Making A School Council Lesson Resources

A short toolkit for school council co-ordinators
A short toolkit for

school council co-ordinators
Contents
Ice breakers........................................................................................................... 2
Boundaries and possibilities.................................................................................. 4
Yes/No/Maybe..................................................................................................... 4
ho decides!..................................................................................................... 4
"chool Councils are the end# not the be$innin$ %presentation&.............................'
"lide (................................................................................................................ '
"lide 2................................................................................................................ )
"lide *................................................................................................................ +
"lide 4.............................................................................................................. (,
"lide -.............................................................................................................. ((
"lide ............................................................................................................... (2
/lannin$ an election............................................................................................ (*
0o you need to ha1e an election!.................................................................(*
2o3 do 3e set it up!..................................................................................... (*
2o3 lon$ should it take!...............................................................................(4
4ey lines of co55unication................................................................................. (-
4ey docu5ents.................................................................................................... (.
"chool policy on pupil participation..................................................................('
"o5e 6uestions to $et you started................................................................('
7uestions that need ans3erin$ in a full policy..............................................()
"chool council constitution............................................................................... (+
8ips for $reat 5eetin$s........................................................................................ 2(
/reparation....................................................................................................... 2(
Meetin$ rules.................................................................................................... 2(
0iscussion for5at............................................................................................. 2*
8his 3ork is licensed under the Creati1e Co55ons Attribution-Non-Co55ercial-"hare Alike 2., 94: ;n$land <
ales =icense. 8o 1ie3 a copy of this licence# 1isit http://creati1eco55ons.or$/licenses/by-nc-sa/2.,/uk/ 8his
5eans you can distribute it# chan$e and use it for non-co55ercial purposes# as lon$ s you $i1e us credit and
also share 3hat you do 3ith it under the sa5e license.
>in1ol1er 2,,+. /a$e 1 of 29
Ice breakers
Group juggling
Method
Keep all balls hidden until needed.
8hro3 a $reen ball round the circle# each person only
$ettin$ it once.
?e5e5ber the order and repeat in that order# addin$ in
e@tra $reen balls as conAdence $ro3s# until all three
are $oin$ round the circle.
;@plain that red balls $o alon$ the sa5e route# but in
the opposite direction.
0iscuss 3hat needs to happen to 5ake this 3ork 3ell.
"ee if you can $et * $reen balls and * red balls all
$oin$ at once. hen itBs 3orkin$ reasonably 3ell# thro3
in so5e e@tra balls in a rando5 order.
0iscuss 3hat happened.
Resources
In a ba$:
* @ Creen balls
* @ ?ed balls
"o5e other
coloured balls
"pace for
e1eryone to
stand in a circle.
Relevance
=earnin$ na5esD ConcentrationD Eocus on your taskD =et people kno3 3hat
youBre doin$D "tick to the a$reed for5at.
Envelope game
Method
Before the session, write a series of questions to put in
each of the envelopes. These should be amusing,
vaguely revealing and quick to answer. E.g.:
o f you were a superhero, what power would you
have!
o "here#s the best place to eat!
o f you had to watch only one T$ show for ever,
what would it be!
"plit people into $roups of 4 or -. Ask the5 to pull their
chairs into s5all circles# so they can see e1eryone else
in their $roup.
2and each $roup an en1elope and $et one person to
read it out to the rest.
;ach $roup follo3s the instructions on the en1elope#
3hich read:
o 8ake a piece of paper out of the en1elope.
o ?ead it and tell e1eryone else in the $roup your
ans3er.
Resources
Chairs
;n1elopes 3ith
instructions on
"lips of paper
3ith 6uestions
on in each
en1elope
>in1ol1er 2,,+. /a$e 2 of 29
o /ut the paper back and pass the en1elope on.
o 4eep $oin$ round the circle.
Relevance
Cettin$ to kno3 one another# seein$ one another as 5ore than Fust a# say Y*
pupil.
Group counting
Method
;@plain the rules to e1eryone:
o As a $roup 3e need to count to (,.
o No one person can say 2 nu5bers in a ro3 %e.$.
2 and *&.
o No one can say anythin$ other than the
nu5bers.
o If 2 people speak at once 3e start a$ain.
