Creating a Caring Community :
Community Philosophy:
A successful classroom community promotes positive social skills and academic achievement. Children learn best when they feel they are part of a community, where everyone feels accepted and where individuality is encouraged. Creating a classroom community requires planning and practice. Foster a sense of belonging where children learn how to participate in class meetings, work collaboratively, and resolve conflicts peacefully with some of these resources. I believe that every child is unique and needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential by providing an environment that is safe, supportive, and inviting. A teacher should act as a guide, allow a student’s curiosity to guide their learning, and promote respect on all fronts. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. For myself, teaching provides an opportunity for continual learning and growth. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs.My educational philosophy is progressivism and in this sense, I focus more on the child than the subject matter. The students' growth and interests are of upmost importance to me.
A successful classroom community promotes positive social skills and academic achievement. Children learn best when they feel they are part of a community, where everyone feels accepted and where individuality is encouraged. Creating a classroom community requires planning and practice. Foster a sense of belonging where children learn how to participate in class meetings, work collaboratively, and resolve conflicts peacefully with some of these resources. I believe that every child is unique and needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential by providing an environment that is safe, supportive, and inviting. A teacher should act as a guide, allow a student’s curiosity to guide their learning, and promote respect on all fronts. I believe children have greater respect for their teachers, their peers, and the lessons presented when they feel safe and sure of what is expected of them. In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. For myself, teaching provides an opportunity for continual learning and growth. In our competitive society it is important for students to not only receive a solid education, but to work with someone who is aware of and sensitive to their individual needs.My educational philosophy is progressivism and in this sense, I focus more on the child than the subject matter. The students' growth and interests are of upmost importance to me.
1. Collaboratively Develop a Social Contract
When we think of the beginning of a new school year one of the things that comes to mind is, “What rules will we need for a successful school year?” Inviting your students to share in the creation of a classroom social contract makes them feel important and that their opinion matters. This transfers "the rules" to an agreement that all parties can participate in.
"All classrooms need a system to define acceptable and nonacceptable behavior and consequences when students cross the line. This system needs to be simple enough to use on a daily basis yet complex enough to cover a wide range of issues" (Curwin, 2014).
The Social Contract should address:
It is important for students to know who their peers are to establish that sense of community. Simple games will help students remember each other's names and develop relationships (Shapiro, 2004). The "Remembering Names" is one activity I can incorporate in my classroom.
When we think of the beginning of a new school year one of the things that comes to mind is, “What rules will we need for a successful school year?” Inviting your students to share in the creation of a classroom social contract makes them feel important and that their opinion matters. This transfers "the rules" to an agreement that all parties can participate in.
"All classrooms need a system to define acceptable and nonacceptable behavior and consequences when students cross the line. This system needs to be simple enough to use on a daily basis yet complex enough to cover a wide range of issues" (Curwin, 2014).
The Social Contract should address:
- Values
- Rules
- Expectations
- Values and Rules for you, as the teacher
- Consequences (this is probably best done by the teacher as it's a hard component to explain to students)
It is important for students to know who their peers are to establish that sense of community. Simple games will help students remember each other's names and develop relationships (Shapiro, 2004). The "Remembering Names" is one activity I can incorporate in my classroom.
3. Seat Assignment Schedule
Students' seats will change every four weeks to give them the opportunity to work with and meet their peers in the classroom. After the first seat assignment, the seat assignments will be arranged on the ability of each student so that each group is heterogeneous.
4. Always Be Positive
As teachers, we should always be positive and happy. Growing up, I don't remember any of my teachers having bad days. I'm sure they had them, but it didn't show. I find this strategy of being positive to be of upmost importance but also one of the most difficult strategies to carry out—from classrooms to breaks, during school and after. There is always a positive way to respond to a situation. A positive attitude is the change agent that will create positive classrooms and schools that produce happy and successful students.
5. Send a Letter
Teachers can start taking steps to building a classroom community long before school even starts, just by anticipating the concerns students and parents may have during the first few days. Teachers can send a student welcome letter that answers a majority of the questions they may have a few days before school starts.
Students' seats will change every four weeks to give them the opportunity to work with and meet their peers in the classroom. After the first seat assignment, the seat assignments will be arranged on the ability of each student so that each group is heterogeneous.
4. Always Be Positive
As teachers, we should always be positive and happy. Growing up, I don't remember any of my teachers having bad days. I'm sure they had them, but it didn't show. I find this strategy of being positive to be of upmost importance but also one of the most difficult strategies to carry out—from classrooms to breaks, during school and after. There is always a positive way to respond to a situation. A positive attitude is the change agent that will create positive classrooms and schools that produce happy and successful students.
5. Send a Letter
Teachers can start taking steps to building a classroom community long before school even starts, just by anticipating the concerns students and parents may have during the first few days. Teachers can send a student welcome letter that answers a majority of the questions they may have a few days before school starts.
lettertoparents.pdf | |
File Size: | 45 kb |
File Type: |
6. 10:2 Rule
Students' attention spans last from 10-15 minutes. If we keep to the 10:2 rule, we allow the students to interpret input for ten minutes and then to process that input for two minutes. That way I am giving my students enough time to soak in the information they are learning. We can allow students to process by asking them to do the following:
"This strategy can be enhanced by ensuring that the students have to move or at least stand to complete whatever the processing task is. It is also helpful for processing activities that do not involve collaboration to have the students share with one another what they have done" (Eight Usable Ideas in One, 2013).
7. Circle of Courage
I will educate the whole child using the Brendtro, Brokenleg & Bockern's (2002) Circle of Courage Approach.
