Social Agreement In School

With the whole class, brainstorming add a list of key positive behaviors into a social contract to make a school community more positive. Ask each group to share what they think is the most important feature of their T-chart. Discuss and agree on five or six sentences with the language of the contract. For example, “We agree to avoid calling other people and avoiding names.” Write sentences on graphic paper. Tell students that in the next lesson, they will draw a character, such as a mascot or superhero, who will guide the school in promoting a character trait that will improve the school climate. Tell them that to choose the top five characteristics, they will study the rest of the school to study what students think are the greatest needs and most important characteristics. The class uses Survey Monkey or another survey tool to create a school survey. Discuss what they want to learn from the survey (look at what is important to students and what they need most). To develop survey questions, you can use students in groups and let each group develop a few questions in an assigned category (see below). Classify the groups into the following categories, from which you can develop some concrete questions: How are we going with our school climate? What are the main features? What needs to be improved? What are you willing to do? Each group writes 1-3 survey questions in its category using the specific characteristics that were created in its T-charts and class discussions. [Examples of questions: put the following community values in order of their meaning: Be kind to others, respect common property, have no tolerance for moral harassment, be on time, do your best work. How well is our school doing on a scale of 1 to 5 with its non-harassment policy?] Show them an example of the Likert scale when participants assess how strong they feel about different characteristics. Students use or other survey tool to conduct a school-wide survey that assesses the positive characteristics that students deem to be improveable.

Students can add to the list of other positive traits/behaviours that are important to them to be practiced at school. Students interview an elderly relative or family friend about the most popular traits in college when he or she was your age. Students can provide a list of characteristics developed in the classroom and ask the senior to assess their importance in college years ago. Discuss how rights and responsibilities have changed or remained the same. Students write a paragraph in which they compare and contrast the expectations of the time and today. Submit the order of duty to interview an older family member (parent, grandparent) about the positive character qualities appreciated in college when he or she was young. Read the social contract written on the previous day`s graphic paper. Ask what are the most important positive qualities throughout the school to have a positive school climate. Discuss what they think most children would choose in school.


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