Ms. Enis’ fourth grade classroom portrays a sense of community in a numerous amount of ways. Ms. Enis is very funny and easy to get along with however, she knows the time to play and then time to work. She is welcoming and open to anyone that steps foot in her classroom. For example, when my partner and I met her for the first time, she made us feel very comfortable by introducing us to all the students and lending a helping hand in anything that we needed assistance with (lesson plans, papers, interviews, etc.) I found it so cool that she has a certain gesture or saying that her and every individual student do. For example, her and a boy do a neat hand shake that they do every morning and afternoon. This hand shake requires no talking, it only involves their hands. She also uses different and funny voices with the kids that make them laugh and have interesting conversations. With that said she treats everyone as an individual and knows their specific needs and wants. I hope to have this kind of bond with my students when I become a teacher. For instance, she knows that a girl has eye problems, so she lets her sit at the front of the room during lecture or while she is reading a book. The classroom walls are full of color and the students work. This gives students the opportunity to compliment on each others work as well as receive credit from the teacher. To me, this shows the students how proud she is in them and it makes them happy to see their work displayed to others. I will definitely decorate my room this way when I become a teacher; I think it also encourages students to strive for their best. I believe that she handles problems or issues very maturely and doesn’t give the kids the attention that they try to create. “They are not fourth graders, they are rising fifth graders,” Ms. Enis. The class came together and made a habitat for a millipede, frog, and crab. To make these habitats, each student had an important role and without the help and input from each and every student, the habitat would not be complete. I thought this was a great way to show them that when you come together, the work gets done and progress is made, there is no ‘I’ in ‘team’. I believe the rules and consequences in the classroom have a positive affect on the classroom community. They all seem to follow them pretty well; I haven’t seen anyone get in any serious trouble thus far. I believe the rewards mean way more to the students then the consequences this causing them to do their best and acting like a mature fourth grade class. With that said, I haven’t witnessed any fights or confrontation between any two students. I believe this has to do with the positive setting the teacher represents in the room. I hope to have this trait and community in my classroom when I become a teacher. I think the atmosphere and the way the people act around you have an impact on the way you work and your attitude towards others. The school as a whole shows a sense of community as well. There is a ‘good ticket policy’ that the whole school participates in. There is not a single class winner; the whole school participates so the whole school wins. Anytime a teacher sees a student doing something good either in the hall, in the cafeteria, outside, etc. the teacher can give that student a ticket and at the end of each quarter, if the school as a whole has reached the desired number of tickets, then all the students receive a pizza party or ice cream social, etc. Having this reward makes the students strive to do something good and encourage others to do so as well because the outcome affects everyone. I would love to have this kind of ‘game’ at my future school that I teach at because of the positive affect it has on the students and the good deeds and behavior that the students would portray by striving to get the reward. All the students also abide by the PAWS rules (as stated in my first reflection.) All the students are expected to act on their best behavior at all times and treat others as they would want to be treated. All the teachers, administrators, and staff are very welcoming and helpful. For example, the vice principal took all of the NC State interns pictures to put them on a poster that hangs near the office door. We were all so appreciative that the school would take that extra step to take our picture and get familiar with our faces that it actually made me feel like a Briarcliff employee. I hope for this feeling in the future when I become a teacher.
The students in my third grade classroom know that it is only respectful to treat others like you want to be treated. Therefore, my classroom has come up with rules they are to follow while they are in Mrs. Hunter’s classroom. There are also school rules that are posted in the hallways reminding students the responsible ways to behave. I feel that since the students have come up with their own rules for the classroom, they are more willing to follow them. A rule Mrs. Hunter has made for her students is that if they need to borrow a pencil, they can, but they must give her their shoes. She has this rule to enforce to her students that you can not borrow something of hers and then not give it back. Having a consequence of having to give her your shoes works very well because the students need to have their shoes to be able to walk around the school. The students in my classroom are also very friendly to each other for the most part. I believe the students get along with each other well because one of their rules is to respect other’s feelings. Students are never making fun of each other or putting other classmates down which is very positive in the classroom. Whenever the students are assigned random groups to work in or are moved out of their ordinary groups, they never complain and are always willing to work with new peers. Mrs. Hunter has prepared the students for this change by constantly rearranging the room so that the students are not always sitting near the same students and working with the same groups. The students in my classroom respect each other very well, but most importantly, they respect Mrs. Hunter. At the beginning of everyday when the first bell rings to go into the school, Mrs. Hunter starts her day off by telling each student individually good morning. Whenever a student has gotten a new haircut or something on their outward appearance has changed, she always acknowledges it and tells them how much she likes it. She always tries to start the day off very positive with all of her students. Mrs. Hunter has earned her students respect because she says something and follows through with it. When the students change classrooms and go next door, she tells them to get all of their materials because if they have to come back in the classroom while she is teaching they will receive silent lunch. Whenever a student has interrupted her class, she always gives them silent lunch because she is a person of her word. The students are also able to have fun with Mrs. Hunter and joke around. However, when it is time to be serious and work hard, the students do. Classroom community is evident throughout the entire third grade as well. I believe a big part in this is that all of the teachers have the same consequences in their rooms. Therefore, the students have to behave well in all of their classes and treat everyone with respect because they will get the same punishment from any third grade teacher. Classroom community has been demonstrated throughout Briarcliff Elementary exampled by the fact that whenever the students are walking down the hallways and they see an administrator or teacher they know, they always say hello to them. I remember on my first day at Briarcliff, the school seemed very welcoming because the assistant principal met all of us at the main office and introduced himself and then took our pictures to put on a bulletin board outside of the front office. It made all of us feel very important and special to the school on our first day. Classroom community has been very obvious throughout my third grade classroom and the entire elementary school. The faculty and students seem to genuinely care about each other, regardless if there were rules. This is one of the very positive aspects about going to the school every week, I always feel welcome and that numerous individuals are excited to see me each and every time!
My teacher and partnership school both do a really good job creating a sense of community. They both use their resources to encourage activities in and out of the classroom that create a sense of community with other students, staff, and families.
My teacher has activities that her students do, for instance on Fridays when they don’t have specials she has them read with the kindergarteners, that ensure they are interacting with students in other grades. I think this is important and a really good idea so that they don’t have the stigma of the “big bad fifth graders” to the students in the younger grades. Also, at Reedy Creek students do the news via closed circuit on Tuesdays. It is mostly upper grades that do reading of the news and directing, however students of any grade are invited to participate with riddles and “Are you smarter than a Reedy Creeker?” This shows the groups of students who don’t usually interact, interacting and working as a team with each other.
The school also has events both during and outside of school hours so that they can reach out to families that have single parents or both parents working, who cannot make events such as the book fair, “Lunch Bunch”, or “Breakfast and Books” because they are during school hours. Coming up in a few days there is a Chick-fil-A family night for all Reedy Creekers and also at the beginning of March there is a lunch or dinner event at Andy’s.
I have even noticed a sense of community amongst the teachers at Reedy Creek. They are not just coworkers but they are friends. Many of them do things outside of school like go to the gym or out to dinner with each other, which makes for a very friendly atmosphere. Even the principal is out walking around the school making casual conversation with students, teachers, and the NCSU interns.
I really enjoy the atmosphere and sense of community at Reedy Creek. The teachers in each grade level work as a great team, and they are all friendly with one another. They seem to work well together in meetings when solving problems, from what my teacher tells us, because they aren’t afraid to give their opinion of matters being discussed, in order to find the best solution.
Patsy, My school also has a similar schoolwide ticket policy, only ours are "ribbitts". When an administrator or staff member other than their main teacher, special teachers can hand out ribbits, see the class behaving well in the hallway or during their special, they can get a "ribbitt". When the class reaches a predetermined number of "ribbitts" the class gets a frog outside of their door so everyone knows how good their class is. It seems really similar, however I like how your school uses the school as a whole for their goal rather than individual classrooms.
Lindsay, I like that your teacher has a set of rules and she actually follows them, instead of giving empty threats like we talked about yesterday. She seems to have a strict policy that she sticks too, while still having a relationship where she can joke with the students. I like what you said about her students knowing when it was time to be serious, that is really important to know when your teacher is being playful and when to be serious.
This semester I am at Swift Creek Elementary as a junior intern in Ms. Kristin Wahl’s third grade classroom. The school seems like a very close knit community that really prides themselves on their ROAR standards. In this reflection I will discuss the ROAR standards and how they apply to the school and classroom as well as other aspects in the school and classroom that are community builders. The ROAR system is a big deal at Swift Creek Elementary. The students and staff take it very seriously. ROAR stands for, R, respect, O, are on the path to success, A, act responsibly and R, remember self-control. The students use ROAR when working as a classroom, small groups, in the lunchroom, in the hallways and many other places. ROAR is a way of life for Swift Creek. It is very interesting to see how the students react to this and how well the strategy works amazes me. After the students do their pledge of allegiance in the morning, they follow it with their ROAR pledge. I have seen this done in other schools but Swift Creek seems to take it to a higher level. I really enjoyed being able to observe this. Ms. Wahl has the many different aspects to the ROAR pledge posted up on her bulletin board. Ms. Wahl explained that she refers to it before having the students work in small groups, as a classroom, going to lunch and on many other occasions. Ms. Wahl explained that the children exceed their expectations many times because this system is in place and that they really have built their own community at Swift Creek because of the ROAR pledge. Ms. Wahl incorporates community into her classroom with her Monday, “Lunch Bunch”. This is a special treat that Ms. Wahl rewards her kids with for doing their homework assignments. If the students complete all of their homework assignments during the week, they are invited to lunch bunch on Monday. When in lunch bunch the children watch an educational video and eat their lunches together. It is a big deal and I believe it brings the children closer every time. Another aspect of community is when the students do their silent reading through out the room. When I say through out the room I mean that the children are able to sit where they are comfortable to do their silent reading. Some students sit on the carpet, some sit on blue soft chairs, some sit under a table and lay on pillows or some choose to just stay seated at their desk. I think that this is an important factor because the students are not focusing on whether or not they are comfortable but, that they all get to read as they choose. It builds community because, as a group they are all working well and cooperating with each other’s wants and needs. Overall, I think that community is an imperative aspect to any school. It makes the students feel more welcome and by doing so it makes the students more excited about being at school and learning. It is important that we talk to the students and let them know that each and everyone of them contribute and a important piece to our community puzzle.
I love how your students made up the classroom rules. I think this gives the students responsibility and shows them that this is their classroom and they need to respect it accordingly. My teacher also has the 'borrow a pencil, give me a show policy'. I find this interesting and will definitely take it with me to my classroom when I become a teacher.
Mrs. Burkhalter does a great job communicating with her students. She has a great relationship with them that does not hinder their learning. She does not let the kids get off track...much. The desks are arranged in groups of 4 or 5 this way, the students get to collaborate when they need to. One thing I like about her teaching is that it is almost never quiet in her room. She does not mind quiet chatter.
The students are very well behaved and I do not think I have heard her raise her voice once. She shows them that she is not messing around when it is time to work. Her students respect her because she respects her students. She showed them that she respects them by having the students help write out the classroom rules. I think that having students input in writing the classroom rules is a great idea. It gets the students more involved and they like sharing their opinions. It is also nice to tell them that they wrote the rules, so they should have no problem following them. Since she teaches third grade and third grade learns about communities and government in their social studies lessons, she called the class rules "Our Class Constitution." After they made the rules everyone including Mrs. Burkhalter signed the "constitution." This shows that these rules are not only for the students, but for the teachers as well. I think the students have an easier time following the rules when they know they are not the only ones who have to.
Along with the class rules, the students follow a behavior program that runs school wide. Swift Creek Elementary does a great job of enforcing the ROAR program. ROAR is an acronym for Respect, On the path to success, Act responsibly, and Remember self-control. Every morning the Principal says the morning announcements and after the Pledge of Allegiance, the students say their ROAR pledge. But ROAR does not stop there. There are different ROAR standards for each situation a student might be in. For example, the ROAR rules in the cafeteria are different then the ROAR rules in the bathroom, stairway, or bus. All in all I think this school does a great job of maintaining structure without being to overbearing.
Along with saying the Pledge of Allegiance and the ROAR pledge the students must also say the year that they are going to graduate high school. This is an awesome idea (I have never seen this anywhere else before!) because it shows that EVERY student is being held to the highest standard. Having the students say the year that they will graduate lets them know that the teachers know they can do it and the school knows they can do it so it makes them think that they can do it.
The last thing I believe creates a sense of community is that Mrs. Burkhalter has morning meetings every morning. To begin the morning meeting the students must greet each other. Sometimes they must shake hands to the two people sitting next to them and other times they play the popcorn greeting game. This is where one student starts off and walks to another student in the circle (he/she does not have to be beside them) and the first student says, "Good morning so and so's name." Then the student who was greeted says, "Good morning" and then greets another person. This goes on until everyone has had a handshake and a good morning. During morning meeting they learn the word of the day. Mrs. Burkhalter gives anyone who wants a chance to comment on that word to do so. Another activity they do during morning meeting is to introduce the star of the week. Each day the star of the week gets to present the special thing they have to share for that day. They can bring in things like pictures, letters from mom/dad, or even a special toy. I think this is great for classroom community because this activity gives the students to learn more about their classmates.
I love that your teacher makes the students trade their shoes for a pencil. Personally I don't think I would want shoes..but if its effective then more power to her. I also think it is important that your teacher follows through with her promises. I think following through is a very big step towards having the kids respect and trust you.
I love the lunch bunch idea! That is so awesome and it seems like the kids really enjoy doing it. That is a great way to bond with one another and there is really no pressure during that time.
I too like how your teacher has the desk arranged. I find group work important and having this set up is convenient and can eliminate the wasted time it takes to move desk. I also like how after the Pledge of Allegiance, your class says the ROAR pledge. This is a great reminder of what their expectations are throughout the day and a good way to get the day flowing.
