Co-Creating Our Class Agreements

At the beginning of the school year, why is it important for Anika and her classmates to co-create community agreements?

• To ensure that students follow strict rules without question.

• To create an open and trusting learning environment.

• To make sure the teacher has complete control over the class.

• To avoid any form of disagreement among students.

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DOK Level 3: Strategic Thinking

In a classroom setting, how can co-creating community agreements with students like Aria and Liam help them be themselves?

• By allowing students to ignore the rules.

• By encouraging students to express their thoughts and ideas freely.

• By making students follow a strict dress code.

• By ensuring students only speak when spoken to.

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DOK Level 3: Strategic Thinking

In a classroom where Evelyn, Anika, and Isla are students, what is a potential outcome of not having community agreements?

• Students will have more freedom to do as they please.

• The classroom may lack a sense of trust and openness.

• Students will automatically respect each other.

• The teacher will have less work to do.

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DOK Level 3: Strategic Thinking

How do community agreements in a classroom setting help students like Daniel and Emma develop strategic thinking?

• By providing a fixed set of rules to memorize.

• By encouraging students to reason and plan how to interact with others.

• By limiting students' ability to think independently.

• By ensuring students focus only on academic tasks.

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DOK Level 3: Strategic Thinking

In a classroom setting, how might community agreements influence the way students like Michael and Aria handle conflicts?

• By teaching them to avoid conflicts at all costs.

• By providing a framework for resolving disagreements respectfully.

• By encouraging them to ignore conflicts.

• By making them rely solely on the teacher to solve problems.

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DOK Level 3: Strategic Thinking

In a classroom setting, what role do students like Aria and Elijah play in the creation of community agreements?

• They are passive observers while the teacher decides.

• They actively participate in discussing and setting the agreements.

• They only follow the agreements set by the teacher.

• They are responsible for enforcing the agreements.

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DOK Level 3: Strategic Thinking

In Mason's classroom, how can community agreements support a diverse environment?

• By ensuring everyone behaves in the same way.

• By valuing and respecting different perspectives and backgrounds.

• By focusing only on the majority's needs.

• By discouraging unique ideas and opinions.

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DOK Level 3: Strategic Thinking

In a classroom setting, what is a strategic approach to ensuring community agreements are effective throughout the year?

• Reviewing and revising them regularly with the class.

• Setting them once and never discussing them again.

• Allowing only the teacher to change them as needed.

• Ignoring them after the first month of school.

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DOK Level 3: Strategic Thinking

In a classroom setting, how do community agreements encourage students like Rohan and Mason to take responsibility for their actions?

• By making them accountable for following the agreed-upon guidelines.

• By allowing them to blame others for their mistakes.

• By giving them the freedom to do whatever they want.

• By focusing solely on academic performance.

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DOK Level 3: Strategic Thinking

Why might involving students like Samuel and Maya in creating community agreements be beneficial?

• It saves time for the teacher.

• It helps students feel ownership and commitment to the agreements.

• It ensures students will never break the rules.

• It allows students to set unrealistic expectations.

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DOK Level 3: Strategic Thinking