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Classroom Agreement For Kindergarten

14th September 2021 • By

Every year we create a class contract. This multi-step process helps children recognize what is important in a classroom and take responsibility for maintenance. A class contract is something that is established with the participation and ideas of all. It will be something very strong and powerful. It is also a nice alternative to the traditional rules of the classroom. You have weekly class meetings. During our class meetings, children are encouraged to openly share feelings, gratitude, and compliments. and solve problems. Thank you very much for that! I am an art teacher in a Montessori public school and I have 8 primary classes of 27 children, whom I see once a week.

Some of the classes really have it “together” and some of the classes are very young and inexperienced. I would call either of them chaotic at this point. I need these class rules for all classes, but especially for these small chaotic classes. I am so happy to have found the NOW (at the beginning of the 2nd quarter) and not at the end of the year! I think it will literally save my year! Thank you very much! Sarah Frances Adding images to your kindergarten rules helps young children better understand the importance of rules. Expectations in the classroom help students develop social responsibility. Try to create together a class contract with the children`s ideas. If you only have a few simple rules in your early childhood classroom, your school year will be so much smoother! 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. I really like this article and found it resigning. Last year, in the first year, we worked to know what we need to do in school and what is learning? The students enjoyed sharing their dream environment in the classroom. We dropped everything and recorded all their proposals. Like the second set of rules, most student exchanges were the right thing not to do. As a team of teachers, we grouped the was-non-to`s into three simple titles, the students helped with sorting. We concluded three essential agreements for space, which included almost all the proposals, listened, cared for, learned. These three words were then used as questions: “Did you pay attention when you resorted to Fred`s work? Did you listen when Jane asked to play?, What did you learn here?`. This year I will be in CM1 and I hope to use the same format to establish the essential agreements, but I hope to have stronger conditions….