Morning Meeting
Morning meeting is such an important part of the day. Morning meetings typically are structured with a greeting, sharing, group activity and a morning message. First, welcoming every student into the classroom with a specific greeting encourages a sense of belonging and inclusion in the classroom family. Next, sharing is a great way for students to get to know one another, learn from each other, express their feelings, and ask questions; all of which are building blocks for a warm and caring classroom community. Then, preparing a group activity when students integrating extension activities provides students with practice for academic and social skills. Its also begins each day with a clean slate and is a fun way to start the day. Last, the morning message gives students an understanding of what to expect during the day. This is a creative way to set and/or remind students of classroom schedules and expectations. Here are a few resources and ideas that I love:
Rule Creation
Creating rules in the classroom is an important job for students. Having students create classroom rules for both teacher and student, initiates responsibility, respect, safety and outlines the expectations of the classroom. Building a classroom community where students draft the plans for a successful learning environment promotes self-worth, confidence, respect, responsibility, teamwork, and pride in others and themselves. Making these rules a part of the classroom mission statement emphasizes the warm and positive environment everyone can learn in.
Interactive Modeling
When teachers use interactive modeling in the classroom, it engages students in what they are learning. It also provides an opportunity for immediate understanding, student-assessing, promotes student and teacher feedback and provides students with an opportunity to practice the activity or skill. With this method of learning, students can ask questions and learn the "why" by doing, not listening to a lecture. This type of learning is very important for kinesthetic learners, and autistic students but overall, encompasses student-driven learning which is a building block for a lifetime of learning, for every student.
Positive Teacher Language
Positive teacher language promotes student success and encourages an optimistic and constructive classroom community. Directions with positive language, a professional tone, and are clear and direct show confidence in positive behavior choices and reassures a positive perspective of the student. Positive teacher language encompasses showing respect, using positive role model behaviors to create a positive environment for students to learn and grow.
Logical Consequences
Logical consequences are necessary in the classroom. There are three types of consequences: "If you break it, you fix it", loss of a privilege and a positive time-out. If a mess is made, naturally the one who made the mess is the one to clean it up. This is an important life skill and teaches respect and responsibility. A privilege loss happens when a student does not meet the expectations of the activity. The teacher needs to make sure the student understands the expectations before the student can reengage in the activity. An example would be if a student does not follow the rules of a game. The student would then not be allowed to play until the student could show that they understand the rules and can follow them. A positive-time out would be used to allow a student to calm down and think about how to behave in a positive manner and follow directions. An example of this would be when a student is taking away the opportunity for others to learn or is visibly angry or upset. After a couple minutes in a time-out, talk to the student about how they are feeling, what happened and what they can do differently next time allows. This acknowledges the student's feelings, sets expectations and gives them the skills to deal with future experiences.
Guided Discovery
Guided discovery is an important tool in the classroom. This strategy of teaching encourages independent learning which promotes life-long learning. Guided discovery also allows for memorable learning and when paired with group work, provides an opportunity for growth in communication and social skills. There are 5 steps that lead to successful learning in teaching guided discovery. The 1st is naming the activity and using open-ended questions to entice questioning and curiosity in the activity. Having the students point out what they know and what they want to know is an important start to guided discovery. In step 2, the teacher models students' ideas while generating new thoughts and creativity. Step 3 is the building block that engages students in critical thinking skills through exploration and experimentation. In step 4, students share their work and practice their communication and social skills through group sharing. The last guided discovery step is to clean up and take care of the materials used during the learning. Taking pride in caring for the materials and the work space students use is just as important as the work that is preformed and the completed project. This strategy reinforces a lifelong learning process that can be adapted to any inquiry.
Academic Choice
Academic choice offers new opportunities for students to learn skills or information, practice skills or to show mastery in a skill set. Allowing students to chose how they learn is a valuable teaching tool, that allows each student to be creative in their learning and it helps them retain the information they are learning. There are endless ways to add this strategy into teaching like allowing the students to choose from a selection of math manipulatives or how to present their work: video, play, or creating a poem.
Working with Families
Having support from home is imperative to student success in the classroom. Working with families completes the circle of learning for students and creates a team of individuals who all encourage and support the growth and success of the student. Communication with families is the most important part of building a successful team. Newsletters, emails, parent-student-teacher contracts to meet goals, and daily planners are just a few ways of communicating with families. Welcoming families into a classroom for special activities, holidays, volunteer work, extension assignments or family nights open lines of communication. Connecting avenues of educational support creates an opportunity for parents, teachers and students to work together to attend to the needs of the student. Family involvement is crutial to student success in and out of the classroom.
Collaboration Problem Solving
Collaborative problem solving is a model of problem solving that allows students to identify the problem, find a solution and move toward using a new strategy to avoid the behavior or problem in the future. There are several steps to this process. The 1st step is a problem-solving conference. This is where both the teacher and the student talk about what they saw or identify that there is a behavior that needs to be redirected. The 2nd step names the problem specifically. This is where the student identifies that there is a problem that needs to be addressed such as not turning in homework. In the 3rd step, the teacher and student talk about what is the cause of the problem. If homework is a consistent issue, is it because the student doesn't have support at home to help or is there a time constraint on certain days? The fourth step is to brainstorm strategies and the 5th step is to pick one and try it. If there is no support at home, working on homework before or during school may be an option. If there are time constraints in the schedule after school, begin a conversation to see if there is indeed a time to get home work done or talk with the family to ask for support. Collaborative problem solving helps students identify problems, guides them through strategies on how to fix them.
