Learning to play well with others is a lasting skill that benefits young and old, whether in the playroom, the classroom, or the boardroom. “Playing well” means listening carefully, managing our emotions and respecting others. At Inly, the development of these skills is baked into the curriculum and built upon throughout the levels—from Toddler House to Middle School.

At every level, teachers and students work together to establish the norms of mutual respect and kindness right from the start. Setting these classroom expectations early in the school year helps build a community ready for collaboration and learning. 

Big Feelings; Few Words

In the fall, Inly’s youngest students are leaving a predictable life at home and entering an environment that is completely new to them. “At the beginning of the year, the toddler room is filled with a lot of little people with big feelings and few words,” says TH3 teacher Caroline deLima Rubb. Toddler teachers help establish some predictability in the environment with “tiny consistent actions.” When students arrive in the morning, they hang up their backpacks, change their shoes, and select a work. With these actions, toddlers gain control of their new world; they build confidence and are better prepared for learning. 

Navigating the Playground

When toddlers fly up to Children’s House, they have a good sense of what to expect in the classroom. The larger open space of the playground becomes a less predictable environment for them. Teachers help by working with students to develop a set of guidelines for how they would like to treat one another. “Early on,” says CH1 Teacher Georgie Gladdys,  “they talk about things that go well on the playground and some things that they need help with. We guide the children to reframe the inevitable “don’ts” into what they can do.” It’s a community-building activity that also helps students learn valuable social skills. 

Expectations for Ourselves and Others

In Elementary, students own the process even more. “We start by brainstorming a list of expectations for ourselves, for others, for our environment, and in groups,” says LE3 teacher Monica Curley. “Then the class agrees on the most important items for the final agreement and signs it.” A poster hangs in the room and is referred to throughout the year. Oftentimes, students discover the need to amend the list of expectations, and they all collaborate on coming up with new items, revise, and sign it again. Students are invested in these commitments because they created them. They have a shared responsibility in maintaining a kind and respectful learning environment.

Class Constitution

By the time students get to 7th grade, they have extensive experience with the classroom agreement and take it very seriously. Like in lower and upper elementary, the middle school students work together to develop guidelines for their class, but teachers now take a back seat. Students start by brainstorming a list of principles and morals to guide their learning community. They discuss what matters most to them and edit to create a final draft. The end product becomes their Class Constitution that will govern their learning approach, environment and relationships throughout the year. It helps the group to stay focused and resolve problems.

Skills for Life

At Inly, students of all ages learn they are valued and their opinions matter. Teachers model kindness, respect and collaboration; these social skills become embedded within each child throughout their years at Inly. Class agreements take many forms, but they all do the same thing—they manage expectations within the individual and the group to create interactions that are positive and productive.