Level 1 - Creating a Caring Community
Most of the energy spent to develop student self-discipline is at the pyramid foundation, Levels 1-3. Here at the first level are various strategies for creating a positive community learning environment that help prepare a class to be ready and able to learn. My educational philosophy falls partly under the Progressivist view, in that, I believe students learn by doing. Working in groups and doing hands on activities are just a few ways to implement that. Allowing this type of freedom of your students also requires some structure and routine to ensure the students stay on task. Many of these strategies listed below are thought about and created before the students even step foot into a classroom. Those extended efforts are put into practice in order to prevent any management problems before they have a chance to begin. An effective teacher devotes a lot of time and energy into the foundation for this crucial level of the pyramid. Here are some examples of strategies that I would use in my own classroom:
1. Classroom Set Up
Providing an inviting classroom environment is important to making the student feel safe and welcomed into your classroom. Setting up a positive learning environment can be achieved by adding color, fun posters, and an area for student work to be posted on the walls. Something as simple as putting curtains on a window or having live plants in the room, can help bring a sense of comfort and belonging for the students. Other room arrangements such as a lounge area with a small couch, or a break area where students can "dismiss" themselves for 3-5 minutes really help the students feel as though it is their space. If you take the extra effort to provide a thoughtful, caring, learning environment for the students, then it will help put them at ease and help prepare them for learning.
Providing an inviting classroom environment is important to making the student feel safe and welcomed into your classroom. Setting up a positive learning environment can be achieved by adding color, fun posters, and an area for student work to be posted on the walls. Something as simple as putting curtains on a window or having live plants in the room, can help bring a sense of comfort and belonging for the students. Other room arrangements such as a lounge area with a small couch, or a break area where students can "dismiss" themselves for 3-5 minutes really help the students feel as though it is their space. If you take the extra effort to provide a thoughtful, caring, learning environment for the students, then it will help put them at ease and help prepare them for learning.
2. Seating Arrangements
With the arrival of Common Core, arranging desks in straight rows should be vanishing. Placing students in groups allows students to collaborate with one another, explore ideas, and ask questions. It promotes student to student discourse and discovery instead of the traditional teacher led lecture hall. Changing the seating assignment every 3-4 weeks allows students to work with a variety of their classmates, which promotes personal relationships and classroom camaraderie.
With the arrival of Common Core, arranging desks in straight rows should be vanishing. Placing students in groups allows students to collaborate with one another, explore ideas, and ask questions. It promotes student to student discourse and discovery instead of the traditional teacher led lecture hall. Changing the seating assignment every 3-4 weeks allows students to work with a variety of their classmates, which promotes personal relationships and classroom camaraderie.
3. Classroom Rules
Providing a set of classroom rules, whether they are ones that the students came up with collaboratively, or the teacher had already previously determined, helps provide clear and explicit behavior expectations of the students. They are visibly posted in the room so every student is aware of the rules, every student can be held to the same standards, and so the teacher can easily refer to them. Being able to develop a "caring, supportive classroom where students fully participate in solving problems, including behavior problems" (Kohn, 1996) will help aide students in achieving self-discipline.
Providing a set of classroom rules, whether they are ones that the students came up with collaboratively, or the teacher had already previously determined, helps provide clear and explicit behavior expectations of the students. They are visibly posted in the room so every student is aware of the rules, every student can be held to the same standards, and so the teacher can easily refer to them. Being able to develop a "caring, supportive classroom where students fully participate in solving problems, including behavior problems" (Kohn, 1996) will help aide students in achieving self-discipline.
4. Building Community Activities
Creating a classroom environment where the students feel like more of a community is very important. I dedicate the entire first day of school to help create that sense of community. Firstly, I have the students get to know one another and share one thing that they learned about someone to the rest of the class. Afterwards I freely and honestly answer one question from each student, as long as they agree that I can ask them one question in return. Finally, I close with the students filling out a "Getting to Know You" Survey so I can learn more about them on a personal level. "Developing a classroom community that fosters responsibility, mutual respect and cooperation" (Nelson & Lott 1993) provides the structure students need to see that they are capable individuals.
Creating a classroom environment where the students feel like more of a community is very important. I dedicate the entire first day of school to help create that sense of community. Firstly, I have the students get to know one another and share one thing that they learned about someone to the rest of the class. Afterwards I freely and honestly answer one question from each student, as long as they agree that I can ask them one question in return. Finally, I close with the students filling out a "Getting to Know You" Survey so I can learn more about them on a personal level. "Developing a classroom community that fosters responsibility, mutual respect and cooperation" (Nelson & Lott 1993) provides the structure students need to see that they are capable individuals.
5. Routines
Humans are creatures of habit who fear the unknown and don't like change. Establishing routines in the classroom will help to decrease student anxiety and make room for learning. Allowing students to know what to expect is giving students power and enables them to practice self-discipline by being prepared for and following those routines. One simple routine is greeting my students at the door as they enter the classroom. Providing "a supportive place to help youth feel a sense of belonging and acceptance where adults persistently support youth development" (Brendtro, Brokenleg, & Bockern, 2002) is crucial. Saying hello to individual students and asking how they are is just the beginning of creating that sense of belonging and worth. It allows me to make a connection with my students on a personal level. The more you can relate to the students and make them feel valued as an individual, the more likely they are to value you as a teacher.
Humans are creatures of habit who fear the unknown and don't like change. Establishing routines in the classroom will help to decrease student anxiety and make room for learning. Allowing students to know what to expect is giving students power and enables them to practice self-discipline by being prepared for and following those routines. One simple routine is greeting my students at the door as they enter the classroom. Providing "a supportive place to help youth feel a sense of belonging and acceptance where adults persistently support youth development" (Brendtro, Brokenleg, & Bockern, 2002) is crucial. Saying hello to individual students and asking how they are is just the beginning of creating that sense of belonging and worth. It allows me to make a connection with my students on a personal level. The more you can relate to the students and make them feel valued as an individual, the more likely they are to value you as a teacher.
Resources
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002).
Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community.
Alexandria, VA: Association for Supervision and Curriculum Development.
Nelson, Jane & Lott, Lynn. (1993). The Positive Discipline in the Classroom.
Brendtro, Larry K., Brokenleg, Martin, & Bockern, Steve Van. (2002).
Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
Kohn, Alfie. (1996). Beyond Discipline: From Compliance to Community.
Alexandria, VA: Association for Supervision and Curriculum Development.
Nelson, Jane & Lott, Lynn. (1993). The Positive Discipline in the Classroom.