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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 fourth year and I hope to use the same format to establish the essential agreements, but I hope to have stronger conditions. Positive expectations and the Pygmalion effect also improved Scott`s teaching. He says, “I proactively plan and teach elements of our essential class accord and weave them into units of study and the structure of class life. Scott applied the concept to his class chord, which he calls “oxygen” in the classroom. .