Working Agreements For Teachers

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March is about the time we rethink our expec­ta­tions for teaching. With spring in the air, the pur­pose of our learning often fades as the sun‘s rays fill our days. Read on to see how cre­ating a work agree­ment cre­ates a col­lab­o­ra­tive class­room full of trust, under­standing, and a common goal. A moment since my first answer, but things don‘t stay that way. My work has allowed me to deter­mine what cre­ates an “engaging” learning envi­ron­ment cre­ated by the teacher. With Glasser (choice theory) as a basis and more than 35 years of teaching, I devel­oped “Please Be Child Friendly” as a mnemonic for PBCF. Here‘s the sum­mary – much more on my blog with a graph. P stands for “Power” and gives everyone a voice. B is “belonging”, knowing one‘s learners.

C means “choice”, not free choice, but choice and expla­na­tion of the con­se­quences. F stands for “fun”, the chal­lenge for teachers is to com­bine this with per­for­mance. Below is an example of an employ­ment con­tract for a com­pany that offers many teachers in China. Most con­tracts differ depending on the com­pany or school involved in the search for teachers and the country in which the com­pany or school is located. This con­tract is simply avail­able as an indi­ca­tion to give you an idea of what com­pa­nies and schools expect from the teachers they employ. After reviewing the stan­dard con­tract, you can review the employer‘s require­ments and how their require­ments will be met with yours. I am new to learning inquiry and PYP. I am only in 4th grade.

But I feel like I see too many teachers (maybe even myself!) devoting them­selves to the idea of the agree­ment, to the idea that stu­dents actively par­tic­i­pate in the con­struc­tion of such agree­ments. When we actu­ally guide our stu­dents cre­atively to make the arrange­ments 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 feel the same way about the exam. Yes, the survey is often struc­tured and needs to be struc­tured, but are we “pre­tending” to inquire about what stu­dents are inter­ested in, or are we simply finding less than obvious ways to get them where we have already decided they should be? Both topics have kept me very busy when the school year starts where I am. Which ones could be used to start a con­ver­sa­tion in your teams and schools? How would life be dif­ferent this year if everyone agreed to play by a more pow­erful set of rules? How can a trans­formed work cul­ture advance other goals in your con­text? You can also use group agree­ments for group project work. .

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