Girls, You are doing a fabulous job reflecting on community and on commenting on each others' posts! I am learning a lot from all of you! Thanks for putting so much effort into this.
A sense of community is one of the most important aspects of a classroom. Having a community within the classroom really helps students feel accepted and important. During my field experience this semester, I have seen the impact community can have in a classroom. My field experience is being completed at Reedy Creek Elementary School, and I am in Ms King’s third grade classroom. Not only does Ms King have a community within her classroom, it is easy to notice that the school itself is a great community for the students.
Reedy Creek Elementary is a great community for the students. An important part of a community is a set of reasonable rules that are followed by all members. At Reedy Creek, the “Ribbit” behavior system is put in place. When classes are caught following the rules and behaving well, they are rewarded with ribbits. For every 25 ribbits the class receives, they get to pick a prize. When Ms King’s class reached 75 ribbits, they decided to have a dodge ball game with the principal. Not only is it great that the students are rewarded for good behavior, it is wonderful for the principal to become involved with the classes. The relationships that the principal is building are so important to establishing rapport among the students; they trust him and they know he is there to support them. The ribbit system is a great way to build community among the students and the entire school.
In addition to seeing a community within the school, one can see the community in Ms King’s classroom. One of the first things I noticed in the class was a set of rules that complimented the school-wide rules. Written on a sheet of poster paper, it became clear to me that together the class came up with the rules and then they all signed the paper. We did the exact thing in our seminar class, and it was great to see it in an actual elementary classroom. Having students think up their own rules and agree upon them really gives the students ownership. Since the students all took part in the writing of these rules, none of the rules are seen as unreasonable, rather they are all fair. The classroom rules ensure that the students know what is expected of them and the ownership of the rules gives students more respect for them. It is important for a community to create its own guidelines to follow and that is exactly what was done in Ms King’s class.
Another way that community is seen in the classroom is how the students interact with each other and with Ms King. Every morning when the students walk into the classroom, Ms King greets each with a wide smile and a caring voice. The students light up with delight when they realize that Ms King cares enough to welcome them by name and ask them how they are doing. Just like the principal is building trust with the students, Ms King is doing the same. In addition to calling each by his or her own name, Ms King refers to all the students as “friends.” Hearing themselves referred to as friends, the students become just that, friends. Ms King shows interest in each student and builds relationships based on what she observes and learns. While she jokes with the students and is extremely nice to them, Ms King is obviously the teacher and the one in charge of the classroom. The students know that Ms King cares for them and so they give her the respect that she expects from them. The classroom has become a community where everyone cares about one another and takes interest in each other’s activities. It has been amazing to observe a classroom that has such a great sense of community.
The students in Ms King’s classroom are a group of children that share a common interest, learning. Everyone comes to school ready to interact with each other and learn together. Ms King does an excellent job creating a community in her classroom where students care for one another and have respect for all. In the future, I hope that I can do the same in my classroom. I would love to be a “warm demander,” the teacher who expects the most from her students in both learning and their interactions with each other. Building a classroom community will be extremely important for my students and for me as I will be the one in charge. Students need to feel welcomed, loved, and important, and that is exactly what a classroom community does.
I think it is great that your students partner up with a lower grade to do reading! When I was in first grade, we partnered up with kindergartners and read with them too. I remember how fun it was to meet younger students and it is such a great way to build a school community. Great reflection!!
It sounds like your teacher has built a great community with her students. What a great idea to have a handshake or something special with each student! Like you, I aspire to build a great bond with my students so that they will respect me but know that I will be there for them no matter what. I loved reading your reflection.....great job!
Patsy, Your teacher seems really cool that she has something she does with each student everyday. Like your example of how her and student do a certain handshake every morning and afternoon. She seems like she really cares about her students and like her students really like her too!
Krista, I think it is really neat that your teacher has her class reading to the kindergarten students on fridays when they do not have specials. I am sure the kindergarten students really enjoy them coming and helping/listening to them read!
This semester I am in Mrs. Rosado’s fourth grade class at Briarcliff Elementary in Cary. There are three fourth grade classes at Briarcliff consisting of Mrs. Rosado’s class, Ms. Hughes’ class, and Ms. Ennis’ class. Due to the vast array of diversity found in each of the fourth grade classes at Briarcliff, each morning the classes split into three groups based on ability. The red group is the gifted group in terms of academic ability, the blue group is the average group, and the green group is below average in terms of academic ability and behavioral issues. The groups rotate between the three fourth grade teachers each morning for math, literacy, and writing. Mrs. Rosado teaches math, Ms. Hughes teaches writing, and Ms. Ennis teaches literacy. Students rotate in the morning and then have science and social studies in their homeroom class in the afternoon. This rotation schedule helps to promote the fourth grade team’s cooperation and collaboration. The way the students intermingle and disperse between the three classes each day encourages students to interact with and get to know all students in their fourth grade class. This in turn helps to build and strengthen both the classroom and fourth grade team community.
Briarcliff Elementary is different from most other schools in that they do not have a mascot per se. Each grade level is represented by a different animal and together, all of the grade level mascots unite to form the “Briarcliff Bunch.” The fourth grade mascot is the giraffe and the rooms are decorated in giraffe décor. This is an effective approach because it reinforces the fact that teamwork is necessary in order for the school to be successful. It is important that everyone including students, teachers, administrators, and parents be on board and working together if a strong school and classroom community is to be established and maintained. Briarcliff has adopted the PAWS system of behavioral management where the students Practice safety, Act responsibly, Work hard, and Show respect. Teachers have tickets they award to students when they see them obeying the rules and abiding by the PAWS behavior model. Rewards are based on the total number of tickets the entire school earns as a whole. This is an effective positive behavior system that further reinforces the concept of teamwork and collaboration as well as school and classroom community. Each student has to do their part for their class to earn tickets and for the school to earn rewards.
Each classroom at Briarcliff has a list of class jobs in which students rotate through each week. These jobs consist of a line leader, door monitor, office monitor, table monitor, line caboose, class custodian, and table washer. This teaches students to be responsible and accountable for jobs in which they are expected to perform on a daily and weekly basis. When trying to establish and maintain a cooperating and positive classroom community it is important that students play an active role in order that they will take pride in and respond to classroom procedures in an effective manner. In addition to classroom jobs, select third, fourth, and fifth grade students serve as hall monitors for the school during the morning and afternoon transition periods. These students are picked based on their academic performance and classroom behavior. They are responsible for making sure students follow the PAWS hallway behavior system as they enter school each morning, walk to their classrooms, and leave school in the afternoons. This is a school-wide policy and students know they are expected to listen to these hall monitors and follow the rules during school hours. This is yet another way Briarcliff is working to build and maintain a sense of school community and cooperation.
As stated above, Briarcliff Elementary has many valuable and effective methods of establishing and maintaining a sense of school community. The school as a whole seems to be committed to creating a safe and welcoming environment for everyone. This is necessary in order to foster an effective school community conducive to student learning.
Rachel, I agree, a school wide behavior system is an effective way to create a sense of community across the school. Like the Rabbit system at Reedy Creek, my school has the PAWS system which describes classroom and hallway behavior that all students in all grades are held accountable to. This creates a sense of community as well as adds to the school wide teamwork and collaboration concept.
Alyssa, I think it is awesome that your teacher greets each of her students each morning. This helps to foster a positive classroom community where everyone feels welcome and invited. It is important to let students know that you care enough about them to take the time to personally welcome them into the classroom. This helps to encourage students to feel safe and open to being themselves in the class and can also help them to want to participate more during instruction and discussion time.
My Partnership school and classroom do a great job of incorporating classroom communities. In my SBTE class the teacher runs the class as though it is the students’ occupation. The students have the understanding that they are renting the desk and by performing different jobs each week they are earning the right to have their own desk. The students have several jobs each week that they are assigned to do. Some jobs include librarian, teacher assistant, whiteboard monitor, gardener, and lunch room attendant. The school its self does a school wide recycling program. In the morning students will go around collecting the recycled paper bins and empty them into larger trash cans. The students are required to help with this programs and it is mandatory for teachers to assist as well. The teacher also establishes a community by encouraging the students to always work in their groups. The way the classroom is set up, the students are all seated in groups. The students are encouraged to ask their group members for assistance when they are doing their work. The students rarely do independent work; the teacher is always having them work together so they know that they can rely on each other to figure situations out when they do not understand. When thinking of the different community building strategies that the school and the classroom use, you see several different factors, but all are not just teaching the skill of being a community, but they have another purpose as well. For instance with the three examples I have given you see communication skills being built, responsibility, and learning how to help reduce pollution and waste products.
I believe that making students feel as though they are a part of a community is a great way to create a positive atmosphere in which students can learn. I feel that my partnership school and classroom at Swift Creek Elementary does a wonderful job of accomplishing this task. The school creates a sense of community through its school-wide behavior policy. In addition, my SBTE, Ms. Bauman- Hill, takes this task one step further with a classroom contract and class jobs. Swift Creek Elementary creates a sense of community through its school-wide behavior policy. Their policy is known as “ROAR” – “Respect, On the Path to Success, Act Responsibly, and Remember Self-Control”. Due to the fact that everyone follows the same rules throughout the school, this policy unifies both students and staff in several ways. For example, students recite the policy as a pledge in unison every day during the morning announcements. I believe that this is a great way for students to be reminded of what is expected of them and get excited about the learning day ahead. With this type of policy, students do not have to adapt to the rules of one teacher to the next. I believe this type of policy is not only simpler for students to follow, but is also simpler for teachers and other school personnel to enforce. I have found that students also like to remind each other to “ROAR” throughout the day. I believe that this may be a result of how appealing the term “ROAR” is to the students. In fact, they love “ROAR”ing like their school mascot, the cougar. In addition, I feel that this helps alleviate some of the responsibility from school personnel and helps students feel as though they have responsibility for themselves and their peers. Overall, I believe “ROAR” builds a great sense of community throughout Swift Creek Elementary. Ms. Bauman-Hill takes the task of creating a sense of community in her classroom one step further with a classroom contract and class jobs. The classroom contract states that her students will: “treat people respectfully, take care of things, use inside voices, do [their] best, raise [their] hands, and stay in control of [their] bodies”. I believe that this contract not only helps reiterate the school-wide behavior policy, but also helps create a great environment for students to learn. In addition to the classroom contract, my SBTE has also set aside several jobs for her students. For example, one student is chosen every day to lead the greeting during morning meeting. Christopher, the autistic student in our classroom, also has his own special job of revealing the word-of-the-day to his classmates during morning meeting. I believe Christopher enjoys his job, as it gives him a chance to shine in the classroom. Two students are also chosen each week to hold the doors throughout the school for the entire class. The classroom contract and class jobs create a sense of community in Ms. Bauman-Hill’s classroom. As I stated earlier, I believe that making students feel as though they are a part of a community is a great way to create a positive atmosphere in which students can learn. I have learned that there are several ways to accomplish this task, such as creating a classroom contract or creating a list of class jobs. In the future, I look forward to learning additional ways to accomplish this task and creating a sense of community in my own classroom.
Krista, I enjoyed reading your post! I like the fact that you teacher holds activities both during and outside of school. I like this, because it gives parents that work a chance to see their kids' work as well!
Lauren S., I enjoyed reading your post as well! I like the fact that each grade level has their own mascot. I agree with you, in that, this reinforces the idea that teamwork is necessary for a school to be successful!
A successful classroom community promotes positive social skills and academic achievement. Children learn best when they feel they are part of a community, where everyone feels accepted and where individuality is encouraged. In my third grade classroom, the students, as well as my SBTE, value respect. Through their participation in the classroom, they learn to respect themselves and one another. In a classroom that functions as a community, children can learn to grow and accept differences. I have an extremely diverse group of students that I work with. Their cultures and ethnicities, as well as their learning styles are very dissimilar. Because the teacher has shown them how to respect each other, the children know to act towards one another. Respect is best taught in an environment where children are treated respectfully. Another way my SBTE creates a classroom community is providing opportunities for peer teaching. This doesn’t work in a way that the “smart kids” teach the other students. Instead, groups are often set up during instruction time where they discuss subject matter or plan out a project. Also, the teacher has jobs for the students. Each student has a responsibility in the classroom. This makes the students feel like they are needed and their efforts aren’t going unnoticed. I believe that one of the most important aspects of building an effective classroom community is modeling. As the teacher, you need to realize that the students are watching your every move. Involving the students in decisions, working well with colleagues, and sharing your thoughts and ideas will go further and mean more than anything you can say or tell them to do. Modeling is just part of it, of course. The entire environment of a classroom is a mesh of relationships that can reinforce or undermine learning messages, values and goals. Gaining control of that environment and its patterns of behavior is essential if you are to maximize learning.
I think it's great that you're teacher maintains a community in the classroom while still giving them some freedom. This type of balance helps the students to learn that they do have a say in what goes on which helps develop the feeling of a community.
It's interesting that your school does not have a mascot. However, I think they've taken that concept and turned it around for the students benefit. It encourages the grade levels to work together and promotes a different kind of community while still developing a sense of responsibility.
I agree that it is important for students to feel accepted both individually and as a whole. Individuallity is important for children. I also like your idea that modeling is important in creating a community in the classroom. It doesn't matter what grade you are teaching, the students will watch your every move and think that what you are doing is correct and will do what you do, so being a good model is always important. I really liked reading your post!!
I think it is really unique all the activities that the school does to create such a community with the students. I also love the fact that the students will read with kindergartners. It is a really great idea to do this and I can imagine that the students love this, both the fifth graders and the kindergartners. The younger kids always look up to the older ones and this gives them an opportunity to interact with them and become friends.
