This is not a comprehensive policy, intended to serve as an example, proposal and/or springboard for a more robust, sustainable and relevant policy, developed by any individual, group or organisation that wishes to use it as a starting point for the development of safer space policies/community agreements/group directives that meet their specific needs. Group guidelines/community agreements can be developed with stories of clarity and understanding. Pairs or trios Share List. Ask these groups to agree on their top 1-3 chords in order of priority and rewrite each in a single sentence or sentence. You`ll probably have to model that. 1. Find out who is in your community. A community is defined as a group of people who have something in common. Some examples may be: – Your family – The people who are with you – A sports team in which you are or club you are in- A classroom with students and teachers – A workspace including bosses and colleagues There is not a single real way to design these agreements. Please read our sample blog posts for more details on creative opportunities to involve all members of the community in creating your agreement. What are the steps to create your own community agreement? Follow these steps: every time people come together as a group, we form both a community and a culture. At the NESAWG conference, we are looking for a respectful, comfortable, open, curious and friendly community and culture.
Community agreements help us to find concrete ways to create this culture and to speak above and through conflicts without creating one. With these practices and tools, we can challenge ourselves and each other, while always realizing that we all come from different places of knowledge and transformation. A Community agreement (also known as a group contract, apprenticeship contract or class agreement) is a common agreement among learners on how we want to work together over the course of our time. This may contain guidelines, which means being respectful, expectations of participation or accessibility (for example. B, don`t put peanuts in the teaching). Discussion and decision on how the group will work together is a collective responsibility to make the classroom safer and allow students to express their needs in the joint development of a productive and equitable learning environment. If, as a classroom, we build community agreements, we have the opportunity to promote joint responsibility and the purchase of students for the learning process. Ask students in one of your first common classes to think about what they need to make the classroom environment safer, fairer and more productive for learning: what would help us work together best? You can do this through personalized writing requests, a share of the thought pair or another active learning strategy. After giving students time to reflect and discuss in small groups, you work out a list of agreements together.
You can also ask this question in advance by email or Quercus and have students digitally contribute to the generation of ideas.