At the outset of a new school year, an aspect of our work as educators is to get to know our students, and determine where they are academically. In the pressure to do this, the time required to build community can sometimes take a back seat; this tension between pedagogical choices can be challenging to figure out.
In September and October, I spend several weeks with my class developing, refining, and decorating our classroom agreements. The agreements guide how we, as a classroom community, are in relationship with each other, and also set rules as to how we use materials and move throughout the school and playground. Importantly, this student-centred and collaborative approach integrates Growing Success, as well as the Ontario curriculum.
In previous years, I have placed chart paper with prompts throughout the room, and students brainstorm their thoughts on what they want their classroom to look like for the coming school year.
This year, I shifted my approach. I kept agreements from previous years, and because each agreement is written on a separate piece of paper, I had enough copies to use them as a reading activity. We sat in a circle, and students buddied with their elbow partner. The agreements were passed around the circle, with students reading them quietly to each other.
Both approaches work, but I particularly enjoyed this new iteration because it gave us an opportunity to sit together and discuss ideas. The agreements became unique and practical reading passages connected to students’ current learning while still empowering students to be part of the decision-making process for their upcoming year. As a bonus, reading agreements from the past also connects them to students who are now in Grades 5, 6, and 7. The activity also provided opportunities to practise Collaboration and Responsibility, two of the Learning Skills. Students will reflect on these skills, and I can observe how they work together and understand their roles. This provides a starting point for my assessment of their Learning Skills.
We then held a knowledge-building circle to discuss what we had learned from the past agreements. In this inquiry activity, I introduce a topic, and the student speaking chooses who speaks next. My role becomes quieter as I record students’ thoughts and help the discussion flow. Together, we identified five categories, and students then worked in five groups to brainstorm ideas for each one.
After the group brainstorming, I use the chart paper to draft the upcoming year’s agreements, drawing on students’ ideas and our discussions. Student voice remains central, while I retain responsibility for ensuring that our agreements support students’ learning and safety.
These are our final versions, which are printed after discussions with students:
Including Others
We will work to include everyone in our class, as well as visitors. We will be anti-racists, and not use harmful language.
Materials and Jobs
We will try to remember our jobs, and complete them on time. We will look after classroom materials, and make sure to return them to the correct spot. We will keep the classroom tidy and organized. We will share the wobbly chairs according to our needs as a class.
Respect
We will be kind, and treat people the way we want to be treated. We will not swear or be hands on.
Outside
Listen carefully for the whistle, and don’t run ahead of the teacher. Respect boundaries of other students and the playground. Pick up garbage, and make sure any waste goes in the correct bin.
Chromebooks
Carry Chromebooks with two hands, and do not walk with them open. Plug in after every use, and put water bottles on the floor. Do not eat or drink when using Chromebooks. Do not play computer games unless assigned by the teacher.
These are then printed out on 11 x 17 paper (one agreement per piece of paper), and decorated by the students. We all then signed the agreements, to indicate our support.
I always tape the agreements at the front of the room, so that students can see and refer to this foundational work that guides how we are in community. It is a rich, yet relatively easy to organize activity that centres student voice. It does take a fair bit of instructional time to do well; however, it is of such importance for our community and the year ahead, every minute is well spent.
