CHAPTER 9 Collin College EDUC 1301 The Classroom as Community

 Cooperation and shared purpose are best established through the quality of the learning experience. Show genuine interest in your students’ learning Engage your students in meaningful experiences Use your authority appropriately, to set boundaries-with the students- that guide the way the classroom operates

 Classroom management: Teacher creates good learning environment through rules and control of conditions  Classroom community: Teachers work with students to create shared conditions for learning. Rules are established by the group There is a shared purpose and common values

 How they learn is as important as what they learn  To succeed academically, students must develop social skills: Cooperation Assertion Responsibility Empathy Self-control

 Responsible, calm adult in charge  Sensible, consistent rules & routines  Active, lively, and natural  Noise level matches activity  Inappropriate behaviors are redirected  Students learn and grow

 Emotional safety Individuals treat each other with respect Teacher is confident, warm, happy- a centered presence in the classroom Rules are enforced fairly and consistently Create a sense of belonging  Share personal stories, connect  Give students responsibility (class jobs)

 Distraction (1 – 2 1/2 Yrs)  Anticipation and Avoidance (1 – 2 ½)  Removal from Activity (1 – 5 Yrs)  Positive Reinforcement (1 – 18 Yrs)  Time Out (2 – 12 Yrs)  Natural/Logical Consequences (2-18)  Negotiation (5 – 18 Yrs)  Contract Agreement (10 – 18 Yrs)

 Establish rules and routines Define them clearly Have students help  Ensure students’ compliance Establish positive relationships Be willing to administer consequences  Involve families Communicate Make sure they understand rules Copyright by Houghton Mifflin Company. All rights reserved

 Be clear and specific  State the rule positively  State the rule so that compliance is clearly observable  Only make rules you are willing to enforce  Expect resistance  If you cannot directly observe compliance, establish consequences for discovered noncompliance  Remember, “less is better” or quality is better than quantity  Anticipate and make rules in advance  Change rules as need  Involve children in making rules

 Community service is integrated with learning  Benefits: Allows students to use their strengths to make a meaningful contribution; Fosters well-being and a sense of purpose; Strengthens community ties to school; Culturally relevant team work enhances personal self-esteem

 Unwelcome sexual advances, requests for sexual favors, creation of a hostile environment 80% of students are sexually harassed during their school years 40% report teachers or staff sexually harass students in their schools Schools can be held liable for student behavior

 Understand school policy Make sure students understand and know how to report abuse  Establish a sense of community in class: If students feel responsible for one another, harassment less likely Foster communication Develop specific behavioral guidelines with your students!

 Repeated cruelty inflicted by a powerful person or group of people on a weaker person Types: Intimidation, spreading rumors, name-calling, assault, blackmail, theft, isolation, cyber-bullying on Facebook and Twitter. Most common targets: Gays Victimization linked to depression, eating disorders, suicidal tendencies Most students won’t report the incidents; the teacher must create a climate where reporting is commonplace!

Percentage of students aged who reported school bullying in past 6 months Source: Data from Dinkes, R., Cataldi, E.F., Kena, G., Baum, K., & Snyder, T.D. (2006). Indicators of school crime and safety: NCES /NCJ Washington, DC: U.S. Government Printing Office.

 Harassment through electronic means (e- mail, website postings, text messaging, blogs, mobile phones, Facebook and Twitter) It is a Federal crime to anonymously abuse any person via telecommunications system  Educator’s Guide to Cyberbullying and Cyberthreats can be found at “Beware of the Cyber Bully,” iSAFE, Inc. CyberBullying.pdf

 Don’t open, read, or respond to messages from known cyber-bullies  Don’t erase messages  Tell your school (teacher, principal, guidance counselor) if it is school-related  If threatened, call the police  Block those who are using chat or instant messaging to bully. Think carefully before giving out private information online such as passwords, PINs, addresses, or phone numbers.

 To foster a sense of a learning community: Honor diversity Be honest and show interest in their lives Make lessons and methods meaningful  Work with students to create/enforce rules: Improves learning Reduces chance of harassment, bullying

 In pairs, decide upon 4-5 simple classroom rules to help ensure an orderly learning environment  Share with the class as appropriate when asked Copyright by Houghton Mifflin Company. All rights reserved