Level 1: Creating A Caring Community
Philosophical Connection:
My educational philosophy is a combination of of Progressivism and Reconstructionism; therefore, I believe it is essential to have students at the forefront of the classroom. The Progressive philosophy focuses more on the interests and needs of students over the mere transmission of class content or information to students. When it comes to creating a caring community, my students will be active participants in the community-building process and their needs/interests will be the guiding force. In our classroom, the strategies my students and I will work to implement will create a safe learning environment for students to feel comfortable participating in class and collaborating with their peers.
Strategies:
- Preparation: Before students walk into the classroom door, it is my responsibility to them to be prepared. Not only do I need to be prepared when it comes to my lesson plans and daily activities; but I also need to prepare how I will respond to students. (Claassen, 2008)
- Create positive student-teacher relationships: I believe it is important to create positive and meaningful interactions with all of my students. If I expect students to interact with one another and participate in class discussions, it is essential that I begin that process by getting to know all of the students, and giving the students an opportunity to know each other and their teacher. (Wong, 2009, p.68)
- Team-building activities: One way I can encourage community building in the classroom is through fun activities that allow students to learn more about each other. One such activity that I plan to use is the Card Game. For the card game, each student will receive an index card. At the top of the card, they will write their name, and underneath that they will write down five details about themselves. I will use the cards for students to take a quick "brain-break" in between class activities. To play the card game, I ask all students to stand up and start off by saying: "Stay standing if you were born in ____" If that piece of information does not apply to them, the students sit down. I will repeat that process until there is only one student left standing, and I ask the student to expand on the pieces of information they wrote on their card. Through this activity, students will be able to see what similarities they share with their peers, and learn more about their classmates in general.
- Greeting students at the door: I can hep make students feel more welcome by greeting them at the door with a smile as they enter the classroom. (Wong, 2009, p.68)
- Engage in conversations with students: By greeting students at the door, I also have an opportunity to interact with students and have conversations with them. As they walk through the door into the classroom, I can ask them simple questions about their day or themselves. Moreover, it is important to engage in conversations with students to make ourselves approachable and let students know we are there to help and genuinely care. (Olson, 2009, p.165)
- Tell students about myself: Just as I expect students to share about themselves, I will also let students know more about me. I believe it is important for students to know who their teachers are - as their teachers, we should not appear inapproachable and completely distant.
- Implement the use of a "talking piece": The "talking piece" is an object that is passed from student to student, and the person holding the "talking piece" is the only one allowed to speak as the class listens respectfully. Through the use of a "talking piece," student participation can increase by giving each student an opportunity to speak and be heard - thereby feeling more comfortable to voice their ideas. (Pranis, 2014, p.35)
- Encourage student input: In my classroom, I hope to help students feel comfortable participating in class to the fullest extent of their abilities. In order to do that, I will continuously encourage student input, ask them to share their thoughts/ideas and let them know it is all right to get the wrong answer. (Albert, 1996)
- Respect Agreements: Rather than creating my own set of authoritative "dos and don'ts," I will maximize student involvement by allowing them to help create a set of classroom Respect Agreements. Students will work together to create a set of classroom agreements in four different categories: students respecting students, students respecting teacher, teacher respecting students, and all respecting equipment and facilities. The students will need to come agree on the set of class agreements and, once they do, they all sign the poster and hang it on the wall. By allowing students an opportunity to have a say in the classroom agreements, the students will feel a greater sense of accountability and be more likely to respect the agreements they themselves helped create. (Claassen, 2008, p.42)
- Create a student-centered curriculum: In order to keep students engaged with the material and make it relevant to their lives, I'm going to plan a curriculum that is open-ended and values the different interests of students. To do this, I myself will need to be open to receiving student input and change my lesson plans to match the students' interests. (Olson, 2009, p.170)
- Provide information: Students are more likely to feel comfortable in a classroom and willing to participate if they receive consistent pieces of information regarding the structure of the classroom. I will post my classroom information on the door, that way students will know where they are; in addition, I will post class information within the classroom walls so students know what is expected of them. (Wong, 2009, p.97)
- Positive Expectations: I will have nothing but positive expectations for all of my students. It is important for students to know they matter and are capable of accomplishing all their goals!
Works Cited:
- Albert, Linda. (1996). Cooperative Discipline. Philadelphia, PA: American Guidance Service.
- Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
- Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
- Olson, Kristen. (2009). Wounded by School: Recapturing the joy in learning and standing up to old school culture. New York, NY: Teachers College Press.
- Pranis, Kay. (2005). The Little Book of Circle Processes: A new/old approach to peacemaking. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
- Wong, H. & Wong, R. (1991, 1998, 2001, 2009, 2013) The First Days of School: How to be an effective teacher. Harry Wong Publications.