Success360: Getting Along Together - Bering Strait School...

Participant Training Book

Success360:Getting Along Together:Initial Training

© 2004 Success for All Foundation Success360: Getting Along Together: Initial Training | i

Table of ContentsSlide presentation ..........................................................................................................1–7

“I” Messages..................................................................................................................... 8

The Peace Path (Primary) .................................................................................................. 9

The Peace Path (Intermediate) ........................................................................................ 10

Think It Through............................................................................................................. 11

Introduction for GAT 4th Grade manual.....................................................................12–21

Session worksheet........................................................................................................... 22

“I” Messages worksheet.................................................................................................. 23

Think It Through worksheet ............................................................................................ 24

Peace Path worksheet ..................................................................................................... 25

Round Table worksheet................................................................................................... 26

Class Councils worksheet ................................................................................................ 27

Class Councils Agendas worksheet .................................................................................. 28

© 2004 Success for All Foundation Success360: Getting Along Together: Initial Training | 1

1

Getting Along TogetherA Social Problem-Solving Curriculum

Creating Effective Teams

© 2004 Success for All Foundation ZZ4088 1

Getting Along Together

• Schoolwide skill development

• Teachers are main disseminators

• Curriculum is Literature-based

Conflict Resolution

&

Social ProblemSolving

2© 2004 Success for All Foundation

Anger


2 | Success360: Getting Along Together: Initial Training © 2004 Success for All Foundation

Cycle of Effective Instruction for:

Fundamental skills for problem solving/conflict resolution:

• Identification and appropriate expression of feelings• The development of empathy• Communication skills• Self-control strategies• Strategies for diffusing conflicts• A problem-solving model


Steps in Acquisition, Application, and Transfer

Model/Lead

Guided Practice

Independent Practice

Test/Real-Life Application(prompt & reinforce/recognize

& celebrate throughout)

Framing It


Getting Along TogetherComponents

• Two weeks of lessons

- Introductory lessons for team-building- Listening Skills Unit (1 week)- Conflict Resolution Unit (1 week)

• Year-round procedures for classroomand schoolwide conflict resolutionand problem solving

Two Parts:



Conflict-Resolution Procedures

• “I” Messages• Think It Through• Peace Path• Round Table• Class Council Meetings





Problem Solving Model

GGGGooooaaaallll Win - Win

• Lose - Lose

• Win - Lose


Keys to Facilitating thePeace Path

Maintain neutrality by referring to:

• Ground Rules

• Steps of the Peace Path

• Language (Conflict Stoppers/Roadblocks)

• Win-Win Solutions

© 2004 Success for All Foundation 11

Conflict-Resolution Procedures


• “I” Messages• Think It Through• Peace Path• Round Table• Class Council Meetings


Class Council Agenda

© 2004 Success for All Foundation

• Encouraging Words• Class Concerns• Peace Path• Teacher Affirmations

13

Something that really stands out for me about this day is:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Something I look forward to in the next two days is:________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________



Topic: “I” Messages

1. What is the purpose?

How are “I” Messages presented in the curriculum (if manuals are available)? What listening skills are utilized inthis process? What ongoing problem-solving procedures use these skills?

2. Desired Student Outcomes: What will it look like/sound like in your classroom and in your school if students are usingthis process successfully?

3. How might you support the understanding and utilization of “I” Messages in your classroom? In your school?(consider model/lead, guided practice, independent practice, test)

4. What obstacles do you anticipate to the utilization of this process? What might promote the utilization of this process?

5. Questions/Ideas?



Topic: Think It Through sheets


How are Think It Through sheets presented in the curriculum (if manuals are available)? What ongoing procedures usethese skills?


3. How might you support/reinforce the understanding and utilization of Think It Through sheets in your classroom?In your school? (consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?


Topic: Peace Path


How is the Peace Path presented in the curriculum (if manuals are available)? What skills are incorporated in this process?


3. How might you support/reinforce the understanding and utilization of the Peace Path in your classroom?In your school? (consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?


Topic: Round Table


How is the Round Table presented in the curriculum (if manuals are available)? What ongoing procedures doesthis structure incorporate?

2. Desired Student Outcomes: What will it look like/sound like in your classroom and in your school if students are using thisprocess successfully?

