Help your students by helping them create a container that appreciates who they are and gives them the opportunity to be themselves. When you create a classroom container that consistently returns to your community agreements, healthy learning relationships are fostered that foster respectful and caring bonds. Community agreements can also indicate what to do if someone does not behave accordingly. The answer should be restraceative and not punishable. If your class has made the agreements, write them down and post them so they can be displayed by everyone. Finally, remember that community agreements are fluid and can be completed if necessary. Try to define the container by creating community agreements with your students. What do your students need to feel safe in their classroom? Share with other teachers in your school or on social media with #mindfulschools. There are a number of calls that you can ask to help students develop agreements. The advantage of essential agreements is to create a culture of community learning, determined by the learners of this community.
Are you interested in attention with a community of like-minded educators? Join our free monthly live community office! Creating community agreements can help your class think about how they want to connect (as described in the description). This can lead to agreements like “a person speaks at a time” and “no put-downs.” They can also ask students to think about the conditions in which they should focus and do their best. You might want to ask your students, “What do you need to feel safe, comfortable and excited to learn?” This question can bring surprising answers like: I really like this article and found to confirm. Last year, in Class 1, we worked on what to do in school and what we learn? Students enjoyed sharing their dream classroom environment. We dropped everything and recorded all their proposals. Like the second set of rules, most of the exchanges were made by the students, which should not be done. As a team of teachers, we grouped what was not the case into three simple titles that helped students sort. We have concluded three essential agreements for space, which sewed almost all the proposals, listened, beware, learn. These three words were then used as questions: “Did you take a step back when you used Fred`s work? Did you listen when Jane asked to play?, What did you learn here?`. This year I will be in the fourth year and I hope to be able to use the same format for the creation of essential agreements, but I hope that the conditions will be stricter. Ask students in one of your first common classes to think about what they need to make the classroom environment safer, fairer and more productive for learning: what would help us work together best? You can do this through personalized writing requests, a share of the thought pair or another active learning strategy.
After giving students time to reflect and discuss in small groups, you work out a list of agreements together. You can also ask this question in advance by email or Quercus and have students digitally contribute to the generation of ideas. I think class agreements are acceptable to the self-motivated learner, but they are a challenge for those who are not.