How are we going to behave with each other, ourselves, our equipment, our learning time? Common agreements are a community. We can consciously create a culture of mutual respect and cooperation by empowering all participants for support agreements on how to learn together. Perhaps you have already entered into such agreements; You may have created them with your students. I`m new to the application and the PYP. I am only 4 years old. But I see too many teachers (maybe even myself!) who give words in the air to the idea of the agreement, the idea that students are actively involved in the construction of such agreements. If we creatively creativity our students to find the chords that our class must have. It is difficult for us to let go of control and guide students to their promises, not ours. Sometimes I feel the same way on the exam.
Yes, the survey is often structured and must be structured, but do we „make“ requests about what students are interested in, or do we simply find less obvious ways to get them to where we have already decided they should be? These two subjects were hard in mind when the school year starts where I am… 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. In defining class agreements, some teachers present a list prepared for discussions, others bring some ideas and let students refine and revise them, while the most constructivists start from scratch on the question of debate: what do we need, as learners, to prosper together? Whatever your strategy, the time invested upstream in developing class agreements that are consistent with your values and beliefs about a learning community reaps huge profits. Sometimes participants do not respect the community agreements they put in place for themselves and for others. If this happens, it facilitates everyone`s consent to a particular behaviour. As a training manager or course facilitator, you can report disrespect and ask the class together how they plan to do it. Or you can refer to the agreement and ask the person to change their behaviour so that it is consistent with the agreements. Both are useful, and what you do depends on the time you have and the ubiquity of the problem. The more you can democratize implementation, the more buy-ins you will likely have, so remember that this is an exercise in establishing a common responsibility rather than exensing your authority. The advantage of essential agreements is to create a culture of community learning, determined by the learners of this community.
A Community agreement (also known as a group contract, apprenticeship contract or class agreement) is a common agreement among learners on how we want to work together over the course of our time. This may contain guidelines, which means being respectful, expectations of participation or accessibility (for example. B, don`t put peanuts in the teaching). Discussion and decision on how the group will work together is a collective responsibility to make the classroom safer and allow students to express their needs in the joint development of a productive and equitable learning environment.