Students work together to create a contract to develop a reflective classroom community that is conducive to learning and sharing. Sometimes participants do not respect the community agreements they put in place for themselves and for others. If this happens, it facilitates everyone`s consent to a particular behaviour. As a training manager or course facilitator, you can report disrespect and ask the class together how they plan to do it. Or you can refer to the agreement and ask the person to change their behaviour so that it is consistent with the agreements. Both are useful, and what you do depends on the time you have and the ubiquity of the problem. The more you can democratize implementation, the more buy-ins you will likely have, so remember that this is an exercise in establishing a common responsibility rather than exensing your authority. · You come up with a plan on how things will be different the second time — proof of new learning. As a class, with the teacher on the whiteboard or a common screen, organize ideas for distance learning and ideas for human-learning-by theme. If there are tensions or contradictions in the proposed expectations, you can discuss them as a class.
While the process includes students` ideas, it is ultimately the teacher`s responsibility to ensure that the ideas that can enter the final contract are the ones that best foster a safe learning environment. To help students develop ideas for classroom standards, introduce them to a number of scenarios and ask them to imagine what they want when this scenario occurs, learn from a distance or learn personally. Project each scenario in a synchronized session in person or in a virtual session, and ask students to write down their ideas for each scenario. You can ask students for situations such as: Ask each group of students to share their ideas of class standards with the whole class, including how students imagine that the idea works when they are in the classroom and when they are involved in distance learning. Below are some suggestions on how students can share their ideas with the full class: Hesterman, p. (2016). The digital handshake: a group contract for authentic e-learning in higher education. Journal of University Teaching and Learning Practice, 13 (3), 1-24.
· Articulates clear learning goals and expectations in terms of skills adapted to Hi Bill standards, thanks for your feedback on this learning and learning contract. I like the idea of grouping and thought about your “preparation, reflection, perseverance” idea and try to engage it in categories or clusters. I will let you know that if you find something that works, it makes sense. Mary These instructions are intended to help teachers who are preparing to teach remotely at least part of the school year – or who already have distance courses – to enter into two contracts with their classes, one for learning and one for distance learning. A contract implies that all parties have a responsibility to respect the agreement. Students can think about what it means for a class to have a contract and why it is important to create a contract that can handle both personal and distance learning. I think Mary`s work is an excellent reference point for teachers in SPS, departments or all school staff to study practices and policies. It is a great tool for a coach or principal to get teachers to discuss their class choices, to motivate the highest students to learn and to teach responsibilities to learners. It also provides a starting point for teacher and student interviews that lead to a separate partnership agreement. Ask students to collaborate in the breakage groups to generate standards ideas or “expectations” for the class contract.