"of all the things that count, nothing is as important as the people in the process. teaching...
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Creating Classroom Community: How?
"Of all the things that count, nothing is as important as the people in the process. Teaching machines, microcomputers, programmed materials, distance learning, communication highways, and other technological advances may play an important role in education, but they cannot substitute for human relationships. Teaching is a way of being with people. This 'being-with' process has a great impact on students' ideas about themselves and their abilities."
Purkey and Novak, Inviting School Success
Part 2
Flow Foundations: What is a sense of community? Why
create a sense of community in schools?
Creating Conditions/Tools: What are the conditions for a sense of community to develop? How can the conditions help to establish a container for community building? What are some tools for making it happen?
Facilitator Knowledge
Application
Part 2: CREATING CONDITIONSWhat are the conditions for a sense of community to develop?
How can the conditions help to establish a container for community building?
What are some tools for making it happen?
Conditions for Creating a Sense of Community
Community building tools
The Best Workshop EverFacilitators
Be prepared
Lessons are interactive
Facilitate conversation & communicationBe engaging
Build in breaks and allow for sustenance
Turn cell phones off and present
Teach with purpose
Be playful and laugh
Be positive and encourage
The Best Workshop EverEveryone
One person talks at a time
Have an open mind and good attitude
Be positive and encouraging
Be on time
Be an active listener and respectful of others’ opinions
Cell phones off (except for need)
Appropriate and respectful language (be kind)
The Best Workshop EverEveryone
Be alert and present
Watch our sarcastic humor
You can only volunteer yourself
Be sensitive to differences and learning styles
Conditions for Community to Develop IntentionalityInvitational EducationTime
Safe and Trusting EnvironmentSafe EnvironmentRelational Trust
Balancing “Me” and “We”Empowerment (Me)Social Commitment (We)
Conditions for Community to Develop PositivityNurturing the PositivePositivity Ratio
OwnershipFocus (goal setting)3 R’s: Routines, Rituals, Responsibilities
Others?
IntentionalityInvitational Education – a Container Framework
Making time for relationships
Invitational Education
www.invitationaleducation.net
INVITATIONAL EDUCATION
INTENTIONALLY UNINTENTIONALLY
INVITING INTENTIONALLY INVITING
UNINTENTIONALLY INVITING
DISINVITING INTENTIONALLY DISINVITING
UNINTENTIONALLY DISINVITING
Staff’s Words Be direct and authentic.
Use ideas and words that engage children
Show faith in children’s abilities and intentions
Use concrete images and words children use and understand
Try using metaphors
Keep it brief
Know when to be silent
The Power of Our Words Teacher Language That Helps Children Learn
Relationship Building
Time
Teeth
Touch
Eye Contact
Listening
Safe & Trusting Environment
Safe EnvironmentRelational Trust
Physical/Emotional Safety Physical and verbal violence has to be addressed.
Ground rules and social commitments help in establishing boundaries.
Instances of harassment, hitting, etc. though, must also be dealt with quickly.
PREVENTION
INTERVENTION
INVENTION
PBIS Continuum and PII Approach
Relational Trust
Conclusions from Research by Anthony Bryk and Barbara Schneider
Schools reporting strong relational trust levels in 1994 were three times more likely to eventually improve in reading and math than those with very weak trust reports.
By 1997, schools with strong relational trust reports had a one in two chance of being in the improving group vs. a one in seven chance for schools with very weak relational trust reports.
From PowerPoint at Expeditionary Learning Schools Conference, 2010
Perhaps Most significantly... Schools with weak relational trust levels in 1994 and 1997 had
virtually no chance of showing improvement in either reading or mathematics.
From PowerPoint at Expeditionary Learning Schools Conference, 2010
Presence of relational trust was more
predictive of improvement than..
School size
Teacher educational/professional background
Percentage of new teachers
Average years of teaching experience
Racial & ethnic composition of student body
Poverty levels
Stability of student body
Prior school achievement
From PowerPoint at Expeditionary Learning Schools Conference, 2010
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