The Circle of Courage® is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity. This unique model integrates the cultural wisdom of tribal peoples, the practice wisdom of professional pioneers with troubled youth, and findings of modern youth development research (Brendtro, Brokenleg, Martin, & Bockern, Steve Van, 2002). I will have this artwork up in my classroom so that students can reference it frequently when needed.
The Circle of Courage teaches about:
Students' attention spans last from 10-15 minutes. If we keep to the 10:2 rule, we allow the students to interpret input for ten minutes and then to process that input for two minutes. That way I am giving my students enough time to soak in the information they are learning. We can allow students to process by asking them to do the following:
- Draw what they are learning
- Sing or rap about it or represent it through dance
- Explain it to someone else
- Create a flow chart, simile or metaphor
- Explain how it is similar to something they already know
- Explain how it makes sense
- List the main points
- Or any other active engagement of the students’ minds in the processing of the facts, topics, concepts, procedures or skills.
"This strategy can be enhanced by ensuring that the students have to move or at least stand to complete whatever the processing task is. It is also helpful for processing activities that do not involve collaboration to have the students share with one another what they have done" (Eight Usable Ideas in One, 2013).
7. Circle of Courage
I will educate the whole child using the Brendtro, Brokenleg & Bockern's (2002) Circle of Courage Approach.
The Circle of Courage® is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity. This unique model integrates the cultural wisdom of tribal peoples, the practice wisdom of professional pioneers with troubled youth, and findings of modern youth development research (Brendtro, Brokenleg, Martin, & Bockern, Steve Van, 2002). I will have this artwork up in my classroom so that students can reference it frequently when needed.
The Circle of Courage teaches about:
- Belonging
- Mastery
- Independence
- Generosity
8. Nurture the Whole Child
Teaching should "promote thinking, decision making, and consideration for others" (Kohn, 1996, p. 239). Creating a caring community starts when the classroom has shared responsibility and involves students in resolving classroom problems, "thus removing aversive control" (Kohn, 1996, p. 239). The best approach to teaching is "constructivist teaching".
8. Present Student Work in the Classroom
Displaying children's work lets them know you value it -- and them. Documenting the process of student work benefits children, engages parents, and guides teachers.
9. Teacher Website
Developing a teacher website is a great resource for students and parents.
Teaching should "promote thinking, decision making, and consideration for others" (Kohn, 1996, p. 239). Creating a caring community starts when the classroom has shared responsibility and involves students in resolving classroom problems, "thus removing aversive control" (Kohn, 1996, p. 239). The best approach to teaching is "constructivist teaching".
8. Present Student Work in the Classroom
Displaying children's work lets them know you value it -- and them. Documenting the process of student work benefits children, engages parents, and guides teachers.
9. Teacher Website
Developing a teacher website is a great resource for students and parents.
- It eliminates the need for weekly letters.
- It eliminates many parent phone calls and notes.
- Parents who share custody have access to all assignments.
- It helps the student take responsibility for his or her work.
- It’s another way to engage students outside the classroom.
- It's another way to connect with your students and parents and give them a chance to get to know you.
10. Establish Routines and Signals
Establishing routines and signals for the classroom creates a rhythm (Villa, Thousand & Nevin, 2010, p. 174-178).
11. Syllabus
A syllabus will be sent home the first day of school so that students and parents are aware of the expectations for attendance, assignments, tests, quizzes, notebooks, and class protocol. The parents will need to sign the syllabus and have it returned. This is their class contract.
Establishing routines and signals for the classroom creates a rhythm (Villa, Thousand & Nevin, 2010, p. 174-178).
11. Syllabus
A syllabus will be sent home the first day of school so that students and parents are aware of the expectations for attendance, assignments, tests, quizzes, notebooks, and class protocol. The parents will need to sign the syllabus and have it returned. This is their class contract.
References:
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
Curwin, R. (2014, April 25). Create A Partnership With Your Students When Designing Your Social Contract. ACDS InService. Retrieved from http://inservice.ascd.org/ascd-events/conference-on-teaching-excellence/create-a-partnership-with-your-students-when-designing-your-social-contract/
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
Shapiro, L. E. (2004). 101 ways to teach children social skills: A ready-to-use, reproducible activity book. S.l.: Bureau for Youth at Risk.
Use the 10 – 2 Rule – Eight Useable Ideas in One. Teaching for Excellence™ [Web log post]. (2013, November 12). Retrieved from http://www.teachingforexcellence.com/use-the-10-2-rule-eight-useable-ideas-in-one/
Villa, R. Thousand, J., & Nevin, A. (2010). Collaborating with Students in Instruction and Decision Making. Thousand Oaks, California: Corwin Press.
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
Curwin, R. (2014, April 25). Create A Partnership With Your Students When Designing Your Social Contract. ACDS InService. Retrieved from http://inservice.ascd.org/ascd-events/conference-on-teaching-excellence/create-a-partnership-with-your-students-when-designing-your-social-contract/
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community. Alexandria, VA: Association for Supervision and Curriculum Development.
Shapiro, L. E. (2004). 101 ways to teach children social skills: A ready-to-use, reproducible activity book. S.l.: Bureau for Youth at Risk.
Use the 10 – 2 Rule – Eight Useable Ideas in One. Teaching for Excellence™ [Web log post]. (2013, November 12). Retrieved from http://www.teachingforexcellence.com/use-the-10-2-rule-eight-useable-ideas-in-one/
Villa, R. Thousand, J., & Nevin, A. (2010). Collaborating with Students in Instruction and Decision Making. Thousand Oaks, California: Corwin Press.