Presentation on theme: "Do all the good you can, by all the means you can, in all the ways you can, at all the times you can, to all the people you can, as long as ever you can."— Presentation transcript:
1Do all the good you can, by all the means you can, in all the ways you can, at all the times you can, to all the people you can, as long as ever you can.John Wesley
2Building Community in the Classroom Class MeetingsBuilding Community in the Classroom
3Class meetings usually serve one or more of the following purposes: to plan and make decisions, to “check in,” and to solve problems or raise awareness.
4Both academic and social issues are appropriate topics for consideration. Depending on their purpose, class meetings can be a regularly scheduled part of the school day or week or can occur as needed.
5Their versatility makes them a valuable classroom management tool-one that helps students actively contribute to their academic and social learning.
6Why Have Class Meetings Kids are involved in constructive decisions making. It is a forum for students to voice and directly effect how they want their class to be.It creates a climate of trust and respect between kids and kids and teachersIt helps build self esteem by having kids involved in decisions that affect their world.
7Kids develop a sense of responsibility for their actions It enhances speaking, listening, leadership skills.It is a forum for students to support each other as each person takes charge of their own learning.
8What is an Effective Class Meeting? The teacher “shares the control” with students by letting them help set the agenda. The focus is always on school, not home.Students do most of the talking and the teacher acts as facilitator. The teacher teaches students to really listen to and respect each others’ ideas.
9Students work together to improve the learning environment, friendships and cooperative group work through class plans.Individual students with problems or conflicts seek help and ongoing support from their classmates.
10Eight Building Blocks for Effective Class Meetings Form a circle.Practice compliments and appreciations.Create an agenda.Practice forming a circle.Chairs usually better than on floor except for perhaps young children. Chairs create a sense of boundaries.Think about your placement in the circle. Maybe change where you sit every time.Sit at the kids level, if they are on floor sit on floor.Teach kids to be specific when giving complimentsShow overhead on encouragement and what it means.Teach kids to accept complimentsEach child can choose to give, get or pass.Can use the term acknowledgements with older kids.Agenda – box on desk.Using names may come later to create sense of responsibility
11Develop communication skills. Learn about separate realities.Practice brainstorming and role playing.
13Questions when setting a topic for a meeting. Is the topic open-ended, inviting participation from all children?Is there really room for different ideas and viewpoints?
14Do you really want student input? Have you made a decision already? Will the children be able to act on their ideas or suggestions?Are you willing to support decisions made by the children even though you feel they might fail?
15Sample Topics Relationships What can I do when a person is bugging me? What can I do when I’m feeling left out?What can I do when someone hurts my feelings?How can I help my friends do the right thing?What can I do when my friend won’t share me with my other friends?
16Working in small groups What would help us bring the best out of everyone when we work in small groups?What could we do to help from the teacher without getting too embarrassed?What could we do when our group ins’t working very well together?
17Attitude toward school What really works for me at school?What can I do when school is not much fun?What can I do when I’m becoming turned off to school?
18Places and activities that are not routine How can we make a field trip, guest speaker, or assembly work for everyone?
19Lunch and Free TimeHow can we make lunch free-time enjoyable for everyoneHow can we help our friends do the right thing during lunch and free time?
20Diversity/teasing How can we help everyone feel welcome and respected? What can we do when we see or are targets of teasing and harassment?
21Creating a Comfortable Atmosphere Getting to know you activities.Add-on Graffiti BoardsArtifactsClass Data BaseFind Your MatchForced ChoiceI am Thinking of SomeonePartner InterviewsPhotograph DisplayWebbingGetting to Know You ActivitiesAdd on Graffiti Boards – buletin boards or large pieces of paper – sentences or phrases such as “I linke school wehen” or Favorite Books” – everyone (teacher t00) writes answersArtifacts – item connected with someone or something important or memorable in a person’s life. Keep in paper bag or box while telling about it and then show.Class Data Base – Students and teacher make a class chart or graph showing information about individuals hobbies, birthdays, favorite food or book, etc. (not height or weight)Find your match – form groups or go around and find people.Forced choice, Answer and discuss – would you rather read a biography or write an autobiography,, would you rather visit antarctica or hawaii, would you rather draw a picture, act out an story or sing a song, learn about insects or earthquakes, play softball, piano or chess.I am Thinking of Someone – guess the classmate or teacher being described by a series of hintsPartner Interviews-write or draw about what they learnedPhotograph Display – teacher takes polaroid or other snapshots of students, posts them. Students could add to theirs, pick a picutre and write about it, write a caption, interview and write stuff up there.Webbing – student holds a ball of yarn and tells the class his name and a fact about him. Then rolls the ball of yarn across the circle, repeating thisGround rules – Anyone can pass or “elephant” (humor)Talking stick
22Establishing Ground Rules Listening and Getting a Turn to SpeakAvoiding Accusatory or Shaming DiscussionsEven Ground Rules Take TimeListening and getting a turnImportant to help students see that class meetings are about them coming to understandings as a group, and that this reqiures them not to hog the floor and to speak and listen to teach other. Need to help students learn to speak to each otherOlder kids can learn to have conversations without raising hands, without interuppting, etc. with practice and timeRaising hands, teacher can still call on them, but direct with speech or nods to talk to others. NOone has hands up while someone is talkingTeddy bear, talking stick, wand.Avoiding put downsGround ruleDiscuss problems without naming namesEventually need to learn to speak respectfully but deal with problems and take responsibilityNorm is on solving problems
23Duration Depends on age and experience of students Depends on topic(s) and purpose of the meetingPrimary concern is not too long or too shortLet students evaluate at end of meetingDon’t want students to feel abridged or frustrated because they didn’t get to express their concernsIf an important topic comes up you want to be able to address it.