As people And they canBt do it ask people to su$$est
rules.
8ry these out one by one and see 3hich 3ork.
Resources
None
Relevance
e all kno3 3here 3eBre $oin$# but if 3eBre not careful 3e canBt $et there.
8akin$ it in turns can help.
0id e1eryone $et a chance to take part! 0id so5e people do5inate!
9sin$ body lan$ua$e and non-1erbal si$nals.
2a1in$ a chair person# especially one 3ho directs rather than speakin$.
Throwing an alien
Method
;1eryone stands or sits in a circle.
;@plain the scenario: there is an in1isible# face-eatin$
alien loose.
/ut your hands to the sides of your head and 3i$$le
the5 about %this is you tryin$ to 3restle the alien oG
your face&.
8he person on your ri$ht has to put her left hand to her
head and 3i$$le it about.
8he person to your left has to put his ri$ht hand to his
head and 3i$$le it about%this is the5 protectin$
the5sel1es fro5 the alien&.
Make eye contact 3ith so5eone else across the circle
and thro3 the5 the alien.
Resources
None
>in1ol1er 2,,+. /a$e 3 of 29
8hat person has to HcatchB the alien by 3i$$lin$ their
hands ne@t to their head and the people on either side
each ha1e to 3i$$le one hand.
Cet the alien thro3n around 6uickly.
You can $et people to concentrate 5ore by:
o ha1in$ 5ore than one alienD
o $ettin$ people to shout na5es of other people in
the circle %does the alien follo3 the na5es or the
eyes!&
Relevance
ConcentrationD ;ye contactD 9sin$ na5es.
>in1ol1er 2,,+. /a$e 4 of 29
Boundaries and possibilities
Yes/No/Maybe
Clear a space and ask e1eryone to co5e into the 5iddle 3ith you %if this is
really not possible you can $et people to do the e@ercise by pointin$&.
0esi$nate one corner to be HyesB# one HnoB and one H5aybeB.
Ask 6uestions# each ti5e askin$ people ans3er initially by standin$ in one of
the three corners.
Eacilitate a discussion by askin$ people to e@plain their ans3ers and $i1in$
people the opportunity to 5o1e to a diGerent position ha1in$ heard other
peopleBs reasons.
If course you can use 3hate1er 6uestions you 3ant# but you 5ay choose to
use so5e of these:
o "hould the school council raise 5oney for school e6uip5ent!
o "hould the school council be fun!
o "hould the school council carry out all student proFects!
o "hould e1ery class ha1e a class council!
o Is it i5portant for the school council to discuss the toilets!
o "hould the school council ha1e its o3n 5oney!
o "hould pupils ha1e a say on 3hat happens in lessons!
o "hould the head teacher chair school council 5eetin$s!
o "hould school council 5inutes be posted on the school council
noticeboard!
o "hould only responsible people be allo3ed on the school council!
o "hould people 3ho $et in trouble be kicked oG the school council!
o "hould there be one boy and one $irl fro5 each class on the school
council!
o Is the school councilBs 5ain role to i5pro1e the school!
o Is the school councilBs 5ain role to represent all pupils!
ho decides!
%& 'ut up the cards on the following pages (each group needs one set&.
2& "plit people into s5all $roups. If 3orkin$ 3ith pupils and staG to$ether ha1e
separate staG and pupil $roups.
*& Cet the5 to sort the cards as $roup# discussin$ each one brieJy as they $o.
4& You can ask diGerent $roups to do:
As it is no3
2o3 they think it should be
2o3 they think pupils/staG 3ant it to be %3hiche1er they arenBt&
-& Cet the $roups to look at one anotherBs cards and discuss any diGerences or
surprises.
>in1ol1er 2,,+. /a$e 5 of 29
/upils decide
/upils and staG decide
to$ether
"taG decide# but pupils
can 5ake su$$estions
/upils are not allo3ed to
talk about this
Appointin$ ne3 staG =itter
Asse5blies
/lay$round / school
Aeld
Bullyin$ /unish5ents
Code of beha1iour ?e3ards syste5
Corridor displays
"chool council
5oney
0iscipline "chool trips
0iscos/parties "chool dinners
0iscuss indi1idual
pupils
"chool
0e1elop5ent /lan
0iscuss indi1idual
staG
2o3 people $et to
school
0oin$ thin$s for
charity
2elpin$ ne3 staG
settle in
;lections 8he library
9nifor5 HCreenB issues
2o5e3ork ater fountains
=essons "chool buildin$s
et break ti5es "chool rules
"chool Councils are the end# not the be$innin$ %presentation&
"lide (
hat does the title 5ean!
