The space teachers create for their students is important and can encourage students to see themselves as a community of interdependent learners. These agreements were made by Ferananda Ibarra, Chris Corrigan, Krisztina Kun, Trilby Smith, Katy Golinsky, Gray Miller Creative, Ankit Chhabra, wolf, Nadja Petranovskaja, Brandy Agerbeck, Natalie Ord, Monica Brasov-Curca, Christine Martell, Jill Banting, Rachel Marcuse, Ken Lima-Coelho, Mark Busse, Julie Gieseke The key to building a culture is to reconsider these agreements during each lesson. Start and end classes with chords. Let students determine how well they have experienced the agreements as a retreat ticket or opener for the week. Consider the following strategies for setting up your physical space for a sense of community: Whether you`re starting with a list of proposals or asking a group to make their own deals, you`ll find out what works for the group. And if I am a participant, here are some guidelines that I could personally propose to create the conditions for good cooperation. Recently, I have been rethinking community agreements. When is it better to propose principles to the group and when is it better for a group to create its own? For my graphic presentation practice workshops, I could start the room with a poster like the one in the image above – and ask the group if they have any changes or additions. That`s how you set the tone forward in space, it works well, but only in situations with little conflict. For years, I`ve always asked groups to write them down together, but in brief meetings or focus groups, if time is very valuable or the group doesn`t get together for a high-stakes conversation, it may seem trivial to ask the group to participate in these container building activities.
In addition to the agreements, NESAWG maintains certain assumptions that support the framework and activities of the conference. These assumptions were initially expressed by AORTA and are borrowed with gratitude! After completing your inventory, use a live classroom session to develop community agreements to control virtual classroom interaction. You can use the “Defining Agreements” activity of the National Faculty of School Reform to establish a number of agreements with your students. Sometimes participants do not respect the Community agreements they establish for themselves and for others. If this happens, the agreement, which everyone has actively accepted, makes it easier to address a certain behavior. As a tutor or teacher, you can point out disrespect and collectively ask the class how they want to handle it. Or you can refer to the agreement and ask the person to change their behavior so that it complies with the agreements. Both are useful, and what you do depends on how much time you have and the extent of the problem.
The more you can democratize the app, the more likely you are to buy-in, so consider it an exercise in building shared responsibility and not exercising your authority.