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 give surprising answers such as: Use strategic moments when interactions can be more difficult: Z.B. remind students of your chords when tensions arise or you engage in a potentially high-level conversation. On this page, we offer questions that need to be taken into account when developing policies for your specific teaching environment, several examples of policies and ideas on how to use the guidelines during the semester. In addition to the agreements, NESAWG presents certain assumptions that support the framework and activities of the conference. These hypotheses were initially articulated by AORTA and borrowed with gratitude! In the first few weeks, post the list in the classroom where everyone can see it. Perhaps you ask a student to read it from time to time, as a whole group recalling your collective agreements. And don`t forget that newcomers or infirmities didn`t agree, so take the time to explain and ask for their consent to the agreement (you can always do it in one break). If you want to change it, you have a discussion with the whole group until everyone agrees. 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. If you have your group agreement, make sure it`s displayed for everyone – ideally, have it written on a whiteboard, paperboard or overhead projector. Use mid-term and/or at the end of the semester as a reference point for students to assess their participation (e.g.B. “How did I contribute positively to the type of learning environment described in our guidelines?” Or: “What were my strengths as contributors? Where can I grow up?`) and/or to provide feedback on their sense of classroom interactions and learning environment (response z.B.: “How did we respect these agreements as a class?”). Make sure you clarify what each item means. For example, “being respectful” can mean different things in different contexts. Also look at active consent: are these the guidelines that want to govern the group? Is anyone worried about her? Review these guidelines until participants are satisfied and feel ready to join the collective agreement. The following examples of guidelines are proposed as starting points in the context of these thought-provoking issues. They include several types of guidelines: behavioural proposals (for example.
B do not interrupt), invitations to certain settings (for example. B open to a change of perspective), invitation to think about your own learning (for example. B Try to see your mistakes as part of the process). In all these examples, we try to avoid some common pitfalls, those of Sensoy and DiAngelo in their article “Respect Differences” published in 2014? Challenging common guidelines for social justice education. In their discussion of the particular pedagogical context of social justice courts, these authors state that all conference participants agreed to abide by these agreements.