A community agreement (also known as a group contract, learning agreement or class agreement) is a common agreement between learners on how we want to work together during our common period. This may include guidance on what it means to be respectful, rotational expectations, or accessibility needs (for example. B do not bring peanuts to teaching). The discussion and decision on how the group will work together establishes a collective responsibility to make the classroom a safer place and to allow students to express their needs in the development of a productive and equitable learning environment. By building community agreements as a classroom, we have the opportunity to promote shared responsibility and acceptance of the learning process by students. The advantage of essential agreements is to define a culture of community learning, determined by the learners of that community. As you develop a classroom contract with your students, let them know that they are important members of the class community and that their ideas are important. This contract is a symbol of teamwork, cooperation and respect. It lets children know and reminds them of the role they have as individuals. It`s a powerful thing! I really like that you focus on the activities related to the agreement, and not just on the agreement itself. I think it`s as important to put the right context as the message itself. Hello, Amanda! Yes, it becomes the general expectation of my classroom that students must follow.
I think if we develop them together, they are much more invested in following them. I also use a variation of the Whole Brain rules available on my blog. How are we going to behave with each other, with ourselves, with our equipment, with our time as a learner? Joint agreements create the Community. We can deliberately create a culture of teaching mutual respect and cooperation by establishing, modeling and making all participants accountable for support agreements on how we learn together. You may already have such agreements; You may have created them in collaboration with your students. Hi, Cindi. It`s because of you and what your beliefs have to do with behavioral management. I prefer to use positive strategies rather than punitive ones. I would discuss with them, check the expectations and establish together an improvement plan. We also have weekly class meetings to check expectations and what works and what doesn`t.
These kinds of meetings help us tremendously. I hope it helps. Use this template as inspiration to create or revise your own teaching conventions. A shared and documented understanding of how you will serve and support all learners eliminates confusion about behaviors and procedures in the classroom and helps create an atmosphere of trust and support between students and maximize learning time. Read and practice with the class. Each child can put their name or a fingerprint on the final contract to show that they agree. Put the class contract visible somewhere and check it often with the class. Normally, I post it along a wall higher, which we all see often and to which we can refer. You can also use group agreements for group project jobs. Give each group time to develop their own agreements on how they will work together. This can help relieve stress from ambiguous expectations of group work, help students defend themselves, and resolve conflicts together. Be sure to clarify what each contribution means.
For example, “being respectful” can mean different things in different contexts. Also check active consent: are these the guidelines that people want to set for the group? Is anyone worried about her? Revise these guidelines until class members are satisfied and feel ready to commit to the collective agreement. In one of your first joint lessons, invite students to think about what they need to make the classroom environment safer, fairer, and more productive for learning: what would best help us work together? You can do this through individual writing requests, think pair sharing, or another active learning strategy….