Both my partnership school, Swift Creek Elementary School, and my SBTE, Mr. Houghton, do a wonderful job of creating a sense of community. As soon as you step into the school, you feel a sense of community. In the morning, fifth graders, many of them from my class, greet people, hold doors, and monitor the school. This allows everyone to feel welcome when they enter the school, and it gives the safety patrol members a sense of authority and pride. Also, around the school, you can find many posters that say, “ROAR.” The mascot for Swift Creek is the cougars. Tying in with the cougar mascot, there is a school-wide behavior policy called “ROAR.” This stands for Respect, On the path to success, Act responsibly, Remember Self-Control. In addition to being posted around the school, the ROAR pact is also posted in my SBTE’s classroom. Also, every morning at the end of the announcements, the students say the ROAR pact together after saying the Pledge of Allegiance. They also state their graduation year. This builds a sense of community because graduation is a common goal for all students, and all of the students in each class have the same expected graduation year, showing a similarity in all students. Another reason that there is a sense of community at Swift Creek is that student accomplishments are posted on the walls. There is tons of student artwork posted on walls throughout the school. This is great because it allows students to show off their hard work! In addition, on many teachers’ doors, there are cougar paw prints. Students can write about why they are appreciative of another student or teacher on a paw print and post it on their door. This allows the entire school to see the great things the students do for one another! By posting students’ work and good deeds on the walls, it shows the students that it is truly their school and their chance to shine. Although Swift Creek does a great job of building community, Mr. Houghton seems to take it above and beyond in his classroom. Mr. Houghton and his students follow ROAR, but they also have their own classroom rules. These rules are posted in the classroom and outside of the classroom. What is amazing is that Mr. Houghton hardly has to remind the students of these rules. The students seem very well behaved! When the students are talking too much, Mr. Houghton simply says, “I’m waiting,” and the students get quiet. The students seem to respect Mr. Houghton, and for the most part, they do not act out or show disrespect. Mr. Houghton also has a pledge to his students posted and signed. In this pledge, he promises to keep students safe, make things as fun as possible, make time to help the students, and show respect. There is a strong sense of mutual respect in the class, and I think that this “teacher pledge” may be one reason for that. Students can see that the teacher is willing to work hard and respect the students, so they are more willing to work hard and respect the teacher and their classmates. Mr. Houghton has different jobs for the students. These include door holders, carrying the balls to the playground, carrying the first aid kit, wiping tables at lunch, etc. He writes these jobs on the board each day. By having jobs for the students, it allows the students to feel important and responsible. They feel that they are truly part of a community that must work together to get things done and to be successful. I think that Mr. Houghton’s personality plays a major part in building classroom community. He is a very friendly, relaxed, funny man. He knows how to joke around with the students, but he never does so in an inappropriate way. The students laugh a lot in his class. Mr. Houghton knows how to have fun, but still get things done. He knows when there is a time for work and a time for play. He allows the students to work together often and to talk while working, as long as they get their work done. I think that it is great that he does not have to be too strict, yet the students still learn a lot! Mr. Houghton also does a good job of building an atmosphere of community with the classroom setup. The desks are arranged in rows of three or four, and the students in these rows usually talk with one another. There are posters all around the room for students to look at. Some of these are educational, but there are also posters for the students’ interests. Mr. Houghton and many of his students love basketball, so he has tons of basketball posters. By having posters of an activity that the students love, the students instantly feel welcome and comfortable. Mr. Houghton also has some pictures of his old basketball team and of his wife on his desk, which all of the students have seen and told me about. By allowing the students to learn a bit about his personal life, the students really “know” him and therefore feel an even stronger sense of community. I really like the sense of classroom and school community at Swift Creek and in Mr. Houghton’s classroom! When I teach, I definitely hope to have the same sense of community. I plan on creating a teacher pledge, posting class rules, hanging up student work, and having class rules. I would also love to have Mr. Houghton’s laid-back but efficient style of teaching! Mr. Houghton is definitely a great role model for learning how to create classroom community!
That is a great idea to have the fifth graders read with the kindergarteners! That truly does build a sense of whole school community. Usually the fifth graders want nothing to do with the "babies" in the school, but this gives them a chance to bond and for the kindergarteners to feel more comfortable with the older students in the school. This gives the fifth graders a chance to feel like important role models and the kindergarteners a chance to have confidence!
What a great idea to have students trade their shoe for a pencil! Students in my classroom are constantly losing pencils, and then they end up losing the new pencils they get! By having them trade something important like a shoe, students remember to act more responsibly and keep track of the pencils. Students will be careful to not just drop their pencils in a random spot. This is a great system because it allows students to get the pencils they need, teaches them responsibility, and it allows the teacher to get her pencils back at the end of the day so she doesn't have to buy tons of pencils!
I really enjoyed reading your blog. Ms. Enis sounds like she is a great teacher that is very supportive to her class as well as the junior interns. I like that she has the students compliment each other on their work and that they are able to show everyone their hard work. I think that is very important and it definitely makes me think about how I will run my classroom. Doing something like that is a great community builder. I think that the PAWS is a great idea too. At swift creek they use ROAR but, it is just as effective. It really has become a way of life for the students. GREAT BLOG!
I really enjoyed your blog! I think that it is important that the students do respect each other and I think that is a great stepping stone in building a community. I really like the idea of peer teaching. I think by giving the children that responsibility it pulls them into the activity and makes them understand that their contribution matters. When you decide to have the so-called smart kids teach, the children that need help might resent the idea. By having them all work together it builds a sense of community as well as a sense of everyone is created equally which is something I really want to push in my classroom. GOOD JOB!
My partnership school, Swift Creek Elementary, is able to create a sense of community through the use of an acronym ROAR, each letter of which stands for a characteristic that students are expected to display throughout the school day. This is a great idea because teachers are able to use ROAR in their own classrooms, and teachers from other classrooms are able to tell students how they should be behaving, even if they don’t know the exact specific rules that each classroom has developed. Ms. Wahl has developed a number of ways to develop classroom community. One thing that I really like is the morning meeting, where students greet each other each morning with a handshake and sometimes share something exciting that happened to them. Another thing that really builds community in the class is a rewards system called Monday lunch bunch. Each day students have their homework checked. If a student completed all of their homework one week, then the following Monday they get to participate in Monday lunch bunch. These students eat lunch together in the classroom and watch a movie or television show, such as the Magic School Bus. This system works well not only because it encourages consistent completion of homework and it rewards students with something educational, but also because students encourage one another to complete their homework so that they can participate in Monday lunch bunch. This is especially noticeable among some of the girls in the class, who really work hard to push each other to do their homework so that they can enjoy lunch together. Overall, I think that both the partnership school and the specific classroom that I am in have a strong sense of community because students are expected to live up to the same expectations as one another and because students are given lots of time to interact with one another in the classroom and are provided with the same reward system.
Tracy and Taylor, Peer teaching can definitely be something that has wonderful effects on classroom community....especially if each student is given a chance to teach his or her "expertise". Great observations, Kari
Sara, I am also at Swift Creek elementary and I agree that they do a great job of creating a sense of community within the school. The art work on the walls gives the school color and gives the children something to be proud of. I also like the idea of the fifth graders acting as safety patrol, because its done in a way that makes everyone feel welcome and yet know that they need to follow the rules. Swft Creek seems like a great place to work and a great place to be a student at!
Taylor, I really like that your teacher does "peer teaching." I think that this would be beneficial to students for so many reasons. They say that you always remember things better when you are teaching them to others, so it would be beneficial to both the student who is teaching and the student who is learning. Also, students can put what they learn into terms that their peers can understand, which can also be beneficial. I think that this is somethign I would really like to do in my own classroom!
Do any of the students who have to trade shoes for pencils like it? I totally had some fourth grade boys who would have needed pencils on purpose! Do you think this could backfire? - Kari
This semester I was placed in Ms. Edwards’ third grade class, at Briarcliff Elementary in Cary, NC. My experience in the classroom has already been completely different than my classroom experience last year. I have both positive and negative about my time there. My peers and I were given a warm greeting from the Assistant Principal the very first day that we went to the Elementary school. He spoke to each of us individually, asked which teacher’s classroom we would be observing. The office staff was very friendly and helpful from the very beginning. All of the staff seemed to be very helpful and friendly not only with us, but with each other as well. This is both similar and different from my experience last semester. Last semester I never got to meet the administration of the school. On the other hand, the front office staff was extremely helpful, and welcoming. I think that it is important for us as student interns to meet the administration of the school. If I were the Principal I would want to know who the college students were that was going to be teaching the students in my elementary school. The members of the staff also try to make us feel welcomed. They constructed a bulletin board that is located at the entrance of the building. On the bulletin board are photos that the Assistant Principal took of us the first day. They wanted all teachers and parents to know who the interns were that would be working with their students this semester. Ms. Edwards, my SBTE, does a wonderful job of making sure that everyone feels welcomed in her classroom, including Callie and I. Our SBTE explained to us the first day that she is very sarcastic with her students, and for us to pay her no attention. I have found that her funny and joking attitude that she has with the students allows them to feel more at ease and comfortable in the classroom. This does not mean that she does not have control over the classroom, or does not receive respect from her students. I believe that it is just the opposite; she has created a setting where her students can share their thoughts and opinions freely. Although, my SBTE does this in her classroom I have noticed that this is not the case with other third grade instructors at Briarcliff elementary. Some of the other instructors seem to be cold and standoffish towards the students in their classroom. Because my SBTE only teaching Social Studies, Science, and Writing Callie and I have to go to our STBE’s team teachers that teach the other subjects and observe them. Some of the teachers do not allow the students to elaborate on their answers or methods of how they found their answers. This does not make the students feel comfortable or at ease. For the most part the students do a good job of creating a welcoming community in the classroom. I have noticed when our SBTE is calling names of students and telling them who their partners are, when certain students’ names are called the class laughs. I do not understand why they laugh at the students. Even though the students that they are laughing at do not react to the laughter I am sure that it upsets them. The teacher never addresses this issue. I would like to address it, but I also want to be sure that I do not over step my bounders as a college intern. The students do a really good job of working together and playing together in specials and during recess. I can only hope that I, as an intern make a positive impression and help to create a welcoming community for all.
Patsy, WOW! I can not believe that you teacher makes the extra effort to make a personal connection with each of her students. I am sure that the students really appreciate it. I also like the idea of displaying the students’ work around the classroom. My SBTE does this as well. I think that it would be good for the students’ to have the opportunity to discuss their work that is being displayed when the teacher hangs it up. It is very important that the teacher provides an opportunity for each student’s work to be displayed at some point in time. Thanks for sharing your experience, I got a lot of great ideas for my future classroom!
Stephanie F, I really like that you SBTE greets the students at the door each morning. I think that this would help to set the mood for the day. My classroom that I am currently observing is very hectic in the morning. The instructor is in and out of the class, therefore the students are not calm or organized. Instead of doing their morning work they walk around talk to their friends and take their sweet old time unpacking. By having a set schedule every morning the students would in return have more order. I agree that there is a good sense of community at Briarcliff. Whenever there are parents visiting the teachers and other staff members always seem to take the time to speak to them and make a personal connection. I always feel welcomed in the school, this is important for everyone to feel when they come into the school.
Every morning, as the students come in, they understand that they are to check themselves in on the roll, put away their book bags and lunch bags, and go to their seat to start their morning work. Having this responsibility every morning creates routine for the students as well as a sense of pride that their teacher trusts them to do what they are supposed to do as she greets students and teachers in the hallway. Her desk and classroom seems to be very well organized, the students know where they are supposed to be and where to find their homework assignments as well as class work. There are three seventy minute periods in their day, two of which are between specials in the morning and lunch, and the third just after lunch before team time and recess. She has similar expectations for each class, but has observed each class so that she can adequately alter her lesson plans and expectations for each class period. Each class rotates with their homeroom all day, so the students have created their cliques, and I have noticed my teacher addressing that issue when she assigns group work. She generally either assigns groups or, more often, she will ask the class to separate into two groups of boys and girls. After Briarcliff Elementary became a Project Achieve school, they were required to have “team time” daily. Every day, all three classes gather in the hallway and one of the three teachers on the team presents a mini lesson plan, and the classes disperse to work on some sort of hands-on assignment. This encourages students in separate homerooms to get to know each other and work together academically, rather than just run around outside playing the same games. The teachers have agreed on a plan of discipline that will remain constant through the rotating classes, and they corroborate frequently. If they are worried about a particular student in their class, they see if that student is struggling in their other classes as well. I observed them a few different times in parent teacher conferences, and they all seemed to be knowledgeable about the student’s performance in all of their classes. I think that communication between teachers and parents and amongst teachers is especially important at this stage, as the students are experiencing rotating classes for the first time. They are being eased into this schedule, because they do remain with the same group of students all day, but it is an adjustment to have several teachers and change classes, and teachers must stay on top of things so that no student suffers. School wide, Briarcliff offers many routines that are typical of elementary schools, but all of which help build community throughout the entire school. Morning announcements, saying the pledge, PAWS, and having activities outside of school are all found is the majority of elementary schools but are definitely a positive way to build community for the entire school, not just a single classroom or team.
How does your Partnership School and classroom create a sense of classroom community?
Observation on February 2, 2009 before school around 8:05
Two students walked into the classroom with smiles of excitement on their faces. They run up to Ms. Enis with a letter in their hands. They came to share a letter they had written as an assignment for their new 5th grade teacher. The prompt was “Name someone special and tell why are they are important to you.” The two little girls had both written about their fourth grade teacher Ms. Enis. An excerpt from the letter read, “Ms. Enis is my favorite teacher and even if I find another great teacher I will NEVER call her my favorite!” Ms. Enis smiled and said, “this is why I love teaching!” as the girls ran off to go to class Ms Enis said, “Remember what I said girls don’t get in trouble but you do, (and they all said in unison) don’t get caught!” I thought to myself, Wow! I realized that your attitude as a teacher makes all the difference. Children can see through teachers who don’t really care, and cling to those that do!
At Briarcliff Elementary School they have tried to separate classes within each grade level according to intellectual ability levels. Because this school is a school of inclusion this becomes very difficult. Within one group you can see a great variety of abilities. Teaching in these kinds of circumstances can be complex because learning how to scaffold learning to assist in development is difficult yet in this situation critical. Throughout my observations I realize that Ms. Enis takes a unique approach with each group she teaches. She teaches the same content, however she changes her approach to effectively impact each student.