3. How might you support/reinforce the understanding and utilization of the Round Table in your classroom? In your school?(consider model/lead, guided practice, independent practice, test)

4. What obstacles do you anticipate to the utilization of this structure? What might promote the utilization of this structure?

5. Questions/Ideas?



Topic: Class Councils


How is the concept of Class Councils presented in the curriculum (if manuals are available)? What ongoing proceduresdoes this structure incorporate?

2. Desired Student Outcomes: What will it look like/sound like in your classroom and in your school if students are using thisprocess successfully?

3. How might you support/reinforce the understanding and utilization of Class Councils in your classroom? In your school?(consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?

Class Council Agendas

1. Work alone or in pairs to create 3 5 sample Class Council agendas.

� What are some issues you could imagine addressing as class concerns?

� How could you involve your students in this meeting (planning, chairing, follow up, etc.)?

� What would you hope to achieve at these meetings?

� What are some possible times to hold these meetings?

� What kind of support would you like to help implement these meetings?

� What obstacles do you anticipate?

� What successes do you anticipate?



“I” Messages“I” Messages

Feeling Behavior RequestI feel when you, or when I would like


The Peace PathThe Peace Path


Step 5

Persons A & B

Exit in Peace.

Step 1

Person A Use an "I" Message to tell how

you feel.

Person B Listen and retell what you heard.

Step 3

Person B Suggest a solution

(using a Think It

Through sheet).

Person A Listen and retell what

you heard.

Step 2

Person A Suggest a solution

(using a Think It Through sheet).

Person B Listen and retell what you heard.

Step 4

Persons A & B

Agree on a solution

to try.

Person A Person B ENTER

EXIT

The Peace PathThe Peace Path


What is the problem?

What is my “I” Message?

How does the other person feel?

What could I do differently to solve the problem?

Apologize

Talk it Out

New Idea

Laugh it Off

Ignore

Flip a Coin

Wait Until Later

Get Help

Make Amends

Compromise

Take Turns

Share

Think It ThroughThink It ThroughConflict Stoppers


Getting Along Together Manual Fourth Grade v

Getting Along Together Introduction

IntroductionThe ability to think critically and solve problems effectively is an essential skill for successful societies. Preparing children to become productive adults means providing excellent academic instruction and reinforcing essential social problem-solving skills. Teamwork, with its concomitant demands for sophisticated negotiation, decision making, and problem-solving skills, is not only vital to successful learning, but is increasingly important in the modern workplace. Additionally, as the United States becomes more globally interconnected and its population reflects greater diversity, Americans must learn to compete in an increasingly interactional and multicultural world. The foundation for success in this arena is excellent communication, decision-making, and problem-solving skills. Clearly, 21st-century schools must give students more opportunities to learn these skills.

Children who have the ability to master academic material may end up failing because they lack the social problem-solving skills necessary to adjust successfully to school settings. All too often, we fail to be proactive, punishing students for their inability to solve problems peacefully and effectively, rather than teaching the necessary skills in the first place. This increases the risk that children will be labeled as “failures” or “bad students.” Everyone is well aware of the potential negative academic outcomes of such labeling. In addition, schools are necessarily “structured” places. There are schedules to be maintained. Interactions and activities are guided by rules of order. For some children, such strict adherence to a predefined agenda may be quite different from their experiences in the community and at home. Children who may be quite adept at solving problems at home, or on the street, may have difficulty negotiating a different set of rules and expectations. Clearly, direct teaching of social problem-solving skills is crucial for these children. Up-front teaching of prosocial behavior is vital to their success in school and in the future.

Traditionally, social problem-solving-skills education has been the job of the guidance counselor. Unfortunately, this results in a limited scope of instruction (usually a lesson every couple of weeks) and little opportunity for consistent follow-through. For instruction in social problem-solving skills to be effective, it must be consistent, relentless, and schoolwide. Classroom teachers are the logical choice to give this instruction. This allows for more intense and consistent implementation, as well as modeling and application in other content


vi © 2004 Success for All Foundation


areas and settings across the school day. Guidance counselors are then available as a resource to teachers and can implement groups with students who may need additional help.

