Subjects Matter
(Page 167) “We need to make the classroom a community, a place where students feel safe to take the risks involved in learning where they see it connected with their lives, and where they help and learn from one another instead of working as isolated individuals.”
As I reflect back on my freshman year of college, I realize just how important community is. As I sat in class with 150-200 people (and 500 others in geology) in my freshman-level-everyone-has-to-take-them courses, I just went through the motions. I showed up to class and took notes, but I really didn’t feel like I belonged there. The fact that I lived at home instead of on campus (the deal being with my parents that I could stay home and they would pay for it, or I could go off somewhere and pay for it myself) made me feel like I belonged even less. While in high school I made all A’s and B’s, that was definitely not the case my first year in college. I know my less than desirable grades were a direct result of not knowing anyone in class and not feeling like I was a part of anything when I was sitting there. In my upper-level courses where the classes were much smaller and the students actually communicated with each other about course material, I performed much better…because I felt like I could take risks (I would have NEVER asked a question in front of 100+ people in fear of the question sounding stupid) and I learned not only from the instructor but my classmates as well.
When Kids Can’t Read
(Page 260) “And students won’t believe us unless we create opportunities for success…social and emotional confidence almost always improves as cognitive confidence improves.”
Boy, did I ever get a reminder dose of how it feels to be a struggling reader/learner this summer! I participated in an alternative assessment workshop in June for special education where our job was to set the cut-off scores for SC-Alt, the alternative state test for students with disabilities. While I taught special education—LD resource—while I was in the classroom, I participated in the workshop because of my English certification and knowledge of ELA standards. I had never given a true alternate test for special education (my students always had to take HSAP and EOC just like everyone else; they could receive accommodations, but they weren’t completely different types of test…with SC-Alt, we’re talking about tests that have to be administered one-on-one). I was one of many educators there to be able to help with the interpretation of ELA standards. The man leading the workshop apparently did not get the fact that those of us who had never given alternate test were completely confused about how the test was administered and it truly seemed to make no sense—he told us the questions become progressively more difficult though the test, but I found the exact same questions on pages 24 and 96. What?!? My frustration level was rising and I just wanted to leave. None of it was making any sense to me. Had I not committed to being there for three days, I would not have returned. I must confess my attitude was not very pleasant. There was a very nice special ed teacher at my table who had given the test, and she helped me understand it a little better, though I was still a bit confused. When I sat through this workshop and became increasingly frustrated, I kept thinking this is how some of our kids feel in our classrooms every day! How in the world do they stay motivated to even come to school? I couldn't handle it fo one day. How do they do it day in and day out? No wonder some of them drop out when they’re 17 if no one takes the time to get to know them and do everything they can to help them understand the material!
As you reflect on these two chapters, share some of things you do to build community in your classroom. It may be something that is mentioned in the text we read or it may be something completely different. What kind of results have you seen with these practices? If you’re new to the teaching field and are still working on building community in your classroom, what kinds of things are you trying (or what would you like to try based upon what we read in our texts)?
(Page 167) “We need to make the classroom a community, a place where students feel safe to take the risks involved in learning where they see it connected with their lives, and where they help and learn from one another instead of working as isolated individuals.”
As I reflect back on my freshman year of college, I realize just how important community is. As I sat in class with 150-200 people (and 500 others in geology) in my freshman-level-everyone-has-to-take-them courses, I just went through the motions. I showed up to class and took notes, but I really didn’t feel like I belonged there. The fact that I lived at home instead of on campus (the deal being with my parents that I could stay home and they would pay for it, or I could go off somewhere and pay for it myself) made me feel like I belonged even less. While in high school I made all A’s and B’s, that was definitely not the case my first year in college. I know my less than desirable grades were a direct result of not knowing anyone in class and not feeling like I was a part of anything when I was sitting there. In my upper-level courses where the classes were much smaller and the students actually communicated with each other about course material, I performed much better…because I felt like I could take risks (I would have NEVER asked a question in front of 100+ people in fear of the question sounding stupid) and I learned not only from the instructor but my classmates as well.