4eep co5in$ up a$ainst this issue that H3eB1e $ot a school council#
but itBs not really eGecti1eB.
8he proble5 is that 5ost ha1e been set up to fail and once they do
so# they 3ill continue in that 1ein.
An e@a5ple Kne@t slideL:
>in1ol1er 2,,+. /a$e 9 of 29
"lide 2
83itter is# a5on$st other thin$s# a place to ask 6uestions.
2ere I co5e to sa1e the dayM %the lion face is 5e N for ob1ious
reasons&
As con1ersation de1elops 5aFor Ja3 e5er$es.
hy 3ould anyone 1ote for anyone not their friend if they donBt
kno3 3hat the Fob is this person has to do!
Ine of the reasons this school council 5ay fail is because people
$ot 1oted on 3ho 3erenBt the ri$ht people.
Also# they 3ere 1oted on for the 3ron$ reasons# so people 3ill for$et
and not hold the5 to account.
e need to A$ure out 3hat it is 3e 3ant fro5 pupil 1oice and then
choose the best process for that# not start 3ith the process and then
try to At it to e1erythin$ else.
>in1ol1er 2,,+. /a$e 1 of 29
"lide *
8his is a typical scenario for the election process in 5any schools.
Middle is a predeAned process# 3e $o into this because staG and
students ha1e not been prepared.
"o 3e end up 3ith all our stars# our usual suspects.
Is this 3hat 3e 3ant!
In $eneral teachin$ has 5o1ed on fro5 the Hhands up 5achineB# but
school councils ha1enBt because itBs outside of 5ost of their
e@periences.
e need to ha1e the follo3in$ discussion before 3e start.
>in1ol1er 2,,+. /a$e 11 of 29
"lide 4
8hese four ele5ents are hi$hli$hted in 1arious research o1er the
years# ?uddock/Eieldin$ 2,,2# hitty/isby 2,,'# and others.
No3# really 3e 5ay not see the pie chart as so e6ually split# or 3e
5ay ha1e diGerent pie charts for diGerent pupil 1oice proFects# but
3e need to ha1e considered it before 3e 5ake a start:
o hat are 3e tryin$ to achie1e throu$h this proFect!
o "o 3hat type of people do 3e 3ant to in1ol1e!
o "o ho3 do 3e structure it!
>in1ol1er 2,,+. /a$e 12 of 29
"lide -
Need to 5o1e fro5 thinkin$ about the school council as doers# or
e1en the thinkers.
9se the5 as the in1ol1ers. hy the conductor as the i5a$e of this!
o Monitors and co-ordinates the orchestra.
o 7uietest 5e5ber of the orchestra.
8rain the5 to run other 5eetin$s# to identify 3ho isnBt in1ol1ed and
$et the5 in1ol1ed.
o ;@a5ple fro5 C8C; research: Y. pupils runnin$ circle ti5e for
cross-school $roups.
o "chool council 5e5bers settin$ up action $roups and co-
ordinatin$ bet3een the5.
Be clear about 3hat their role is.
2o3e1er# the conductor is far fro5 a perfect analo$y as an elected
school council also need to be led by the electorate. "o5eti5es this
5ay 5ean it needs to say diOcult thin$s. If you donBt 3ant this to
be the case# donBt ha1e an electionM
>in1ol1er 2,,+. /a$e 13 of 29
"lide .
8his is not part of the presentation as such# but 6uestion to follo3 it# to
$et participants thinkin$ about ho3 an election process 5i$ht be
desi$ned.
o hat turns you oG politics: 0oes your school council do the sa5e
to pupils in your school!
o ho represents you in /arlia5ent: hat about if you didnBt 1ote for
the5!
o ho represents your interests: hat about if you co5e fro5 a
distinct $roup %ethnic# reli$ious# cultural# $ender# 1ie3s# etc.&!
