In this model, participants require ample time to become informed on the issue and to discuss it thoroughly. The chair calls the vote once he or she feels discussion is complete. The advantage of this model is that a clear decision is made. The discussion period offers the opportunity for compromise as the motion may be modified at this time. In situations where opinions are so divergent that compromise is impossible, the majority vote may be the preferred model. The down side of this approach is that it can create a win/lose situation where some participants are dissatisfied with the outcome. The positive team-building approach needed for successful school-based decision making may be destroyed by the negative undercurrent created when some particpants feel they've "lost."

Consensus Building Model

In this model, each decision maker must agree to (but not necessarily with all parts of) the final outcome. Although they may differ on some aspects of the decision, school council members agree the total package best meets everyone's needs and supports it on that basis. If consensus cannot be reached on any part or all of a decision, a vote is taken. There are advantages to the consensus building model. It:

• ensures all council members have an effective voice
  
• builds on differing perspectives and values
  allows for flexibility in arriving at solutions
  
• can build respect for differing values and viewpoints
  
• can lead to better informed, more creative, balanced and enduring decisions
  
• ensures the final decision has the support of the entire school council, and
  
• if unsuccessful, it allows for a decision to be made by voting.
  

Why build consensus?

• The process involves everyone and incorporates all ideas.
  
• It generates commitment to action and to each other.
  
• It helps teams work together in a positive way to develop mutural trust and understanding.
  
• It helps identify areas of agreement.
  
• It facilitates discussions.
  
• It provides an opportunity to explore how each person feels about an issue -- important information when designing an eventual action plan.
  

Consensus process

• State the problem clearly.
  
• Brainstorm.
  
• Discuss each item. Clarify. Don't jump to solutions.
  
• Categorize, narrow the focus, eliminate items, modify.
  
• Select final statements. Use consensus voting.
  

Consensus Voting

• How many are all for it -- believe in it so much, they could be leaders on the issue.
  
• How many are all for it -- will lend support.
  
• How many need to talk about the issue further.
  
• How many are not sure, but trust the opinion of the group.
  
  

The first person to say no to the proposal must give an alternative.

?The following is a simplified guide to rules of order. Other official rules, such as Robert's Rule of Order are readily available. Your local school board or public library also may provide further information.

Simple Rules of Order

1. An individual must be recognized by the chair before obtaining the floor to make a motion. In plain English, this means the chair of the meeting must say it is your turn, before you can speak to the meeting and formally propose a course of action.
   
   
2. Once an individual has the floor, he or she may make a formal proposal, or motion, beginning with the statement, "I move . . ."
   
   
3. Another individual must second the motion, by saying, "I second the motion." This indicates that he or she agrees the proposal should be discussed.
   
   
4. Once a motion is made and seconded, the chair states the question so everyone is clear on what is being proposed. From this point, until the motion has been voted on, all discussion must focus on the question.
   
   
5. After stating the question, the chair asks if the assembly is ready for the question, or, in other words, ready to vote on the proposal.
   
   
6. If no one indicates a desire to speak to the issue, the chair puts the question or conducts the vote by asking for those in favour and those opposed. (The vote may be conducted by a show of hands, by standing, or by ballot.)
   
   
7. If members of the group wish to discuss the motion, the chair opens debate. Each participant may speak to the question twice, but no one may speak the second time until everyone has had the chance to speak once. Once debate is complete, the chair puts the question.
   
   
8. The majority needed to pass the motion should be stated in the school council bylaws (eg. 51%). In case of a tie, the motions is lost.
   
   

Amending a motion

• The person making the motion may propose to modify it. The chair will ask if anyone objects. If they do, the question to modify the motion is put to a vote. If the group consents to the modification, debate continues on the motion as amended.
  
  
• Another individual can move to amend the motion by stating, "I move to amend the motion by . . ."
  From here, the process is the same as for any other motion -- steps three through eight on the previous page.
  
  
• An amendment to the amendment may also be proposed, but a third amendment is out of order.
  
  
• After the amendment has been dealt with, discussion returns to the original motion.
  

• At any time before a vote, the person making the original motion may ask to withdraw it. The motion to withdraw does not require a seconder. Once the question is withdrawn, it is as if it never existed.
  
  
• If the chair has already stated the question and a request to withdraw the motion is made, the chair asks if there is any objection. If there is none, the motion is withdrawn. If someone objects, the request to withdraw the motion is put to a vote.

A motion to table a motion means to set it aside to discuss at another time so more pressing business can be discussed, or so more information about the issue can be obtained.

• The motion to table takes precedence over the motion being discussed.
  
• The motion to table requires a seconder.
  
• There can be no debate on a motion to table.
  

Motions that are null and void