Morning meeting is such an important part of the day. Morning meetings typically are structured with a greeting, sharing, group activity and a morning message. First, welcoming every student into the classroom with a specific greeting encourages a sense of belonging and inclusion in the classroom family. Next, sharing is a great way for students to get to know one another, learn from each other, express their feelings, and ask questions; all of which are building blocks for a warm and caring classroom community. Then, preparing a group activity when students integrating extension activities provides students with practice for academic and social skills. Its also begins each day with a clean slate and is a fun way to start the day. Last, the morning message gives students an understanding of what to expect during the day. This is a creative way to set and/or remind students of classroom schedules and expectations. Here are a few resources and ideas that I love:
- www.responsiveclassroom.org/product/morning-meeting-book/
- www.responsiveclassroom.org/sites/default/files/pdf_files/SMMbooklet.pdf
- www.mrsgoldsclass.com/MorningMeeting4Teachers.htm
- www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&ved=0ahUKEwj1spiZgcXQAhXlxYMKHShRArAQFgg4MAQ&url=https%3A%2F%2Fmnliteracy.org%2Fsites%2Fdefault%2Ffiles%2Fgamesactivitiesbook_0.pdf&usg=AFQjCNGeefURnR5fGUTwDjvx_l4YQJaSIg&sig2=uwcU6Qkpz8weecfQIE_nvQ
- www.teachingchannel.org/videos/classroom-morning-meeting
Rule Creation
Creating rules in the classroom is an important job for students. Having students create classroom rules for both teacher and student, initiates responsibility, respect, safety and outlines the expectations of the classroom. Building a classroom community where students draft the plans for a successful learning environment promotes self-worth, confidence, respect, responsibility, teamwork, and pride in others and themselves. Making these rules a part of the classroom mission statement emphasizes the warm and positive environment everyone can learn in.
- www.responsiveclassroom.org/the-first-six-weeks-of-school/
- STAR Behavior: Safety, Teamwork, Always Show Respect, Responsibility
- s-media-cache-ak0.pinimg.com/originals/1a/94/ad/1a94ad74d7f0e6350a0422ad95fb034b.jpg
- anethicalisland.wordpress.com/2013/08/19/let-the-students-set-the-rules/
- www.flickr.com/photos/venosdale/5974107265/in/set-72157627278076670
- digitaldivideandconquer.blogspot.com/2015/01/all-about-respect.html
Interactive Modeling
When teachers use interactive modeling in the classroom, it engages students in what they are learning. It also provides an opportunity for immediate understanding, student-assessing, promotes student and teacher feedback and provides students with an opportunity to practice the activity or skill. With this method of learning, students can ask questions and learn the "why" by doing, not listening to a lecture. This type of learning is very important for kinesthetic learners, and autistic students but overall, encompasses student-driven learning which is a building block for a lifetime of learning, for every student.
- www.responsiveclassroom.org/what-is-interactive-modeling/
- www.responsiveclassroom.org/teaching-perseverance/
- www.middleweb.com/3255/a-powerful-teaching-model/
- www.smartclassroommanagement.com/category/classroom-management-strategies/teacher-modeling-classroom-management-strategies/
- www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf
Positive Teacher Language
Positive teacher language promotes student success and encourages an optimistic and constructive classroom community. Directions with positive language, a professional tone, and are clear and direct show confidence in positive behavior choices and reassures a positive perspective of the student. Positive teacher language encompasses showing respect, using positive role model behaviors to create a positive environment for students to learn and grow.
- www.responsiveclassroom.org/want-positive-behavior-use-positive-language/
- www.ascd.org/publications/educational-leadership/sept08/vol66/num01/The-Power-of-Our-Words.aspx
- www.mais-web.org/uploaded/2015_Annual_Conference-_Barcelona/Presentations-Handouts/OGrady,_Kerry-The_Power_of_Teacher_Language_Handouts.pdf
- www.educationworld.com/a_curr/columnists/charney/charney004.shtml
- challengingbehavior.fmhi.usf.edu/do/resources/documents/bkpk_positive_language.pdf
Logical Consequences
Logical consequences are necessary in the classroom. There are three types of consequences: "If you break it, you fix it", loss of a privilege and a positive time-out. If a mess is made, naturally the one who made the mess is the one to clean it up. This is an important life skill and teaches respect and responsibility. A privilege loss happens when a student does not meet the expectations of the activity. The teacher needs to make sure the student understands the expectations before the student can reengage in the activity. An example would be if a student does not follow the rules of a game. The student would then not be allowed to play until the student could show that they understand the rules and can follow them. A positive-time out would be used to allow a student to calm down and think about how to behave in a positive manner and follow directions. An example of this would be when a student is taking away the opportunity for others to learn or is visibly angry or upset. After a couple minutes in a time-out, talk to the student about how they are feeling, what happened and what they can do differently next time allows. This acknowledges the student's feelings, sets expectations and gives them the skills to deal with future experiences.