The challenge for schools is to find a way for teachers to include instruction in this area while maintaining full implementation of the academic curriculum. In Getting Along Together, this potential conflict has been addressed in several ways:

• Most social problem-solving-skills lessons are embedded in the academic curriculum. In Success for All schools, decision-making and conflict-resolution strategies are taught at the beginning of the year and reinforced through cooperative learning and class councils. This method enables students to use social problem-solving strategies in all Success for All curriculum areas, such as STaR or Listening Comprehension.

• During the first two weeks of school, the reading curriculum will cover two special units in problem solving. The first unit addresses listening skills; the second unit focuses on conflict-resolution skills.

The social problem-solving curriculum consists of three components.

1) Direct Instruction: Classroom lessons of key problem-solving skills are embedded in the academic curriculum throughout the content areas.

2) Application: Students begin to “self-talk” their way through problems using a consistent decision-making model.

3) Practice: Students frequently practice their problem-solving skills using The Peace Path, the Roundtable, and Class Councils.

Direct InstructionThere are two weeks of separate social problem-solving units. The first week is a unit on listening skills, and the second week is a unit on conflict resolution. These lessons are designed to be taught within the reading block. Each lesson is linked to a STaR or Listening Comprehension book. Lessons can be conducted in either heterogeneous or homogeneous groups. Upfront lessons in listening skills and conflict resolution provide the background necessary for students to effectively work in teams. Throughout the year, activities that help students practice and apply skills for decision making, conflict resolution, listening, and problem solving are blended into their homerooms and integrated throughout the school environment.


Getting Along Together Manual Fourth Grade vii


ApplicationStudents experiencing a problem in school need opportunities to calm down, to use a decision-making model to think through their behavior, and to make well-reasoned decisions regarding future behavior. The Think It Through sheets are designed to give students some quiet time to reflect and practice “self-talking” their way through a decision-making model. Think It Through sheets are kept on the Roundtable. When a student has a problem with another student or with his or her own classroom behavior, the students involved are instructed to sit at the Roundtable and complete a Think It Through sheet. Once they have completed this step, they can progress to talking about the problem by using the steps of the Peace Path.

PracticeThere are two structured opportunities for students to practice conflict resolution in class: at Class Council and at the Roundtable. Once a week, students gather in a meeting called Class Council. This provides a scheduled opportunity for both you and the students to discuss the good news and the class concerns for the week. During the week, conflicts can also be resolved between students at the Roundtable. The Roundtable provides an identified area for discussion and practice throughout the day as needs arise, or as they may be addressed in the social-skills curriculum. It is preferable to use the area for the Roundtable so the involved students do not bother other students who are not involved in the discussions.

RoundtableStudents who are having difficulty in class need a place where they can calm down, think through their behavior, and talk about it either with the person with whom they are experiencing a conflict or with a neutral party.

The Roundtable, like the roundtable in King Arthur’s Court, is a place where all sides of a problem are heard and discussed.

Whereas the Class Council is designed as a whole-group activity, with plenty of opportunities for teacher modeling and student practice, the Roundtable is a place for individual students to apply their knowledge of problem solving.

Think It Through


viii © 2004 Success for All Foundation


When a student experiences a problem he or she:

• goes to the Roundtable;

• completes a Think It Through sheet (partial completion is acceptable

based on your determination); and

• (if it is a teacher-student problem) gives you the sheet and agrees on

a time to talk about it; or

• (if it is a student-student problem) completes a Think It Through

sheet and can then choose to go through the steps of the Peace

Path with the other student to solve the problem; wait until a Class

Council; or enlist help from you, the guidance counselor, or a peer

mediator in following the steps of the Peace Path. (Early in the year,

you will have to monitor most activities at the Roundtable. By the

end of the year, students are adept at solving most simple problems

on their own.)

When students are going to discuss a problem, it is important to give

them an initial structure for the process. The step-by-step structure of

the Peace Path provides a way to make the process of solving problems

concrete and replicable across school settings.

The steps of the Peace Path are kept as a folder game on the

Roundtable. Students complete a Think It Through sheet and then use

the Peace Path folder game. (The Peace Path folder can be as simple as

a small poster of the Peace Path for the board with two markers for the

children to move as they go through the steps.)

