Establishing a safe, inclusive, and accepting learning environment at the outset will create the groundwork for leading thoughtful and productive discussions with students about topics that need to be approached with sensitivity, such as gender-based violence prevention. In a classroom where respectful teacher–student relationships have been established, more meaningful conversations can happen.
Educators may find it useful to co-create classroom community agreements with their students at the start of the learning in order to help establish a safe and inclusive environment in which students can feel comfortable participating and learning.
The Four Pillars activity, adapted from The Students Commission of Canada, may be used as a starting point in establishing classroom community agreements. This activity helps set a positive tone by having students think about what they expect from themselves and what they expect from their classmates in order to create a safe discussion space for each other. Educators introduce each of the Four Pillars and then have students reflect on what the pillar means to them and how it will help to create and maintain a safe learning environment for everyone in the class. Educators may then consider having students co-create the criteria for each pillar using a Looks Like / Sounds Like / Feels Like strategy.
These Four Pillars are:
- RESPECT – We hold respect for one another and respect for ourselves. We respect each other’s strengths and weaknesses. We respect our collective ability to bring about positive change.
- LISTEN – With respect as our foundation, we learn to listen with our ears, our heads, our hearts, and all of our senses.
- UNDERSTAND – From listening comes understanding. To understand is to go beyond listening, to process what we have heard and reflect on the new knowledge we receive. If we truly understand who others are and who we are, we can work together as equals, valuing differences and building upon similarities and common goals.
- COMMUNICATE – When people truly understand each other, then they can communicate clearly. With communication, we can create action plans and implement them using practical projects that make a positive difference. When we communicate, we also continue to reaffirm the respect and trust we have for each other, create healthy relationships with others, and help each other achieve our goals.
The co-created classroom community agreements may be reviewed throughout the period of learning as a tool for student reflection, as a starting point for dealing with any tension or conflict that may arise, and to support students in developing decision-making, problem-solving, conflict-resolution, and communication skills.
