It is important to anticipate with students that problems will arise in the classroom this year. Talk about the fact that disagreements aren`t necessarily a bad thing, but when there is disagreement, it`s important to think about how we can share our feelings without hurting others. A discussion about when other people have exacerbated a disagreement versus when a disagreement has been resolved can be helpful in supporting that debate. Try asking some of the following questions with your class, and be sure to record their answers. I really like that you focus on the activities related to the agreement, and not just on the agreement itself. I think it`s as important to put the right context as the message itself. I read books every day and choose stories that illustrate how children deal with different emotions and issues. We talk about the stories and students share their connections. These books for class meetings are great for conveying social skills and leading those important conversations. Gambrel says she has been doing this for a few years and has few discipline issues in her classroom. “I think this activity works because you end up having the same rules that I want, but they are the ones who made the rules,” she said. “It works much better than posting my period without typing them.” I am new to inquiry learning and PYP.

I only have it in Grade 4. But I seem to see too many teachers (maybe even myself!) giving empty words about the idea of the agreement, the idea that students actively participate in the construction of such agreements. In fact, if we creatively insert our students into making the agreements we want from our class. It`s hard for us to let go of control and guide students to make their decisions, not ours. I sometimes have the same thing with the survey. Yes, the survey is often structured and needs to be structured, but do we pretend to ask questions about what students are interested in, or do we only find less than obvious ways to get them where we have already decided they should be? These two topics have been of great concern to me when the school year starts where I am. Let students write the same thing on a small piece of paper. Next, have students write in the line the number corresponding to the position of each letter in the alphabet (for example.B. A = 1, B = 2, C = 3…). Finally, let students add up the numbers in the rows.