When Kids Can’t Read
(Page 260) “And students won’t believe us unless we create opportunities for success…social and emotional confidence almost always improves as cognitive confidence improves.”
Boy, did I ever get a reminder dose of how it feels to be a struggling reader/learner this summer! I participated in an alternative assessment workshop in June for special education where our job was to set the cut-off scores for SC-Alt, the alternative state test for students with disabilities. While I taught special education—LD resource—while I was in the classroom, I participated in the workshop because of my English certification and knowledge of ELA standards. I had never given a true alternate test for special education (my students always had to take HSAP and EOC just like everyone else; they could receive accommodations, but they weren’t completely different types of test…with SC-Alt, we’re talking about tests that have to be administered one-on-one). I was one of many educators there to be able to help with the interpretation of ELA standards. The man leading the workshop apparently did not get the fact that those of us who had never given alternate test were completely confused about how the test was administered and it truly seemed to make no sense—he told us the questions become progressively more difficult though the test, but I found the exact same questions on pages 24 and 96. What?!? My frustration level was rising and I just wanted to leave. None of it was making any sense to me. Had I not committed to being there for three days, I would not have returned. I must confess my attitude was not very pleasant. There was a very nice special ed teacher at my table who had given the test, and she helped me understand it a little better, though I was still a bit confused. When I sat through this workshop and became increasingly frustrated, I kept thinking this is how some of our kids feel in our classrooms every day! How in the world do they stay motivated to even come to school? I couldn't handle it fo one day. How do they do it day in and day out? No wonder some of them drop out when they’re 17 if no one takes the time to get to know them and do everything they can to help them understand the material!
As you reflect on these two chapters, share some of things you do to build community in your classroom. It may be something that is mentioned in the text we read or it may be something completely different. What kind of results have you seen with these practices? If you’re new to the teaching field and are still working on building community in your classroom, what kinds of things are you trying (or what would you like to try based upon what we read in our texts)?
13 comments:
When I was teaching I tried to build a community within my classroom by getting the students to know one another. The first day of class I would do some activities that allowed students to tell one another things they were interested in or things they disliked. They also came up with ways or reasons on why they were unique. After the first day at the start of class I would play a game where I would read some information about a student that they shared with the class. The students then would try and guess what student I was talking about. Whoever guessed correctly got a homework pass.
I also would randomly assign groups instead of letting students choose their groups. This would give students the opportunity to work with other students other than their friends.
I felt by doing these things that my classes ran smoother. Because the students knew and worked with each other I had less problems with discipline issues. Students got along better and because of this they were able to help each other out when they were struggling.
I felt very strongly with the author in providing a positive classroom where every student can feel safe no matter what their capabilities or disabilities may be. When you feel safe in your environment or surroundings you can feel accepted and learning can't help but take place. Students won't feel embarrassed and would be willing to explore new situations.
I really like what the teacher did with the use of the bell in dealing with negative comments and gestures in the classroom. The students were able to become aware of their behaviors and their willingness to make a positive change were immeasurable.
Sometimes, I feel that we all have become more complacent and desensitized to the well-being of others. This technique was a great way to demonstrate the negative behaviors of her students to become conscious of something that they probably would not have recognized.
From Karen Kish...
I loved the section about the using the ding-a-ling bell. It’s so true. If you can take away the hostility and insecurity in a classroom, there’s nothing left but the opportunity to learn and grow without hesitation and fear of being wrong or what peers may think. Of course, that must take A LOT of time and patience, but would be well worth it.
I have a few struggling readers and when I came upon the section of the reading that discussed how struggling readers read with the dominant, efferent stance, I began to picture those kids in my head and thought about how that is exactly what they do.
They view reading and writing as assignments to get through rather than letting what’s inside the assignments sink in or form any attachment with them. They see themselves as one track people and school is not their track. However, when we found things for SSR time that revolved around what they considered to be things vital to “their track,(driver’s ed manuals, street books, car, sports, music books, etc),” some of them changed their tune. Some of them try so hard to not be discovered. When I find something that they like, what they like now is all of a sudden different than what they liked before. It seems like they’ll do anything to dodge being found out. How can I change that?
