Creating a Classroom Community

This paper was a key assignment for my 1st semester Senior year. It is about how I see myself creating a classroom community within my own classroom one day, and why it is important to do so. 

Classroom Community Environment Key Assignment

I have a few deep thoughts about how a classroom should feel and how students should be able to be themselves within the classroom. I never want a child to be afraid to come to school, never afraid to stick up for themselves and never afraid that I would look down on them as their teacher.

            Throughout the semester, there have been many great suggestions, ideas, and comments made about how to create this classroom community. One of the best ideas I received was to implement “Morning Meeting” into the daily ritual as a binding tool for the classroom. Each day would begin with each child being greeted by myself at the door, inviting them to sit in a circle around the carpet. “Good Morning’s” and “How are you?” would be exchanged and the Morning Meeting would begin. After giving multiple children the opportunity to share, I would invite each student to think of an answer to a question, using the lightning share method. I feel very strongly that every student should have an opportunity to share something, at least once each day. No child should feel like they can’t comment and no child should be put down for the comment they make.

            I believe that using group activities will provide a sense of camaraderie and also help my students develop the necessary social skills to act politely and develop good sportsmanship that will translate to other classes and onto the playground. Thus creating a pleasing environment where everyone has the opportunity to excel at different times, in different activities and feeling that they belong in the classroom. 

            I would like to teach my students to respect one another, to be kind, aware, and sensitive to each person’s needs, even if they are younger. I believe that each child is capable of caring for others if they are taught to do so by some authority figure. Each child will be held accountable for their misdemeanors and mistreatment of others. They will be expected to say “I’m sorry”, “Excuse me” and “Thank you”. The classroom community that I envision will begin with teaching my student’s manners and how they transcend into their daily social interactions, no matter their age. By implementing these manners, it will discourage bullying, fights, and disrespect that may and most likely occur within the classroom.

            On page 91 of “Making a Difference” there is a dialogue between a child and teacher that I found helpful. The child asks, “Would you please invest in me?”  The teacher then responds, “Because I see your value, I will connect with you. Because I see your uniqueness, I will come to you on your own terms and in accordance with your own needs. Because teaching is part of connecting, I will honor you by teaching you what matters most in life.” I want that to be my mantra in my teaching, in the very environment that I set up in my classroom; each student should feel welcome and confident that I can teach them what they need to learn, while feeling comfortable doing it. 

Ch. 7 : Teaching will be difficult

In this chapter it gave a whole lot of good points on what it means to be a "good teacher". Many of them struck a chord with how I view myself and what I hope to be with my students one day.
It focuses on being their friend, having high expectations for myself and the students, genuinely caring about each individual; their strengthens and weaknesses, and consistently doing all I can to make the classroom a place of warm learning.

One phrase stands out the most: Learning is hard work, as is teaching.
By being a flexible teacher, it will entice students to feel clam and reassured that they are capable of completing the work they need to, in order to succeed. If we believe in them, they will believe in themselves. Also with hard work comes the opportunity to apply what they learn to themselves, connecting themselves to their work creates an ongoing and lifelong learning curve which will make them life long learners, instead of just passer-by's.

I'm grateful that the chapter took a moment to say that "yes, teaching is hard" It is hard to connect to the troubling, out right nasty, disrespectful, and rude children. It's hard to get up when you know there is a child that doesn't look up to you and wants everything in the world, besides being in your class. I'm glad that I'm not the only one a bit afraid or daunted by the task ahead of me. With so many different personalities, how it is possible to facilitate to everyone, to make everyone happy? The bottom line and the hardest thing to deal with; you can't. Every teacher just has to make the best of the situation that is presented to them, and do their best to love each child as their own, and create and environment where each student feels apart of a family like unit.
We haven't had the teaching in the past to base how the classroom should run. We have had horrible examples of teachers who simply don't care.
How is there a way to break the mold, change the way students see school?

I have to remember this:
There is no lesson plan, no classroom management strategy, and there is no other person that can build the relationship for me, that I need to create with my children. It will be hard, but worth it. 

Reading through the eyes of others...kind of

We recently had an assignment to peruse through members of our cohort blogs. We were to read and find things we had in common with each other and read the insights they have had in their own readings and reflection on the differentiation class this semester.
I found a common theme within each of them; passion.
Each of one of these individuals are so passionate about the students that they will one day teach. They are incredibly talented women and have such drive to succeed so that they can be the best teacher for the future leaders of America and the world. They look deeply inside to who they are and as such give me strength and a continuing realization that I am in the right field, and I am surrounded by the most fantastic people on the planet.
They each have their own voice, way, motives, and dreams but all have that commonality in wanting what is best for your children and in a few short months, my own children. I am so honored to be apart of them for the next 5 months. It's crazy how time flies and how much can be crammed into our noggins about good teaching, differentiated teaching, and all the other information we have learned. It comes so quickly, but then not quickly enough.
I have learned so much about these individuals based solely on reading their blogs and delving into their thoughts about each other and their future profession.
One thing stands out, passion and differentiation is one way that teachers will always succeed.