Class CouncilsThese weekly meetings are opportunities for the class to share good

news with one another, discuss common class concerns, and try to solve

any ongoing conflicts. There are many different ways to structure a class

council. The common underlying feature or intention of these meetings

is to provide an ongoing and consistent opportunity to practice and

reinforce the problem-solving skills and structures introduced in the

Getting Along Together curriculum. One sample agenda of a Class

Council meeting could look like this:

The Class Council meeting often consists of the following elements:

Class Council Meeting

1. Encouraging Words


Getting Along Together Manual Fourth Grade ix


2. Class Concerns

3. The Peace Path

4. Teacher Affirmation

Encouraging WordsForms for Encouraging Words are kept next to the Class Council Box,

which is used to hold these positive messages and any communications

about interpersonal concerns students may be having. Students should

frequently write down examples of peers being good team members,

or using positive behavior in the classroom. Teachers are encouraged to

make liberal use of Encouraging Words. The best way to cement better

social problem-solving skills in students is to make sure there is ample

positive reinforcement of desired behaviors. Encouraging Words can be

placed on the Win-Winners Circle bulletin board or on the walls around

the classroom to create a rainbow effect.

Throughout the week, students should put Encouraging Words into

the Class Council Box. The Class Council meeting begins with you

or one of the students reading the Encouraging Words that collected

all week.

Class ConcernsOngoing general class concerns can be discussed during a Class Council

(i.e., taking turns at the slide, listening to each other). Use this as an

opportunity to have the whole class follow the problem-solving steps.

For students to be able to apply these skills successfully and in a variety

of settings across the school day, it is important to make sure that they

are provided with consistent, ongoing opportunities to practice the

listening and problem-solving skills addressed in the curriculum.

The Peace Path The lessons in Getting Along Together are designed to follow the

sequence of the Peace Path. This is a process that is designed to be an

engaging, concrete way for students to practice step-by-step listening

and conflict-resolution skills. Solutions for the Peace Path need to be

win-win solutions; compromise, making amends, and sharing are all

good win-win solutions. Win-win solutions are those in which both

parties can feel good about the outcome. Very often during conflicts,

solutions are win-lose: one person wins and the other loses. For

example, Tracey may take Jimmy’s pencil because she likes it. Tracey

may feel good (she wins), but Jimmy does not (he loses).

The Peace Path


x © 2004 Success for All Foundation


Some students feel that apologizing for an action means that they

have “lost.” They view apologizing as a win-lose solution. Be sure to

reinforce the concept that making responsible, mature decisions is a

winning philosophy. It promotes stronger friendships, identifies the

ability to lead, increases self-respect, and earns the respect of others.

The intangible gains of apologizing may be worth more than the pencil

or book a person took without asking. When the solution to a conflict

results in both sides being worse off than before, this is a lose-lose

solution. For example, two students who are fighting to be the first in

line to go out for recess may end up losing recess altogether. The Class

Council provides an opportunity to model and encourage win-win

solutions to conflicts.

Preparing for the Peace Path

Students first need to identify the problem. Both students must agree

on the problem to be solved. To prepare them for the Peace Path

process, have the two students involved in the conflict fill out a Think

It Through sheet and construct an “I” Message before they come to the

Peace Path. As students become more experienced in the process, they

usually are able to begin the Peace Path steps without having to fill out

a Think It Through sheet.

Sometimes there is more than one problem. In this case, each student

should prepare an “I” Message. Students then need to decide which

issue they will address first. Sometimes the problem is not contained

in a student’s “I” Message, and students may need help in recognizing

the true problem. For example, Susan might complain that Billy hit her.

Billy may be angry that Susan called him a name. Both of those actions

may have occurred because the students had difficulty taking turns at

the computer. Students must understand that difficulty sharing also

needs discussion. For example, encouraging the students to explore

the question “What can we do when we both want to use the same

piece of equipment?” may, in the long run, be more effective because it

focuses on identifying the problem, not just on solving the hitting and

name calling that resulted. Teachers will need to help students with this

process of uncovering the underlying problem.

The steps of the Peace Path can be constructed as a folder game for

individual students to use at the Roundtable. At the beginning stages

of this type of practice, students involved in a conflict should first

complete a Think It Through sheet and then work with each other

to complete the steps of the Peace Path. If they are stuck and need

assistance, they can approach you or a peer mediator for guidance.

