During my workshop about the training of independence I always use this structure. Teachers can use it as a checklist and thick which of the 20 agreements are completely functioning in their class.
- Agreements about things the children can do themselves: toilet – drinking water – washing hands – how to use the classroom.
- Introduction and working with a ‘household assignment’.
- Agreements about the materials the children can take themselves.
POSTPONED ATTENTION (BLOCK PERIOD)
- Making the choice for a sign for the block period, introducing of the rules.
- What can you do yourself without help: thinking yourself – try again – ask your mate. (making of action guides)
- Explain that the block period is only temporary and help is possible on a later moment
- The whole school makes agreements about which materials can be taken by the children themselves, how to handle if they make a mistake etc.
- Let them invent the rules : think again – read again – ask someone else – start with another part of the assignment (action guides)
- Learn them to analyse the problem : what kind of problem – did I had a similar problem before – ask a real question – try to help step by step (action guide)
- Learn planning, try to anticipate and make a work planning
- Give attention to social problems: how to solve them – how to work together
- Agreements about the noise during the work (making of “noise cards”)
ASKING / GIVING HELP
- First try yourself
- Start asking your workmate instead of walking around in the classroom
- Use your help signal if you couldn’t find the right help.
- Ask clear questions – don’t be impatient in trying to help
- Explaining is not the same as giving the answer
- Learn to explain step by step
- Investigate first what is known already
- Use a ‘help booklet’.