Building Community

Presented by Vicki Nilles

Build community…is that a standard?

How can we afford to take classroom time to build community and make connections with kids when we have so many standards to teach?

How can we afford not to…?

Devastating “No school or community should

ever have to experience such barbarous and inhumane injustice.” Randy Zila, Superintendent for St.

Vrain Valley School District, Longmont, Colorado

(In response to the 2006 school shootings in Bailey, Colorado)

Instilling safety precautions Campus supervisors monitor school grounds School resource officers patrol schools District Incident Response Team- train & drill

in order to support school staff Students, parents, neighbors monitor activity Upgrades made to surveillance equipment Mandatory visitor check in Ballot initiative 2A which funds two

additional school resource officers

What about making connections with kids…all kids

Building community Making all kids feel accepted and

part of the school community Celebrating diversity Recognizing unique learning needs Accommodating for all learners All children can learn

Part One: Making connections

The techniques and skills that really make a difference in human interaction are the ones that almost naturally flow from a truly independent character.

So the place to begin building any relationship is inside ourselves, inside our circle of influence, our own character.

( Stephen Covey, 1989)

Using True Colors to build community?

True colors is an easy, entertaining way to begin to understand yourself and others. Identifying your character becomes an invaluable tool for enjoying success in your professional life as well as with your family and personal relationships.

(Don Lowrey, founder of True Colors)

The History of True Colors

• 400 B.C. Hippocrates

• 1921 Carl Jung

• 1923 Meyers Briggs

• 1967 David Keirsey

• 1978 Don Lowry True Colors

True Color “Truisms”

• Everyone has all 4 colors in their personal rainbow

• All of the colors represent strengths

• We need to use all of our own colors but recognize that we will be most comfortable working in our brightest area

And most importantly…

• There is a need for diversity—True Colors celebrates the idea that the differences are what make us unique as individuals and exciting as productive groups

• Character cards

• Word sort

What are your true colors?

Blue Attributes Summary

• mediators—sensitive to other’s needs

• optimistic—motivate & encourage others

• caretakers—peace, harmony, relationship

• passionate—cooperative not competitive

• true romantic—enjoy symbols of romance

• cause oriented—has a kind word

• need to feel special

Gold Attributes Summary• “Be prepared”!!

• loves to plan

• detail oriented

• service oriented—duty, responsibility, loyalty

• values family tradition—”shoulds & should-nots”

• helpful and trustworthy—punctual & precise

• conservative & stable—value order & status quo

• strives for sense of security

Green Attributes Summary

• intellectual & theoretical—often asks “why?”

• idea people & independent

• philosophical & complex

• perfectionists—work is play & play is work

• standard setters—abstract, conceptual, global

• visionaries & futurists—not in mainstream

• can never know enough—cool, calm, collected

Orange Attributes Summary

• playful & spontaneous—natural nonconformist

• energetic & competitive—test the limits

• charming & a risk taker—”Just do it!!”

• quick witted & impulsive

• master negotiator—”Let’s make a deal”

• a natural entertainer—seeks immediate feedback

• stimulates the economy

Blue—keys to personal success

• seeking meaning in all that you do

• seeking reality—spirituality

• devotion to relationship

• assuming role in life’s drama

• writing & speaking with poetic flair

• seeking harmony

• cultivating potential of others

Blue--organizational style

• creates enthusiasm & energy

• focuses intuitively on personal strengths

• uses cooperative groups, teams, team work

• believes in staff development

• will involve others in decision making

• believes in second chances…it is never too late to learn

• The organization is only as good as it’s people

Gold—keys to personal success

• generosity

• the work ethic

• a parental nature—home & family

• perpetuating heritage—a sense of history

• a value of order

• respectability

• establishing & organizing institutions

Gold—organizational style

• trusts the organization

• supports the organizations functions, traditions

• seeks to transmit the culture & heritage of the

organization

• delegates responsibilities to encourage personal

growth in others

• prefer to keep things status quo

Green—keys to personal success

• developing models

• abstract thinking

• analytical processes

• exploring ideas—abhorring redundancy

• striving for competency

• admiring intelligence

• storing wisdom & knowledge

• being a perfectionist

Green—organizational style• systems focused

• presentations, media format

• meet to make decisions not to plan

• sets high standards for everyone

• models by example

• open to change based on data

• responsive to individual creativity

Orange-keys to personal success

• impulse to really live life

• testing the limits

• the need for variety—waiting is emotional death

• excitement & light heartedness

• adventure—taking defeats only temporarily

• spontaneous relationships

• able to act in a crisis

Orange—organizational style

• all work and no play is dull

• informal, open, no dress codes

• will seek creative ideas-new technology, materials, new ways of doing things

• minimal meetings, just do it approach

• learn as you go—learn from our mistakes

• “Nothing ventured-nothing gained”

• Emotional, verbal

Do the following activity: Join the other group members that

share your brightest color On chart paper, answer the following

questions: What brings you great joy? What causes you great stress? What are the strengths of your group as

educational leaders? In understanding your true colors, explain what

kind of learner you think you are? What learning conditions are best for you?

