Level 1: Creating a Caring Community
Strategies:
1.) Learning Students Names
I would have my students play the name game on the very first day of class and then a quicker version on the second day. The students and myself would stand in a circle and toss a ball to someone while introducing ourselves and something about us. It is important that my students get to learn each others names, and just by using each others names the classroom will start to feel like more of a community.
2.) Give Students Some Background on Me
I plan on giving students some information about myself during the first day of class, and then introducing them to the idea of "Tribal Council" where they will have opportunities throughout the year to ask me questions about myself or my experiences. We will have our first tribal council and I will let the students know that they will have other opportunities to get to know me better as well.
3.) Class Room Rules
As a class my students and I will work together to develop a set of expectations and behaviors that will be considered acceptable for our classroom. These expectations will then be posted both in the classroom and on the class website for anyone to see. I plan on making the rules of the room very clear so that all students feel like they know where they stand and what is expected of them, both from me as well as their peers. (Kohn, 1996).
4.) Student Directorships/Roles
I plan on having student roles and procedures that I will explain and announce during the first week of class. These things will cover everyday expectations like how to enter the room, restroom policy, cellphone policy, and other procedures like picking up absent work, or turning in late work. I will also have students roles that need to be filled that will tie into classroom procedures like passing out papers, getting workbooks, or any other items that could be streamlined via student roles. (Villa, Thousand, Nevin, 2010).
5.) Altruistic Feedback
I will utilize a workshop approach to teaching writing that will heavily rely on students being thoughtful and honest with their feedback towards their peers. This ties in with the circle of courage as explained my Tom McIntyre with the altruism portion of the circle. By at first forcing students to give feedback to their peers it will show them the impact of having open and fruitful relationships where you give of yourself to benefit those around you. (McIntrye, 2016).
6.) Random Selection of Students
I will implement a system of cards so that I call on my students randomly. I will have a deck of cards and will pull a card using its suit and color to determine who I call on. Each desk will have corresponding card above it. This is a strategy to make sure that I don't have any bias when calling on students, and to make sure that at some point every student has an opportunity to share out with the class. This also creates an atmosphere where the students know that my selection is random and don't ever have any feelings that I am purposefully ignoring them or singling them out.
1.) Learning Students Names
I would have my students play the name game on the very first day of class and then a quicker version on the second day. The students and myself would stand in a circle and toss a ball to someone while introducing ourselves and something about us. It is important that my students get to learn each others names, and just by using each others names the classroom will start to feel like more of a community.
2.) Give Students Some Background on Me
I plan on giving students some information about myself during the first day of class, and then introducing them to the idea of "Tribal Council" where they will have opportunities throughout the year to ask me questions about myself or my experiences. We will have our first tribal council and I will let the students know that they will have other opportunities to get to know me better as well.
3.) Class Room Rules
As a class my students and I will work together to develop a set of expectations and behaviors that will be considered acceptable for our classroom. These expectations will then be posted both in the classroom and on the class website for anyone to see. I plan on making the rules of the room very clear so that all students feel like they know where they stand and what is expected of them, both from me as well as their peers. (Kohn, 1996).
4.) Student Directorships/Roles
I plan on having student roles and procedures that I will explain and announce during the first week of class. These things will cover everyday expectations like how to enter the room, restroom policy, cellphone policy, and other procedures like picking up absent work, or turning in late work. I will also have students roles that need to be filled that will tie into classroom procedures like passing out papers, getting workbooks, or any other items that could be streamlined via student roles. (Villa, Thousand, Nevin, 2010).
5.) Altruistic Feedback
I will utilize a workshop approach to teaching writing that will heavily rely on students being thoughtful and honest with their feedback towards their peers. This ties in with the circle of courage as explained my Tom McIntyre with the altruism portion of the circle. By at first forcing students to give feedback to their peers it will show them the impact of having open and fruitful relationships where you give of yourself to benefit those around you. (McIntrye, 2016).
6.) Random Selection of Students
I will implement a system of cards so that I call on my students randomly. I will have a deck of cards and will pull a card using its suit and color to determine who I call on. Each desk will have corresponding card above it. This is a strategy to make sure that I don't have any bias when calling on students, and to make sure that at some point every student has an opportunity to share out with the class. This also creates an atmosphere where the students know that my selection is random and don't ever have any feelings that I am purposefully ignoring them or singling them out.