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Expert”
By Jessica Williams
Task: What do I do well?
I feel that over the years I have mastered how to create a positive classroom
community. In doing so, I am helping students to prepare for the “real world” of
working cooperatively with others. I begin this process on the first day of school
and continue to teach good citizenship throughout the entire year. In this
presentation I will explain many of the things I do to ensure all of my students
are on the right track to becoming good citizens. Please keep in mind that my
students are in second grade; only 7, turning 8 years old.
What is Citizenship?
Citizenship means "a productive, responsible, caring and contributing
member of society."
Link: https://www.doyouyoga.com/8-great-reasons-to-smile-more/
Why Routines?:
Why do kids need routines?
*Because routines give them a sense of security and help them develop self-discipline.
*Structure and routines teach kids how to constructively control themselves and their environments.
*Routines and expectations are taught and then have a gradual release of responsibility.
Link: http://www.ahaparenting.com/parenting-tools/family-life/structure-routines
Why Expectations?:
One of the best ways to help students meet rigorous academic expectations is to first set high
expectations for behavior. Why? In classrooms with clear and consistent behavior expectations:
● Students know and understand what’s expected of them, which gives them confidence.
● Students monitor themselves and take more responsibility for their behavior — and their
learning.
● Students spend more time on tasks and academic learning time increases.
● Teachers can more easily recognize and motivate positive behaviors.
● Classroom stress for students and teachers decreases.
● Students gain a sense of safety and security.
(link: https://www.kickboardforschools.com/blog/post/the-value-of-consistent-expectations)
Classroom Mission Statement:
Created By Mrs. Williams’ Super 2nd Graders 2017-18:
I will:
1. Be a good listener.
2. Be a good friend.
3. Try my best.
4. Be respectful.
5. Be responsible.
6. Be safe.
*On Mondays we sit in a circle and pass a ball around to share something about
our weekend. All students have “the right to pass.”
*Daily, students are allowed to bring in an object to share. It is similar to show &
tell, but they must write 3 clues and peers try to guess what they brought in.
*Each student gets a turn at “Star of the Week” in which they share information
and are put in the “spotlight.” The rest of the students all write friendly letters to
the peer who is sharing. I put the letters into a little book (keepsake).
Consistent & Fair:
One of the most important things as a teacher is to always be consistent and fair.
It can be challenging at times because feelings can interfere, but it is necessary in
order for students to trust you. When students know what to expect they have
better behavior. I am consistent and ensure that consequences and rewards are
the same for everyone in our classroom family. Regarding fairness: I feel that
“fair is not always equal.” However, I do things such as pick sticks with names
rather than choosing/calling on students. I keep track of special opportunities
and ensure everyone gets a turn and everyone is heard.
Everyone has a Voice:
Students work in small groups, partnerships, and as whole group. I initiate
conversation in our classroom throughout the day. Students engage in book
talks, making connections, and solving math problems. I also ask their opinions
and have them vote when making some decisions. I feel that students learn so
much from their peers and it is important for them to work with one another on
tasks. Ensuring all students have a voice creates better relationships between
teachers & students, as well as, peer-peer relationships.
Having a voice was reflected in both Robinson and LaPlante’s videos. We need
people to speak up and share their creativity.
Games:
Games are a huge part of our classroom. Over the years, I have learned the
importance of students playing games with one another. Games have brought so
much fun, skill practice, and improved social skills to my classroom. Students
play many small group learning games, as well as, engage in whole group games
such as Kahoot. They learn how to take turns, problem solve, and work
cooperatively with others.
I didn’t have a plan to build community because I assumed it would just happen,
so you must have a plan.
Be flexible and know that every year things will be different because it is a
different community membership.
Remember community building takes time, but the first couple of weeks are vital
while instilling routines and expectations.
Have your own “Growth Mindset.” Just as I teach my students that we learn from
our mistakes.
Benefits:
By establishing a positive community in your classroom your students will be
more successful. They will desire to please you and work hard because they feel
valued by you and their peers. Students will gain social skills and the ability to
work collaboratively which is necessary for their future. Your life as a teacher
will be less stressful and more satisfying because you will seldomly have behavior
issues. Teaching will be more fun and rewarding. You will be amazed by the
gradual release of responsibility.
Relations to our Readings
“Civic Engagement” by Barbara Jacoby, chapter 3: A positive community relates
to Jacoby’s “civic learning spiral.” At the young age of 2nd grade, I feel a lot of the
reading is above their level, however, the six elements: self,
communities/cultures, knowledge, skills, values, and public action are important
to learn about and build upon in future grades.
Link:
https://docs.google.com/document/d/1OplrPT7f7gi1UAS7aPBXjd863mPMG0kYvly
_rrnABGQ/edit?usp=sharing
Sources:
Brock, A., & Hundley, H. (2016). The growth mindset coach: a Teacher’s month-by-month handbook for empowering students to
achieve. Berkeley, CA: Ulysses Press.
Dweck, C. S. (2012). Mindset: Changing the way you think to fulfil your potential. London: Little Brown Book Company.
Ehrlich, T., & Jacoby, B. (2009). Civic engagement in higher education: concepts and practices. San Francisco, CA: Jossey-Bass.
Fishman, S. M., & McCarthy, L. P. (1999). John Dewey and the challenge of classroom practice. New York: Teachers College Press.