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Creating Community in the Classroom MMSD Class: Winter 2012

Creating Community in the Classroom MMSD Class: Winter 2012 Carla Hacker: chacker@madison.k12.wi.us Kathy Hellenbrand : khellenbrand@madison.k12.wi.us Laurie Frank Lsfrank@mac.com. Creating classroom community: why and what?.

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Creating Community in the Classroom MMSD Class: Winter 2012

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  1. Creating Community in the Classroom MMSD Class: Winter 2012 Carla Hacker: chacker@madison.k12.wi.us Kathy Hellenbrand: khellenbrand@madison.k12.wi.us Laurie Frank Lsfrank@mac.com

  2. Creating classroom community: why and what? If we teach today’s students the way we did yesterday’s, we rob them of tomorrow. John Dewey

  3. Flow • Foundations • Creating Conditions/Tools • Facilitator Knowledge • Application

  4. Part 1: FOUNDATIONS What is community? Why create community in schools? Experiencing community building Ground Rules Create base teams Research on community building Definition of Community Vision for community building: Making it come alive

  5. 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

  6. 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)

  7. The Best Workshop EverEveryone • Be alert and present • Watch our sarcastic humor • You can only volunteer yourself • Be sensitive to differences and learning styles

  8. Definitions: Sense of Community

  9. “Sense of Community” A feeling of camaraderie, respect and belonging that stems from people coming together with a shared purpose, an openness, and a willingness to accept and enjoy each other The gathering of different perspectives with a common purpose to enhance, learn, grow, and foster individual talents as well as a sense of learning from one another

  10. “Sense of Community” A group of humans who work together in a safe, respectful environment for a common purpose. ~ The Intentionals MLCK A sense of community a achieved when a group of open-minded individuals collaborate toward a common goal with mutual trust and respect, responsibility, and a shared purpose. ~ Megan, Drew, Kari, Carissa, Kat

  11. “Sense of Community” A connection that is felt among individuals in a group that is fun, safe, and has a meaningful common purpose.~ K2L2 Sense of community is when a group of people come together in a compassionate and respectful manner.

  12. From Group to Community “In genuine community there are no sides. It is not always easy but by the time they reach community the members have learned how to give up cliques and factions. They have learned how to listen to each other and how not to reject each other. Sometimes consensus in community is reached with miraculous rapidity. But at other times it is arrived at only after lengthy struggle. Just because it is a safe place does not mean community is a place without conflict. It is, however, a place where conflict can be resolved without physical or emotional bloodshed and with wisdom as well as grace. A community is a group that can fight gracefully.” M. Scott Peck M.D. The Different Drum: Community Making and Peace

  13. Thomas Sergiovannistates that “the need for community is universal. A sense of belonging, of continuity, of being connected to others and to ideas and values that make our lives meaningful and significant -- these needs are shared by all of us.”

  14. Sergiovanni goes on to say: “… Communities are collections of individuals who are bonded together by natural will and who are together binded to a set of shared ideas and ideals. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we.” As a “we,” members are part of a tightly knit web of meaningful relationships. This “we” usually shares a common place and over time comes to share common sentiments and traditions that are sustaining. When describing community it is helpful to speak of community kinship, of mind, of place, and of memory.”

  15. “The people in one’s life are like the pillars on one’s porch you see life through. And sometimes they hold you up. And sometimes they lean on you, and sometimes it’s just enough to know they’re standing by.” • Anonymous

  16. Community is consciousness of connection, combining and comprising: Courtesy, communication, collaboration, cooperation, consideration, caring, compassion, curiosity, commonalities, common goals, confidence, creativity, courage, challenge, camaraderie, and conceivably chocolate. CTC Group, 2004

