClassCraft all year (I had just discovered it, unfortunately so late in the year). Another student asked if I would be using it the whole school year next year, and that I really should if I wasn't already planning on it. The level of student engagement and motivation when using Classcraft is reason enough for any teacher to try it in their classroom.

AP Biology, Anaheim, California

I am a middle school teacher of gifted math and science in North Aurora, Illinois. I had tried to gamify my classroom in 2012-2013 but got bogged down by all of the data collection and tracking it required. My students loved the idea, but I wasn’t able to sustain it. When I read about Classcraft, I thought that it sounded too good to be true. I had been looking for an all-in-one platform that offered all of the aspects of a gamified classroom, and Classcraft did not disappoint. My students love the user interface, engaging characters and powers, and the daily events. I loved the increased participation level and the motivation it gives students.

As we played over the first couple weeks, I saw some ways that the game could be improved for our classroom. The customization that is offered through the game was extremely helpful. Students were able to suggest events, and I could tweak how many points they got for various things. If there wasn’t an option for a change, I was able to share that idea using the online forum. Many of the ideas presented on the forum have been implemented this year. It is great to see how much the input of users is valued.

The improvements to the game this year excited my students. The pets and character customization will help drive students to keep logging in and being engaged throughout the week. I’m excited to see what other improvements Classcraft will have in the future!

Gifted Math and Science, Grades 6-8, Jewel Middle School, North Aurora, Illinois, USA

I have been teaching Chinese for about 10 years and have always been concerned about my students’ behavior, as well as getting them to participate and learn efficiently. I am also a teaching instructor who helps teachers when they have trouble. When I discovered Classcraft, I was thinking, “This is a little crazy,” especially in an educational system where innovation is not always seen as positive.

The result was so much better than my expectations. I am still amazed by the radical change in my students’ behavior. Since using Classcraft, they’ve learned how to work as a team and depend on each other. They all want to participate in a positive way. They run to come to class and are always happy to do a preparation or assignments. They feel they are involved in an adventure. They don’t see it only as a game, but much more as a fun and positive way to study and help each other while accepting risks and consequences.

My students’ reactions are so positive that some parents, who were sceptic at first, became convinced very quickly. They see their children spending time sharing knowledge. Even the dean of my school wants to see Classcraft with her own eyes.

The improvement is priceless, considering the little time needed to put it in place during class. I am so convinced by this concept that I am extending it to most of my class groups. It has been such a success that students I don’t even know want to come learn Chinese and play Classcraft. This experience overall is a great way to make learning interesting and fun, and students never get bored.

Chinese, Grades 7-12, Chevreul School, Lyon, France

I discovered Classcraft by chance from an article on a gaming website. As an avid gamer myself, I am extremely interested in integrating video games in my classes as both my undergraduate and postgraduate thesis was on using video games to teach the English language. I tried Classcraft in my Grade 7 English class, and to my surprise the kids were extremely excited from the very first day until the end! My lessons became much more interactive, engaging, and fun. Classcraft enabled me to insert role-playing game elements into my lessons, and it turned my assignments, homework, assessments, and quizzes into fun quests and missions.
One of my best moments from implementing Classcraft was seeing one of my most disengaged and socially awkward students working together with his teammates to complete quests. As a result, I saw a jump in grades and the quality of work among my students. I look forward to playing Classcraft with my Grade 8, 9, and 11 students. I’m also looking forward to conduct CPDs (Continuous Professional Development) to introduce Classcraft to the rest of my colleagues.

MYP English, Grade 7, Fairview International School, Malaysia

When the computer was first introduced to my grade 5 class, I thought to myself, “What a useless thing,” and quickly dismissed it. Obviously, I was wrong. I quickly learned not to dismiss new ideas without giving a second thought as to how they could impact my life. That idea still holds true today when I look at new ideas that come and go in the field of education.

Gamification and specifically Classcraft has been one of those amazing ideas. After reading about it and discussing it with a colleague, I decided to jump in. Gamification has always been present in our classrooms in some form since childhood, and Classcraft takes it to a whole new level. 

My students took to the game right away. Participation, while always good in my classes, really shot up, with quieter children taking chances at answering questions or jumping in to protect teammates in the event of someone losing HP. Minor behavioral issues faded away slowly, and the kids really enjoyed the daily events and randomness of what would pop up on the screen. 