Parious factors co5e into play:
o hat 1otin$ syste5 is used! %Is it used at all! 0o you take it in
turns# or dra3 lots!&
o hat are the constituencies!
o Are 1otes secret!
o Are candidates secret %i.e. /eople Fust see 5anifestos 3ithout
kno3in$ 3ho 3rote the5 and 1ote for the best 5anifesto&!
o 0o people ha1e to 3rite anythin$ or $i1e a speech! hat about
people 3ho feel unco5fortable about these thin$s N could they still
be $ood representati1es! If so# 3hat pro1ision is 5ade for the5!
o 2o3 do people kno3 3hat they are standin$ for!
o 2o3 do people kno3 3hat roles they are 1otin$ people into!
>in1ol1er 2,,+. /a$e 14 of 29
o Is ca5pai$nin$ allo3ed! %If so for ho3 lon$ and are there any li5its
to 3hat people can do as part of their ca5pai$n!&
o ho is runnin$ the election!
>in1ol1er 2,,+. /a$e 15 of 29
/lannin$ an election
!o "ou need to have an election#
It 5i$ht sound an odd 6uestion 3hen 3eBre talkin$ about school councils# but
thereBs no reason a school council has to 5i5ic local or national structures. A
school is a s5all co55unity# ha1e you considered other 3ays you 5ay be able
to run student 1oice in a s5all co55unity:
Athenian de5ocracy-style: 8he council is picked at rando5 on a re$ular
basis %e.$ ter5ly&
8urns are taken: ;1eryone $ets a chance in turn to represent their class on
the school council.
0irect de5ocracy: 8here is no school council# all decisions are taken by the
3hole school %e.$. in asse5blies# in class council 5eetin$s# or online&.
$ow do we set it up#
"o# youB1e considered the options and decided that you do 3ant to ha1e an
election N itBs a $reat 3ay to teach people about one of the key processes of our
local and national de5ocracy and it can really be used to pro5ote your school
council. You need an election plan# it should include:
(. 4ey dates:
a. /ublicity ready
b. No5inations open
c. No5inations close
d. 2ustin$s
e. ;lection day
f. ;1aluation
2. "tructure of the election %this should be in your constitution too&:
a. No5inations process %do people no5inate the5sel1es or others! 0o
they need a seconder!&
b. Potin$ 5ethod %Arst past the post# sin$le transferable 1ote# etc.&
c. Constituencies %by class# by year# by house# the 3hole school&
d. ho can 1ote %pupils only# staG only# pupils and staG# does
anyoneBs 1ote count 5ore than anyone elseBs N if so 3hy!&
e. 2o3 people 1ote %online# in booths# in classes. All should be secret
ballots&
f. hether people 1ote for an indi1idual or based on a 5anifesto %i.e.
they donBt kno3 3ho theyBre 1otin$ for# they Fust 1ote based on a
3ritten 5anifesto 3ith no na5e attached&
$. 2o3 and 3hen results 3ill be announced
*. 4ey docu5ents
a. No5ination/application for5
b. Cuidance on ca5pai$nin$ and 3ritin$ a 5anifesto
c. Ballot paper
4. Ither issues:
>in1ol1er 2,,+. /a$e 1% of 29
a. hen and ho3 candidates can ca5pai$n
b. ho the returnin$ oOcer is
c. ho the election tea5 is %helpin$ out on the day# desi$nin$
publicity# collectin$ no5inations&
d. hether the local councilBs 0e5ocratic "er1ices tea5 3ill lend you
so5e 1otin$ bo@es and booths %they are often keen to&
e. 2o3 3ill people And out 3hat it 5eans to be a $ood school council
rep! 8he current school council could run so5e trainin$ for the rest
of the school so they kno3 3hat 6ualities candidates need to ha1e.
$ow long should it ta&e#
After youB1e created your plan# you need to $i1e it at least 2 3eeks bet3een
announcin$ the election and 1otin$.
>in1ol1er 2,,+. /a$e 1' of 29
4ey lines of co55unication
8his 3ork is licensed under the Creati1e Co55ons Attribution-Non-Co55ercial-"hare Alike 2., 94: ;n$land < ales =icense. 8o 1ie3 a copy of this licence# 1isit
http://creati1eco55ons.or$/licenses/by-nc-sa/2.,/uk/ 8his 5eans you can distribute it# chan$e and use it for non-co55ercial purposes# as lon$ s you $i1e us credit and also
share 3hat you do 3ith it under the sa5e license.
