How do you make agreements with the class about how you treat one another?
“Right at the beginning of the year, during the norming phase, I agree on the rules. This ensures that the norm is established before the storming phase begins. These rules are phrased positively, focusing on what we do want in the way we treat one another. We then symbolically sign them. To ensure that they really feel responsible for the rules, I emphasize that they have to do it together. And that they may correct one another, for example by saying: ‘That’s not very kind of you to say.’
I also think it is important for them to compliment one another when something goes well. That is why I use compliment cards every week. At the beginning of the day, they receive the name of a classmate on a card, and during that day they have to write a compliment for that person.”
What do you do when rules and agreements are broken?
“Once there was an argument during the break, in which two students had slapped each other. When discussing the argument, the students had to speak from the ‘I’ perspective: ‘I feel that…’ I think that is important because you teach the students that there are multiple perspectives. I also regularly have a third, independent student mediate the conversation. Because that student asks the questions, the atmosphere is safer and more pleasant. Making jokes can also help resolve ‘little issues’. It makes the atmosphere a bit more relaxed.”
It’s interesting that you mention making jokes, because that was the theme of Anti-Bullying Week in 2022. How do you teach your students when something is a joke and when it goes too far?
“The role model is important for the students in this regard. I’m quite fond of making jokes myself. And I see that children try to make jokes in return. But if one of those jokes goes too far for a child, I say: ‘Okay, I thought that was a fine joke, but it could also come across the wrong way. Do you understand that?’ Then you discuss it with them.
How do you know whether all your students like your jokes?
“That is sometimes difficult; sometimes I have gone too far. I might try to make a joke, but notice that it does not go down well. That is a good moment to give the students feedback.
For example, I’m the kind of crazy teacher who sometimes holds children upside down over the wastepaper bin. But once I did that with the wrong student.
Then I say it in class: ‘I thought it would be fun, but it didn’t turn out well. I’m sorry about that and I regret it, but these things can happen.’ It is good to discuss that in class.
That is also the atmosphere you want to create in the classroom. Everyone should be allowed to say what they want and give feedback, including to me. If children find that difficult, I also have a mailbox in the classroom where they can put cards about how things are going in the class.”
Read the full interview here on the School & Safety website.