Birch Room Agreements

*Disclaimer - this was all observed and recorded Thursday 9/8. Sometimes so many amazing things happen, you have to split your day into two blogs. We will add some forest day photos to another post, in addition to this blog!*

 What do we need to be the best Birch Room Friends we can be?

Do we need reminders?

What does a kind and safe body look like?

As we move further into the year, we begin to notice everyone shifting into comfort. We have routines, we have familiar materials, and we are getting to know each other. With that comes a new energy. Louder voices, fasters bodies, excited students. 

It seemed the perfect time to talk about what makes a Birch Room Friend. We made a few noticing's about things happening in our room and asked the questions: 

What does it look like when...? 

How can we...? 

Each year, when we put together classroom agreements, we get a long list.

Don't hit.

Don't run.

Don't yell. 

etc...

Being firm believers in Conscious Discipline (to be blogged about at a later date), we know the best way to help children "do the right thing" is to state what you expect them to do, not what you don't want them to do. Each year we take this long list and narrow it down then help form the words into something more positive. I was surprised and excited when our class began making their list. 

Be friends with everybody. 

Play together.

Safe Bodies (so we don't flit around and hurt anyone.)

Our voice, face, and words are kind and safe. 

Listening Ears.

Be Flexible. 

Amazing. They are simply amazing. There was no need to guide or help, to dwindle down and make positive. This fabulous class created a meaningful list all on their own. It was a great experience, they wee so invested in helping our class be the best we could be. 

How can we make this meaningful? How can our students who don't read figure out our agreements?

We decided to illustrate each agreement. Put a picture to the words. 

 I want to draw that one. - E

The Safe Body agreement?

Yes. That person is going to go over there and clean up his mess. 

That's a safe body. 

I am drawing Be Flexible. We don't scream. This is all of us. 

I made this person.

What's your person doing?

Taking a big breath. We are taking a breath. Me and M. 

What breath are you taking?

A flower breath. 

Taking your breaths helps you keep a safe voice and words. 

I am going to draw a unicorn.

Does a unicorn know how to use our agreements?

Oh, hmmm. I am going to make me playing with people outside and we are working together. We are flexible.

Ya, we are playing together. I make the rainbow. 

Tell me about your rainbow. 

It means I am ok today. We are playing together with the rainbow. 

I love rainbows, super much. 

I am being flexible. This is my dog Sammers. He is flexible, so I drew him. 

I want to draw sheep.

What do your sheep think about our classroom agreements?

No, I am going to draw a rainbow square. 

How does a rainbow square show me "playing together?"

I need to color a bunch of colors. 

Tell me more about all the colors. 

I will draw all my friends in colors, but I don't think I can draw their shirts. 

Who are you going to draw?

Ms. Nicki.

Who am I playing with?

Ms. Lisa, silly! (followed by an uncontrolled giggle fest)

I want to do the one I made. Keep your face kind. 

I am going to draw a not nice face with an X and in purple. Then I am going to draw a nice face with a YES!

Ooooo! I play with friends. Look M, I drew you! You and me together. 

I made a rainbow because rainbows help you think about listening. - JI

I am going to draw me and M. We are friends, we can be friends with everyone. We are playing together. 

Finding ways to connect and invest in the classroom will build our classroom community. We will reference these agreements each day. We use them when we notice something amazing and when we notice something to work on. They will guide our class to be the best Birch Room Friends we can be!