Teaching and Tiering

Today we learned about a concept called "Tiering". The best way to describe it is by using a wedding cake or a 3-tiered cake as the centerpiece of the description.
On a 3-tiered wedding cake, all the ingredients are the same; flour, sugar, water, etc. just as our teaching should be the same, but at the same time different, for varying levels of students.

 

 To be able to differentiate effectively we have to "change the flavor" or the way we are teaching groups of students. By doing this, we add a different flavor to each of the tier's, each individually great tasting, but different.
Each student will be able to enjoy their piece because it will be as exciting as the others, but just a different combination of added flavors. They may be learning within the same realm but in the end all the activities/layers will be equally engaging but not equal in activity.
By giving students the opportunity to enjoy their piece of cake or their piece of learning, we are opting out of the risk of students becoming bored or overwhelmed. We will be teaching them in a way that they can aspire to try different layers, but be fully content (and challenged) in the tier they are currently on.
Another thing about the Tiering model is remembering that differentiation is giving the whole cake at once, but giving different portions to different groups of students. And also remembering that fair isn't everyone getting the same thing, it is every student getting what he/she needs. 

Now, cake making needs to happen.
I'm thinking 3-tiers. 

Life Long Learning

Today we had the opportunity of hearing from two established teachers about their use of Morning Meeting in their classroom.
It was wonderful hear that Morning Meeting was at the forefront, successful, in especially aiding students growth with social skills and communication.
They discussed the differences about the use of Morning Meeting in the younger and older grades and some of the things they said I'd like to remember.
They told us that with the younger grades you have to be more direct, precise and understanding of the short attention span these younger children have. When sharing stories they are kept to short sentences or even one word answers to aid the teacher in keeping Morning Meeting to the time it should be and also helping kids be precise with their answers.

I had a thought come to my mind which focused on how life changing Morning Meeting really can be. I think back to the days in my elementary school where I was afraid to be myself and give answers when called on. I feel that Morning Meeting will help bridge those gaps of self confidence for students who are a bit timid and overwhelmed by the idea of answering questions, even simple ones about themselves.

Referring back to the two teachers. They said something that stood out to me which went along the lines of this: "I wasn't as confident as I wanted to be in teaching math or language arts, but I was so set up and prepared for Morning Meeting that it didn't matter. If I was fully prepared and engaged within at least this 20 minutes period of the day, everything else would be ok"
I'd like to echo that comment made by saying this, I am terrified at the prospect of student teaching in these next few weeks. I'm afraid that I won't be fully prepared or be able to remember to do all that has been taught to me. I know that there are others in my cohort who understand concepts much deeper than I do at this point and may be better prepared for this experience. But I also have to remember how far I have come as a teacher and a student of the teaching profession. I know things now, that I had no idea existed, much less would apply to a classroom one day. And I have so many things that will guide me in my experience and continually learning and preparing to teach.

In a way, my own learning is being differentiated by what I know and am continuing to learn. I, myself, as a student am being scaffolded towards being a great teacher. I have to remember, that amidst the teachers of the greats that they had to learn, make mistakes, treat those mistakes as opportunities, and love with all their heart and everything worked out. Lessons may crumble, students may misinterpret, and organization may not be my strong point...yet. As long as I continue to learn, and believe what is being taught, and remember that I am a work in progress, all will be well.

Student teaching will be a learning curve.
Integrating Morning Meeting will be a learning curve.
Being myself in front of students will be a learning curve.

If I am going to expect my students to be life long learners, then I should learn how to by one myself.

Emotions trump Teaching

Isn't that a statement for a sit down and think?
Our students emotions about life, and their learning should be the most important things to us as teachers. We have an opportunity to engage our students in a loving community, filled with emotionally structured care. We as teachers are able to help these kids feel successful and invite them to take on anything that is thrown at them. Sure there will be end of year testing which we have to prepare our students for, but at the base of it all, how do our students feel in our classroom?

In our recent class period we talked a little bit about the book, "The little Prince" which had some great comparisons to how we can teach and differentiate in our classrooms. Much of the story is about the taming of a young boy and the taming of a fox. We made connections by saying that "taming" that should happen in the classroom is a vulnerability that is shared between teacher and student. If we as teachers expect our students to be themselves, we have to be ourselves also. Whether that means breaking out of our shell and showing our true personality, singing to our kids, making fun of ourselves, or sharing (within reason) difficult times in our lives. If we do these things will confidence and kindness, our students will follow, and the result will be a calm and understanding classroom where emotions "trump" teaching. But when this phrased is used, it isn't meant to say that teaching isn't important, because it is.
That's the whole reason we are teachers! To teach these students to be better people and give them the necessary knowledge to progress and make large strides in their future education. But if we do not rely on the fact that the emotional welfare of our students is important, than we have lost an opportunity to truly be teachers.