I completely agree with the readings for this week. This year (even though we’ve only been in school a little over a month) I’ve learned the extreme value of getting to know my students on an individual basis. I’ve gotten to know so much about the students I’m teaching, and while most of the news has broken my heart, I’ve realized how much insight it gives me into their learning and ability levels. If we simply look at the kids as an entire group and not as individuals, we’re not going to effectively reach each of them.
I agree with what both Harvey Daniels and Kylene Beers have written. Harvey Daniels wrote, “We need to make the classroom a community, a place where students feel safe to take the risks involved in learning, where they see it connected with their lives, and where they help learn from one another instead of working only as isolated individuals.” If students are not comfortable with their teachers and their peers, they’re not going to be willing to take those risks in learning and sharing. I believe the freshman program is doing a great job at building a community of learners among our ninth graders. The students seem comfortable and safe with each other. While they do get to experience an elective class with the rest of the school, they are able to take their core classes with students they have gotten to know. In order to build community in my classroom, we have begun with a thematic “Who Am I?” unit. Students have written “Where I’m From” poems and have completed group assignments to get to know each other better. I also plan on using small group instruction at times, which will help students to learn from and with each other. I’m a fan of cooperative learning…instead of the teacher doing everything. Plus, students are going to learn so much more from each other than compared to what I simply “tell” them.
Another plus to the freshman program is how easily we teachers are able to move students around…we’ve already done this. If combinations of certain students don’t work, we simply make necessary moves. I agree with Karen that the ding-a-ling activity the teacher in Kylene Beers’ chapter completed was super neat. I want to do this. I’m thinking about one of my classes specifically. In that class, the students are over-all below basic in their testing scores. There are quite a few students with learning disabilities, and there are six ESOL students. Learning can, at times, be difficult for these kids, and so they can become easily frustrated. While these kids seem comfortable with each other, there are times they do not think before they comment on each other. If I were to use the ding-a-ling activity, I would be teaching my students that “belittling remarks—through written language, oral language, or body language—will not be tolerated.” Plus, the students are working towards a reward. They learn to work together as a community to treat each other respectfully.
Finally, I also enjoyed the information Harvey Daniels wrote about the importance of conferences. I’ve tried to complete reading and writing conferences with my kids. I believe they’ll truly learn more from those brief conferences with me. They’ll get more out of my talking to them quickly about their reading or writing than out of what I write or give them a grade on. I appreciate the suggestions Harvey Daniels gave us, especially the idea of keeping individuals goals sheets for each student.
P.S. Sorry I'm long-winded...English teacher...enough said!
22 September 2007
Quick question: are we being graded on spelling and grammar, since this is a blog? I’m trying, but I periodically include sentence fragments- just to warn the English teachers.
Because I am a world-class procrastinator (though clearly off my game – it’s only Saturday!), I’ve only finished reading the chapters today. However, they could not have been read at a more appropriate time. My fourth block class yesterday was a perfect example of the necessity for community building exercises.
Fourth block is always hardest for me. I’m an introvert and by the time they come to class, I’m often just tired of seeing people. I just want them to be quiet sponges at that point. And, of course, they’re tired of sitting still and not being allowed to talk. Needless to say, it’s not a good combination. Add to that the fact that many of my students are not especially good students. This comes out in a couple ways. Some just sit and do nothing, refusing to take notes or participate. Some choose to act up – talking to their classmates, making wookie noises, etc. And the students who are at least mildly interested in passing the class get distracted (at best) or ticked off (at worst).
All of this came to a head yesterday when one of my darling freshmen continued to make comments and was really getting on everyone’s nerves. Another student’s response to everything was “what? the only thing I understood was the word ‘Englisch.’” As if it was my problem that he didn’t recognize German he’s heard EVERY SINGLE DAY! Between the two of them and my other darling’s wookie noises, I had had enough and was starting to really fuss at my students. This, in turn, only annoyed the other students to the point where they started yelling at the students who were annoying me. And this was when I realized how out of hand everything had gotten.
