Level 1: Creating a Caring Community
Strategies:
1. Community Building Activity: During the first day of class I will have the students participate in a community building activity. This activity will provide students the opportunity to share their name and favorite interests. I will also participate so that my students can get to know me. 2. Collaboratively Developing the Classroom Rules: During the first week of the school year the class and I will take time to create our classroom rules. Students will collaborate with one another to create just rules that strive toward achieving social justice. Students will be held accountable to upholding their rules, which will be posted on the classroom walls (Villa, Thousand, & Nevin, 2010). 3. Calling on Students Equally: Throughout the school year I will keep track of the students that I call on by marking the weekly seating chart where I will keep track of students’ attendance and homework. 4. Group Work: Students will be in groups to complete tasks. In their journey students will have the responsibility to make sure that all students in the group understand the task and how it was completed. Students will understand that respect is required and will take time to understand other points-of-view (Boaler, 2006). 5. Providing a Safe Environment: The classroom will have a structure in which students feel safe to be themselves and ask questions. All students will be aware that I see all questions as intelligent questions (Brendtro, Brokenleg, & Bockern, 2010). 6. Story Telling: I plan to tell stories throughout the year so that students can get to know me as an individual. I believe that this will help students build a closer relationship with me. 7. Open Environment: Students will always be provided the opportunity to share their ideas and will not be shut down from others who do not see their perspective. 8. Consistently Change Seating Chart: Throughout the year I will consistently change the seating arrangement of my classes so that students can sit next to different classmates and build many relationships. Also I will arrange students that understand the concept with those that struggle to promote learning (Heterogeneous grouping). |
Resources:
Boaler, J. (2006, February). Promoting Respectful Learning. Educational Leadership, 63(5), 74-78.
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsiblity, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.
Boaler, J. (2006, February). Promoting Respectful Learning. Educational Leadership, 63(5), 74-78.
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsiblity, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.