  17. TAPS T = Together A = Alone P = Pairs S = Small groups

  18. The Container Concept

  19. Not all Containers are Alike

  20. We Have Choices…We have Influence… What are the qualities of your container at school?

  21. VISION • RESOURCEFUL • RESPECT • RESPONSIBLE     • SELF RESPECT     • SELF SUFFICIENT • SENSE OF HUMOR • SUCCESSFUL • WELL-INFORMED • AT PEACE • CARING • COMPASSIONATE • CONFIDENT     • CONTRIBUTER • CREATIVE • CRITICAL THINKER • EMPATHETIC     • EMPLOYED • FORGIVING • GET ALONG W/ OTHERS • GOOD COMMUNICATOR • GOOD PARENTS • GOOD SELF ESTEEM • HAPPY • HEALTHY • HONEST     • INDEPENDENT • INTEGRITY • LITERATE     • LOYAL • MOTIVATED • PATIENT • PERSEVERENCE • POSITIVE ATTITUDE • PROBLEM SOLVERS • PRODUCTIVE CITIZENS • RELIABLE • RESILIENT

  22. Creates a Safe Environment: It’s about Prevention “Recent research showed that teachers only intervened in four percent or one out of twenty- five bullying incidents, although teachers thought they’d intervened in 71%. Youth can be very good at hiding bullying behaviors from adults.” From: Sticks and Stones…: Changing the dynamics of bullying and youth violence (1999) by Katherine J. Kocs., MSW. Wisconsin Clearinghouse for Prevention Resource

  23. Frees the Brain for Learning Brain-Compatible Elements for Learning • Absence of threat • Meaningful content • Choices • Adequate time • Enriched environment • Collaboration • Immediate feedback • Mastery (application) *From ITI: The Model, Integrated Thematic Instruction, by Susan Kovalik, 1994 Caine and Caine refer to “relaxed alertness” as when the brain is at it’s best for learning.

  24. Supports Academic Learning •  Safe, caring, and orderly environments are conducive to learning. • Caring relations between teachers and students foster a desire to learn and a connection to school. • When students can self-manage their stress and motivations, and set goals and organize themselves, they do better. From: Zins, J.E., Weissberg, R.P., Wang, M.C., and Walberg, H.J, eds. (2004). Building Academic Success on Social and Emotional Learning: What does the research say? New York, NY: Teachers College Press.

  25. Helps Youth Gain Assets & Life Skills • Protection from High-Risk Behaviors • Promotion of Positive Attitudes and Behaviors • The more assets, the better. From: The Search Institute: www.search-institute.org

  26. Asking for Help Attentive Listening Caring Choice and Accountability Citizenship Cleanliness Common Sense Communication Conflict Resolution Conservation Cooperation Courage Curiosity Diversity Effort Empathy Endurance Flexibility Forgiveness Friendship Goal Setting Health Honesty Imagination Inclusion Integrity Initiative Justice Kindness Leadership Loyalty Making Mistakes Mixing Organization An Incomplete list of Lifeskills… • Patience • Peacefulness • Perseverance • Perspective Taking • Pride • Problem Solving • Purpose • Relationships • Resourcefulness • Respect • Responsibility • Risk Taking • Safety • Self-Discipline • Sense of Humor • Trust/Trustworthiness • Wisdom

  27. CASEL Study* … four-year study confirming that school-based social and emotional learning programs that help students build positive relationships, develop empathy, and resolve conflicts respect-fully and cooperatively also have a positive effect on academic performance. (from article by International Institute for Restorative Practices:www.safersanerschools.org/library/caselstudy.html) http://www.casel.org/downloads/metaanalysissum.pdf * Collaborative for Academic, Social and Emotional Learning

  28. Supports Social Emotional Learning (SEL) See www.CASEL.org

  29. How SEL Supports Good Outcomes for Young People Safe, Caring, Challenging, Well- Managed , Participatory Learning Environments Greater Attachment, Engagement & Commitment to School Better Academic Performance and Success in School and Life • Teach SEL • Competencies • Self-awareness • Social awareness • Self-management • Relationship skills • Responsible • decision making Less Risky Behavior, More Assets, More Positive Development http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf

  30. Maslow’s Hierarchy of Needs Retrieved from: http://two.not2.org/psychosynthesis/articles/maslow.gif

  31. Homework • Bring an artifact that has meaning for you • • Write a question about what you would like to explore regarding community building, adventure ed., use of activities, or other topic related to the class.

  32. Group Journals

  33. Group Journals

  34. Group Journals

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