>in1ol1er 2,,+. /a$e 1( of 29
4ey docu5ents
8here are t3o docu5ents you need to lay the foundations for successful#
sustainable pupil 1oice and participation in your school.
)chool polic" on pupil participation )chool council constitution
2o3 staG 3ant to interact 3ith
students
2o3 pupils 3ant to interact 3ith their
council
=ays out ho3 all staG need to take
responsibility
=ays out ho3 all students 3ill be
in1ol1ed
ritten by staG in consultation 3ith
students
ritten by students 3ith $uidance fro5
staG
8he purpose of these is to allo3 staG and students to: If you ha1e a
standard for5at and structure for
policies and constitutions in your
school it 5akes sense to follo3
the5 for these too. 2o3e1er#
these are about in1ol1e5ent so
there has to also be a 3ay of
presentin$ the5 that is accessible
to all. You 5ay do this by creatin$
a si5pliAed 1ersion# or you 5ay
try to 3rite the 3hole thin$ in
such a 3ay that e1eryone can
understand it %once youB1e done
this you 5ay And it useful to do
the sa5e for so5e of your other
policies too&.
Qust because these are i5portant docu5ents doesnBt 5ean they ha1e to be
3ritten do3n in 3ords. You could use pictures# audio and 1ideo or e1en a
co5bination# 3hate1er you think 3ould 5ean staG and students 3ould actually
see# understand and use the5.
>in1ol1er 2,,+. /a$e 19 of 29
"chool policy on pupil participation
Scribble down some quick answers to the questions below to serve as a
starting point for creating a policy dont worry if you think not
everyone will agree or theyre not the right answers, theyre just to
start of your thinking and to help you kick start others
)ome *uestions to get "ou started
hat types of decisions should students al3ays be in1ol1ed in %and to 3hat
e@tent&!
E.g. )eviewing policies* 'hoosing e+am boards* ,electing charities to support*
,cheduling the day* -ny decisions that a.ect them* Everything e+cept sta/ng.
hy does your school 3ant to in1ol1e its students in decision-5akin$!
Ethos* bene0ts* legislation.
ho do you need help fro5 to 3rite this!
,1T* sta.* governors* students* parents* e+ternal people.
hat is your ne@t step %includin$ a deadline&!
E.g. 2ut on agenda of ne+t 3overnors# meeting* Talk to 4eadteacher ne+t 5riday*
'onvene a working group by end of 6ctober.
>in1ol1er 2,,+. /a$e 2 of 29
+uestions that need answering in a ,ull polic"
!wnership " who will write and
review #and how often$%
ho 3ill 3rite the Arst draft!
2o3 re$ularly 3ill it be re1ie3ed!
ho 3ill re1ie3 it!
&ene'ts " (hat are the bene'ts
to the school of
participation%
hat is the schoolBs reason for
ha1in$ this policy!
o hat is the 1ision!
o hat are the beneAts for
students!
o hat are the beneAts for
staG!
hat le$islation or $uidance does
it support!
)ractice" *ow will participation
be practiced%
hich issues 3ill students be
in1ol1ed in!
o 8o 3hat e@tent 3ill they be
in1ol1ed!
2o3 3ill you ensure all students
are in1ol1ed!
o If not all students are to be
in1ol1ed# 3hy!
o Is it enou$h that all of the
opportunity to be in1ol1ed!
o If youBre usin$ a
representati1e $roup# ho3
are you deAnin$
representati1e!
Are there any areas that are oG-
li5its to students!
2o3 3ill the students interact
3ith the other decision-5akin$
bodies in the school!
hat student participation
structures 3ill/can there be in the
school!
o hat support 3ill they $et
fro5 the school!
o ill adult in1ol1e5ent be
li5ited in these be li5ited
in any 3ay!
o Can students start their
o3n!