Differentiation in every subject

As I am continuing my education in the Elementary Education program at UVU, I have found that almost all of my classes include some kind of differentiation for students.
There are times when you would change the lesson to cater towards the learning disables, second language learners, and even the gifted/talented or fast-finishers.
I had no idea the importance of differentiated for all these different kind of learners until now.

As I was reading my book for "Teaching ESL" students, a thought popped into my head, "This is differentiation, all of it" It really is. Teaching, as a whole, is giving students the opportunity to focus on their learning, help direct and teach that learning, and get so involved in their learning that it becomes apart of them, just like differentiation, differs a lesson to fit the learning style of each student, to create a more engaging and powerful lesson.

I know this is a quick post, but I just had to write down that thought. Differentiation is in every subject, every tool, and every lesson, if we do it right. It's about giving power where power is needed, along with support that is seen and physically felt.

Differentiation and being a passionate teacher

Today in my Differentiation in Teaching class we talked about the Hallmarks of being a teacher who uses Differentiation.
These 8 points are the substantial matter of creating a classroom where students can grow and learn effectively, because every lesson is trying to find and cater to every learner.

These hallmarks include :

being flexible with time, space, and materials

having shared respect between teacher and students

having "respectful" and engaging work for everyone

having a distinct link between assessment and instruction for all students

being absolute clear for students about what is expected of them

having shared responsibility between teacher and students

having the classroom be based individual growth, where each student is pining for "their best" not competing against another

and

having a "way up" never a way out

With these in tow, these hallmarks help myself as a teacher differentiate: Content, Process, and Products to ensure everyone student is gaining what they need personally from each day they are in class. 

While I was reading, I was getting quite overwhelmed with all that is expected of me as a teacher. I have all these requirements to fulfill and these expectations to be aware and find opportunities every hour of everyday to incorporate into my teaching. The author of my book stated something that put some of my worries to rest, for the time being. She said something along the lines of this, "teachers need to vulnerable, they need to work hard, and come to terms with the fact that we are not perfect. We will forget to do things, but as long as we do out best, and keep trying to improve, our students will benefit." 

What a comforting statement that was. 

If I just apply myself, learn all I can, and apply all I learn, then KEEP learning, I can be a good and passionate teacher. 

Also in class today, we were shown a video of  PS22 (Public School 22) in New York City, who's Mr. B changed the lives, and continues to change lives, through the power of music.

If everyone teacher, including myself remembered this man's passion and integrated it into their own, and mine own teaching, no children would REALLY be left behind, ever. 

No child would feel inadequate or unable to do something. 

No child should ever feel like they can't do something, they are always capable, even if it takes a little practice, a lot of practice, or a change in view. 

I want to be a teacher like Mr. B. When he said, "If you close up in 5th [or younger] you [run the risk] could close up for your whole childhood" I felt that his views are very much imbedded in the person I want to be for my future students and I feel strongly that the Hallmark 8 can facilitate that for my classroom. I know that teaching will be difficult and it isn't the easiest route to take career wise, but it is the most life changing and rewarding. 

Mr. B is what I want to be, the Hallmark 8 is what I want to use. 

Passion and pure caring for my students is what I want them to feel. 

Catch-up

Here I am two weeks into the semester and just staring in awe at the notes that have already been taken in my notebook. There are so many things that I have already learned, and none of it do I want to forget.

To kick off I am going to talk about Morning Meeting. But I won't focus on it in as a whole because I feel there is more and more that will be added to it as we proceed through the semester, of which, I am extremely excited to learn.

I feel Morning Meeting  encompasses everything that I wish I had in elementary school. With some teachers I had a comforting room, where I was able to learn and express myself adequately, feeling no pressure to be something I was not. In other classrooms, I felt the need to cater to the teacher's whim and also felt like I wasn't learning, but only filling out worksheets and coming to sit at my desk for 8 hours a day. The relationship I wanted with my teachers just wasn't there with the second type of classroom. I am almost certain that if Morning Meeting would have taken place in those classrooms, everything; including my perception of the teacher, learning, and being at school, would have changed.

For instance, the first part of Morning Meeting is the greeting, inviting students into the classroom and also involving everyone within the classroom to recognize that everyone is in attendance. It gives opportunities of awareness for others and even for the teachers well being. It begins the day by saying "hello" in a game, round, different language, or anything clever to help others "meet and greet" those members of the class.
I strongly believe that this interaction at the beginning of the day will transcend throughout the remainder and help students be aware of others, themselves, the teacher, and even the broader population of the school. This simple 2-3 minute interaction can change the beginning of the day from terrible and gloomy, to exciting and bright.

One thing to remember about Morning Meeting, every subject that is being taught in the classroom can, in someway, be integrated into the simple layout of Morning Meeting.