24Discussion and Facilitation Strategies What the teacher modelsQuestioning and response strategiesWait TimeFollow-up QuestionsEncouraging participation – partnerships to discuss beforehandQuestioning and ResponseEmphasize that you are not looking for a right answer and there may not even be oneWait time – three to five seconds at leastTell students you are giving students time to think about responseWait time after also lets them know you are considering their responseFollow up questionspersonal connection – “Think about your best friend” Think about how you might feel”compare and contrast “ what is the difference between someone who is a friend and someone who isn’tcause and effect: “what do you do when..”Benefits and burdens-Are there some hard things, as well as good things about…”
25How To Manage and Encourage Participation Brainstorming Small-Group DiscussionsPartner ChatsPartner Idea ListsCollected IdeasIndividual Reflection and WritingPartner idea list – you want them to brainstorm and recordencourage them to listen carefully to each other – no interruptinghave them discuss lists, telling each other what they do or do not like about each idea and star he ideas that are most important to both partnersCollected ideas – one group give one idea, all groups with same idea raise hands. Invite another group to offer a different idea.
26Consensus building Definitions Narrowing Choices Benefits and Burdens Unlivable OnlyLivable OnlyOne “Why”Three StrawsApply CriteriaDefinitionsEveryone can live with the decision, even if it is no one’s first choiceWe keep giving ideas until nobody disagrees. If anybody disagrees, we give more ideas.Benefits and Burdensstudents explain what they consider the advantages and disadvantages of each idea.record ideascan they eliminate or combine any of the optionsunlivable only – students name the choices they can’t live with, and explain why (or write down)cross out the unlivable ideas as students voice the; or if students write them, read aloud and cross outlivable only – students name all the choices they can live withraise their hands if they can live with it. They can vote as many times as they wantfor each option, count the number of raised hands and mark that number beside the ideaone why – students each choose one idea nd explain why they chose iteliminate any options that have no supportthree straws – students cast three straws to distribute in any way he or she choosesapply criteria – help students identify objective criteria that affect the issueuse a simple matrix to assess the impact of these considerations, options down one side and criteria across the top
27Troubleshooting Nobody talking Side conversations Shocking or “funny” or “stupid” statementsSomeone too disruptiveEverybody talkingIs it because they are so interested – Ask them to tell their idea to a partnerIs it because they are not interested - Rephrase the question, add interest, or dropIs it because they have not heard the topic – Get their attention, check your timing, review the ground rules2. Do they understand – Rephrase the quesiton, give mor infoAre they interested – add interest or dropDo they need to think more, to formulate their ideas – work with partners, or write ideas down3. Is the discussion hitting too close to home – give students time to write individually about the topic or tableIs the discussion of no concern to them – Acknowledge the fact and shorten the meetingDo they have a problem with self control – help them develop self control, work out a plan ahead of timeIs it really in order to get attention or to cover up embarrassment – deal with this directly. Keep you rsense of humor. Sometimes you may have a private talk with person if repeatedIs it from an inability to express themselves clearly – rephrase, do you mean, or sk them to rephrase and givethem time.5. How can I stop the behavior and not build resentment? How can I help the person take responsibility for his behavior. Ask person to leave the group until she or he is able to return without being disruptive
28We learn from our mistakes only if we are not afraid to make mistakes We learn from our mistakes only if we are not afraid to make mistakes! Rudolph Dreikurs
29Planning and Decision Making Meetings Ways we want our class to beClass nameBack-to-school night/open houseSubstitutesChoosing to learn
30Check In Meetings Is this the way we want to be? What did we learn? How did it go with the substitute?
31No problem is too difficult once it is recognized as a common task! Rudolph Driekurs
35When is a problem suitable for a class meeting? Is this an issue that can be discussed in a climate of trust, ensuring the safety of each child?Can the group’s collective energy be directed toward finding solutions to problems, not consequences for actions?
36Does this issue affect all of the children or most of them. If the issue involves specific students, do all parties involved agree to have the problem taken to the class?
37Is this the best time to address the problem? Problem Solving model – show overhead
38Developing a Class Plan or helping a Student with a Problem Identify the question.Brainstorm many possible solutinos/strategies.Discuss a few solutions/strategies.
39Choose a solution or a few strategies and write a plan(1-2 meetings). Use the plan during the next few weeks.Check on and change the plan, if necessary, at the next few meetings.
40Ways to Begin Meetings Explain meetings Talk about student’s hopes for the meetingRecord student ideasHave a partner chatEngage students’ personal experiencesIntroduce vocabulary or concepts
41Remind students of earlier meeting results or topics Read a related story
42Ways to End MeetingsPost a list and ask students to keep thinking about itSynthesize what the ideas meanPreview the next meetingReflect on the meeting – process, results, learningsAsk for volunteers to create a document about what you did
43Establish a timeline for completing activities Celebrate what you have accomplishedAdd final observations