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    Building Communities Presenation 1

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    The document discusses building classroom community. Jen proposes an icebreaker activity called "Candy Introductions" where students learn facts about each other based on the color of candy they select. Jodie provides two activities for building community: "Who's at the Table" where small groups find things they have in common and differ on, and lists ways to build classroom community like making students feel safe and respected. Holly discusses using appreciative praise that describes a student's specific accomplishments rather than evaluative praise, and alternatives to punishment that don't compromise relationships. The discussion ends with developing a personal philosophy of classroom management and a team building activity where groups work together to move a ball on a washer with strings to a cup across the

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    Building Communities Presenation 1

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    api-463070551
    69 views2 pages
    The document discusses building classroom community. Jen proposes an icebreaker activity called "Candy Introductions" where students learn facts about each other based on the color of candy they select. Jodie provides two activities for building community: "Who's at the Table" where small groups find things they have in common and differ on, and lists ways to build classroom community like making students feel safe and respected. Holly discusses using appreciative praise that describes a student's specific accomplishments rather than evaluative praise, and alternatives to punishment that don't compromise relationships. The discussion ends with developing a personal philosophy of classroom management and a team building activity where groups work together to move a ball on a washer with strings to a cup across the

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    building communities presenation 1

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    The document discusses building classroom community. Jen proposes an icebreaker activity called "Candy Introductions" where students learn facts about each other based on the color of candy they select. Jodie provides two activities for building community: "Who's at the Table" where small groups find things they have in common and differ on, and lists ways to build classroom community like making students feel safe and respected. Holly discusses using appreciative praise that describes a student's specific accomplishments rather than evaluative praise, and alternatives to punishment that don't compromise relationships. The discussion ends with developing a personal philosophy of classroom management and a team building activity where groups work together to move a ball on a washer with strings to a cup across the

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    69 views2 pages

    Building Communities Presenation 1

    Uploaded by

    api-463070551
    The document discusses building classroom community. Jen proposes an icebreaker activity called "Candy Introductions" where students learn facts about each other based on the color of candy they select. Jodie provides two activities for building community: "Who's at the Table" where small groups find things they have in common and differ on, and lists ways to build classroom community like making students feel safe and respected. Holly discusses using appreciative praise that describes a student's specific accomplishments rather than evaluative praise, and alternatives to punishment that don't compromise relationships. The discussion ends with developing a personal philosophy of classroom management and a team building activity where groups work together to move a ball on a washer with strings to a cup across the

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Building Communities

    Jen, Jodie, Holly

    Jen: Intro with Candy introductions game


     Candy Introductions This is a good activity to get your students acquainted with
    each other. Required Items: A bag of different colored candy (M&Ms, Skittles,
    Gum Drops). Directions: Pass the bag of candy around and have each student take
    3 pieces of candy. Tell them to not eat it yet. Assign each color to an attribute i.e.
    red favorite hobby. Each person introduces himself or herself including facts
    based on the color of candy.
     Define building communities
     Student teacher interactions and Jaiden’s story

    Jodie: Building a classroom community:


     Who's at the Table 8-100+ people 15-30 minutes
    Split into groups of 3-5 people (pick a number depending on how many people
    are present and how much time you have-smaller groups for less time). The goal
    is for each group to find one thing they have in common, and one thing they are
    all different on. Then if you have time, the groups can take turns announcing to
    the whole assembly what they discovered.
     Building Classroom Community
     Learners feel safe and it is acceptable to fail.
     Positive relationship with adult who cares and respects them.
     Activities for students to work together toward a common goal.
     Perspective taking- imagine world through other points of view.
     Less rules.
    o Significant academic motivation and performance, likes school, helps
    others, resolve conflict, class enjoyment, committed to democratic
    values, sense of efficacy, altruistic.
     Perspective taking
     TABLE 8.2 15 Ways to Build Community

    Holly: Read these sections and then lead a class discussion about praise/rewards and the
    articles we’ve read.
    Appreciative praise= positive and productive.
     Describes student’s work, action, or accomplishments.
    Evaluative praise= viewed as a threat and brings discomfort or fear.
     Attaches adjectives to character
    Effective praise
     Praise what student does
     Specific
     Not phony
     Not competitive, comparing or condescending
     Given in private
    Punishment Alternatives
     Punishment may correct behavior temporarily but does not help students
    become ethical adults.
     NO corporal punishment.
    o Aggression becomes acceptable.
     May compromise relationship between teacher and student.
     Discipline only produces compliance when the punisher is present
     Strategies for working with difficult students (lightly touch on this)

    Jodie:
    Pro’s
     Teachers take responsibility for interactions.
     Builds positive rapport.
    Con’s
     Perhaps to broad for use with daily problems.
     Potentially difficult for students and time consuming for teachers.

    Jen:
    Discussion:
     Pg. 153 Developing your personal philosophy of CM #1-2
     Final activity:
     Materials Needed: One or more Large metal washers with 5-7 strings tied to it.
    The strings should be 2-3 feet in length. Tennis balls or other firm ball. Cups, cans
    or bowls that will hold the balls. Preparation Needed (Ahead of Time): Tie strings
    to washers randomly around the washer.
    Instructions:
    1. Form the participants into teams of 5 –7 each.
    2. Give a washer with strings to a team and instruct eachteam member to hang onto a
    string.
    3. Place a ball on the washer. If the ball falls off the washer they must start again.
    4. The team must work together to place the ball in the cup, can, etc. on the other side of
    the room.
    5. One or more teams can do this at the same time as a timed event or one team at a time
    with observers. Teams can try again if they want.
    6. Observers should watch for communication, leadership, and teamwork skills.

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