So for the first time ever, I decided to try a community forum where we set standards and consequences together. I asked the students to write down what their goals were for my class, as well as what they needed from me and from their classmates in order to accomplish that goal. The responses were exactly what you’d expect. Most of them wanted to pass my class, learn a little German and they needed their classmates to stop talking. (As an indicator as to how badly my attitude had spread, I had to read the responses first and give their classmates the Mickey Mouse version. The use of profanity and personal threats would have gotten us all expelled.)
I feel especially bad that one of my students seemed to really be the target of all their comments. On Monday, as their Am Anfang (like a bell-ringer), I’m thinking of asking his classmates to write one thing they like about him. I would then type them and give him a copy. Do you think this is a good idea or do you think it will leave him open to more criticism from his classmates?
All of that to say that I’ve experienced first hand when the community aspect openly interferes with the learning in a classroom. One of the students had told me before that she wasn’t willing to ask questions because she didn’t want the others to think she’s stupid.
So here are some of my questions. On p.259 of When Kids Can’t Read, Beers states that students appear not to be trying, but in fact “they are trying – they are just trying at what matters the most: keeping some form of respect with their peers.” To me, this is a fairly futile attempt. Popular opinion is so fickle. Not to mention the fact that just because something is a popular opinion or supported by the majority does not make it a good thing. Sometimes it just means the majority is wrong together. So how do you help a child who refuses to try more because she feels that it’s important for everyone to think she’s cool, rather than smart?
I’d also like to hear from you what you do to keep students from tearing into each other. They can be so mean and I often feel that if I don’t address it, it’s seen as condoning it. (At least from the perspective of the student called stupid.) Have any of you tried something like the “ding-a-ling” bell?
Oh, and one more thought. I was especially intrigued by Beers (I promise, I did read the other book, too.) point on page 263, where she describes the English teacher who read Huckleberry Finn with her students. She writes, “ What’s important to remember is that the success these students had with these texts was tied to the work the teacher was willing to do in providing the necessary scaffolds.” I wonder how many times I shy away from an activity because I assume my students won’t be able to do it…
Ruth Ann, thanks for writing so much. It made me feel much better! I have a question about your conferences. How do you keep all of them busy? I try giving them longer assignments to give me time to work with individuals, but it seems that the longer the assignment I give them, the more quickly they rush through the activity and I’m scrambling to come up with something else to keep them busy. Thoughts?
Hey, Nicole. I'm so sorry about all of your fourth block stresses. I know what you mean!
I wanted to comment on how you said you were going to have your students give compliments to the student they were all irritated with. This reminded me of an activity we did in my teacher cadet class my senior year in high school. We each had a piece of paper on it that had a pot. The teacher gave us enough sticky notes to write something on each piece of paper about each student in the class. We had to say something positive, of course, and then we took a few minutes to walk around and "fill each other's pot." After we had distributed all of the notes, we sat back down and read what people had to say about us. We didn't have to sign our names, so the comments could be annonymous. One of my best friends was in the class with me. We to this day remember what some people wrote about us in our pots. (And a lot of these people were students we'd never been friends with...but they still wrote such encouraging words.) It was a great community building exercise, and it encouraged us (even to this day.) That might be an activity you want to do as a whole class, instead of focusing on just one student. I'm sitting here thinking that I'll probably do it now!
About the conferences...when I do reading and writing workshop conferences, students are either independently reading or are working on a writing assignment. Generally these assignments keep them busy, but I won't lie and say there are never kids who easily get off-task!
I completely agree with the idea of ‘building community’ within our classrooms. Kids must be made to feel comfortable before they can take risks, and taking risks is necessary for growth. In past years, I haven’t had difficulty establishing a learning culture in my classroom. Perhaps because I worked in a middle school, the negative habits weren’t quite as ingrained. With a few team-building activities, some talks about not tolerating put-downs, immediate responses whenever I heard a put-down, and well-chosen comments to spotlight individual student’s strengths or accomplishments; each class had a real sense of ‘family’. This year, things are different. The students’ interactions are very often negative. They frequently say hurtful things to each other. My attempts at eliminating them (the comments, not the students) are not going very well. I also would like to try the ding-a-ling bell (a 1970’s term if ever there was one!) And I, like Nicole, would be interested in hearing suggesting for keeping the students from making mean comments to each other. I do intervene each time an inappropriate comment is made, but some kids continue. They say that they are ‘just playing’.