2o3 3ill students be in1ol1ed in
school policy %this 5ay 1ary fro5
policy to policy# so it 5ay be best
to ha1e so5ethin$ here that
states that e1ery policy 3ill ha1e
a section deAnin$ student
in1ol1e5ent&!
o 0esi$n
o I5ple5entation
o ;1aluation
)olicy" *ow will decisions be
made #and challenged$%
hat 5ethods are open to people
to challen$e actions and
decisions based on this policy!
hat 5ethods are open to people
to challen$e this policy!
2o3 does this policy interact 3ith
others!
o 0oes it auto5atically
respect any!
o 0oes it o1er-rule any!
+ommunication" *ow will people
be made aware of policy%
ho 3ill be aGected by this
policy!
2o3 3ill they kno3 and
understand 3hat it 5eans for
the5!
>in1ol1er 2,,+. /a$e 21 of 29
2o3 3ill you ensure that ne3
people to the school kno3 about
the policy!
2o3 3ill you kno3 the policy is
useful!
>in1ol1er 2,,+. /a$e 22 of 29
"chool council constitution
If your school council is to be either self-5ana$in$ or de5ocratic it needs to ha1e
a constitution. /eople need to kno3 3hat their roles are# ho3 people $et to be in
those roles and 3hat they can e@pect fro5 people 3ho do the5. You need to
prepare for proble5s before they co5e up# if you Fust deal 3ith the5 3hen they
do# you 5i$ht be accused o bein$ unfair.
Maybe the easiest 3ay to think about a constitution is to try to put yourself in
these peopleBs shoes and think 3hat 3ould help the5:
A parent
co5in$ to
1isit your
school
hasnBt
heard of a
school
council before and 3ants
to kno3 3hat itBs for.
A pupil in
Y* has
su$$ested
an idea to
her class in
circle ti5e
and 3ants
to kno3 3hat 3ill
happen.
A pupil
3ants to
$et the
3hole
school
recyclin$#
but isnBt
sure 3hat to do.
A pupil has
been
selected as
the school
Hreturnin$
oOcerB#
3hich
5eans she has to run the
election# but heBs ne3
and doesnBt kno3 3hat to
do.
A teacher
has been
asked to
help run a
year
council# but
isnBt sure
3hat he should do in the
5eetin$s.
A 5e5ber
of .
th
Eor5
has Fust
found out
that the
treasurer of
the house
council has used so5e of
the house councilBs
5oney to buy herself
so5e 5a$aRines.
A
$o1ernor
3ants to
$et the
opinions
of all
students
in the school on a 1ery
i5portant issue but "heBs
not sure 3hether the
school council represents
all the students.
A person
elected on
to the
school
council has
been
in1ol1ed in
a A$ht on the bus on the
3ay ho5e fro5 school#
so5e people are sayin$
he shouldnBt be on the
council any 5ore.
8he school
councilBs
Eacebook
$roup has a
petition
3ith
si$natures
fro5 al5ost the 3hole
school sayin$ that they
donBt like the 3ay history
is tau$ht in the school.
8he Chair is not sure
3hether to sho3 the
2eadteacher.
>in1ol1er 2,,+. /a$e 23 of 29
Ince youB1e thou$ht about 3hat 3ould help all of these people and help a1oid
any other confusion people 5i$ht ha1e# you need to try to put those thou$hts in
order that 5akes sense to you. You 5i$ht 3ant to start it 3ith a fe3 si5ple
sentences about 3hat your school council is for.
hat order the rest co5es in isnBt so i5portant# but you should 5ake sure to
include:
Anythin$ the school council 3ill al3ays do.
Anythin$ it 3ill ne1er do.
hat is e@pected of all people in1ol1ed 3ith the school council.
2o3 often the constitution 3ill be checked and ho3 it can be chan$ed.
It can be really helpful to dra3 a picture of ho3 all the bits of your school council
Foin up. 8hese 3ould include class councils# house councils# year councils# action
$roups# sub-co55ittees and so other pupil-run $roups. You can also put on there
ho3 it links to other people in the school like the 2eadteacher# caretaker#
$o1ernors# teachin$ assistants# heads of year# class teachers and so on.
>in1ol1er 2,,+. /a$e 24 of 29
)emember a council
meeting isn#t about the
councillors# views, it#s
about the views of the
people they represent.
f you give people an
agenda at the meeting,
you#re making sure 789
of the people in the
school won#t get heard.