Overall, Classcraft has had an immense effect on my classroom. It’s an easy way to start off classes on the right foot, and it allows kids to work together and help make decisions that can benefit the team as a whole rather than the individual. The foundation of teamwork and the ability to simply realize that education can be fun and rewarding, which Classcraft helps build, will no doubt continue to serve the children as they move ahead in the future.


Health Grade 6, Geography Grade 7, and Modern World History Grade 8, Korea Kent Foreign School, Seoul, South Korea

I found Classcraft pretty close to the end of the school year, and you might think that would be a disadvantage, but it was actually really good timing. It’s often hard to keep 5th graders engaged even when things are “normal," but the last three days of school are even worse. They know it’s almost over, and they begin to get lazy … even the star students! I introduced my students to Classcraft with four days left in the school year, and it had the effect of a shot of adrenaline.

Instantly, they cared again and wanted to do well because Mr. Peoples was offering quadruple XP! My shy student was suddenly directing her teammates on strategy and helping them choose their characters. My troubled child was polite and attentive, even giving praise to other students when they earned XP. The rest of the year went by with no problems whatsoever, and I was even able to get my students to help me tear down the room in preparation for summer. All for a little extra XP. I am incredibly excited to start the next school year with Classcraft.

I’ve also been pretty successful using Classcraft at home with my own children. The possibility of earning XP and new powers that will earn them privileges and treats has made it so much easier to keep them off the video games and TV and to read more and care more about avoiding the summer slump. Plus, giving my son a big XP boost is definitely cheaper than paying him to mow the lawn!


All Subjects, 5th Grade, North Lakeland Elementary, Lakeland, Florida, USA

Classcraft has revolutionized my classroom. The game mechanics play a significant role in student engagement, both in the classroom and outside of the classroom. The game creates a perfect blend of teamwork and collaboration within the groups/teams but also provides an element of intrinsic motivation to individuals to work hard to earn more gear for their characters, level up, and earn more powers. I can’t tell you how many times my students were discussing among themselves about not forgetting their homework, studying for tests, and going the extra mile to complete some challenges that I created for them to earn extra XP. 

Since my implementation of Classcraft, my students have had fewer reminders to stay on task, a higher rate of completed work, and a renewed passion for learning.


Math, Language Arts, and Science, 5th Grade, Literacy First Charter School, El Cajon, California, USA

I had a student in my Computer Engineering that was struggling with the material. As a caring teacher, you do all that you can for students, but they still have to drink from the water. And as you may know, the students who need it most don't like to admit they do not know, ask for help, or come for tutoring. 

After one young man fell and dealt splash damage to his party for the second time, they rallied around him and forced peer tutoring on him. He was destined for a D; he earned a B.


Computer Engineering, Network Engineering, and AP Computer Science, Grades 9-12, Northern Guilford High School, Greensboro, North Carolina, USA

I have been stalking Classcraft since the very beginning or so. As an ex-gamer myself (I have a family now, no time to play … for now bwouah ah ah ah), the idea was so appealing to me, I HAD to use and integrate it into my classroom. I teach English to students with learning disabilities, and I was sure it would enlighten them as well.

The game was easy to integrate, and after a couple of weeks, it had become a second nature. The students liked it and were really enthusiastic. They made teams right away, signed everything, and got into it in a blink of an eye! They liked most of the game, how to use the powers and earn experience points (XP). Students are always eager to attend the class to get more XP and see what happens with the ‘Event of the Day’. It brought a lot of positivity to the classroom, academically and socially. It’s now a huge part of my planning, and I couldn’t teach without it.


English as Second Language, Grade 5, École Secondaire St-Martin, Laval, Quebec, Canada

I am beginning my 25th year of teaching; after 22 years of elementary, this year will my 3rd year of middle school. When I went to a technology conference in February, I heard about Classcraft and I thought, 'Wow! This would be something students would really be interested in playing.' When I returned home on Friday, I immediately went to the website and started looking into how to play the game. On Monday, I introduced the game to my students. When I brought the website up to show the students the characters and explain the rules that I had set up, they got really excited.

When we started playing, I noticed that I was not having as many students tardy to class, as many late assignments, or assignments not turned in. The students also started doing a lot of peer tutoring because they wanted the points in Classcraft, and they did not want to let their teammates down. The teams were starting to really work well together by the end of year. This year, I will have a prize for the team with the most points and the individual with the most points in each class. 