After I read the section on making sure that students know one another’s names, and then had a student say to me on Thursday, “You know, the dude that sits there”, I immediately thought of the connection between negative interactions and the sense of community. Friday morning after announcements, their assignment was to write each of their classmates’ names on a sheet of paper to show where they were sitting. I learned that they did indeed know each other’s names. Yay, Freshman Program! The students also worked in cooperative groups two days this week and I made a point of sitting down with each group and praising individual strengths. Kids smiled proudly when I said that they had something figured out correctly and could show the rest of their group how to proceed. Most of the groups worked very well together. The students helped each other and learned from each other. I thought we were making real progress as a class. But on Friday, there were still three students who refused to even attempt what I asked them to do.
I believe that “…social and emotional confidence improves as cognitive confidence improves.” (p.260) As students get better at their work, they feel better about themselves. As they feel better about themselves, they feel less of a need to put others down. They feel more comfortable and more willing to take risks. To this end, I structure learning to build success. I try to encourage and motivate. And then I think back to those three students on Friday. It makes me think about how hard they must be working to “... keep some sort of respect with their peers”. If I’m working as hard as I am to get them to participate, then they must be working equally hard to refuse me. And it sort of goes along with what Karen said about some of her kids trying so hard to not be discovered or found out. If they never try, then they can’t fail. But they need to see that if they don’t try, they can’t succeed.
Another point that really hit home for me was the discussion between the aesthetic and efferent stances towards reading. Since the majority of students that I see are struggling and reluctant readers, I love the idea of sustained silent reading for high schoolers. No questions, no tests, just read. In the academic support classes, they must also respond – but again, no specific questions, no tests, no right or wrong. Kids need to see that reading can be enjoyable, not just hard work. Hopefully we are on the way to developing students who can easily switch to an aesthetic stance and become lifelong readers.
I'm with you, Karen, about the ding-a-ling bell. I was shocked to hear that she was using this technique so effectively with 11th graders! I would like to come up with a technique like this that would make students more aware of how easily they can tear down a sense of community in the classroom. The necessity of community building that Daniels and Zemelman address is so important. I think we, as educators, all recognize this, but sometimes it gets lost in the need to focus so heavily on curriculum and standards. I've seen in year after year, though. When students feel comfortable with their peers, they're more 'okay' with putting themselves out there, even if they make a mistake. When they know that others will not laugh at them, they aren't so reluctant to try. What Daniels and Zemelman explained goes right into Beers's explanation of how students lose confidence in themselves.
I liked how Beers compared lack of student confidence to lack of teacher confidence in her seminars and workshops. We can recognize why it's uncomfortable to speak up when you might be wrong, but we constantly put students in that position. It's made me think a bit about if I overuse choral questioning in my class. Maybe there's a more effective way. In the past, I've used small group discussion questions, and then had the groups shift into a whole class discussion on the same topics. This keeps the students from feeling isolated in their ideas because there was a group of 2-4 other students whom they had a chance to discuss the questions with first before addressing the whole class.
I'm very passionate about having a community of learners so I enjoyed what Daniels and Zemelman had to say on the subject. It was also nice to see 5 main ways listed out that can be used to help build a community of learners. As far as collaborative learning, I've always enjoyed the idea of group work and used it frequently during my student teaching. However, this semester with 30 students in two classes, I wonder how or IF I can make group work well...work. Quite often I have students work in pairs because with the size of the class it doesn't seem as if I can get the groups to the right size so students will be productive, and well, my point is that I wish Daniels and Zemelman had address using various methods of collaborative learning while discussing it as a method to building a community.
