1. What do you see as the ultimate benefit of Tom's 'town meetings'?
2. Would you use 'town meetings'? Why? Why not?
Why is it difficult for Cathy to articulate the strategies and methods behind her caring and supportive classroom community?
3. Please include your thoughts regarding the consulting work of Cole.
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ReplyDeleteI love the idea of working to build a community of learners who are developing positive relationships. It is amazing when kids can make sure everyone is being heard, that they are developing good listening habits and problem solving....isn't this what we are all trying to do in our classrooms?.....The Town Meetings sound like a wonderful way to get kids involved more with the process...Morning meetings and class meetings are part of what I do with my students....but maybe I should start to think about giving them a little more opportunity to be in charge.....This may even make a more relaxed environment......I feel like the kids are all working on being safe and feeling respects...Town Meetings are something that I could try to do later in the year...in class meeting we use the "no name" to talk about things we want to work on...the students bring up the issues to each other and we work out ways to try and make it better for everyone....however maybe they need to be more involved.....I feel like we are all working towards this gaol in different ways.....Have a nice long weekend everyone....see ya on Wednesday....
ReplyDeleteCole’s focus on administrator’s role in this process is important. I think it is equally important for the ideas of safety, building relationships and a caring community to be developed with the staff as well as the students. How can we teach and practice these ideas with our students if we ourselves feel disconnected and resentful? It’s the old saying, “practice what you preach (teach)”. As colleagues we need to be provided with opportunities to voice our opinions, discuss feelings, problem solve etc. all within a safe environment and with no fear of retribution. Unlike Erin, The Special Education model we currently have in our building is more of a consult model. It does not provide me the opportunity to create “town meetings”. In addition, at the secondary level, content is more of the focus. However, the benefit to having meetings of this nature provides opportunities for students to explore and grow as an individual in a safe environment. We are promoting problem solving and critical thinking skills. The benefits of this far extend the four walls of the classroom. These are life long qualities. I do not think there is a “one size fits all” method, as the individual makeup of the classroom and the teacher is a significant factor.
ReplyDeleteTom’s town meetings were very interesting to me. I heard student’s voices and got the strong impression of invisible teaching as in “you are capable and valuable.” I see the town meetings as a way to start a dialogue with students about important issues, their needs and their concerns. The power of ownership for the students is phenomenal. I can’t stress my feelings enough in words. There is a swelling of pride in my heart for the safety and support Tom’s students must surely have felt. Therefore, I would have to say the ultimate benefit of the town meetings would be giving student’s a voice. As educators we all listen to students but what we really need to do is Hear!
ReplyDeleteTeaching tender adolescents the subject of math I do not see myself using town meetings. That does not mean that I am not thinking about after reading the article. Then I ask myself do I use a form of town meeting by setting the tone in my classroom, one of respect and understanding where questions of the subject are valued and cherished. I keep a prize bag in my classroom, one that comes out when students ask questions. These are not just any old question but questions about process, or how math connects together to name a couple. I get to watch as the student pulls a prize from the bag and now others catch the fever and join in the dialogue.
I think it is difficult for Cathy to articulate how to “implement” a supportive and caring classroom because it is something so natural to her. This is where we bring ourselves into our teaching; our past life lessons become the students present. How can you teach an educator what it really feels like to go hungry, or go to bed after a belt whipping? How can you teach what it feels like to feel like nobody loves you and you have no value in the world? We all have children that come to us each day from broken, impoverished, alcoholic, abusive, and/or drug addicted homes. We all try our best to respect and nurture all children. In my classroom each student walks through the door and has my immediate respect. Their proverbial slate is clean. I do not listen to negativity about the student, or let that color my perception of his/her abilities in my classroom.
Cole’s consulting work is vital to educators. Administrators need to be able to foster a nurturing environment within their school. Teachers need to feel valued and respected and also need to know they can speak to administrators about “blank” and know that the communication will be taken seriously. There is also a huge need to be able to trust that confidential concerns will remain confidential. Chenfeld said it best “Do we trust enough to be honest with each other without fear of reprisal?”