Robotics, Eco Architecture, and Computer Graphics and Animations, Grades 7-8, White Oak Middle School, Porter, Texas

We're a BYOD (Bring Your Own Device) school, and computer management is not always easy. Students always want to be online to check for email or look at their Facebook accounts as soon as they get in class. 

Class management improved as early as the third period that I used Classcraft. Behavior also improved, and free time on the computer is now a reward for good behavior. Furthermore, students were waiting for the daily random event and were ready to begin class. They were eager to work to gain experience points and use their powers, like eating in class. Students were keeping their lunches to eat in my classroom, and some even asked me if they could bring take-out from a restaurant. 

I knew that Classcraft was a hit when one of my female students asked me why the other teachers didn't use Classcraft in their classroom!


Physics Grade 11, Science and Technology Grades 8-10, Collège St-Bernard, Drummondville, Québec, Canada

Classcraft has become an integral part of our classroom program because it's helped us to better organize the classroom and allowed me to evaluate learning skills in the process. It is a great way to involve all students in fun and engaging activities, both in groups and as individuals.

Initially, we created class groups to help manage class material organization and clean-up. The class management system occurred when some challenges resulted in students randomly falling. This caused batch damage (usually), which resulted in many students being assigned pledges from Oron's Lantern (eg., plug in devices to charge, answer the phone for the day, stack the chairs, fill a friend’s water bottle). No one ever worried about Oron's Lantern's responsibilities because they were simple tasks to complete, and all students helped each other complete them anyway. 

We played challenges using ClassCraft that we created as a class. Some of the challenges were related to goal-setting homework or in-class exploratory activities (such as being an active group member). We would start a ClassCraft challenge, and players would do their best to complete their challenges (some of which were used for Learning Skill evaluations, too). Students were never penalized if they performed poorly in a challenge. They just earned fewer points, but they always won to some degree. Performance challenges always resulted in great peer dialogue related to how to improve student performance on the same task next time (group reflective practice).

I am a proud user and ambassador of Classcraft, and I am always willing to share my experiences with others as well as find innovative ways to use Classcraft in the future.

Core Subjects, Technology, Social Studies, and the Arts, Grades 6 and 8, Centennial Sr PS, Peel District School Board, Brampton, Ontario, Canada

I can’t actually remember how I found out about Classcraft, but I was hooked immediately. I signed up and started thinking about how I would use Classcraft in my classes. Since there was only the English version available back then, I decided to use it in my ESL classes, and we had a blast.

The thing is, lots of people ask me why I’m such a big fan, and I always answer with the same reason: because it challenged me to think about the way I teach. When I had read through the powers, I wasn’t sure about using a cheat sheet, giving students extra time, etc. But why not? There’s no reason why you shouldn’t reward students when they’re working hard … and those powers are REAL rewards. Yes, they do need to pass a test, but why not do it extra motivated or with a little power? Seeing silent students find the courage to speak up because they can earn extra XP, or watching students smile when they get back a good result because they could ask their teacher if they were right on a test ... those moments are worth a lot, and that’s what I like about Classcraft.

Today, I’m an ambassador for Classcraft, and I’m proud of it. I’ve worked hard on the Dutch translation, and I’ve started my quest to tell people about Classcraft in Belgium, a country where there’s always room for an extra adventure! Even an adventure that has nothing to do with chocolates or waffles …


English as Second Language, Dutch, and History, Secondary School Years 3-4, Berthoutinstituut-Klein Seminarie (BimSem), Mechelen, Belgium