She used a focus lesson supplied by Wake County Public Schools that introduce the literary genre, “Legends” Even though she taught the same lesson three times, each one was drastically different. The blue group is the group that is the “average” group. She basically read the lesson straight through and asked if there were any questions. The green group is the group with some autistic children ranging in abilities. She took more time, read less from the script and even went on-line to find a picture to supplement the lesson so students could see what Blowing Rock looked liked. In the last group the Red group, these are students who have been tested and are Academically Gifted or scored fairly high on the End of Grade Tests, this group finished in record time. Many of the students had been to Blowing Rock, North Carolina and were able to tell about their experiences. She adapts her approach according to each class. Because she does this I believe that the student make personal connections with the lesson. Because her expectations are clear and she shows that she cares about each student there is a very strong sense of community.
As you walk down the halls at Briarcliff you may also notice that they have student involved with their school by being carpool assistants, hall monitors, or office helpers. They even include students with autism and allow them to have roles. I thought that this was amazing way of including every student while sending an underlying message that all students are welcome!
Patsy, I can not agree with you more. I really wanted to read your response because even though we are in the same classrooom doesn't mean that we take home the same messages. I really am glad that you are observing the same things that I have observed. I also hope that we are able to emmulate our wonderful teacher in our future careers!
Abbie, As we have read in Wong & Wong routine and consistency are absolutely key in creating community. I also think that the Positive Behavior System has alot to do with the development of the community throughout the school. I know that it takes a lot of planning to achieve and plan the routines but I am beginning to realize that it is an essential part of molding the students into successful individuals.
I feel that at Reedy Creek they do a wonderful job in creating a sense of community! I feel there is community in the classroom, amongst the students, and even within the staff of the school. I am currently in a 5th grade classroom and I believe that my teacher does a wonderful job in creating a sense of community within the classroom. Ms. Mann stands at the door each morning and greets each student as they walk in. I really feel that this really makes students feel welcome and creates a sense of unity in the classroom. I feel that this has a great impact on the students because they may not even have that kind of support at home. When they walk into the door and someone is excited they are there and desire to see them succeed has a lasting impact on students and could possibly make them feel that school is a home away from home because they feel cared for and know that Ms. Mann wants the best for them! I feel this creates a great sense of classroom community. Also at the school on Tuesday mornings they have the daily news. I feel that this is a great way to connect the entire school. Students from all different grade levels help put on the news. I think it is great that they do interact with all grade-levels because this teaches them for the future when they have to deal with people of all ages on a daily basis. I feel like this helps push them in the direction of community with everyone across the grade levels. I believe that students may not fear other students that are older than them as much also once they have had interaction and realize that the older students will be respectful. Each Friday the class I am in doesn’t go to specials but instead Miss Mann has the student’s read to the kindergartners of Reedy Creek. I think this is awesome and incredible. They are not only getting the practice of reading and helping others but they are also connecting with different grade levels which I really feel helps create a sense of unity throughout. I love that in the classroom Ms. Mann expects her classroom to have a sense of unity. She stresses that each student must be respectful of each other and attempt to get along at all times. When doing group work she has an acrostic she uses, I can’t exactly remember what it was (GROUP WORK). She always tells them I know that you may not exactly enjoy being around someone who is your group but you still have to get along for the work and be respectful. I believe that this is great, I feel such a great sense of community when in the class because everyone is expected to get along with each other in a respectful way. I feel it is almost like a family. Sometimes someone may be annoying in your family but you still love the person and still attempt to be respectful and civil. I feel that Ms. Mann has done a great job with these expectations in the classroom. What I have really enjoyed seeing is the community amongst the staff at the school. Each grade-level has a team of teachers that work together. I think that this is wonderful to see! They seem to all get along extremely well and this helps them to come up with great ideas for the students. I feel that this is great for us as interns to feel this great sense of community because it is nice to see that we can have support and can work together with others to come up with creative ideas to help students to be more engaged with the topics we are discussing and even just encourage each other on a bad day. At Reedy Creek Ms. Mann and the team teacher across the hall are extremely close friends and are able to encourage and build each other up and also brainstorm together ideas to use in the classroom. I think this is pretty cool! Overall I feel that Reedy Creek does have a great sense of classroom community. It is refreshing to see and to realize that there are schools out there like this!
My partnership school Briarcliff Elementary, helps to create a sense of community in many ways. The first meeting at the school was a good one in that the principal actually greeted all the interns himself. This was different from last semester when the head principal hardly spoke to any of the interns. This is something I thought to take into consideration when thinking about what kind of administration I would like to work under; I would rather the principal at my school be verbal and be willing to discuss issues if they ever come up. Briarcliff also has rotating classes according to subject area. I think this aspect of the school’s upper grade curriculum also helps to build community within the students and teachers. The students in each grade rotate within three groups as well as have homerooms to go to. I think this movement between students and classes help all the teachers and students grow to know one another, rather than one teacher per 20 students. I think that by the movement of classes everyone gets to know everyone and I like that aspect of Briarcliff. My classroom at Briarcliff also created a good sense of community. At each rotation of 3rd grader groups, a sense of togetherness and cohesion could be found. Although each group was different, all the students understood and knew to respect not only the teacher but one another. There was also an incident this past week in which one student’s snack went missing. A student was accused but the situation was put to rest since nobody knew who the culprit was. After about 20 minutes of having the issue silenced, the accused girl stepped forward and admitted to taking her fellow classmate’s snack. Although this is not an action to be praised, I found it somewhat assuring that it ate away at her to the point where she had to confess. I think this showed what high expectations of good character the school had for its students. I also found my SBTE to be a good leader of community as well; when a problem arose in the classroom, she was right on it and led the students to solve their own problems through working them out with one another. I think overall the teacher as well as Briarcliff Elementary, have a good handle on keeping a positive atmosphere in the building of its school and classroom community.
I think that is so nice that your teacher stands at the door each morning to greet the students. I also have a school that creates a good sense of community amongst the faculty and the students. I hope to be able to work for a school that creates a good sense of community like that.
I can also see at Briarcliff that the teachers do make an effort to suit the needs of each level they are given. I think that your teacher sounds like she even goes the extra mile in trying to scaffold each set of her students. It takes a lot to do that three different times a day and kudos to her for doing it!
This semester I am in Mrs. Jurgensen’s fifth grade class at Reedy Creek Elementary. Mrs. Jurgensen does lots of things to create community inside her classroom. First of all, the students and teacher both have a list of ‘jobs’ posted at the front of the room. The students have all signed their list of jobs saying that they agree to them. Instead of only having a list of student jobs, Mrs. Jurgensen also created a list of jobs for herself as a kind of promise to her students. This is great because it helps students know that Mrs. Jurgensen also has rules and responsibilities to follow and that she takes them seriously.
Mrs. Jurgensen also teaches her entire class to be responsible for their classroom. She does not allow the janitors to clean the classroom at the end of the day. Instead, she has the students clean up their area. She told us on one of our first days there that the students know that this is their classroom and that they are paying rent for their desk. The way that they pay rent is by keeping the classroom neat and clean. This creates a sense of ownership on the part of the students over their classroom which is really cool. The students know their responsibilities because they are reinforced on a daily basis. Mrs. Jurgensen also tells stories to her students which she insists must stay ‘just between us and not leave this classroom’. For Example, on the Friday before Valentine’s Day Mrs. Jurgensen allowed each student to eat a piece of candy before going to specials. She insisted that this was a big secret and that the students must tell no one about the candy. This creates a bond of trust between the student and the teacher that is unique but essential to the development of good classroom community.
Reedy Creek Elementary as a whole is also considered one big community. The students have school t-shirts that display the Reedy Creek Elementary Frogs. Student behavior is considered by the principal as a whole and not an individual grade level or student. When making the decision about having a spirit week at Reedy Creek Elementary, the principal issued a test to all students over the intercom at the beginning of the day. He challenged students to have good behavior so that he could decide whether or not Reedy Creek would have a school wide spirit week. The next day, the principal announced to students that based on some behavior he saw in the afternoon the day before, the school could not have a spirit week at this time. This is a powerful way for getting through to students as a body and community. It teaches students that their individual actions are considered and play a role in privilege and opportunity given to others. This teaches them to be responsible citizens of a community which is a valuable lesson.
I think it is great that your school has the fifth graders monitor the school. This really unites them and gives them leadership opportunities as a grade level. Also, how cool that they say their graduation year together each day after the pledge. I would think that this really unifies the students because it reminds them that they are all working for a common goal. SO COOL! Great post!
I also like that the teachers at Reedy Creek stand at the door to greet their students each morning. This truly does make them feel more welcome and at home in their classroom and with their teacher. Also, I never thought about how the school news cast unified the school as a community before reading your post! Great job! Nice post! :)
Callie I think that is so cool that the principal introduced himself to all of you! That is great and makes you feel so welcomed. I think it is great for adminstration to be that way because I know that I would desire to work under someone who I feel comfortable talking to and seems to open to talking!
Sara, I think that is wonderful that the student's have their artwork posted up for everyone to see! I know that this is positive for the students and make them feel like their hard work is really valued:)
I believe classroom community is one aspect of fourth grade at Briarcliff Elementary that could use some improvement. The students are in two groups each day. First, they have their morning Math, Language Arts, and Writing classes with three different teachers in their learning level groups. I have observed all the groups in each of their morning classes and their behavior changes depending on the classroom they are in. Each teacher has a different way of running their classroom, expectation of students, and teaching style. I believe the way teachers present themselves and set expectations for the class affects the classroom environment. Teachers need to model by treating their students with respect just as they would want their students to treat one another. One particular concern I have in our classroom is for a girl diagnosed with autism. In another fourth grade class there is also a child with autism and his classmates help him while being extremely patient. However, in our class, this young girl is made fun of and talked down to. My SBTE has recognized this issue and I have witnessed several conversations she has had with students who are verbally abusing her. It seems each of the students in our class have no personal connection with each other and it does not feel like a “classroom family”. I think this might be part of the problem since the students cannot be empathetic since they do not truly know one another. However, a positive characteristic of being involved in multiple group settings is that students are able to interact with more students than they would in a traditionally structured classroom. Also, during morning classes, students are able to interact with students with their same learning needs, which can be an empowering experience for them. The confidence they gain from knowing other students struggle with similar needs or need similar challenges is transferred into their afternoon classroom. Within the classroom, there is a wall that lists the classroom jobs. The designated jobs change daily and it gives the students a sense of responsibility. Having responsibilities in the classroom makes students feel they are important and are contributors to the classroom since their peers depend on them to accomplish their tasks. As a whole school, I like how Briarcliff does not have a single mascot, but instead each grade is a different animal (i.e. fourth grade is the “Giraffes”) and each animal cohesively forms the “Bunch”. By being a single part of a whole group, each grade becomes a distinctive and essential component to the school. The reward system at Briarcliff is also unique. The entire school recognizes the good behavior tickets each class receives. The winners are revealed on the morning announcements and the class receives points to spend at the school store. Individual students are also eligible to receive awards for exceptional behavior and are treated to a special lunch where they can invite their parent/guardian to celebrate their accomplishment. In addition, these students are asked to say the pledge of allegiance during morning announcements. In respect to school administration, I like that Briarcliff staff makes a point to get to know the students. I see the Principal and Assistant Principal constantly walking around the school, observing classes, and talking to students. It is important that students know that the administration cares about what they are doing in school. I believe it sets expectations for students since they know their superiors will be checking on their work and behavior. The school also has made us interns feel special and a part of the community. The Assistant Principal has gone out of his way to meet us and the front office staff is extremely helpful. Our pictures were also taken and placed in the front lobby on a poster that is titled “Welcome NCSU Interns!” I know for me, I feel like a part of the Briarcliff Bunch now!
I LOVED how students accomplishments are accomplished on the walls of the school! It must really make students feel a part of the community since their work is visible to everyone! The cougar paw prints are also fantastic! I have never heard of a school do anything like that before. Since students can see the positive remarks on teachers' doors, it must encourage them to do good deeds for others and appreciate their peers or staff!
I think the Monday lunch bunch is wonderful! It's not only a great method to motivate students to finish their homework, but it shows that students want to spend time with their peers! It also creates an atmosphere where students encourage their peers' to finish their school work so they can participate. Finally, I like how your classroom has a morning meeting. Students have a time to get to know their classmates and share something important to them. Furthermore, I think it must help with classroom management since students are able to talk before class begins.
I love that you mentioned your teacher and her borrowing rules- I remember my own fourth grade teacher having a same sort of rule- we had to give her collateral. I also remember our first day at Briarcliff- the assistant principal coming and introducing himself did help me feel more comfortable and welcome in their school, and did enhance the feeling of community.
That is a good example of how high the expectations of good character are at Briarcliff! I know that my SBTE has the same expectations, and gives her students a lot of responsibility in her classroom. I think that by doing this she is definitely strengthens good character traits and she also has a system so that she can check behind her students if needed and know who did not do their job.
Ms. Enis’ fourth grade classroom portrays a sense of community in a numerous amount of ways. Ms. Enis is very funny and easy to get along with however, she knows the time to play and then time to work. She is welcoming and open to anyone that steps foot in her classroom. For example, when my partner and I met her for the first time, she made us feel very comfortable by introducing us to all the students and lending a helping hand in anything that we needed assistance with (lesson plans, papers, interviews, etc.) I found it so cool that she has a certain gesture or saying that her and every individual student do. For example, her and a boy do a neat hand shake that they do every morning and afternoon. This hand shake requires no talking, it only involves their hands. She also uses different and funny voices with the kids that make them laugh and have interesting conversations. With that said she treats everyone as an individual and knows their specific needs and wants. I hope to have this kind of bond with my students when I become a teacher. For instance, she knows that a girl has eye problems, so she lets her sit at the front of the room during lecture or while she is reading a book.
