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EDRD 650 Community Building in Prezi

Best practices on how to use simple flash animations in combination with prezi Path and Frames - to achieve a strong narrative.

Stephanie Haynes

on 18 February 2012

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Transcript of EDRD 650 Community Building in Prezi

Kablam "Teachers who develop skills in effective classroom management have classes in which students are on task and deeply involved with their academic work and misbehavior is rare." A few tips: 1. "She always says 'don't be afraid to raise your hand and ask questions.'"
-Kyle, grade K
"I like to be friendly and help friends, so we work it out together, say please and thank you, and nice words."
-Vika, grade 1
"We practice a lot of sharing. I know kids won't laugh, if they do they lose money so everyone has to follow the rules and be respectful."
-Breanna, grade 2
"When she talks to us, she looks at us and it makes me feel comfortable."
- Skyler, grade 4 From students: 2. From teachers: “My class learns to have respect for each other during morning meetings and learn how to take turns when talking. If a child hurts another’s feelings, I talk ask them 'how would you feel?' and 'what do you need to do now?' During class discussions, I want all students to participate. With shy students, I ask them specific questions, and when they only give one word answers, I encourage them and say 'we want to hear what you have to say.' But I don’t push them at the beginning of the year, I wait until they become more comfortable with peers.”
-Mrs. Stogner, Kindergarten teacher at Lake Murray Elementary 3. From research: School Talk Article:

It’s important to remember that “good talk takes time” as well as “learning a literary life takes time” (Hahn 2005 p.5). Many students don’t naturally know how to communicate and discuss books. We must be supportive and find ways to encourage them to share their thoughts openly. When students are surrounded in a classroom that makes meaning through talk every day, it will help improve their confidence. Advice from students to teachers is to “set a tone of acceptance in your read-aloud discussions, but also insist that students back up their predictions, comments, and opinions with information from the text” (Hahn 2005 p.5).
student involvement is vital to a safe classroom environment, and vice versa. “I begin building classroom community at the beginning of the school year. In the morning all the students greet one another. We talk about the absent student and how we will miss them, so we make sure to greet that child once they return. I also allow many opportunities for students to share anything they would like. It could be an object, feelings or their writing and then the class can respond to that child. We practice talking, sharing and responding throughout the year as well as book talks. My classroom community motto is 'work as a team' and I stress we are not a strong team when one person is acting up; we don’t want any 'weak links.'”
-Mrs. Drozd, Kindergarten teacher at Lake Murray Elementary Discovering Ways to Ensure a Safe Classroom Environment Loop Zoom From our gathered data, we learned:
1. Looping helps students build a stronger community over longer periods of time.
2. Well-established rules and routines help students know what to expect every day.
3. Helping a student feel safe to share their reactions with others is something a teacher must actively work on every day through strategies such as morning meetings, speak into the silence, etc. You don't want a classroom full of scaredy cats! Include your students in creating the classroom community. (Rule-making, consequences, accountability, using interests to drive instruction, etc.) The instructor has many elements to "juggle" for a safe classroom environment. Don't forget to explore diverse texts for your classroom library so every student is represented. so be on the
lookout for
new ideas! -Harry Wong, The First Days of School pg. 84 "I LOVE SHARING MY THOUGHTS IN CLASS!!!" Put your own teaching and classroom environment under a microscope-
don't just look at the big picture.
See the unique story of every child, not just the single story. Miss Hancock: “Do you feel comfortable to talk during whole group time?”
Evie: “Yes, because they are my classmates and we aren’t aloud to pick on each other.”
Miss Hancock: “Tell my why you are not aloud to pick on each other?”
Evie: “Because we are all a family, and it is rude to pick on each other.”
Miss Hancock: “Should anyone in your class be embarrassed to share something with the class?”
Evie: “No, because we are all learning together.”

Miss Hancock: “How did you feel coming into second grade with a class that was together all year in first grade?”
Isaac: “I felt good, because it was actually a good class, and I felt comfortable.”
Miss Hancock: “Tell my how you felt comfortable coming in and not knowing any of the routines?”
Isaac: “Well they showed me what I needed to do, and they were really nice to me!”
Miss Hancock: “Do you still feel very comfortable to talk in whole group time?”
Isaac: “Yes, I felt comfortable, because we don’t need to be embarrassed in Room
Miss Hancock: “Do you think anyone in your class would be embarrassed to talk in group time?”
Isaac: “No, I don’t think anyone would except maybe Abby and Morgan.”
(Abby and Morgan were also added into this first grade class that looped up.)
Miss Hancock: “Do you like doing ‘raising hands’ or ‘speak into the silence’ better?

Interview with Mr. Barr
Miss Hancock: “How did you establish the community or family feeling in your classroom?”

Bulleted List of what he said:
•all starts at the beginning of the year
•allow the students to create the Classroom Rights and Responsibilities in the classroom
•Classroom Rights and Responsibilities hold the students accountable throughout the year (revisiting these when issues arise)
•it is “OUR” environment, students need to take ownership
•make sure it it known that it is not “MY” classroom as the teacher, it is “OUR” classroom
•be sure to use and model the language, “ours, we, us”
•once the students speak that language, they will believe it
•at the beginning of the year we had a “me corner,” where children could dismiss themselves if they needed time to think or to be away (eventually when everyone feels comfortable it is ideal for children to not want or need the “me corner” anymore
•“Lonely Island,” is where children that are removed from group are placed to think about their actions (used rarely because they hold each other accountable with the Classroom Rights and Responsibilities)
•The students become very accountable and hold each other responsible for their actions, constantly redirecting each other when they aren’t making the “right choice!”
Essential ideas during book talks that the teacher:

•Realize that multiple perspectives are best uncovered through conversations as all members of the learning community share stories, personal experiences, and significant memories.
•Allow new ideas to be born, refined, and revised as children make connections with others contributions.
•Encourage children to make predictions, to identify lessons learned and knowledge gained.
•Participate in conversations by naturally validating, supporting, and extending ideas generated by the group.

Mills, H., O’Keefe, T. (1999). What really matters is literacy instruction. The New Advocate, 12 (1), 43-44.
Article: From Skeptic to Believer:

Literature circles are a way to motivate reserved and reluctant students to read and discuss books. Start by using “real” literature and issues students can relate to. Students can get comfortable sharing within small groups and then build up their confidence to begin sharing with the whole group. (Day 2008 p.169-170).
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