Reading this article I thought back to Maslow's higherarchy of needs. Students are not going to be ready to learn until they feel safe and secure and know that their basic needs will be met. I look at the great educators around me and realize that it is these people that foster loving enviroment within their class that are able to do so much with their kids. In my own room I incorporate ideas from responsive classroom as well as a new program Lions Quest to help create that environment. I also mix in some of my own ideas including have students ask those sitting next to them at luch if they have someone to play with at recess and if not inviting them to play, and using their own voices instead of tattling when students hurt their feelings, to make my classroom a community. Also started this year is a reward system for exceptional behavior. All of this helps promote the environments that Mr. T, Cathy, Ms. Gibson, and Anne and Claudette have in their own classes and school.
ReplyDeleteI think that one of the most important topics in this article is that of school environment. Students are very perceptive and can easily pick up on the climate of the staff within a school. As mentioned before making colleagues feel important will help each teacher be the best they can be within their own classroom. Feeling important and valued makes teachers work harder. That is why I feel that Anne and Claudette's work is so important. We are currently trying to implement this type of environment within our own school.
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ReplyDeleteThis was a very good article that focuses on school climate and how important it is to have a respectful, kind, and nurturing atmosphere. Children DO pick up on negativity and whether or not the staff is contented and positive. I like the town meeting idea. I strongly agree with the Responsive Classroom Method which includes morning and class meetings. I tell the children on day one that if they have a concern, they should schedule a meeting with the whole class so we can process and help. I have a special chair in the room and the child is in charge of the meeting. A Morning Meeting is not a time to bring up problems/issues and I felt the children tried to vent, but were not really heard. Now they all know we are there to help. Wow, wouldn't you love a job like Price and Cole! To spread the news that positive school climate works is such a priority and I applaud their efforts! Carolle Isabelle
Rutland Intermediate had the fortunate experience of listening to John Fitzpatrick speak on school climate. Everything covered in the Metaphors of Hope article was paralled in his presentation. I will bring a text copy of his presentation and ideas to class if anyone is interested.
ReplyDeleteThe most important idea that I took out of this article was that of Town Meetings. I love this idea in order to establish a sense of community, value individual thoughts and feelings, and bring a sense of respect to the classroom. Tying this into the Case Study that we had to read, I do believe that if I were to use this activity, a certain amount of structure would be extremely important. It appears that Mr. T has set rules and expectations surrounding his Town Meetings, and I believe that this is what makes his activity so successful. If there is no structure or set expectations, these Town Meetings could quickly turn chaotic and actually have a reverse effect than what is hoped for.
ReplyDeleteI really have to say I strongly agree with what Kyri and Michelle said about school climate. It is so important to maintain a positive attitude in school, and that should be fed from the top (admin) but if not then we need to take it upon ourselves to maintain a sunny disposition. That is my number one priority this year! These articles are definately a help!
ReplyDeleteI have been involved in town meetings and they really do work. It is pretty amazing that when you allow students to take on the responsibility of facilitating meetings of this nature, they rise to the occasion. They sense the respect and support from the teacher, the "I know you can handle this in a mature manner" attitude - and students do handle it. What a way to give power to students - in an appropriate way.
ReplyDeleteTeacher as facilitator! Students, when taught how to run a discussion of this nature, do it with respect and the results are usually much more realistic and right for the students. They come away feeling empowered and valued. They know they have been heard.
I also feel very fortunate to be in a school where climate is of the utmost importance. We do much to set the stage - and it does take lots of planning and prep to ensure this happens. I have been part of a team, for the past two summers, that has attended the BEST Institute where we have worked to shape a plan for our school. It is really working.
I could really relate to Creeping Dayflower: Ms. Gibson. We share a very similar idea that our classroom is really an extension of home for our students. Ms. Gibson tells her student their class is a second family in which each and every family member is important and connected to everyone else. Ms. Gibson is “committed to creating, with her children and families, a safe, encouraging, caring community that really is a second family.” I tell my students at the beginning, and throughout the school year, that our classroom is just an extension of their home and family. We are the “family” during their school day. I want the same, safe, caring environment for my students. I want them to be totally relaxed in my classroom, and I believe that when students feel safe and can relax, they are open to learning.
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