- www.responsiveclassroom.org/three-types-of-logical-consequences/
- www.educationworld.com/a_curr/columnists/charney/charney006.shtml
- www.pinterest.com/explore/classroom-consequences/
- www.weareteachers.com/logical-consequences-in-the-classroom-2/
- teachingasleadership.org/sites/default/files/Related-Readings/CMC_Ch2_2011.pdf
- education.jhu.edu/PD/newhorizons/strategies/topics/the-democratic-classroom/responsive-classroom/
Guided Discovery
Guided discovery is an important tool in the classroom. This strategy of teaching encourages independent learning which promotes life-long learning. Guided discovery also allows for memorable learning and when paired with group work, provides an opportunity for growth in communication and social skills. There are 5 steps that lead to successful learning in teaching guided discovery. The 1st is naming the activity and using open-ended questions to entice questioning and curiosity in the activity. Having the students point out what they know and what they want to know is an important start to guided discovery. In step 2, the teacher models students' ideas while generating new thoughts and creativity. Step 3 is the building block that engages students in critical thinking skills through exploration and experimentation. In step 4, students share their work and practice their communication and social skills through group sharing. The last guided discovery step is to clean up and take care of the materials used during the learning. Taking pride in caring for the materials and the work space students use is just as important as the work that is preformed and the completed project. This strategy reinforces a lifelong learning process that can be adapted to any inquiry.
- www.responsiveclassroom.org/guided-discovery-in-action/
- www.learnnc.org/lp/pages/5352
- inspiringteachers.blogspot.com/2008/02/rather-than-trying-to-teach-your.html
- teachingcommons.stanford.edu/resources/learning/learning-activities/guided-discovery-problems
- www.spectrumofteachingstyles.org/style-f-anatomy.php
Academic Choice
Academic choice offers new opportunities for students to learn skills or information, practice skills or to show mastery in a skill set. Allowing students to chose how they learn is a valuable teaching tool, that allows each student to be creative in their learning and it helps them retain the information they are learning. There are endless ways to add this strategy into teaching like allowing the students to choose from a selection of math manipulatives or how to present their work: video, play, or creating a poem.
- www.responsiveclassroom.org/academic-choice/
- making-teaching-visible.blogspot.com/2015/10/let-em-choose-using-academic-choice.html
- www.responsiveclassroom.org/category/engaging-academics/academic-choice/
- effectiveclassroom.sfinstructionalresources.wikispaces.net/DI-AC+Everyone
- k12teacherstaffdevelopment.com/tlb/how-can-i-use-academic-choices-to-help-students-stay-motivated/
Working with Families
Having support from home is imperative to student success in the classroom. Working with families completes the circle of learning for students and creates a team of individuals who all encourage and support the growth and success of the student. Communication with families is the most important part of building a successful team. Newsletters, emails, parent-student-teacher contracts to meet goals, and daily planners are just a few ways of communicating with families. Welcoming families into a classroom for special activities, holidays, volunteer work, extension assignments or family nights open lines of communication. Connecting avenues of educational support creates an opportunity for parents, teachers and students to work together to attend to the needs of the student. Family involvement is crutial to student success in and out of the classroom.
- www.responsiveclassroom.org/tag/working-with-families/
- www.expandinglearning.org/expandingminds/article/effective-strategies-engaging-parents-real-life-experiences-make-difference
- www.pinterest.com/pin/205547170465858900/
- www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf
- www.purdue.edu/hhs/hdfs/fii/wp-content/uploads/2015/06/fia_brchapter_20c02.pdf
Collaboration Problem Solving
Collaborative problem solving is a model of problem solving that allows students to identify the problem, find a solution and move toward using a new strategy to avoid the behavior or problem in the future. There are several steps to this process. The 1st step is a problem-solving conference. This is where both the teacher and the student talk about what they saw or identify that there is a behavior that needs to be redirected. The 2nd step names the problem specifically. This is where the student identifies that there is a problem that needs to be addressed such as not turning in homework. In the 3rd step, the teacher and student talk about what is the cause of the problem. If homework is a consistent issue, is it because the student doesn't have support at home to help or is there a time constraint on certain days? The fourth step is to brainstorm strategies and the 5th step is to pick one and try it. If there is no support at home, working on homework before or during school may be an option. If there are time constraints in the schedule after school, begin a conversation to see if there is indeed a time to get home work done or talk with the family to ask for support. Collaborative problem solving helps students identify problems, guides them through strategies on how to fix them.
- www.responsiveclassroom.org/teacher-child-problem-solving-conferences/
- www.gdrc.org/decision/problem-solving.html
- www.responsiveclassroom.org/sites/default/files/SolvingThornyBehaviorProblems-Ch2.pdf
- www.responsiveclassroom.org/sites/default/files/pdf_files/rc_brochure_8page.pdf
- s-media-cache-ak0.pinimg.com/originals/eb/a0/74/eba074dc9b0e35ae15d4b007e74da390.png