如何建立课堂社区;它’s Not What 您 Think

Years ago—I was a fourth grade teacher at the time—the principal mandated every grade level to choose one way to build 社区 in their classrooms. We had to agree on something as a team, and then follow through with the idea for an entire school year.

鉴于这项作业的价值,我和其他四年级的老师决定用一块石头杀死两只鸟。由于写信是一个年级水平的标准,我们选择每周做一次“亲切”的信。

一封好信就是它的听起来。这是班上每位成员写给一位特定同学的一封善意信。每周选择一位不同的学生作为信件的接收人。

唯一的准则是正确地写信,而不是适当的写信形式。从原理上讲,这类似于将Beanie Baby或毛绒动物绕圈转一圈,而每个学生都对班上的另一位成员表示感谢。

The idea being, if we focus on being nice to each other, it will encourage 社区-like behavior. This is a popular notion today among educators. And there is nothing wrong with it. It’s nice to be nice.

But it’s a weak 社区 builder. Being nice is the result of a strong 社区; it’s not the cause.

内部动机

Building classroom 社区 is teacher-speak for saying that we want our students to have camaraderie and teamwork. And like so much in education, the way we go about trying to attain it is backwards.

Being nice, kind, and appreciative are wonderful traits, but merely telling students to be nice or making them pretend to be nice via kind letters and 社区 circles carries little meaning because it doesn’t come from the students themselves.

没有内部动机。

Attempting to build 社区 this way, therefore, is a waste of precious learning time. 您’ll end up constantly harping on the importance of being nice, but with little to show for it.

The whole idea of having a strong 社区 is that we want our students to act without prompting. We want teamwork and camaraderie to be who they are and how they choose behave, not something foisted upon them 通过 the teacher.

三个条件

篮球运动员丽莎·莱斯利(Lisa Leslie)在WNBA工作了12年后,于今年9月退休。当被问及离开比赛时她最想念的事情时,她没有提到赢得两个联赛冠军,三个MVP奖项或四枚奥运金牌的经历。

不。

她说她会怀念与队友的友情。她在职业生涯中建立的紧密联系对她而言,比她所获得的任何外部奖励更重要。

但是她不能在篮球之外找到类似的关系吗?

Unfortunately no. There are conditions that members of an athletic team are forced to confront that, when nurtured, have the unique power to build a loving and caring 社区.

对于老师们来说,好消息是,这些条件可以复制并无缝整合到任何教室中。

条件是:

1. The presence of an 诱人的目标.

2.实现这个目标需要每个班级成员。

3.失败的机会。

追求有价值目标的集体行动可以建立友情,团队合作和团结,这比千上万封信件要深刻得多。

一个简单的例子:

After winning our first game of 夺旗 in three tries against our rivals from the classroom next door, and after shaking hands with the vanquished, my sixth graders danced and high-fived each other all the way back to the classroom.

前几年彼此之间没有任何关系的学生正在手臂走路,兴奋地聊天。

A thirty-minute experience like this is priceless and will build 社区 far better than coercing mumbled platitudes from students during class meetings. And the close bonds that are developed through repeated experiences carry over to everything they do in the classroom.

In 下周’s 文章, I’m going to expand on these conditions and share specific ways you can use them to build the kind of close-knit 社区 that makes 教室安排 一个简单的命题。

如果您还没有这样做,请加入我们。免费! 点击这里 并开始每周在您的电子邮件框中接收此类教室管理文章。

7个想法“如何建立课堂社区;它’s Not What 您 Think”

  1. 我的许多老师都使用诸如“看看你对我的书架做了什么,” “你需要打扫我的桌子” “来坐在我的地毯上”等我觉得这个词“my”应该替换为“ours”让学生拥有教室的所有权。你怎么看?

  2. 我认为这是一篇了不起的文章,恰逢您需要强大的教室管理这一事实。本文可能做得不好,因为我注意到有些老师/行政人员是主观的,不喜欢面对正确的现实。老师和管理人员疯狂地,不受控制地使用书写精美笔记,共享精美评论等示例。他们想相信自己在做的事是正确的,或者不知道如何捍卫自己的战术。因此,他们忽略了该消息。只是一个想法。

  3. 首先让我说我不是一个有竞技能力的人(所以您的榜样令人反感)。 。 。我通常只和自己竞争-如“我如何才能更好地做到这一点?”我并不孤单,我不知道’不认为。因此,尽管我赞赏您的榜样,但它对我和我的教室却效果不佳。所以我的问题是,我们可以选择哪种目标对课堂上的每个学生都有效?也许会朝着自己设定的目标迈进?获得集体选择的集体激励?你要去哪里?

  4. 我觉得你’您的结论绝对正确,我们的强迫“community”对学生不起作用。我喜欢你的想法“Capture the Flag”我想知道“next week’s”文章正在扩展这些想法。是否有更多可以类似方式使用但与运动无关的建议?我认为获取建议的活动列表确实很有帮助–甚至要求读者向您发送建议以进行编译。

  5. 您’实际上,现在让我思考了很多“enticing goal”如果不是,可能是上一堂课’t a competitive goal–击败另一堂课。大概一起建造或制造东西?一年,我的班级一起缝了被子。另一回我们上戏了。一个真正具有凝聚力的学术项目正在合作建立一个小镇的巨大模型。一世’d也喜欢更多建议!

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