“I” Messages sheet


Getting Along Together Manual Fourth Grade xi


In the earlier grades (K–2), it is usually most effective to have children

sit in a semicircle around a graphic simulation of the Peace Path. In

grades 3–6, you can use a poster on the wall as a reminder of the

following steps:

Step 1

• One student involved in the conflict shares his or her concern using

the first part of an “I” Message: “I feel ______ when (or when you)

______.” The other person listens and repeats it. It is most effective

to address one person’s problem at a time. If both people have a

problem, they can create and respond to the first part of each other’s

“I” Message. Then you can suggest to the second student that each

one will have a chance to walk through the steps of the Peace Path

before the session is completed. In the intermediate grades, some

students will be able to take time in this step to each share the first

part of an “I” Message before moving through the rest of the steps.

This can act to diffuse the emotion surrounding the conflict, and

can begin to build a more conversational, naturalistic approach to

solving problems. But, in the earlier grades, and in the initial stages

of learning this process, it is best to stick to the steps and keep the

process as simple as possible.

• One way to keep everyone actively involved in this kind of practice

situation is to have the students seated around the Peace Path give

the pair a thumbs up (if the step was completed correctly) or a

thumbs down (if it needs some clarification). If the first part of the

message was not clear or if the person had difficulty paraphrasing

that section, you and/or the class can help clarify the message and

then give a thumbs up.

• The skills for this step are taught in the introductory lesson and

in Unit 1.

Step 2

• One student suggests a solution, which is the second part of the “I”

Message: “I would like ______”, while the other listens and then

repeats it.

• The rest of the class should be prepared to offer at least one alternate

solution. The lessons for Days One to Four of Unit 2 prepare students

for this step.


xii © 2004 Success for All Foundation


Step 3

• This is the same as Step 2, except that students switch roles: the

one who listened before offers a solution now, while the one who

suggested a solution before listens and repeats the solution

offered now.

• The ground rules here are that each student must give one win-win

solution to the conflict, and the class should be ready to offer at least

one win-win solution as well.

• Again, the lessons for Days One to Four of Unit 2 provide the

preparation for this step.

Step 4

• Students must agree on a win-win strategy that they will implement

to solve the conflict. The class offers a “thumbs up” if the students

have agreed to a win-win solution to the conflict. This step is

practiced, along with the other three steps, during the lesson for

Day Five of Unit 2.

• Students complete the final step with applause from the class. One

way to formalize this process is to create a “Win-Winners Circle”

and a record of students who reach that circle on the bulletin board.

Positive recognition and reinforcement are significant factors in the

success of this process and the transfer of ownership and enthusiasm

from you to the students.

• If there are two problems, for example—Sara may have scribbled on

Janet’s paper because Janet called her a jerk—Janet may have asked

to do the Peace Path because of Sara’s behavior. Once that problem is

solved, Sara may want to discuss Janet’s name calling. Both problems

should be solved before going to the Win-Winners Circle.

• Always remind students to evaluate whether their solution worked.

It is important for them to realize that there is more than one way to

solve a problem. Sometimes people are not successful the first time,

and they need to try other solutions. This is normal. Good problem

solving does not necessarily mean solving the problem the first

time, but rather continuing to try and evaluating different win-win

solutions until the problem is solved. Evaluation and the commitment

to try again are essential. When evaluation shows the solution to be

ineffective, both parties can draw upon the suggestions that the class

has generated in the process of practicing the Peace Path. If those

suggestions are unavailable, students can try the whole process again

to obtain additional help.


Getting Along Together Manual Fourth Grade xiii


Teacher AffirmationsTeachers can end Class Council meetings by identifying some of the positive behaviors they saw during the meeting.

Helpful Hints for Implementing Class Councils

Schedule

Set a regular time (20–30 minutes), when the students will be able to concentrate and participate fully, for the weekly council meeting. Remember, there are many different ways to structure a class council. The common underlying feature or intention is to provide a consistent opportunity to practice and reinforce the problem-solving skills and structures introduced in the Getting Along Together curriculum.

Expectations

Develop ground rules for class councils with your class. A sample set of ground rules might be:

• Use problem-solving steps to calm down (Stop and Stay Cool Steps) and to communicate peacefully about problems (The Peace Path).

• Use effective listening skills: paraphrasing, listening posture, concentration, and no interrupting.

• Select solutions from the Conflict Stoppers chart: apologize, ignore, compromise, self-talk, stop and cool down, ask for help.

