Implementing+Working+Agreements

Implementing Working AgreementsSubmitted by: Chris Opitz Grade: 5-6 Lesson Name: Implementing Working Agreements Standard: 3B Student demonstrates consideration for others and a desire to positively contribute to their community.

Description: Now that we’ve developed our working agreements in the areas of Listening, Speaking, Thinking, and Behavior, we have to begin implementing the use of our agreement.

At the beginning of each of my math classes, students take up to 5 minutes to discuss last night’s homework. This is an example of integrating the working agreements rubric into our lesson as a way to model, practice, and assess students’ Listening skills.

I. Directions on the board instruct students to take out last night’s homework II. Direct students’ attention to the Listening section of the Working Agreement III. Quickly have students read the qualities and characteristics they agreed to strive for IV. Ask for a student volunteer to model a homework discussion with me V. Ask audience to watch for examples from our working agreement or examples that don’t fit with our agreement. I would suggest the teacher model the non-example or the negative behaviors. a. Model sitting across from my partner (not able to see his/her work - Ask audience what’s wrong with this picture? Ie: we can’t see each other’s work) b. Model asking a thoughtful question. (For #5, I got a different answer than you. How did you come up with your answer? – ask audience what they noticed) c. Model interrupting the person by talking to a neighbor about last night’s American Idol tv show. (Ask the audience, what am I communicating to my partner?) VI. Now let students know they will assess themselves a 1-4 (see working agreements rubric) for listening when we’re done discussing homework. Let them know that more important than the number, we will expect them to explain WHY they assessed themselves the way the did. VII. Have students discuss homework with a partner. VIII. At the end, have students look at the working agreements for listening and privately decide how they would assess themselves and why. IX. Have them show you their self assessment with their fingers (1-4) X. Call on a couple of volunteers to explain their reasoning. Thank them for their honesty. XI. Brief private think time: Ask students, “What will you do differently to improve next time?” Share with a neighbor. XII. Remind them that when discussing their homework, listening to their partner’s ideas is very important.


 * This is the upfront investment. At first, it will take more time, but it will pay off. This type of lesson can be applied in so many situations when we expect students to work socially. As they become familiar with the procedure, and we explicitly model and practice with them our expectations, and provide them honest opportunities to assess themselves, our classroom will become more productive and efficient and students will be using and thinking about their social skills.


 * As our class develops the other categories of the working agreement, we will be able to integrate all of these skills and qualities in a way that makes sense to kids.