1. The Classroom as Community
By: Logan Altman, Nicole Wilson, Cortney Williams, Diana Wilson, Serina Thompson, Brooke Williams

2. INTRODUCTION
This chapter focuses on the issue of “community” in conventional classrooms. As future teachers, it is important to realize that social and emotional goals are also major goals of education. Throughout this chapter, we acquire the knowledge of how to facilitate a strong classroom community.

3. Classroom Management Vs. Classroom Community
Classroom Management – The method of teachers managing a classroom by creating an environment that is both efficient and effective for student’s learning. Classroom Community – When the teacher and students come together as a whole and share common values when working together to learn. The atmosphere has an essence of trust, care, and support.

4. Students on Fire (for learning!)
No need to call 911! Students “on fire” simply means they are carried away and enthused by learning.
It’s a these time when students are most likely to interact and communicate with their peers and the teacher.

5. When I was “on fire”…
An instance when I felt “on fire” was when I got excited excited about something, like getting a good grade. It lifted my spirits and made life more exciting for a moment. It was at that time, when I felt all the hard work I had done really mattered; doing the homework and papers was all worth it!

6. Safe Classroom Physically Safe Emotionally Safe Fire Exit
Electrical Sockets
Desk Arrangement
Treat others with respect.
Everyone is accountable for what happens.
Fairness
Consistency with rules and guidelines
Function like a community.

7. Morning Meeting
Morning Meeting – A structure that can build a sense of community and acceptance among the members of a classroom.

8. Morning Meeting (Continued)
4 Benefits for Students with Morning Meetings:
Students feel validated and as an important part of the class community.
Makes meaning out of new concepts.
Assists themselves and other in the process of learning.
Ability to celebrate personal differences.

9. Bullying
Bullying is defined as “repeated cruelty, physically or psychologically, by a powerful person to a less powerful person”
Common Forms of Bullying:
Tripping
Rumor Spreading
Intimidation
Name Calling
Theft of Possessions

10. Bullying (Continued)
Cyber-bullying – Harassment through electronic means such as e- mail, website postings, text messages, blogs, mobile phones or pagers.

11. Responsive Classroom Approach
Responsive Classroom – An approach to teaching and learning, developed by the Northeast Foundation for Children, that seeks to bring together social and academic learning.
Activities Found in a Responsive Classroom:
Morning Meetings
Academic choice, a term that highlights the importance of activities in which the students make their own choices, solve problems, and work collaboratively.

12. Seven Principles
The social curriculum and academic curriculum are equally important.
How children learn is as important as what they learn.
Social interaction helps cognitive growth.
Children need to learn cooperation, assertion, responsibility, empathy, and self-control if they are to be successful socially and academically.
Knowing children individually is essential to good teaching.
Knowing children’s family is essential to good teaching.
The working relationships among adults in the school are extremely important to students’ learning.

13. Classroom Community Guidelines
Teachers can never be over prepared. The first key to a successful teaching is experience is to plan, plan, plan!
Understand your expectations for students’ behavior and share those with them. Show them and tell them what you are hoping for.
To build a sense of community, develop rules collaboratively with your students, and be very clear about these.
Establish both continuity and consistence. Keep rules and enforce them. Have clear consequences for breaking a rule and always be willing to carry it out.
Be prepared to admit your mistakes! Use humor when appropriate.

14. Classroom Community Guidelines Continued
Monitor students so that unacceptable behavior can be detected and addressed before becoming a serious problem.
Redirect students inappropriate behaviors by asking them to do something constructive at that moment.
Connect classroom discussion to students’ live, communities, and culture.
Build students confidence in their own intelligence and creativity.
Keep lecturing to a minimum. Engage the students in group projects, centers, presentations, discussions, or role plays.

15. Challenging Aspects of the Guidelines…
“For me, it is difficult to be stern with children and punish them. I believe I will be most challenged with enforcing the rules and being consistent with carrying out the consequences”
-Logan Altman

16. Sexual Harassment
Defined as and unwelcomed sexual advances, requests for sexual favors, or other physical and expressive behavior of a sexual nature that interferes with a person’s life.
Responsibilities of Teachers:
Know the school/district’s policies on sexual harassment and tell them to your students.
Explain to your students how to report sexual harassment.
Establish a sense of community with students.

17. Two Basic Categories of Sexual Harassment
Quid Pro Quo
Hostile Environment
Happens when a school employee causes a student to believe that he or she must submit to unwelcome sexual conduct to participate in a school program or activity. It also can occur when a teacher suggests that educational decisions such as grades will be based on whether or not the student submits to unwelcome sexual conduct.
Occurs when unwelcome verbal or physical conduct is sufficiently severe, persistent, or pervasive that it creates an abusive or hostile environment for the affected student.

18. Conclusion
In chapter 9, we learned that emotional and social goals are equally as important as academic proficiency in the classroom. In order to facilitate a successful learning environment, the teachers must establish a strong classroom community and enable students to develop critical skills for learning.
We learned:
How to ensure that our classroom is safe both physically and emotionally.
Guidelines and tips about how to manage and establish a strong classroom community.
The Responsive Classroom Approach
What bullying and sexual harassment is and how it can be prevented

19. References
Koch, Janice. So You Want to Be a Teacher?: Teaching and Learning in the 21st Century. Boston: Houghton Mifflin, Print
Classroom community. N.d. Google images. Online image. 07 Apr
Safe Class. N.d. Google images. Online image. 07 Apr
Excited to learn. N.d. Google images. Online image. 07 Apr
Students in Classroom. N.d. Google images. Online image. 07 Apr
Bullying. N.d. Google images. Online image. 07 Apr
Cyber Bullying. N.d. Google images. Online image. 07 Apr
Teachers Books. N.d. Google images. Online image. 07 Apr
Class Rules. N.d. Google images. Online image. 07 Apr
Sexual Harassment. N.d. Google images. Online image. 07 Apr 3e