• Avoid roadblocks like sarcasm, put-downs, threats, not listening, being defensive.

• Work together to create a classroom environment of respect and support by avoiding roadblocks and using conflict stoppers.

Tone

Start and end the Class Council on a positive note. Build a high level of motivation for the problem-solving process. Make sure that the student who attempts to find a peaceful solution to a conflict receives plenty of encouragement and praise. If a student uses a conflict stopper or solution, such as apologizing, making amends, compromising, or talking about it, be sure to recognize this aloud. It is vital for the whole class to support and encourage that behavior as well. Students need reinforcement to attempt peaceful solutions. Students who take responsibility and try to find peaceful solutions to problems deserve recognition.


xiv © 2004 Success for All Foundation


Evaluations

Remember to consistently model, apply, and practice the process.

Check on the progress and effectiveness of the plans that have been

developed. Teach the importance of evaluating and, when necessary,

redesigning solutions to create more effective plans.

Sources

Practice situations can be taken from novels, stories, videos, movies,

real-life examples, scenarios, and plays written by students. However,

in the initial practice sessions, it is advisable to start with “neutral”

material that doesn’t identify or point fingers at any of the students.

Questions

• Multiple problem-resolution situations. Often both students

have a problem: For example, “Kelly hit me because I took her

pencil.” After the students become comfortable with the steps of the

Peace Path as designed, it is acceptable to make a small adaptation

that provides both students with the opportunity to state the first

part of an “I” Message. However, it is usually most effective to solve

only one problem at a time. As the students become very experienced

with the process, they may become adept at solving their problems

simultaneously.

• Complications. If a problem is complicated and you feel unsure as

to how to help resolve it, remember that you don’t have to solve

it on the spot. You can take time to think, and then you and the

students can return to a problem-solving session on the next day.

Also remember that you don’t have to solve it! Your role in this

process is to facilitate the model and provide practice with skills that

will empower the students to become increasingly responsible and

well versed in solving their own problems.

• Enjoy and have plenty of patience! This is a positive, interactive

part of the school day and can be fun for you and your students.

The integration and transfer of problem-solving skills requires a

lot of practice, and you may not see immediate results. Modeling,

practicing, and applying these skills to real-life situations across the

school setting are crucial to obtaining successful results with the

Getting Along Together curriculum.


• Something that really stands out for me about this day is:

• Something I look forward to in implementing this program is:


Topic: “I” Messages


How are “I” Messages presented in the curriculum (if manuals are available)? What listening skills are utilized in this process? What ongoing problem-solving procedures use these skills?

2. Desired Student Outcomes: What will it look like/sound like in your classroom and in your school if students are using this process successfully?

3. How might you support the understanding and utilization of “I” Messages in your classroom? In your school? (consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?


Topic: Think It Through sheets


How are Think It Through sheets presented in the curriculum (if manuals are available)? What ongoing procedures use these skills?


3. How might you support/reinforce the understanding and utilization of Think It Through sheets in your classroom? In your school? (consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?


Topic: Peace Path


How is the Peace Path presented in the curriculum (if manuals are available)? What skills are incorporated in this process?


3. How might you support/reinforce the understanding and utilization of the Peace Path in your classroom? In your school? (consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?


Topic: Round Table


How is the Round Table presented in the curriculum (if manuals are available)? What ongoing procedures does this structure incorporate?


3. How might you support/reinforce the understanding and utilization of the Round Table in your classroom? In your school? (consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?


Topic: Class Councils


How is the concept of Class Councils presented in the curriculum (if manuals are available)? What ongoing procedures does this structure incorporate?


3. How might you support/reinforce the understanding and utilization of Class Councils in your classroom? In your school? (consider model/lead, guided practice, independent practice, test)


5. Questions/Ideas?


Class Council Agendas

1. Work alone or in pairs to create 3–5 sample Class Council agendas.

• What are some issues you could imagine addressing as class concerns?

• How could you involve your students in this meeting (planning, chairing, follow up, etc.)?

• What would you hope to achieve at these meetings?

• What are some possible times to hold these meetings?

• What kind of support would you like to help implement these meetings?

• What obstacles do you anticipate?

• What successes do you anticipate?

S360ZZ4087

HBP0904

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