Classroom Agreements

There are no bad questions, only people who get scared of either not knowing the answer or having an answer that makes them uncomfortable. Our roles as facilitators of education is about teaching our students to ask better questions of the world around them.

A lot of techniques in learning take practice and tweaking for our own unique brain structures. We look for ways to deepen our ability across many fields and interests.

Malcolm Gladwell, in his book Outliers, indicates that 10,000 hours is the transition point from amateur to expert. Fitbit also seems to think that 10,000 steps are a great daily goal. That 10,000 number sounds enormous, but when we think about the habits we practice daily, we easily can hit 10,000 repetitions. Just think about how many letters are being typed right now. The more we practice a skill, the more we grow and deepen in our understanding and ability.

Our lightning speed communication often leaves us grasping to draft our replies in our head even before the other person is done speaking. By listening to understand, not react or reply, we allow ourselves to connect more authentically with the other person’s experience.

Everyone has their own strengths and challenges. When we do table groups, we encourage our students to learn how to embrace their strengths and work with others in areas where they may not feel as confident.

Research bears out over and over again that our words matter more than we can comprehend. Trauma research in the field of EMDR is explicitly directed towards addressing “negative cognition” – also known as the loops of negative self-talk playing on repeat in our minds. These were put there by another voice. We did not come into the world with negative self-talk. When we keep each other’s names safe in each other’s mouths, we actually create safety and engage the goodness in the person sitting in front of us. This can include being aware of which friends are sensitive to cuss words, microaggressions, and sarcasm and ensuring that your mouth is safe as well as holding others accountable around you.

So you blew it. You messed up and hurt someone or bailed on a group project. We don’t despair and wallow in guilt or shame. We all make mistakes. The best way to move forward is to practice a model of apology that includes reflection and repair. Learn More on the “Repair” page.

Recognition of achievement and growth – no matter how minimal – is critical to student success. 

We show up as we are. If we have limitations, we share them. If we are in a bad space, we communicate with our team and do what we are able to do.

Truth-telling comes in many forms. While some may see it as a way to “tattle,” truth-telling is actually an opportunity to hold one another accountable to our kinder selves. Truth telling also allows us to take ownership for our own mistakes and make repairs when needed.

No bad questions? None. Let’s all ask as many questions as we can. Here are some great sentence stems for becoming more thoughtful students:
* Can you clarify?
* Can you help me understand…?
* What did you mean by…?
* I’m unclear on…

Taking a break when we need it – when we notice the signs in our own bodies – is one of the most critical skills that adult Americans lack. Many adults over 35 were pressured their entire lives to “push through,” “power through,” “Bootstrap,” or even “grin and bear it.” None of this is helpful and most of it is inherently damaging to our mental and physical health. In the incredible book Burnout, the research bears out that the human body REQUIRES 42% rest time. That means that there’s no negotiation. It will TAKE the time if we do not GIVE ourselves the time. (Nagoski, E., & Nagoski, A. (2019). Burnout : the secret to unlocking the stress cycle. Ballantine Books.)