Classroom Meetings CRETE Day 1 Training PSD Teachers Tricia S. Jones, Ph.D., Dept. of Psychological Studies in Education

1. Classroom MeetingsCRETE Day 1 TrainingPSD TeachersTricia S. Jones, Ph.D., Dept. of Psychological Studies in Educatione-mail: tsjones@temple.edu Copyright Tricia S. Jones, 2006. Do not use without attribution.

2. Critical Tools for Constructive Classrooms • Class Meetings • Morning meeting (K-8) (Responsive Classroom) • Other forms (7-12) • Eight Basic Guidelines • Classroom Agreements • Setting agreements • Logical Consequences Copyright Tricia S. Jones, 2006. Do not use without attribution.

3. Responsive Classroom • Seven Principles • The social curriculum is as important as the academic curriculum • How children learn is as important as what children learn • The greatest cognitive growth occurs through social interaction • There is a set of social skills that children need to be successful academically and socially Copyright Tricia S. Jones, 2006. Do not use without attribution.

4. Responsive Classroom • Seven Principles cont’d • Knowing the children we teach is as important as knowing the content we teach • Knowing the parents of the children we teach is as important as knowing the children • Teachers and administrators must model the social and academic skills which they wish to teach students Copyright Tricia S. Jones, 2006. Do not use without attribution.

5. Morning Meeting • Morning Meeting is a 20-30 minute daily routine used to begin the school day in elementary and middle school classrooms • Greeting • Sharing • Group Activity • News and Announcements Copyright Tricia S. Jones, 2006. Do not use without attribution.

6. Classroom meetings • Several Functions • Connection • Planning • Goal-Setting • Problem-Solving • Assessing/Evaluating Copyright Tricia S. Jones, 2006. Do not use without attribution.

7. Building Blocks of Effective Meetings • Form a circle • Practice compliments and appreciations • Create an agenda • Develop communication skills • Learn about separate realities • Recognize needs based motivation • Practice role playing • Focus on non-punitive solutions Copyright Tricia S. Jones, 2006. Do not use without attribution.

8. Establishing Rules with Students • It is critical to learn students hopes and dreams and work to incorporate those in class rules • What do students want to learn? • Why do they want to learn this? • How will they use this to achieve their hopes and dreams? • How can they create rules that respect others’ hopes and dreams? Copyright Tricia S. Jones, 2006. Do not use without attribution.

9. Logical Consequences • A discipline technique that focuses on the consequences of misbehavior • Emphasizes internal control rather than external control • Three criteria for consequences • Related • Respectful • Reasonable Copyright Tricia S. Jones, 2006. Do not use without attribution.

10. Logical Consequences Cont’d • Most logical consequences will fall into three categories: • Making reparations “You Break it- You fix it” • Mishandling responsibility “More Limits Need to be Set” • Time Out Copyright Tricia S. Jones, 2006. Do not use without attribution.

11. Classroom Rules • Specific • Positive • Consequential • Realistic • Consensual • Possible use of Class Officers Copyright Tricia S. Jones, 2006. Do not use without attribution.