ReplyDeleteThe classroom walls are full of color and the students work. This gives students the opportunity to compliment on each others work as well as receive credit from the teacher. To me, this shows the students how proud she is in them and it makes them happy to see their work displayed to others. I will definitely decorate my room this way when I become a teacher; I think it also encourages students to strive for their best. I believe that she handles problems or issues very maturely and doesn’t give the kids the attention that they try to create. “They are not fourth graders, they are rising fifth graders,” Ms. Enis.
The class came together and made a habitat for a millipede, frog, and crab. To make these habitats, each student had an important role and without the help and input from each and every student, the habitat would not be complete. I thought this was a great way to show them that when you come together, the work gets done and progress is made, there is no ‘I’ in ‘team’. I believe the rules and consequences in the classroom have a positive affect on the classroom community. They all seem to follow them pretty well; I haven’t seen anyone get in any serious trouble thus far. I believe the rewards mean way more to the students then the consequences this causing them to do their best and acting like a mature fourth grade class. With that said, I haven’t witnessed any fights or confrontation between any two students. I believe this has to do with the positive setting the teacher represents in the room. I hope to have this trait and community in my classroom when I become a teacher. I think the atmosphere and the way the people act around you have an impact on the way you work and your attitude towards others.
The school as a whole shows a sense of community as well. There is a ‘good ticket policy’ that the whole school participates in. There is not a single class winner; the whole school participates so the whole school wins. Anytime a teacher sees a student doing something good either in the hall, in the cafeteria, outside, etc. the teacher can give that student a ticket and at the end of each quarter, if the school as a whole has reached the desired number of tickets, then all the students receive a pizza party or ice cream social, etc. Having this reward makes the students strive to do something good and encourage others to do so as well because the outcome affects everyone. I would love to have this kind of ‘game’ at my future school that I teach at because of the positive affect it has on the students and the good deeds and behavior that the students would portray by striving to get the reward.
All the students also abide by the PAWS rules (as stated in my first reflection.) All the students are expected to act on their best behavior at all times and treat others as they would want to be treated. All the teachers, administrators, and staff are very welcoming and helpful. For example, the vice principal took all of the NC State interns pictures to put them on a poster that hangs near the office door. We were all so appreciative that the school would take that extra step to take our picture and get familiar with our faces that it actually made me feel like a Briarcliff employee. I hope for this feeling in the future when I become a teacher.
The students in my third grade classroom know that it is only respectful to treat others like you want to be treated. Therefore, my classroom has come up with rules they are to follow while they are in Mrs. Hunter’s classroom. There are also school rules that are posted in the hallways reminding students the responsible ways to behave. I feel that since the students have come up with their own rules for the classroom, they are more willing to follow them.
ReplyDeleteA rule Mrs. Hunter has made for her students is that if they need to borrow a pencil, they can, but they must give her their shoes. She has this rule to enforce to her students that you can not borrow something of hers and then not give it back. Having a consequence of having to give her your shoes works very well because the students need to have their shoes to be able to walk around the school. The students in my classroom are also very friendly to each other for the most part. I believe the students get along with each other well because one of their rules is to respect other’s feelings. Students are never making fun of each other or putting other classmates down which is very positive in the classroom. Whenever the students are assigned random groups to work in or are moved out of their ordinary groups, they never complain and are always willing to work with new peers. Mrs. Hunter has prepared the students for this change by constantly rearranging the room so that the students are not always sitting near the same students and working with the same groups.
The students in my classroom respect each other very well, but most importantly, they respect Mrs. Hunter. At the beginning of everyday when the first bell rings to go into the school, Mrs. Hunter starts her day off by telling each student individually good morning. Whenever a student has gotten a new haircut or something on their outward appearance has changed, she always acknowledges it and tells them how much she likes it. She always tries to start the day off very positive with all of her students. Mrs. Hunter has earned her students respect because she says something and follows through with it. When the students change classrooms and go next door, she tells them to get all of their materials because if they have to come back in the classroom while she is teaching they will receive silent lunch. Whenever a student has interrupted her class, she always gives them silent lunch because she is a person of her word. The students are also able to have fun with Mrs. Hunter and joke around. However, when it is time to be serious and work hard, the students do.
Classroom community is evident throughout the entire third grade as well. I believe a big part in this is that all of the teachers have the same consequences in their rooms. Therefore, the students have to behave well in all of their classes and treat everyone with respect because they will get the same punishment from any third grade teacher. Classroom community has been demonstrated throughout Briarcliff Elementary exampled by the fact that whenever the students are walking down the hallways and they see an administrator or teacher they know, they always say hello to them. I remember on my first day at Briarcliff, the school seemed very welcoming because the assistant principal met all of us at the main office and introduced himself and then took our pictures to put on a bulletin board outside of the front office. It made all of us feel very important and special to the school on our first day.
Classroom community has been very obvious throughout my third grade classroom and the entire elementary school. The faculty and students seem to genuinely care about each other, regardless if there were rules. This is one of the very positive aspects about going to the school every week, I always feel welcome and that numerous individuals are excited to see me each and every time!
My teacher and partnership school both do a really good job creating a sense of community. They both use their resources to encourage activities in and out of the classroom that create a sense of community with other students, staff, and families.
ReplyDeleteMy teacher has activities that her students do, for instance on Fridays when they don’t have specials she has them read with the kindergarteners, that ensure they are interacting with students in other grades. I think this is important and a really good idea so that they don’t have the stigma of the “big bad fifth graders” to the students in the younger grades. Also, at Reedy Creek students do the news via closed circuit on Tuesdays. It is mostly upper grades that do reading of the news and directing, however students of any grade are invited to participate with riddles and “Are you smarter than a Reedy Creeker?” This shows the groups of students who don’t usually interact, interacting and working as a team with each other.
The school also has events both during and outside of school hours so that they can reach out to families that have single parents or both parents working, who cannot make events such as the book fair, “Lunch Bunch”, or “Breakfast and Books” because they are during school hours. Coming up in a few days there is a Chick-fil-A family night for all Reedy Creekers and also at the beginning of March there is a lunch or dinner event at Andy’s.
I have even noticed a sense of community amongst the teachers at Reedy Creek. They are not just coworkers but they are friends. Many of them do things outside of school like go to the gym or out to dinner with each other, which makes for a very friendly atmosphere. Even the principal is out walking around the school making casual conversation with students, teachers, and the NCSU interns.
I really enjoy the atmosphere and sense of community at Reedy Creek. The teachers in each grade level work as a great team, and they are all friendly with one another. They seem to work well together in meetings when solving problems, from what my teacher tells us, because they aren’t afraid to give their opinion of matters being discussed, in order to find the best solution.
Patsy,
ReplyDeleteMy school also has a similar schoolwide ticket policy, only ours are "ribbitts". When an administrator or staff member other than their main teacher, special teachers can hand out ribbits, see the class behaving well in the hallway or during their special, they can get a "ribbitt". When the class reaches a predetermined number of "ribbitts" the class gets a frog outside of their door so everyone knows how good their class is. It seems really similar, however I like how your school uses the school as a whole for their goal rather than individual classrooms.
Lindsay,
ReplyDeleteI like that your teacher has a set of rules and she actually follows them, instead of giving empty threats like we talked about yesterday. She seems to have a strict policy that she sticks too, while still having a relationship where she can joke with the students. I like what you said about her students knowing when it was time to be serious, that is really important to know when your teacher is being playful and when to be serious.
This semester I am at Swift Creek Elementary as a junior intern in Ms. Kristin Wahl’s third grade classroom. The school seems like a very close knit community that really prides themselves on their ROAR standards. In this reflection I will discuss the ROAR standards and how they apply to the school and classroom as well as other aspects in the school and classroom that are community builders.
ReplyDeleteThe ROAR system is a big deal at Swift Creek Elementary. The students and staff take it very seriously. ROAR stands for, R, respect, O, are on the path to success, A, act responsibly and R, remember self-control. The students use ROAR when working as a classroom, small groups, in the lunchroom, in the hallways and many other places. ROAR is a way of life for Swift Creek. It is very interesting to see how the students react to this and how well the strategy works amazes me. After the students do their pledge of allegiance in the morning, they follow it with their ROAR pledge. I have seen this done in other schools but Swift Creek seems to take it to a higher level. I really enjoyed being able to observe this.
Ms. Wahl has the many different aspects to the ROAR pledge posted up on her bulletin board. Ms. Wahl explained that she refers to it before having the students work in small groups, as a classroom, going to lunch and on many other occasions. Ms. Wahl explained that the children exceed their expectations many times because this system is in place and that they really have built their own community at Swift Creek because of the ROAR pledge.
Ms. Wahl incorporates community into her classroom with her Monday, “Lunch Bunch”. This is a special treat that Ms. Wahl rewards her kids with for doing their homework assignments. If the students complete all of their homework assignments during the week, they are invited to lunch bunch on Monday. When in lunch bunch the children watch an educational video and eat their lunches together. It is a big deal and I believe it brings the children closer every time.
Another aspect of community is when the students do their silent reading through out the room. When I say through out the room I mean that the children are able to sit where they are comfortable to do their silent reading. Some students sit on the carpet, some sit on blue soft chairs, some sit under a table and lay on pillows or some choose to just stay seated at their desk. I think that this is an important factor because the students are not focusing on whether or not they are comfortable but, that they all get to read as they choose. It builds community because, as a group they are all working well and cooperating with each other’s wants and needs.
Overall, I think that community is an imperative aspect to any school. It makes the students feel more welcome and by doing so it makes the students more excited about being at school and learning. It is important that we talk to the students and let them know that each and everyone of them contribute and a important piece to our community puzzle.
Lindsay,
ReplyDeleteI love how your students made up the classroom rules. I think this gives the students responsibility and shows them that this is their classroom and they need to respect it accordingly. My teacher also has the 'borrow a pencil, give me a show policy'. I find this interesting and will definitely take it with me to my classroom when I become a teacher.
Mrs. Burkhalter does a great job communicating with her students. She has a great relationship with them that does not hinder their learning. She does not let the kids get off track...much. The desks are arranged in groups of 4 or 5 this way, the students get to collaborate when they need to. One thing I like about her teaching is that it is almost never quiet in her room. She does not mind quiet chatter.
ReplyDeleteThe students are very well behaved and I do not think I have heard her raise her voice once. She shows them that she is not messing around when it is time to work. Her students respect her because she respects her students. She showed them that she respects them by having the students help write out the classroom rules. I think that having students input in writing the classroom rules is a great idea. It gets the students more involved and they like sharing their opinions. It is also nice to tell them that they wrote the rules, so they should have no problem following them. Since she teaches third grade and third grade learns about communities and government in their social studies lessons, she called the class rules "Our Class Constitution." After they made the rules everyone including Mrs. Burkhalter signed the "constitution." This shows that these rules are not only for the students, but for the teachers as well. I think the students have an easier time following the rules when they know they are not the only ones who have to.
Along with the class rules, the students follow a behavior program that runs school wide. Swift Creek Elementary does a great job of enforcing the ROAR program. ROAR is an acronym for Respect, On the path to success, Act responsibly, and Remember self-control. Every morning the Principal says the morning announcements and after the Pledge of Allegiance, the students say their ROAR pledge. But ROAR does not stop there. There are different ROAR standards for each situation a student might be in. For example, the ROAR rules in the cafeteria are different then the ROAR rules in the bathroom, stairway, or bus. All in all I think this school does a great job of maintaining structure without being to overbearing.
Along with saying the Pledge of Allegiance and the ROAR pledge the students must also say the year that they are going to graduate high school. This is an awesome idea (I have never seen this anywhere else before!) because it shows that EVERY student is being held to the highest standard. Having the students say the year that they will graduate lets them know that the teachers know they can do it and the school knows they can do it so it makes them think that they can do it.
The last thing I believe creates a sense of community is that Mrs. Burkhalter has morning meetings every morning. To begin the morning meeting the students must greet each other. Sometimes they must shake hands to the two people sitting next to them and other times they play the popcorn greeting game. This is where one student starts off and walks to another student in the circle (he/she does not have to be beside them) and the first student says, "Good morning so and so's name." Then the student who was greeted says, "Good morning" and then greets another person. This goes on until everyone has had a handshake and a good morning. During morning meeting they learn the word of the day. Mrs. Burkhalter gives anyone who wants a chance to comment on that word to do so. Another activity they do during morning meeting is to introduce the star of the week. Each day the star of the week gets to present the special thing they have to share for that day. They can bring in things like pictures, letters from mom/dad, or even a special toy. I think this is great for classroom community because this activity gives the students to learn more about their classmates.
Lindsay,
ReplyDeleteI love that your teacher makes the students trade their shoes for a pencil. Personally I don't think I would want shoes..but if its effective then more power to her. I also think it is important that your teacher follows through with her promises. I think following through is a very big step towards having the kids respect and trust you.
Alyssa
Tracy,
ReplyDeleteI love the lunch bunch idea! That is so awesome and it seems like the kids really enjoy doing it. That is a great way to bond with one another and there is really no pressure during that time.
Alyssa
Alyssa,
ReplyDeleteI too like how your teacher has the desk arranged. I find group work important and having this set up is convenient and can eliminate the wasted time it takes to move desk. I also like how after the Pledge of Allegiance, your class says the ROAR pledge. This is a great reminder of what their expectations are throughout the day and a good way to get the day flowing.
Girls, You are doing a fabulous job reflecting on community and on commenting on each others' posts! I am learning a lot from all of you!
ReplyDeleteThanks for putting so much effort into this.
A sense of community is one of the most important aspects of a classroom. Having a community within the classroom really helps students feel accepted and important. During my field experience this semester, I have seen the impact community can have in a classroom. My field experience is being completed at Reedy Creek Elementary School, and I am in Ms King’s third grade classroom. Not only does Ms King have a community within her classroom, it is easy to notice that the school itself is a great community for the students.