8ips for $reat 5eetin$s
A $reat 5eetin$ is one 3here:
;1eryone feels they 3ere able to ha1e their
say about the i5portant issues and 3ere
heard.
;1eryone lea1es kno3in$ 3hat they ha1e to
do and by 3hen.
ItBs as short as it can be to $et the top t3o
doneM
8he only 3ay to 5ake this happen is to ha1e a
structure and stick to it. 8he three thin$s you need
are:
(. /reparation: 2a1e a re$ular pattern for sendin$ out and collectin$
infor5ation.
2. ?ules: "et rules so e1eryone kno3s ho3 to 3ork 3ell to$ether.
*. Eor5at: 2a1e a structure for your 5eetin$s that allo3s all 1oices to be
heard# i5portant 6uestions to be asked and that 5eans you $et throu$h
your 3hole a$enda.
/reparation
If people ha1e infor5ation early they can prepare and that 5eans 3hat is said in
5eetin$s 3ill be better thou$ht throu$h and a lot of ti5e can be sa1ed. 2a1e a
plan for sharin$ infor5ation thatBs the sa5e for e1ery 5eetin$. It 5i$ht look
so5ethin$ like this:
>in1ol1er 2,,+. /a$e 25 of 29
Meetin$ rules
You need to set so5e rules for the 5eetin$ and ha1e a chair person 3hose Fob it
is to 5ake sure e1eryone sticks to the5 and to the structure of the 5eetin$.
8hink about 3hat $oes 3ron$ in 5eetin$s# 3hat 5akes you annoyed or
unco5fortable and then think about 3hat rule or strate$y 5i$ht a1oid that in
your ne@t 5eetin$.
-hat goes wrong -hat rule might prevent this
/eople Fust 5oan about e1erythin$ /ositi1e su$$estions only: He
should ...B
8hin$s $et personal 0onBt 5ention na5es# talk about
beha1iour
>in1ol1er 2,,+. /a$e 2% of 29
-ee& 1 -ee& 2
-ee& 3
You could also think about 3hat to do if people are $ettin$ bored# losin$
concentration or thin$s are $ettin$ too heated.
Could you $et people up out of their chairs to stretch!
Could you use an acti1e 5ethod to continue the discussion!
Could you split people into pairs or s5all $roups to discuss their thou$hts!
Could you stop to play a 6uick $a5e!
Could you 6uickly ask e1eryone to ans3er a silly 6uestion about
the5sel1es to li$hten the 5ood!
>in1ol1er 2,,+. /a$e 2' of 29
0iscussion for5at
)tage $ow this
wor&s
-hat this should loo&
li&e
-hat should .e
put into the
minutes
/resent the
proposal
0an idea ,or
action1
8his should present an
action# not a proble5 %H3e
should...B&
8itle %detail
should already be
attached to
a$enda&
Get *uic&
reactions
,rom
ever"one
;1eryone takes
it in turn
as his/her class supporti1e
of the idea! An
o1er3hel5in$ reaction
either 3ay could 5ean you
skip to the decision
+uestions
and
answers
2ands up to
ask a 6uestion
8hese should be phrased as
6uestions# not points.
4ey 6uestions
2ew
proposal
/roposers add
in anythin$ that
ca5e up fro5
6uestions
8he proposal 5ay chan$e
co5pletely to so5ethin$
like# H3e 3ill And out
ans3ers to these 6uestions
for the ne@t 5eetin$.B
Ne3 proposal
!ecision Ideally
consensus# if
not# 1ote
2o3 decision 3as
5ade %i.e.
consensus# 1ote N
ho3 5any 1otes&
3ction /lan 2I is $oin$ to be in
char$e of doin$ 2A8 by
2;N!
"ee left.
If youB1e $ot a lot of ite5s on the a$enda rather than $oin$ throu$h this process
for each one# you could do so5ethin$ like this:
>in1ol1er 2,,+. /a$e 2( of 29
If youB1e $ot a lot of people in your 5eetin$ or so5e people 3ho talk all the
ti5e# only let people ask a set nu5ber of 6uestions %e.$. each person can only
ask * 6uestions per 5eetin$&.
>in1ol1er 2,,+. /a$e 29 of 29

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