Treatment Agreements are a foundational component within relational practices that bridge the gap of communication between teacher and student.
The agreement is broken down into four quadrants that focus on how the students will treat each other, how the students will treat the teacher, how the teacher will treat the students, and how everyone treats and takes care of the physical classroom. Although we place an emphasis on all of the quadrants, the Golden Quadrant (Teacher treats Student) has proven to be the game changer in the classroom. Ultimately, this process sets up a baseline of communication and establishes a new norm of treatment for all.
It is important to understand that this is not a rules agreement, it is a treatment agreement. Rules are important and are necessary in the classroom to create a safe and organized environment. However, this agreement places emphasis on how we treat each other.
7 Steps to Building a Treatment Agreement
Each student receives a blank template.
Each student writes down two examples for each of the four quadrants in their own template.
Students are put in groups of 3-5 students
Students then share their responses quadrant by quadrant, with redundancies eliminated. The process continues until all student responses are listed.
Once responses are listed, they are drafted to one master document.
Once the master document is created, students and teacher sign the agreement as an accountability measure. Place the agreement in a visible area of the classroom.
Once the agreement is posted in the classroom, the group will create the relationship goals for the week.
Setting a Weekly Relationship Goal
Live it, don’t laminate it! In order to keep the relationship agreement alive each week we should set a classroom relationship goal by completing the following steps.
Every Monday (or the first day of the week) have students use the Treatment Agreement to discuss and identify one thing that they struggled with last week and want to improve at this week.
Post the student goal in a visible area of the classroom.
Have the adult identify one thing that they need to work on this week.
Post the teacher goal in a visible area of the classroom.
Refer to the established weekly relationship goals multiple times during the first day of establishment to provide the opportunity to monitor our immediate success or struggles.
On Tuesday-Friday, at the beginning of each class, the teacher should remind all students of the posted weekly goals as a proactive reminder of what the classroom community is working to improve upon.
Use as a tool for redirection