I also enjoyed what Beers had to say on the subject of creating confidence and therefore building a community in the classroom. I feel with this being my first year and with feeling as overwhelmed as I did the first weeks of school that I did not build the community in my classroom that I had wanted to build. My third block class has 16 students and I recently realized there was serious community lacking in the classroom. So, I incorporated some community building activities into lessons and some students are more involved than they were before. I've also started giving out reward tickets to try and help students muster up the confidence to participate in class discussions/provide answers. It seems to have helped.
Also, along the lines of Beers discussing the elimination of negative comments in the classroom. I always remind students to use positive comments when I hear a negative comment made ("Positive Comments Joe") and it seems to catch on. Last year the students began to remind one another about positive comments when they heard a negative comment. There are also some words I flat out tell the students I do not like, such as "retard," and ask them not to use them.
This is what Amanda wrote:
As I was reading the assignments, I stumbled upon some really good ideas I would like to try in my classroom to support the confidences of my students. I never thought that making a mistake was a good thing. I try really hard to be “right all of the time.” But, when I read in Subjects Matter that some teachers make mistakes in calculations on the board on purpose, I thought, “Wow, what a phenomenal idea to get students’ attention.” I will definitely have to try this technique in my classroom.
I already try to build a community in my classroom by offering positive consequences for academic success in my classroom. Students who score an A or above on a test receive goodies (candy, homework passes, etc.). I try to regularly praise students who are promoting good behavior in my classroom.
When I lecture to my students, I try to hold more of a discussion/conversation with them. I like my students to be active participants in their learning. I ask them questions constantly and let the students drive the discussion of the material. I know there are 20-something kids in the room, but I still want them all to feel comfortable enough about speaking in front of their peers.
One strategy I tried last year was giving each class a new seating chart every week. Most of the students would complain about having to move and be near someone they didn’t know or didn’t like. After a while, some students would look forward to Mondays. Several students wrote in my yearbook that they enjoyed getting to know people in my class by changing seats every week. I think this method had a great impact on my classroom. Students were given the chance to really get to know everyone.
Amanda E. Spencer
From Cheryl Outlaw...
I believe there should always be a feeling of community in your classrooms. The one attribute that should be shared by students and the teacher is respect. I always start the year by telling students they have the right to their opinions, comments and ideas; However, they must respect the views of everyone in the classroom even if it means they must agree to disagree.
In Social studies we connect current events with the history of our nation. We discuss taxes, welfare, war, policies, immigration, etc. The content and discussion can become heated but everyone must respect each other’s comments.
The pots in Teacher Cadets really works. It does build a community of trust. Try it in your classroom but try it with everyone participating.
I have several methods of trying to reach all students.
Individual conversations
Discipline in the hallway
Humor
Cartoons, articles for discussion
And newspapers.
Main thing: Remember not everything works for everybody. Know your students and try different modes of instruction.
B. Raines
Chapter 7
I would not be an effective teacher if I did not allow a classroom community to develop.
These young people need to belong. They are more productive if they are comfortable with their environment. The first day getting to know you activities are a must if you expect the students to work together. The more they know about each other the more likely they are to communicate either one on one or in front of the class.
The students in my classes work in teams of three in the classroom and in the lab with an assigned team leader. They are allowed to choose their own teams, however they must meet the objectives or I will exercise our student exchange program.
By working in teams they can read the material, exchange ideas, and present a common analogy. They are also regularly required to work with other teams so that they can learn to deal with other personalities.
B. Raines
Chapter 7
I would not be an effective teacher if I did not allow a classroom community to develop.
These young people need to belong. They are more productive if they are comfortable with their environment. The first day getting to know you activities are a must if you expect the students to work together. The more they know about each other the more likely they are to communicate either one on one or in front of the class.
The students in my classes work in teams of three in the classroom and in the lab with an assigned team leader. They are allowed to choose their own teams, however they must meet the objectives or I will exercise our student exchange program.
By working in teams they can read the material, exchange ideas, and present a common analogy. They are also regularly required to work with other teams so that they can learn to deal with other personalities.
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