ReplyDeleteReedy Creek Elementary is a great community for the students. An important part of a community is a set of reasonable rules that are followed by all members. At Reedy Creek, the “Ribbit” behavior system is put in place. When classes are caught following the rules and behaving well, they are rewarded with ribbits. For every 25 ribbits the class receives, they get to pick a prize. When Ms King’s class reached 75 ribbits, they decided to have a dodge ball game with the principal. Not only is it great that the students are rewarded for good behavior, it is wonderful for the principal to become involved with the classes. The relationships that the principal is building are so important to establishing rapport among the students; they trust him and they know he is there to support them. The ribbit system is a great way to build community among the students and the entire school.
In addition to seeing a community within the school, one can see the community in Ms King’s classroom. One of the first things I noticed in the class was a set of rules that complimented the school-wide rules. Written on a sheet of poster paper, it became clear to me that together the class came up with the rules and then they all signed the paper. We did the exact thing in our seminar class, and it was great to see it in an actual elementary classroom. Having students think up their own rules and agree upon them really gives the students ownership. Since the students all took part in the writing of these rules, none of the rules are seen as unreasonable, rather they are all fair. The classroom rules ensure that the students know what is expected of them and the ownership of the rules gives students more respect for them. It is important for a community to create its own guidelines to follow and that is exactly what was done in Ms King’s class.
Another way that community is seen in the classroom is how the students interact with each other and with Ms King. Every morning when the students walk into the classroom, Ms King greets each with a wide smile and a caring voice. The students light up with delight when they realize that Ms King cares enough to welcome them by name and ask them how they are doing. Just like the principal is building trust with the students, Ms King is doing the same. In addition to calling each by his or her own name, Ms King refers to all the students as “friends.” Hearing themselves referred to as friends, the students become just that, friends. Ms King shows interest in each student and builds relationships based on what she observes and learns. While she jokes with the students and is extremely nice to them, Ms King is obviously the teacher and the one in charge of the classroom. The students know that Ms King cares for them and so they give her the respect that she expects from them. The classroom has become a community where everyone cares about one another and takes interest in each other’s activities. It has been amazing to observe a classroom that has such a great sense of community.
The students in Ms King’s classroom are a group of children that share a common interest, learning. Everyone comes to school ready to interact with each other and learn together. Ms King does an excellent job creating a community in her classroom where students care for one another and have respect for all. In the future, I hope that I can do the same in my classroom. I would love to be a “warm demander,” the teacher who expects the most from her students in both learning and their interactions with each other. Building a classroom community will be extremely important for my students and for me as I will be the one in charge. Students need to feel welcomed, loved, and important, and that is exactly what a classroom community does.
Krista,
ReplyDeleteI think it is great that your students partner up with a lower grade to do reading! When I was in first grade, we partnered up with kindergartners and read with them too. I remember how fun it was to meet younger students and it is such a great way to build a school community. Great reflection!!
Patsy,
ReplyDeleteIt sounds like your teacher has built a great community with her students. What a great idea to have a handshake or something special with each student! Like you, I aspire to build a great bond with my students so that they will respect me but know that I will be there for them no matter what. I loved reading your reflection.....great job!
Patsy,
ReplyDeleteYour teacher seems really cool that she has something she does with each student everyday. Like your example of how her and student do a certain handshake every morning and afternoon. She seems like she really cares about her students and like her students really like her too!
Krista,
ReplyDeleteI think it is really neat that your teacher has her class reading to the kindergarten students on fridays when they do not have specials. I am sure the kindergarten students really enjoy them coming and helping/listening to them read!
This semester I am in Mrs. Rosado’s fourth grade class at Briarcliff Elementary in Cary. There are three fourth grade classes at Briarcliff consisting of Mrs. Rosado’s class, Ms. Hughes’ class, and Ms. Ennis’ class. Due to the vast array of diversity found in each of the fourth grade classes at Briarcliff, each morning the classes split into three groups based on ability. The red group is the gifted group in terms of academic ability, the blue group is the average group, and the green group is below average in terms of academic ability and behavioral issues. The groups rotate between the three fourth grade teachers each morning for math, literacy, and writing. Mrs. Rosado teaches math, Ms. Hughes teaches writing, and Ms. Ennis teaches literacy. Students rotate in the morning and then have science and social studies in their homeroom class in the afternoon. This rotation schedule helps to promote the fourth grade team’s cooperation and collaboration. The way the students intermingle and disperse between the three classes each day encourages students to interact with and get to know all students in their fourth grade class. This in turn helps to build and strengthen both the classroom and fourth grade team community.
ReplyDeleteBriarcliff Elementary is different from most other schools in that they do not have a mascot per se. Each grade level is represented by a different animal and together, all of the grade level mascots unite to form the “Briarcliff Bunch.” The fourth grade mascot is the giraffe and the rooms are decorated in giraffe décor. This is an effective approach because it reinforces the fact that teamwork is necessary in order for the school to be successful. It is important that everyone including students, teachers, administrators, and parents be on board and working together if a strong school and classroom community is to be established and maintained. Briarcliff has adopted the PAWS system of behavioral management where the students Practice safety, Act responsibly, Work hard, and Show respect. Teachers have tickets they award to students when they see them obeying the rules and abiding by the PAWS behavior model. Rewards are based on the total number of tickets the entire school earns as a whole. This is an effective positive behavior system that further reinforces the concept of teamwork and collaboration as well as school and classroom community. Each student has to do their part for their class to earn tickets and for the school to earn rewards.
Each classroom at Briarcliff has a list of class jobs in which students rotate through each week. These jobs consist of a line leader, door monitor, office monitor, table monitor, line caboose, class custodian, and table washer. This teaches students to be responsible and accountable for jobs in which they are expected to perform on a daily and weekly basis. When trying to establish and maintain a cooperating and positive classroom community it is important that students play an active role in order that they will take pride in and respond to classroom procedures in an effective manner. In addition to classroom jobs, select third, fourth, and fifth grade students serve as hall monitors for the school during the morning and afternoon transition periods. These students are picked based on their academic performance and classroom behavior. They are responsible for making sure students follow the PAWS hallway behavior system as they enter school each morning, walk to their classrooms, and leave school in the afternoons. This is a school-wide policy and students know they are expected to listen to these hall monitors and follow the rules during school hours. This is yet another way Briarcliff is working to build and maintain a sense of school community and cooperation.
As stated above, Briarcliff Elementary has many valuable and effective methods of establishing and maintaining a sense of school community. The school as a whole seems to be committed to creating a safe and welcoming environment for everyone. This is necessary in order to foster an effective school community conducive to student learning.
Rachel,
ReplyDeleteI agree, a school wide behavior system is an effective way to create a sense of community across the school. Like the Rabbit system at Reedy Creek, my school has the PAWS system which describes classroom and hallway behavior that all students in all grades are held accountable to. This creates a sense of community as well as adds to the school wide teamwork and collaboration concept.
Alyssa,
ReplyDeleteI think it is awesome that your teacher greets each of her students each morning. This helps to foster a positive classroom community where everyone feels welcome and invited. It is important to let students know that you care enough about them to take the time to personally welcome them into the classroom. This helps to encourage students to feel safe and open to being themselves in the class and can also help them to want to participate more during instruction and discussion time.
My Partnership school and classroom do a great job of incorporating classroom communities. In my SBTE class the teacher runs the class as though it is the students’ occupation. The students have the understanding that they are renting the desk and by performing different jobs each week they are earning the right to have their own desk. The students have several jobs each week that they are assigned to do. Some jobs include librarian, teacher assistant, whiteboard monitor, gardener, and lunch room attendant.
ReplyDeleteThe school its self does a school wide recycling program. In the morning students will go around collecting the recycled paper bins and empty them into larger trash cans. The students are required to help with this programs and it is mandatory for teachers to assist as well.
The teacher also establishes a community by encouraging the students to always work in their groups. The way the classroom is set up, the students are all seated in groups. The students are encouraged to ask their group members for assistance when they are doing their work. The students rarely do independent work; the teacher is always having them work together so they know that they can rely on each other to figure situations out when they do not understand.
When thinking of the different community building strategies that the school and the classroom use, you see several different factors, but all are not just teaching the skill of being a community, but they have another purpose as well. For instance with the three examples I have given you see communication skills being built, responsibility, and learning how to help reduce pollution and waste products.
I believe that making students feel as though they are a part of a community is a great way to create a positive atmosphere in which students can learn. I feel that my partnership school and classroom at Swift Creek Elementary does a wonderful job of accomplishing this task. The school creates a sense of community through its school-wide behavior policy. In addition, my SBTE, Ms. Bauman- Hill, takes this task one step further with a classroom contract and class jobs.
ReplyDeleteSwift Creek Elementary creates a sense of community through its school-wide behavior policy. Their policy is known as “ROAR” – “Respect, On the Path to Success, Act Responsibly, and Remember Self-Control”. Due to the fact that everyone follows the same rules throughout the school, this policy unifies both students and staff in several ways. For example, students recite the policy as a pledge in unison every day during the morning announcements. I believe that this is a great way for students to be reminded of what is expected of them and get excited about the learning day ahead. With this type of policy, students do not have to adapt to the rules of one teacher to the next. I believe this type of policy is not only simpler for students to follow, but is also simpler for teachers and other school personnel to enforce. I have found that students also like to remind each other to “ROAR” throughout the day. I believe that this may be a result of how appealing the term “ROAR” is to the students. In fact, they love “ROAR”ing like their school mascot, the cougar. In addition, I feel that this helps alleviate some of the responsibility from school personnel and helps students feel as though they have responsibility for themselves and their peers. Overall, I believe “ROAR” builds a great sense of community throughout Swift Creek Elementary.
Ms. Bauman-Hill takes the task of creating a sense of community in her classroom one step further with a classroom contract and class jobs. The classroom contract states that her students will: “treat people respectfully, take care of things, use inside voices, do [their] best, raise [their] hands, and stay in control of [their] bodies”. I believe that this contract not only helps reiterate the school-wide behavior policy, but also helps create a great environment for students to learn. In addition to the classroom contract, my SBTE has also set aside several jobs for her students. For example, one student is chosen every day to lead the greeting during morning meeting. Christopher, the autistic student in our classroom, also has his own special job of revealing the word-of-the-day to his classmates during morning meeting. I believe Christopher enjoys his job, as it gives him a chance to shine in the classroom. Two students are also chosen each week to hold the doors throughout the school for the entire class. The classroom contract and class jobs create a sense of community in Ms. Bauman-Hill’s classroom.
As I stated earlier, I believe that making students feel as though they are a part of a community is a great way to create a positive atmosphere in which students can learn. I have learned that there are several ways to accomplish this task, such as creating a classroom contract or creating a list of class jobs. In the future, I look forward to learning additional ways to accomplish this task and creating a sense of community in my own classroom.
Krista,
ReplyDeleteI enjoyed reading your post! I like the fact that you teacher holds activities both during and outside of school. I like this, because it gives parents that work a chance to see their kids' work as well!
Lauren S.,
ReplyDeleteI enjoyed reading your post as well! I like the fact that each grade level has their own mascot. I agree with you, in that, this reinforces the idea that teamwork is necessary for a school to be successful!
A successful classroom community promotes positive social skills and academic achievement. Children learn best when they feel they are part of a community, where everyone feels accepted and where individuality is encouraged. In my third grade classroom, the students, as well as my SBTE, value respect. Through their participation in the classroom, they learn to respect themselves and one another. In a classroom that functions as a community, children can learn to grow and accept differences. I have an extremely diverse group of students that I work with. Their cultures and ethnicities, as well as their learning styles are very dissimilar. Because the teacher has shown them how to respect each other, the children know to act towards one another. Respect is best taught in an environment where children are treated respectfully.
ReplyDeleteAnother way my SBTE creates a classroom community is providing opportunities for peer teaching. This doesn’t work in a way that the “smart kids” teach the other students. Instead, groups are often set up during instruction time where they discuss subject matter or plan out a project. Also, the teacher has jobs for the students. Each student has a responsibility in the classroom. This makes the students feel like they are needed and their efforts aren’t going unnoticed.
I believe that one of the most important aspects of building an effective classroom community is modeling. As the teacher, you need to realize that the students are watching your every move. Involving the students in decisions, working well with colleagues, and sharing your thoughts and ideas will go further and mean more than anything you can say or tell them to do. Modeling is just part of it, of course. The entire environment of a classroom is a mesh of relationships that can reinforce or undermine learning messages, values and goals. Gaining control of that environment and its patterns of behavior is essential if you are to maximize learning.
Tracy,
ReplyDeleteI think it's great that you're teacher maintains a community in the classroom while still giving them some freedom. This type of balance helps the students to learn that they do have a say in what goes on which helps develop the feeling of a community.
Lauren,
ReplyDeleteIt's interesting that your school does not have a mascot. However, I think they've taken that concept and turned it around for the students benefit. It encourages the grade levels to work together and promotes a different kind of community while still developing a sense of responsibility.
Taylor,
ReplyDeleteI agree that it is important for students to feel accepted both individually and as a whole. Individuallity is important for children. I also like your idea that modeling is important in creating a community in the classroom. It doesn't matter what grade you are teaching, the students will watch your every move and think that what you are doing is correct and will do what you do, so being a good model is always important. I really liked reading your post!!
Krista,
ReplyDeleteI think it is really unique all the activities that the school does to create such a community with the students. I also love the fact that the students will read with kindergartners. It is a really great idea to do this and I can imagine that the students love this, both the fifth graders and the kindergartners. The younger kids always look up to the older ones and this gives them an opportunity to interact with them and become friends.
