I like your focus on the activities related to the agreement, not just the agreement itself. I think it is as important to set the right context as the message itself. I think class agreements are acceptable to the self-motivated learner, but they are a challenge for those who are not. It`s great! Love, as you pass over each part. Is the class contract your settlement? Or do you have anything else to do with the rules? Or is the class contract the expectations that students must meet? I read books every day, and I choose stories that illustrate how children deal with different emotions and subjects. We talk about stories and students share their links. These books for alumni meetings are perfect for conveying social skills and having these important conversations. Use this template as an inspiration to create or revise your own class chords. Common and documented knowledge of how you work and help all learners eliminate confusion about classroom behaviour and procedures and create an atmosphere of trust and support between students and maximize learning time. 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… Finally, we talk about how a “great” classroom feels (how they feel at school and how people feel). This part is a little more difficult for the children. When they talk, encourage them to think about how they feel on a good day and when good things happen. It is a good practice for children to identify different emotions.
Some of the ideas for “A great classroom feels open, welcoming, respectful, happy, honest and much more. I start by asking them to imagine what a “great” classroom looks like (what they see when they look in their classrooms and in the children`s homes). As the students raise their hands and exchange ideas, I add these ideas to the anchor diagram. If I feel that an important idea has not been mentioned, I can give clues or ask questions until someone talks about it. 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. We move on to making a “great” classroom sound (what they hear in terms of noise and what people say).
The children share their ideas zealously, and I add them to this section. Once you get to this position, I guess it`s due to curiosity or the need to develop the expectations of teaching. You may be wondering how to start teaching social responsibility.