What do you think worked well in the process? When someone says something that feels offensive, we can . Finalize the list by asking students to write their initials alongside norms and expectations that they think are important (or use sticky notes). Ask them to define contract and share ideas about the purpose of contracts and the types of things they can protect. If you don’t understand something, ask a question. Ask each student to complete the following sentence starters in their journal. Make sure students understand that a contract implies that all parties have a responsibility to uphold an agreement. What process did our whole group use to come up with our contract? . Work together toward a reward. When have you felt comfortable sharing your ideas and questions in a class? Being specific and consistent will help you achieve the best results. . I will have students periodically rate me, themselves and each other against the classroom contract. . Divide students into small groups of three or four and give each group a piece of chart paper (or pieces of butcher paper or photocopy paper). Share the talking time—provide room for others to speak. Brookline, MA 02445. You will read a prompt, and anyone who thinks that prompt relates to them should step over the line for a couple of seconds and then step back. Teachers have many ways of doing this, from reading through the rules, using ice breakers, or even challenging students to solve a problem together. This year, I decided not to post my classroom rules or consequences. Revise the sentence starters as needed to fit what you think your group needs at this time. It is a set of terms for each both students and myself. For the next month, I am going to work on _____________ (choose a norm from the class contract). Classroom Contract. If we read or watch something that makes us feel sad or angry, we can . You might draw from the following questions: What process did your small group use to come up with your three or four norms? . Then ask for volunteers to write the finalized contract on large paper after class or after school and have students sign it the next time the class meets. Listen with respect. Or you can place a long piece of masking tape on the floor to serve as the line. Students will have to learn to work together in order to get that final … Acknowledge that the comment—not the person—hurt your feelings and explain why. Everyone starts in a seated position. Another way to help students develop a contract is to have them envision what they would like to have happen during certain scenarios. . Alternatively, you can use one of the following strategies: Everyone stands in a row, imagining a line in front of them. If someone says an idea or question that helps your own learning, say thank you. Sit in a circle for a closing discussion about the activity so students have an opportunity to reflect together on their process of creating their contract. Do not interrupt others while they are speaking. (I haven’t tried that yet, but … If someone says something that hurts or offends you, do not attack the person. . Explain that in order to create and maintain this kind of safe and brave space that encourages risk-taking and where challenging, and often uncomfortable, conversations and learning can happen, they will be working together to develop a classroom contract. We are a registered 501 (c)(3) charity. Sample Lesson Plan: Generating Classroom Shared Agreements. After the class has agreed to its norms and expectations, have one or more students record the information on a piece of chart paper or butcher paper, and then ask everyone to sign their names. When students are involved in the creation of a classroom contract alongside their teacher, rather than receiving the rules from their teacher, they are more likely take responsibility for upholding the norms and expectations that the group establishes to guide their interactions and discussions. . Download Resource. To show respect for the ideas of others, we can . You can think about your answers as you plan for the next class period and/or record your ideas in writing on your lesson plan or in a teacher journal so you can refer to them this year and when planning next fall. Some possible rules for a high school classroom include: Arrive on Time: To keep the classroom running smoothly, everyone needs to be on time and ready to start class. He teaches high school students in the areas of video production, broadcasting, CAD, architectural design and engineering, and serves as the co-advisor of the Student Improv Group. Ask students to discuss what they think about the following norms. Ask each group to stand by their list and present their ideas to the class by reading each norm and explaining why they think it is important. . What do you think worked well in your small group? When we don’t feel comfortable sharing an idea out loud, we can . Then ask students to look for places where they can consolidate ideas. My plan is to create a survey where students can check in on how we are keeping up with our agreed upon norms. Jeff started his teaching career in 1998. They might include situations such as: When we have an idea or question we would like to share, we can . One of the most important things to do early in the school year is establish a classroom culture. . Then invite students to edit the list by deleting, revising, or adding to it so it reflects the norms they are committed to upholding together this year.