Both my partnership school, Swift Creek Elementary School, and my SBTE, Mr. Houghton, do a wonderful job of creating a sense of community. As soon as you step into the school, you feel a sense of community. In the morning, fifth graders, many of them from my class, greet people, hold doors, and monitor the school. This allows everyone to feel welcome when they enter the school, and it gives the safety patrol members a sense of authority and pride. Also, around the school, you can find many posters that say, “ROAR.” The mascot for Swift Creek is the cougars. Tying in with the cougar mascot, there is a school-wide behavior policy called “ROAR.” This stands for Respect, On the path to success, Act responsibly, Remember Self-Control. In addition to being posted around the school, the ROAR pact is also posted in my SBTE’s classroom. Also, every morning at the end of the announcements, the students say the ROAR pact together after saying the Pledge of Allegiance. They also state their graduation year. This builds a sense of community because graduation is a common goal for all students, and all of the students in each class have the same expected graduation year, showing a similarity in all students.
ReplyDeleteAnother reason that there is a sense of community at Swift Creek is that student accomplishments are posted on the walls. There is tons of student artwork posted on walls throughout the school. This is great because it allows students to show off their hard work! In addition, on many teachers’ doors, there are cougar paw prints. Students can write about why they are appreciative of another student or teacher on a paw print and post it on their door. This allows the entire school to see the great things the students do for one another! By posting students’ work and good deeds on the walls, it shows the students that it is truly their school and their chance to shine.
Although Swift Creek does a great job of building community, Mr. Houghton seems to take it above and beyond in his classroom. Mr. Houghton and his students follow ROAR, but they also have their own classroom rules. These rules are posted in the classroom and outside of the classroom. What is amazing is that Mr. Houghton hardly has to remind the students of these rules. The students seem very well behaved! When the students are talking too much, Mr. Houghton simply says, “I’m waiting,” and the students get quiet. The students seem to respect Mr. Houghton, and for the most part, they do not act out or show disrespect.
Mr. Houghton also has a pledge to his students posted and signed. In this pledge, he promises to keep students safe, make things as fun as possible, make time to help the students, and show respect. There is a strong sense of mutual respect in the class, and I think that this “teacher pledge” may be one reason for that. Students can see that the teacher is willing to work hard and respect the students, so they are more willing to work hard and respect the teacher and their classmates.
Mr. Houghton has different jobs for the students. These include door holders, carrying the balls to the playground, carrying the first aid kit, wiping tables at lunch, etc. He writes these jobs on the board each day. By having jobs for the students, it allows the students to feel important and responsible. They feel that they are truly part of a community that must work together to get things done and to be successful.
I think that Mr. Houghton’s personality plays a major part in building classroom community. He is a very friendly, relaxed, funny man. He knows how to joke around with the students, but he never does so in an inappropriate way. The students laugh a lot in his class. Mr. Houghton knows how to have fun, but still get things done. He knows when there is a time for work and a time for play. He allows the students to work together often and to talk while working, as long as they get their work done. I think that it is great that he does not have to be too strict, yet the students still learn a lot!
Mr. Houghton also does a good job of building an atmosphere of community with the classroom setup. The desks are arranged in rows of three or four, and the students in these rows usually talk with one another. There are posters all around the room for students to look at. Some of these are educational, but there are also posters for the students’ interests. Mr. Houghton and many of his students love basketball, so he has tons of basketball posters. By having posters of an activity that the students love, the students instantly feel welcome and comfortable. Mr. Houghton also has some pictures of his old basketball team and of his wife on his desk, which all of the students have seen and told me about. By allowing the students to learn a bit about his personal life, the students really “know” him and therefore feel an even stronger sense of community.
I really like the sense of classroom and school community at Swift Creek and in Mr. Houghton’s classroom! When I teach, I definitely hope to have the same sense of community. I plan on creating a teacher pledge, posting class rules, hanging up student work, and having class rules. I would also love to have Mr. Houghton’s laid-back but efficient style of teaching! Mr. Houghton is definitely a great role model for learning how to create classroom community!
Krista,
ReplyDeleteThat is a great idea to have the fifth graders read with the kindergarteners! That truly does build a sense of whole school community. Usually the fifth graders want nothing to do with the "babies" in the school, but this gives them a chance to bond and for the kindergarteners to feel more comfortable with the older students in the school. This gives the fifth graders a chance to feel like important role models and the kindergarteners a chance to have confidence!
Lindsay,
ReplyDeleteWhat a great idea to have students trade their shoe for a pencil! Students in my classroom are constantly losing pencils, and then they end up losing the new pencils they get! By having them trade something important like a shoe, students remember to act more responsibly and keep track of the pencils. Students will be careful to not just drop their pencils in a random spot. This is a great system because it allows students to get the pencils they need, teaches them responsibility, and it allows the teacher to get her pencils back at the end of the day so she doesn't have to buy tons of pencils!
Patsy,
ReplyDeleteI really enjoyed reading your blog. Ms. Enis sounds like she is a great teacher that is very supportive to her class as well as the junior interns. I like that she has the students compliment each other on their work and that they are able to show everyone their hard work. I think that is very important and it definitely makes me think about how I will run my classroom. Doing something like that is a great community builder. I think that the PAWS is a great idea too. At swift creek they use ROAR but, it is just as effective. It really has become a way of life for the students. GREAT BLOG!
Taylor (Tink),
ReplyDeleteI really enjoyed your blog! I think that it is important that the students do respect each other and I think that is a great stepping stone in building a community. I really like the idea of peer teaching. I think by giving the children that responsibility it pulls them into the activity and makes them understand that their contribution matters. When you decide to have the so-called smart kids teach, the children that need help might resent the idea. By having them all work together it builds a sense of community as well as a sense of everyone is created equally which is something I really want to push in my classroom. GOOD JOB!
Patsy, That habitat project sounds really cool!
ReplyDeleteKari
My partnership school, Swift Creek Elementary, is able to create a sense of community through the use of an acronym ROAR, each letter of which stands for a characteristic that students are expected to display throughout the school day. This is a great idea because teachers are able to use ROAR in their own classrooms, and teachers from other classrooms are able to tell students how they should be behaving, even if they don’t know the exact specific rules that each classroom has developed.
ReplyDeleteMs. Wahl has developed a number of ways to develop classroom community. One thing that I really like is the morning meeting, where students greet each other each morning with a handshake and sometimes share something exciting that happened to them. Another thing that really builds community in the class is a rewards system called Monday lunch bunch. Each day students have their homework checked. If a student completed all of their homework one week, then the following Monday they get to participate in Monday lunch bunch. These students eat lunch together in the classroom and watch a movie or television show, such as the Magic School Bus. This system works well not only because it encourages consistent completion of homework and it rewards students with something educational, but also because students encourage one another to complete their homework so that they can participate in Monday lunch bunch. This is especially noticeable among some of the girls in the class, who really work hard to push each other to do their homework so that they can enjoy lunch together.
Overall, I think that both the partnership school and the specific classroom that I am in have a strong sense of community because students are expected to live up to the same expectations as one another and because students are given lots of time to interact with one another in the classroom and are provided with the same reward system.
Tracy and Taylor,
ReplyDeletePeer teaching can definitely be something that has wonderful effects on classroom community....especially if each student is given a chance to teach his or her "expertise".
Great observations,
Kari
Sara,
ReplyDeleteI am also at Swift Creek elementary and I agree that they do a great job of creating a sense of community within the school. The art work on the walls gives the school color and gives the children something to be proud of. I also like the idea of the fifth graders acting as safety patrol, because its done in a way that makes everyone feel welcome and yet know that they need to follow the rules. Swft Creek seems like a great place to work and a great place to be a student at!
Taylor,
ReplyDeleteI really like that your teacher does "peer teaching." I think that this would be beneficial to students for so many reasons. They say that you always remember things better when you are teaching them to others, so it would be beneficial to both the student who is teaching and the student who is learning. Also, students can put what they learn into terms that their peers can understand, which can also be beneficial. I think that this is somethign I would really like to do in my own classroom!
Do any of the students who have to trade shoes for pencils like it? I totally had some fourth grade boys who would have needed pencils on purpose! Do you think this could backfire?
ReplyDelete- Kari
This semester I was placed in Ms. Edwards’ third grade class, at Briarcliff Elementary in Cary, NC. My experience in the classroom has already been completely different than my classroom experience last year. I have both positive and negative about my time there. My peers and I were given a warm greeting from the Assistant Principal the very first day that we went to the Elementary school. He spoke to each of us individually, asked which teacher’s classroom we would be observing. The office staff was very friendly and helpful from the very beginning. All of the staff seemed to be very helpful and friendly not only with us, but with each other as well. This is both similar and different from my experience last semester. Last semester I never got to meet the administration of the school. On the other hand, the front office staff was extremely helpful, and welcoming. I think that it is important for us as student interns to meet the administration of the school. If I were the Principal I would want to know who the college students were that was going to be teaching the students in my elementary school. The members of the staff also try to make us feel welcomed. They constructed a bulletin board that is located at the entrance of the building. On the bulletin board are photos that the Assistant Principal took of us the first day. They wanted all teachers and parents to know who the interns were that would be working with their students this semester.
ReplyDeleteMs. Edwards, my SBTE, does a wonderful job of making sure that everyone feels welcomed in her classroom, including Callie and I. Our SBTE explained to us the first day that she is very sarcastic with her students, and for us to pay her no attention. I have found that her funny and joking attitude that she has with the students allows them to feel more at ease and comfortable in the classroom. This does not mean that she does not have control over the classroom, or does not receive respect from her students. I believe that it is just the opposite; she has created a setting where her students can share their thoughts and opinions freely. Although, my SBTE does this in her classroom I have noticed that this is not the case with other third grade instructors at Briarcliff elementary. Some of the other instructors seem to be cold and standoffish towards the students in their classroom. Because my SBTE only teaching Social Studies, Science, and Writing Callie and I have to go to our STBE’s team teachers that teach the other subjects and observe them. Some of the teachers do not allow the students to elaborate on their answers or methods of how they found their answers. This does not make the students feel comfortable or at ease.
For the most part the students do a good job of creating a welcoming community in the classroom. I have noticed when our SBTE is calling names of students and telling them who their partners are, when certain students’ names are called the class laughs. I do not understand why they laugh at the students. Even though the students that they are laughing at do not react to the laughter I am sure that it upsets them. The teacher never addresses this issue. I would like to address it, but I also want to be sure that I do not over step my bounders as a college intern. The students do a really good job of working together and playing together in specials and during recess. I can only hope that I, as an intern make a positive impression and help to create a welcoming community for all.
Patsy,
ReplyDeleteWOW! I can not believe that you teacher makes the extra effort to make a personal connection with each of her students. I am sure that the students really appreciate it. I also like the idea of displaying the students’ work around the classroom. My SBTE does this as well. I think that it would be good for the students’ to have the opportunity to discuss their work that is being displayed when the teacher hangs it up. It is very important that the teacher provides an opportunity for each student’s work to be displayed at some point in time. Thanks for sharing your experience, I got a lot of great ideas for my future classroom!
Stephanie F,
ReplyDeleteI really like that you SBTE greets the students at the door each morning. I think that this would help to set the mood for the day. My classroom that I am currently observing is very hectic in the morning. The instructor is in and out of the class, therefore the students are not calm or organized. Instead of doing their morning work they walk around talk to their friends and take their sweet old time unpacking. By having a set schedule every morning the students would in return have more order. I agree that there is a good sense of community at Briarcliff. Whenever there are parents visiting the teachers and other staff members always seem to take the time to speak to them and make a personal connection. I always feel welcomed in the school, this is important for everyone to feel when they come into the school.
Every morning, as the students come in, they understand that they are to check themselves in on the roll, put away their book bags and lunch bags, and go to their seat to start their morning work. Having this responsibility every morning creates routine for the students as well as a sense of pride that their teacher trusts them to do what they are supposed to do as she greets students and teachers in the hallway. Her desk and classroom seems to be very well organized, the students know where they are supposed to be and where to find their homework assignments as well as class work.
ReplyDeleteThere are three seventy minute periods in their day, two of which are between specials in the morning and lunch, and the third just after lunch before team time and recess. She has similar expectations for each class, but has observed each class so that she can adequately alter her lesson plans and expectations for each class period. Each class rotates with their homeroom all day, so the students have created their cliques, and I have noticed my teacher addressing that issue when she assigns group work. She generally either assigns groups or, more often, she will ask the class to separate into two groups of boys and girls.
After Briarcliff Elementary became a Project Achieve school, they were required to have “team time” daily. Every day, all three classes gather in the hallway and one of the three teachers on the team presents a mini lesson plan, and the classes disperse to work on some sort of hands-on assignment. This encourages students in separate homerooms to get to know each other and work together academically, rather than just run around outside playing the same games.
The teachers have agreed on a plan of discipline that will remain constant through the rotating classes, and they corroborate frequently. If they are worried about a particular student in their class, they see if that student is struggling in their other classes as well. I observed them a few different times in parent teacher conferences, and they all seemed to be knowledgeable about the student’s performance in all of their classes. I think that communication between teachers and parents and amongst teachers is especially important at this stage, as the students are experiencing rotating classes for the first time. They are being eased into this schedule, because they do remain with the same group of students all day, but it is an adjustment to have several teachers and change classes, and teachers must stay on top of things so that no student suffers.
School wide, Briarcliff offers many routines that are typical of elementary schools, but all of which help build community throughout the entire school. Morning announcements, saying the pledge, PAWS, and having activities outside of school are all found is the majority of elementary schools but are definitely a positive way to build community for the entire school, not just a single classroom or team.
How does your Partnership School and classroom create a sense of classroom community?
ReplyDeleteObservation on February 2, 2009 before school around 8:05
Two students walked into the classroom with smiles of excitement on their faces. They run up to Ms. Enis with a letter in their hands. They came to share a letter they had written as an assignment for their new 5th grade teacher. The prompt was “Name someone special and tell why are they are important to you.” The two little girls had both written about their fourth grade teacher Ms. Enis. An excerpt from the letter read, “Ms. Enis is my favorite teacher and even if I find another great teacher I will NEVER call her my favorite!” Ms. Enis smiled and said, “this is why I love teaching!” as the girls ran off to go to class Ms Enis said, “Remember what I said girls don’t get in trouble but you do, (and they all said in unison) don’t get caught!” I thought to myself, Wow! I realized that your attitude as a teacher makes all the difference. Children can see through teachers who don’t really care, and cling to those that do!
