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Community

Page history last edited by sbeleznay 14 years, 11 months ago

Creating Caring Communities

 

If we are going to meet our goal for each child, we need to work hard to create caring communities in our classrooms, in our schools, in our district, and in our neighbourhoods, which in the 21st century, reach globally. 

 

To provide the best support for learners, we need to consider the continuum of experiences from early learning through adulthood, and, as Pat Holburn says, we need to build partnerships that "stretch us." 

 

Is it possible that we can change student behaviour for the better just by introducing a little fun into our routines?  According to TheFunTheory it's the easiest way to change behaviour for the better.

 

 

Classroom Community 

 

What's important for setting up our classrooms?

 

Perhaps the most important thing to remember is that we don't have to "finish" the classroom on the first day.  In her new book, Teaching with Intention, (at the DRC - LIT 1821 or read it online) Debbie Miller writes, "When kids walk into classrooms on the first day of school, we want them to feel, 'Oh good! There's room for me here!'...Classroom environments are organic - they grow as we do.  The best of them reflect the hearts and souls of those who inhabit them.  They're never really finished.  They're never really 'done.'  How could they be, when every day students and teachers learn something new?" 

But where do we begin?  Here are some ideas. 

Start as you mean to go: 

What's most important is what we DO!  Tammy Reynolds and Donna Anderson of Coal Tyee believe that it's important it is to give kids engaging learning experiences from day one.  After all, there is no time to lose and time on task is critical.  Consider starting with a really rich book that allows you to build community. We have lots of great books at the DRC (check out a few favourites here) and librarian will have lots of ideas.

Establish the rituals that you want to stick to all year.  Check out our list of favourites developed at our Working Together Summer Institute.

Welcome!

  • Create a welcoming space:  Create a "soft space." Lesley Carter of Pleasant Valley Schools says, "I like to provide for my young learners (or perhaps any age, but I don't have the personal experience) is some "soft space" in the classroom.  I have enough stuffed pillows for all the children to be used for lounging with a book, sitting on the floor or at their desk. And if you're not feeling well, a pillow to lie with is comforting too. My kids use them ALL the time.  Some primary teachers have small sofas or armchairs as well to soften the hard edges in classrooms. It helps the room feel more 'homey' and inviting."

 

Soft pillows in the reading area.  Note to the bins of books that invite voracious reading! (Carter, PVS)

 

  • Greet students:  NDSS teacher Kathie McGregor writes about a very simple strategy she learned when she taught at John Barsby:   "I love the way teachers are in the hall hanging at their doors between classes.  I really make an extra effort to do this the first week or so to help the lost souls, to say hello as everyone walks in, answer questions and say hi to last years students.  It's so simple but I really think has an impact."

 

Minimize anxiety, maximize learning:

Jan Bruce (now retired) got this idea from Kim Sutton.  She used large Zip Lock Baggie. In it went a deck of cards, domino cards, 2 dice, bingo chips in a plastic film container (hard to get nowadays, but a mini-baggy will work), power of ten cards (from Trevor Calkins) and a measuring tape.  For the first 2 weeks she taught them grade appropriate Math games that used playing cards and dice.  Another favourite was bingo style math games.  Jan writes, "It was a nice way to get the math brains working again without any anxiety; also I could observe them playing the games and pick up a lot of info about the students."

 

Use these organizational tips to maximize time on tasks and minimize confusion and noise.

 

  • Put tennis balls at the bottom of chairs to minimize noise as students move their chairs to get into pairs or triads or small groups.
  • Print off a sheet of adhesive name tags for each child so they can quickly label their materials (and then get back to learning).
  • Make a name card for each student with card stock, felt-markers and a piece of adhesive-backed (or give students the materials to make their own).  Put these on the board to easily group students, pair them up, and to show an in and out of the classroom.

     

 

Note the tennis balls and also the layout of the desks to invite conversations (Anderson, Coal Tyee)

 

Take care of yourself!

 

When we are always rushing, worrying and trying to "get things done," we can lose sight of what's important.  Ann Gordon of Quarterway has a new goal this year that we might all try:  she intends to practice three minutes of mindful meditation before the students arrive each morning. 

 

 

Debbie Miller, in thinking further about extraordinary classrooms notes that an "I can" spirit "permeates the very air.  Children seem to breathe in, 'I/We can do this,' and breathe out, 'Here's how.'  They see themselves and each other as kids with purpose; they see themselves as the kind of kids who can figure things out.  These children sense that they have the capacity to roll up their sleeves, take action, and get things done.  And wouldn't you know - the teacher sees herself, and them, that way too?"   



 

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