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_**Website Content**_

1. The Website and Content are intended solely for the educational use of Website users and may only be used in accordance with the terms of this Agreement. Content is protected by copyright and other intellectual property laws.
1. You shall abide by all copyright notices, trademark rules, information, and restrictions contained in any Content accessed through the Services, and shall not use, copy, reproduce, modify, translate, publish, broadcast, transmit, distribute, perform, upload, display, license, sell or otherwise exploit for any purposes whatsoever any Content or third party submissions or other proprietary rights not owned by you (i) without the express prior written consent of the respective owners, and (ii) in any way that violates any third party right.
1. The Website is protected by copyright as a collective work and/or compilation under copyright laws and international conventions. You may not modify, publish, transmit, participate in the transfer or sale of, reproduce (except as expressly provided in this Section 6), create derivative works based on, distribute, perform, display, or in any way exploit, any of the Content, software, materials, or Services in whole or in part.
1. You may download or copy the Content (and other items displayed on the Website for download) for use within the Licensed Classes only or for personal home-use only, provided that you maintain all copyright and other notices contained in such Content, but shall not store any significant portion of any Content in any form. Copying or storing of any Content other than for the purposes licensed by this document is expressly prohibited without prior written permission from Classcraft or from the copyright holder identified in such Content's copyright notice.
1. You acknowledge that all Content accessed by you using the Services is at your own risk and you will be solely responsible for any damage or loss to any party resulting therefrom.  Under no circumstances will Classcraft be liable in any way for any Content, including, but not limited to, any errors or omissions in any Content, or any loss or damage of any kind incurred in connection with use of or exposure to any Content posted, emailed, accessed, transmitted, or otherwise made available via the Services.  
_**User Submissions**_
1. In the course of using the Services, you and other users may post or upload User Submissions to teacher forums or other forums. You shall be solely responsible for Teacher Submissions and the consequences of posting, publishing or distributing User Submissions on or through Our Website. In connection with each User Submission that you post, you affirm, represent, and warrant that: (i) you own or have the necessary licenses, rights, consents, and permissions to use and authorize us to use all patent, trademark, trade secret, copyright or other proprietary rights in and to any and all such submissions to enable inclusion and use of such submissions in the manner contemplated by this Agreement; and (ii) you have the written consent, release, and/or permission of each and every identifiable individual person in such submissions to use the name or likeness of each and every such identifiable individual person to enable inclusion and use of such submissions in the manner contemplated by us and this Agreement. In furtherance of the foregoing, you agree that you will not: (i) submit Content that is copyrighted, protected by trade secret or otherwise subject to third party proprietary rights, including privacy and publicity rights, unless you are the owner of such rights or have permission from their rightful owner to post and distribute the material and to grant us all of the rights granted herein; (ii) publish falsehoods or misrepresentations that could damage us or any third party; (iii) use the Website, including any content thereon, to harm minors or anyone in any way; (iv) impersonate any person or entity, including, but not limited to, any of our officials, or falsely state or otherwise misrepresent your affiliation with a person or entity; (v) submit material that is unlawful, obscene, defamatory, libelous, threatening, pornographic, harassing, hateful, racially or ethnically offensive, or encourages conduct that would be considered a criminal offense, give rise to civil liability, violate any local, provincial, state, national, or international law, or is otherwise inappropriate; (vi) post advertisements or solicitations of business; or (vii) collect or store personal data about users without their express consent or in connection with the prohibited conduct and activities set forth above.
1. Information and content uploaded to teacher forums or other forums will be visible to other users and may also be published by Classcraft in connection with the Services. You understand that by posting User Submissions to these forums or otherwise providing User Submissions, Classcraft hereby is and shall be granted a non-exclusive, worldwide, royalty free, perpetual, irrevocable, and transferable right to fully exploit such User Submissions (including all related intellectual property rights) and to allow others to do so; however, Classcraft will only share your personally identifiable information in accordance with the Privacy Policy.  
_**Content Responsibility**_
1. You also hereby do and shall grant each user of the Services a non-exclusive license to access your User Submissions through the Services, and to use, modify, reproduce, distribute, prepare derivative works of, display and perform such User Submissions as permitted through the functionality of the Services and under this Agreement. Furthermore, you understand that Classcraft retains the right to reformat, modify, create derivative works of, excerpt, and translate any User Submissions submitted by you, subject to the terms of the Privacy Policy. 
1. You understand that all information publicly posted or privately transmitted through the Services is the sole responsibility of the person from which such information originated and that Classcraft will not be liable for any errors or omissions in any information. 
1. You understand that Classcraft cannot guarantee the identity of any other users with whom you may interact in the course of using the Services. Additionally, Classcraft cannot guarantee the authenticity of any data that users may provide about themselves. 
1. You acknowledge that all Content accessed by you using the Services is at your own risk and you will be solely responsible for any damage or loss to any party resulting therefrom. Under no circumstances will Classcraft be liable in any way for any Content, including, but not limited to, any errors or omissions in any Content, or any loss or damage of any kind incurred in connection with use of or exposure to any Content posted, emailed, accessed, transmitted, or otherwise made available via the Services.