At Briarcliff Elementary School they have tried to separate classes within each grade level according to intellectual ability levels. Because this school is a school of inclusion this becomes very difficult. Within one group you can see a great variety of abilities. Teaching in these kinds of circumstances can be complex because learning how to scaffold learning to assist in development is difficult yet in this situation critical. Throughout my observations I realize that Ms. Enis takes a unique approach with each group she teaches. She teaches the same content, however she changes her approach to effectively impact each student.
She used a focus lesson supplied by Wake County Public Schools that introduce the literary genre, “Legends” Even though she taught the same lesson three times, each one was drastically different. The blue group is the group that is the “average” group. She basically read the lesson straight through and asked if there were any questions. The green group is the group with some autistic children ranging in abilities. She took more time, read less from the script and even went on-line to find a picture to supplement the lesson so students could see what Blowing Rock looked liked. In the last group the Red group, these are students who have been tested and are Academically Gifted or scored fairly high on the End of Grade Tests, this group finished in record time. Many of the students had been to Blowing Rock, North Carolina and were able to tell about their experiences. She adapts her approach according to each class. Because she does this I believe that the student make personal connections with the lesson. Because her expectations are clear and she shows that she cares about each student there is a very strong sense of community.
As you walk down the halls at Briarcliff you may also notice that they have student involved with their school by being carpool assistants, hall monitors, or office helpers. They even include students with autism and allow them to have roles. I thought that this was amazing way of including every student while sending an underlying message that all students are welcome!
Patsy, I can not agree with you more. I really wanted to read your response because even though we are in the same classrooom doesn't mean that we take home the same messages. I really am glad that you are observing the same things that I have observed. I also hope that we are able to emmulate our wonderful teacher in our future careers!
ReplyDeleteAbbie, As we have read in Wong & Wong routine and consistency are absolutely key in creating community. I also think that the Positive Behavior System has alot to do with the development of the community throughout the school. I know that it takes a lot of planning to achieve and plan the routines but I am beginning to realize that it is an essential part of molding the students into successful individuals.
ReplyDeleteI feel that at Reedy Creek they do a wonderful job in creating a sense of community! I feel there is community in the classroom, amongst the students, and even within the staff of the school. I am currently in a 5th grade classroom and I believe that my teacher does a wonderful job in creating a sense of community within the classroom. Ms. Mann stands at the door each morning and greets each student as they walk in. I really feel that this really makes students feel welcome and creates a sense of unity in the classroom. I feel that this has a great impact on the students because they may not even have that kind of support at home. When they walk into the door and someone is excited they are there and desire to see them succeed has a lasting impact on students and could possibly make them feel that school is a home away from home because they feel cared for and know that Ms. Mann wants the best for them! I feel this creates a great sense of classroom community.
ReplyDeleteAlso at the school on Tuesday mornings they have the daily news. I feel that this is a great way to connect the entire school. Students from all different grade levels help put on the news. I think it is great that they do interact with all grade-levels because this teaches them for the future when they have to deal with people of all ages on a daily basis. I feel like this helps push them in the direction of community with everyone across the grade levels. I believe that students may not fear other students that are older than them as much also once they have had interaction and realize that the older students will be respectful.
Each Friday the class I am in doesn’t go to specials but instead Miss Mann has the student’s read to the kindergartners of Reedy Creek. I think this is awesome and incredible. They are not only getting the practice of reading and helping others but they are also connecting with different grade levels which I really feel helps create a sense of unity throughout.
I love that in the classroom Ms. Mann expects her classroom to have a sense of unity. She stresses that each student must be respectful of each other and attempt to get along at all times. When doing group work she has an acrostic she uses, I can’t exactly remember what it was (GROUP WORK). She always tells them I know that you may not exactly enjoy being around someone who is your group but you still have to get along for the work and be respectful. I believe that this is great, I feel such a great sense of community when in the class because everyone is expected to get along with each other in a respectful way. I feel it is almost like a family. Sometimes someone may be annoying in your family but you still love the person and still attempt to be respectful and civil. I feel that Ms. Mann has done a great job with these expectations in the classroom.
What I have really enjoyed seeing is the community amongst the staff at the school. Each grade-level has a team of teachers that work together. I think that this is wonderful to see! They seem to all get along extremely well and this helps them to come up with great ideas for the students. I feel that this is great for us as interns to feel this great sense of community because it is nice to see that we can have support and can work together with others to come up with creative ideas to help students to be more engaged with the topics we are discussing and even just encourage each other on a bad day. At Reedy Creek Ms. Mann and the team teacher across the hall are extremely close friends and are able to encourage and build each other up and also brainstorm together ideas to use in the classroom. I think this is pretty cool!
Overall I feel that Reedy Creek does have a great sense of classroom community. It is refreshing to see and to realize that there are schools out there like this!
My partnership school Briarcliff Elementary, helps to create a sense of community in many ways. The first meeting at the school was a good one in that the principal actually greeted all the interns himself. This was different from last semester when the head principal hardly spoke to any of the interns. This is something I thought to take into consideration when thinking about what kind of administration I would like to work under; I would rather the principal at my school be verbal and be willing to discuss issues if they ever come up.
ReplyDeleteBriarcliff also has rotating classes according to subject area. I think this aspect of the school’s upper grade curriculum also helps to build community within the students and teachers. The students in each grade rotate within three groups as well as have homerooms to go to. I think this movement between students and classes help all the teachers and students grow to know one another, rather than one teacher per 20 students. I think that by the movement of classes everyone gets to know everyone and I like that aspect of Briarcliff.
My classroom at Briarcliff also created a good sense of community. At each rotation of 3rd grader groups, a sense of togetherness and cohesion could be found. Although each group was different, all the students understood and knew to respect not only the teacher but one another. There was also an incident this past week in which one student’s snack went missing. A student was accused but the situation was put to rest since nobody knew who the culprit was. After about 20 minutes of having the issue silenced, the accused girl stepped forward and admitted to taking her fellow classmate’s snack. Although this is not an action to be praised, I found it somewhat assuring that it ate away at her to the point where she had to confess. I think this showed what high expectations of good character the school had for its students. I also found my SBTE to be a good leader of community as well; when a problem arose in the classroom, she was right on it and led the students to solve their own problems through working them out with one another. I think overall the teacher as well as Briarcliff Elementary, have a good handle on keeping a positive atmosphere in the building of its school and classroom community.
Kara,
ReplyDeleteI think that is so nice that your teacher stands at the door each morning to greet the students. I also have a school that creates a good sense of community amongst the faculty and the students. I hope to be able to work for a school that creates a good sense of community like that.
Karen,
ReplyDeleteI can also see at Briarcliff that the teachers do make an effort to suit the needs of each level they are given. I think that your teacher sounds like she even goes the extra mile in trying to scaffold each set of her students. It takes a lot to do that three different times a day and kudos to her for doing it!
This semester I am in Mrs. Jurgensen’s fifth grade class at Reedy Creek Elementary. Mrs. Jurgensen does lots of things to create community inside her classroom. First of all, the students and teacher both have a list of ‘jobs’ posted at the front of the room. The students have all signed their list of jobs saying that they agree to them. Instead of only having a list of student jobs, Mrs. Jurgensen also created a list of jobs for herself as a kind of promise to her students. This is great because it helps students know that Mrs. Jurgensen also has rules and responsibilities to follow and that she takes them seriously.
ReplyDeleteMrs. Jurgensen also teaches her entire class to be responsible for their classroom. She does not allow the janitors to clean the classroom at the end of the day. Instead, she has the students clean up their area. She told us on one of our first days there that the students know that this is their classroom and that they are paying rent for their desk. The way that they pay rent is by keeping the classroom neat and clean. This creates a sense of ownership on the part of the students over their classroom which is really cool. The students know their responsibilities because they are reinforced on a daily basis.
Mrs. Jurgensen also tells stories to her students which she insists must stay ‘just between us and not leave this classroom’. For Example, on the Friday before Valentine’s Day Mrs. Jurgensen allowed each student to eat a piece of candy before going to specials. She insisted that this was a big secret and that the students must tell no one about the candy. This creates a bond of trust between the student and the teacher that is unique but essential to the development of good classroom community.
Reedy Creek Elementary as a whole is also considered one big community. The students have school t-shirts that display the Reedy Creek Elementary Frogs. Student behavior is considered by the principal as a whole and not an individual grade level or student. When making the decision about having a spirit week at Reedy Creek Elementary, the principal issued a test to all students over the intercom at the beginning of the day. He challenged students to have good behavior so that he could decide whether or not Reedy Creek would have a school wide spirit week. The next day, the principal announced to students that based on some behavior he saw in the afternoon the day before, the school could not have a spirit week at this time. This is a powerful way for getting through to students as a body and community. It teaches students that their individual actions are considered and play a role in privilege and opportunity given to others. This teaches them to be responsible citizens of a community which is a valuable lesson.
Sara,
ReplyDeleteI think it is great that your school has the fifth graders monitor the school. This really unites them and gives them leadership opportunities as a grade level. Also, how cool that they say their graduation year together each day after the pledge. I would think that this really unifies the students because it reminds them that they are all working for a common goal. SO COOL! Great post!
Kara,
ReplyDeleteI also like that the teachers at Reedy Creek stand at the door to greet their students each morning. This truly does make them feel more welcome and at home in their classroom and with their teacher. Also, I never thought about how the school news cast unified the school as a community before reading your post! Great job! Nice post! :)
Callie
ReplyDeleteI think that is so cool that the principal introduced himself to all of you! That is great and makes you feel so welcomed. I think it is great for adminstration to be that way because I know that I would desire to work under someone who I feel comfortable talking to and seems to open to talking!
Sara,
ReplyDeleteI think that is wonderful that the student's have their artwork posted up for everyone to see! I know that this is positive for the students and make them feel like their hard work is really valued:)
I believe classroom community is one aspect of fourth grade at Briarcliff Elementary that could use some improvement. The students are in two groups each day. First, they have their morning Math, Language Arts, and Writing classes with three different teachers in their learning level groups. I have observed all the groups in each of their morning classes and their behavior changes depending on the classroom they are in. Each teacher has a different way of running their classroom, expectation of students, and teaching style. I believe the way teachers present themselves and set expectations for the class affects the classroom environment. Teachers need to model by treating their students with respect just as they would want their students to treat one another.
ReplyDeleteOne particular concern I have in our classroom is for a girl diagnosed with autism. In another fourth grade class there is also a child with autism and his classmates help him while being extremely patient. However, in our class, this young girl is made fun of and talked down to. My SBTE has recognized this issue and I have witnessed several conversations she has had with students who are verbally abusing her. It seems each of the students in our class have no personal connection with each other and it does not feel like a “classroom family”. I think this might be part of the problem since the students cannot be empathetic since they do not truly know one another.
However, a positive characteristic of being involved in multiple group settings is that students are able to interact with more students than they would in a traditionally structured classroom. Also, during morning classes, students are able to interact with students with their same learning needs, which can be an empowering experience for them. The confidence they gain from knowing other students struggle with similar needs or need similar challenges is transferred into their afternoon classroom. Within the classroom, there is a wall that lists the classroom jobs. The designated jobs change daily and it gives the students a sense of responsibility. Having responsibilities in the classroom makes students feel they are important and are contributors to the classroom since their peers depend on them to accomplish their tasks.
As a whole school, I like how Briarcliff does not have a single mascot, but instead each grade is a different animal (i.e. fourth grade is the “Giraffes”) and each animal cohesively forms the “Bunch”. By being a single part of a whole group, each grade becomes a distinctive and essential component to the school. The reward system at Briarcliff is also unique. The entire school recognizes the good behavior tickets each class receives. The winners are revealed on the morning announcements and the class receives points to spend at the school store. Individual students are also eligible to receive awards for exceptional behavior and are treated to a special lunch where they can invite their parent/guardian to celebrate their accomplishment. In addition, these students are asked to say the pledge of allegiance during morning announcements.
In respect to school administration, I like that Briarcliff staff makes a point to get to know the students. I see the Principal and Assistant Principal constantly walking around the school, observing classes, and talking to students. It is important that students know that the administration cares about what they are doing in school. I believe it sets expectations for students since they know their superiors will be checking on their work and behavior. The school also has made us interns feel special and a part of the community. The Assistant Principal has gone out of his way to meet us and the front office staff is extremely helpful. Our pictures were also taken and placed in the front lobby on a poster that is titled “Welcome NCSU Interns!” I know for me, I feel like a part of the Briarcliff Bunch now!
Sara,
ReplyDeleteI LOVED how students accomplishments are accomplished on the walls of the school! It must really make students feel a part of the community since their work is visible to everyone! The cougar paw prints are also fantastic! I have never heard of a school do anything like that before. Since students can see the positive remarks on teachers' doors, it must encourage them to do good deeds for others and appreciate their peers or staff!
Brittany,
ReplyDeleteI think the Monday lunch bunch is wonderful! It's not only a great method to motivate students to finish their homework, but it shows that students want to spend time with their peers! It also creates an atmosphere where students encourage their peers' to finish their school work so they can participate. Finally, I like how your classroom has a morning meeting. Students have a time to get to know their classmates and share something important to them. Furthermore, I think it must help with classroom management since students are able to talk before class begins.
Lindsay,
ReplyDeleteI love that you mentioned your teacher and her borrowing rules- I remember my own fourth grade teacher having a same sort of rule- we had to give her collateral.
I also remember our first day at Briarcliff- the assistant principal coming and introducing himself did help me feel more comfortable and welcome in their school, and did enhance the feeling of community.
Callie,
ReplyDeleteThat is a good example of how high the expectations of good character are at Briarcliff! I know that my SBTE has the same expectations, and gives her students a lot of responsibility in her classroom. I think that by doing this she is definitely strengthens good character traits and she also has a system so that she can check behind her students if needed and know who did not do their job.