Social Agreement In School

Present the assignment to ask an older family member (parents, grandparents) about the positive characteristics he or she appreciated in college when he or she was young. This lesson includes the study phase of the service learning process. Students identify the needs of the school community through a school-wide survey and group discussions. Students interview an older parent or family friend about the most valued characteristics in college when he or she was your age. Students can provide a list of characteristics that have been accumulated in the classroom and ask the senior to rate their importance to college years ago. Discuss how rights and duties have changed or may have remained unchanged. Students write a paragraph in which they compare and compare the expectations of then and today. After each sketch, discuss the interaction and identify behaviors that were not our expectations of the social contract. Ask the following questions: A positive school climate is made up of people making decisions about how they should behave and behave with each other.

It is everyone`s responsibility to be a good school citizen. Students identify the characteristics they value most and ask the school population what is going well and what students think can be improved. Read again the social contract written on the graphic paper of the day before. 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. The handout contains three scenarios that students can interpret and thaw. They study ideas of partnership contracts that, if broken, violate the integrity of a community. Tell students that in the next lesson, they will design a character as a mascot or superhero who will lead the school in promoting a character who will improve the school climate.

Tell them that to choose the five best characteristics, they will interview the rest of the school to study what students consider to be the greatest needs and the most important characteristics. Learn how to give a “social contract” newsletter www.learningtogive.org/resources/social-contract Write the words “social contract” on the board. Tell students that a social contract is an understanding (which can be tacit) between members of a group or community that defines rights and duties and an expectation for relationships between them. Tell students that they will play sketches that show what happens to a community if a social contract is broken. Encourage groups to be creative in their actions and explore the impact of the broken treaty on the whole community. Brainstorm with the whole class, make a list of the most important positive behaviors to include in a social contract to create a more positive school community. Ask each group to share what they consider to be the most important feature of their T-Chart. Discuss and reach consensus on five or six sentences in the contract language. For example: “We agree to show respect to others by listening and avoiding names.” Write the sentences on the graphic paper.

The class uses Survey Monkey or another survey tool to create a school survey.

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