Essential pyp chords, restorative conversations, restorative practices In a PYP school, every class, every team, even the whole school has an essential agreement that sets the tone for collaboration and teamwork. Otherwise, how would we know what the common standards and expectations are? There are endless possibilities to develop such agreements, and as this is the beginning of a new school year in Australia, all our teams and classes have been working on theirs. The class insisted that everything was essential and that nothing could be lost by this agreement! I was a little confused at first, but then I had to smile. When I said that these were not the rules, but essential agreements, I realized that they were the same for him. The group used placemats made of @sherrattsam to draw or write a moment when they felt one of the words at school. The children, teachers and assistants then talked about what had happened so they could feel a word. Where the swimming instructor might say, “I`m really angry when the kids run in the pool.” The feelings on the board created a compass that allowed us to dig deeper into the source of frustration. It wasn`t because it was about running itself, but because the children weren`t following the agreements to stay safe. After our class discussion about our essential agreement, a boy raised his hand. “Where are the rules? If this is an essential agreement, shouldn`t it say the things we can and cannot do? We then thought about what our classroom should look like, and the children left in pairs to chat. The next day, we asked, “What are the most important things for you?” I`m so impressed with how you`ve made your students think beyond the rules. With the right counsel, students come with the deepest thoughts.
Reading the essential agreement has been such a pleasure, the children have a very unique way of expressing the world in their own way. On the first day of school, the three classes in my class, their subject teachers and class assistants came together to reach an essential agreement for our class. Do a quick Google image search for “class rules” and “class chords” (or “essential chords” as they are called in the PP) and see if anything surprises you. […] has reached an essential agreement in our classroom. He focused on two areas: how we interact with each other and how we […] Our teaching and learning team has an “essential agreement” inspired by this clip: creating a meaningful essential agreement with such a large number of learners was a difficult prospect. One of the areas in which we have agreed is the drafting of essential agreements. Instead of our grade level making essential chords in individual classes and then repeating the process in sports, languages, art, etc., we decided to bring our community together to make an essential agreement that everyone can follow. T What I noticed is that despite the title, many class agreements are still rule lists. Michelle Twining enjoys teaching with a holistic approach, based on research and creating a culture of thought in her classroom. She tweets @smwhreinbetween.
We wanted our children to understand that while there were certain behaviors they need to pay attention to in the pool or in art class, expectations about how their teachers treated them (and how their teachers treated them) were the same throughout the school. I recommend @whatedsaid 10 tips to create an essential agreement as a good place to start thinking. Today, Jocelyn and I have developed our class agreement. We started by asking the children to think carefully, and then write down what helps them learn and what hinders their learning. Later, we brought back a list of all the things they had written, and in the groups, students pointed out the ones they considered most important for an essential agreement in the classroom that will maximize learning for all. This is put together, brought back again to make sure everyone agrees, and then we have our essential agreement to the class! […] Time, but it is a delicate and important process in our attempt to understand each other. This blog from the IB website is a great resource for those interested in formulating essential agreements […] What will you do differently when drafting your key agreement this year? The word shows the keywords from the original list of students, which helps them learn. We believe it is important to reach an essential agreement based on the creation of a learning environment and not on rules and regulations. In a PYP school, each working group (teacher or student) begins to create an “essential agreement”. In the classroom, this means that it is not the teachers who impose rules, but everyone works together to reach an agreement on how the classroom works. This is one of the best I`ve read so far about discussing and creating essential agreements.
Teachers and students are sometimes so “used to” creating them, but have not understood the reason why they created them. It would be better to let the class understand the value. Great post!. and promote the above to everyone we work with. This led to an important observation of this process. If you enjoyed reading these edited highlights, you can read the full article here. I appreciated your example. I find that the discussions led by the students reveal them and me. Responses included: “You would not judge others” and “You would accept who people are and how they are different.” The next time the group froze was in a pose where they felt bad at school and then could shout out what was going on during that time When I asked why they chose what they were doing, it led to a discussion about the word “value” and a brainstorming session around the issue: “What do you like?” Like many international schools, the children in my school are fortunate to have classes with subject teachers. Last year, my class had a problem with children in other classes who didn`t show the norms of behavior in class. Stories of children making reckless decisions often followed the children`s return to the classroom, which often required the intervention of classroom teachers. Michelle Twining, Mount Scopus Memorial College, Australia We searched for the words, talked about them in pairs and came together to conclude what they meant.
I wanted my students to go beyond the rules to understand that what we value is reflected most in the way we act, so why not start there? Has our students` education and experience led them to believe that these are the reasonable expectations for a learning environment? As the participants all did together, there was no risk of being singled out. There was permission to let out feelings and secrets without pressure or public. What was interesting was that because we already had these feelings to talk about, they became a compass for the community to really decide what is important to us. I had hoped to be able to illustrate this for the group by pushing for an experience of a negative situation and turning it into a positive situation. However, when I asked the children who were angry what made them angry, none of them could answer. Over the next few weeks, we created a “word” of values, and then we noticed things that we liked a little and a lot. What is most important to us should remain at the forefront of our minds so that we can remember why we want to act in a certain way and what kind of people we want to be. I know I want to do it both personally and professionally: remember the purpose behind it.
Then we asked, “If we really enjoy these things, what will it look like? How would we show it? Which ones relate to our time as a class? I really like the fact that the focus is not on the rules, but on an essential agreement that reflects the collective values and behaviors that the class wants to have in its learning environment. .