Brain compatibility Support for honoring learning

styles is psychological and social rather than scientific and biological

Providing choice and multiple approaches in the learning environment is compatible with the brain’s needs

75% of teachers have learned to be sequential, analytic presenters and organize their lessons in the same way

100% of students are multi-processors The brain thrives on novel stimuli which

is provided through the recognition of various learning styles Jensen, 2000

Learning style characteristics

1) Context: the circumstances surrounding learning provide important clues about what will happen; How do learners feel about the

environment, social conditions, level of content difficulty?

Dunn, 1978

2) Input: Learners require sensory input for any learning to happen, for example, visual, auditory, kinesthetic, olfactory, or gustatory. Sensory input preferences can change from moment to moment.

3) Processing: the learner manipulates data collected by the senses, either globally or analytically in a multi or single task environment.

4) Responses: Once learners have processed information they respond to factors such as time, risk, internal or external referencing points and personality traits.

Meyers-Briggs, 1995

Can learning style preference change?

University of Sussex, England researchers found detailed and literal learning was better achieved in the morning while global inferential, contextual learning was better achieved in the afternoon. Brewer & Campbell, 1991

Most of us are comfortable using several styles We may revert back to style that is most

comfortable Style is likely to remain in tact throughout

life 40% of learners develop skills as visual

learners and move away from kinesthetic by secondary school or they are left behind

New name for legislation: NACLB: No Auditory Child Left Behind

Continued variety and exposure to many learning styles is the key

Develops flexible learners

Offering meaningful choices increases student motivation and desire to learn

“As learners we don’t have a genetically determined or single definitive learning style. Most of the brain is involved in most every act of learning” Jensen, 2000

Learning style profiles offer a useful framework for working with learning differences and understanding the importance of variety and choice

Learning style profiles also offer opportunity to determine if teaching strategies have covered the broad spectrum of learner types

Follow Up• What are some of the personal insights that you have discovered today?

• How does this information affect the way you might interact with the people with whom you live and work?

•How could you use this in:

• Communication & team work?

• Personal & professional relationships?

• Working with peers, parents and students?

Part two: Using True Colors with kids

Different character cards for different age groups

Getting started

True Colors teaching styles

Blue teachers

Fair/democratic Discipline Nurturing format Individualization/cooperative learning Strong use of variety of materials Learning linked to individual needs Adjustable lesson plans based on student

needs Emphasis on application

Gold teachers

Firm discipline Organized routine Outlined lectures Expects student accountability Learning linked to past traditions Detailed lesson plans and syllabi Emphasis on traditional content

Green teachers Discipline research based Sharing of instructor research Lecture/discussion Expects critical thinking Strong use of outside materials Learning linked to answering questions Logical but changing lesson plans Emphasis on futuristic application

Orange teachers Unstructured discipline Spontaneous Hands-on immediacy Strong use of innovative approaches Learning linked, “Here and now” Variety of action experiences Emphasis on relevancy

Student learning styles

Blue Learners Need

Group work, reports Group discussions Poems, essays Written descriptions Illustrate, draw, paint Collect items Library reading Cooperative learning

Prefer Safe, non threatening

environment Warmth, friendliness Displays of student work No study carrols Small group circles One on one with teacher Active participation Positive reinforcement Hands-on activities Variety, flexible time

frames Personal interaction,

information situations Talk time

Gold learners Need to:

Classify Categorize Construct models-

solar system, maps Textbook sources Evaluate via quiz Make graphs, charts Organize & plan-

experiments, activities

Prefer Objective clearly stated Scheduled time frame Structured environment Visual aids Discipline, assigned

seats Specific directions Students and teacher to

be on task Question/answer period

with immediate feedback Reteaching and review Learning with clear

meaning & purpose Opportunity to practice Recognition for job well

done

Green learners Need:

Guided imagery/specific focus

Films showing origins To creating models Lecture Library research Individual study

research To analyze graphs,

charts Deductive reasoning debate

Prefer: Quiet and

uninterrupted work time

Neat and orderly classroom

Brief overview and then focused learning

Logical presentation Reflection time to think Not wasting

time/getting to task Opportunities for in-

depth individual exploration

Orange learners Need

Field trips Independent study Brainstorm opportunities To synthesize Link between abstract

and concrete To create new systems Problem solving Debate Manipulatives Contests, competition

Prefer: Active environment Active teacher Teacher as facilitator Hands-on learning Animated, entertaining

presentation Variety No dittoes No busy work Independent work To be part of planning Not to be talked down to To negotiate rules Purposeful learning

Meet the needs of all styles Believe that differences are to be

celebrated Study the characteristics and needs of

students Share your style with students Talk about their preferred activity and

why some learning situations are more preferable to you and to them

Recognize how hard it will be for some to learn from your style and let them know you will work to accommodate them

How will you use this in your classroom?

On a True Colors card, please share your ideas as to how you will implement some of the ideas shared here