I`m new to the application and the PYP. I am only 4 years old. But I see too many teachers (maybe even myself!) who give words in the air to the idea of the agreement, the idea that students are actively involved in the construction of such agreements. If we creatively creativity our students to find the chords that our class must have. It is difficult for us to let go of control and guide students to their promises, not ours. Sometimes I feel the same way on the exam. Yes, the survey is often structured and must be structured, but do we “make” requests about what students are interested in, or do we simply find less obvious ways to get them to where we have already decided they should be? These two subjects were hard in mind when the school year starts where I am… It is important for children to know that their feelings are appreciated and that their voices are heard while creating rules and agreements together. Start with a discussion about how students want to feel at school. Starting with focusing on their own perspective and their own feelings will help them realize that other children want the same things. When children realize this, it can really help them think about things from the point of view of others. Try to come up with a list of positive feelings from children at school, so they will help you limit it to the most important feelings.
Stories are great tools that they can use to create class chords. Stories that illustrate the impact of our actions on others, how we work together and how kindly you are will help your students have a common context in which they can discuss their own feelings and behaviours at school. Try a series of books that illustrate these themes and read them with your class. Discuss feelings of character and behaviour and let the children tell how they relate to the story. Talk to students about what they thought the author wanted people to learn from history. These discussions can help your students succeed if you do them by creating rules for your classroom.