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Creating a classroom community New Teachers
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Creating a classroom community New Teachers


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  • Brainstorm and record. From the brainstorming come up with a collective definition of a classroom community.
  • Use the sticky note idea to model the development of group beliefs.
  • Assigning group jobs – recorder, chairperson, timer, etc.
  • Talk about:classroom set up – desks in groups, tables, common meeting space (elementary), mobility, quiet areas for individual work supplies - labelled so students know where to get and put them away- bulletin boards – Are they inviting? Stimulating? Thought-provoking? - Do the students have input? - Is there room for student work to be displayed at a level that all can access?
  • Transcript

    • 1. Creating a Classroom Community
    • 2. Think about what you want your classroom to look like/be like.
    • 3. “a place in which students feel cared about and are encouraged to care about each other. They experience a sense of being valued and respected; the children matter to one another and to the teacher. They have come to think in the plural; they feel connected to each other; they are part of an ‘us.’”
      Alfie Kohn (1996)
      What is a classroom community?
    • 4. Shared Leadership
      Teachers and students share “ownership” of the space, time, language and curriculum content of the class.
    • 5. Communication
      This involves all forms of communication:
      - literacy skills
      - conversation skills
      - formalized and verbal interactions
      - interactions that are non-verbal (turn taking, listening, accepting, feelings)
    • 6. Responsiveness
      Class members are responsive to the needs of both the “I” and the “we”, the individual and the group. They are also responsive to the environment within which they exist.
    • 7. Shared ethics
      The class members share values and beliefs about the common good and work towards common goals for the group.
    • 8. Cooperation
      Children who are cooperating demonstrate the ability to behave in ways that further the welfare of others.
      (Eisenberg, 1982; Noddings, 1987)
    • 9. Shared environment
      Through the “shared practices of commitment” (Bellah, 1985) and the sharing of feelings and emotions in a non-threatening environment, the members of the community create a shared environment and a shared history.
    • 10. Commitment
      The children identify themselves as members of the group and participate in group discussions, rule-making and problem solving.
    • 11. Interdependence
      Students learn that their interdependence strengthens their interpersonal bonds and their social structure. As they learn to be interdependent, the children learn to adjust their own behaviour in response to the others in the group.
    • 12. Dig Deeper
      Find out about your students:
      - what do they like
      - aspire to
      - what are their talents
      - what do they dislike ...
      How can we get there?
    • 13. Find Purpose
      Discuss the benefits of
      community in the classroom.
      Each individual has a specific purpose to serve and contributions to make to the group.
      How can we get there?
    • 14. Make Goals
      Collaboratively set classroom goals.
      Develop group beliefs.,AAAA2uzqQrE~,6OG0BmXJ4lLjPBIrsIprnJtmkHdesQfW&bclid=0&bctid=942847114001
      How can we get there?
    • 15. Learn Teamwork
      Children need to be taught the skills of working cooperatively
      as a group.
      How can we get there?
    • 16. Each individual strand interacts with others to form an integrated whole.
      The beauty of weaving is created by the relationships of the strands, one to another.
      Weaving Metaphor
    • 17. Does your classroom:
      - reflect a safe and caring environment?
      - offer a rich and stimulating setting?
      - set the climate for thinking?
      - belong to the learners?
      Classroom Climate
    • 18. Student teachers practice teaching kindergarten at the Toronto Normal School, Canada ca1898
    • 19. Classroom ca 1950
    • 20. What a difference!
    • 21. What a difference!