2. Creating Community in the Classroom MMSD Class: Winter 2013 Carla Hacker: chacker@madison.k12.wi.us chacker@madison.k12.wi.us Kathy Hellenbrand: khellenbrand@madison.k12.wi.us Laurie Frank Lsfrank@mac.com

4. Flow  Foundations  Creating Conditions/Tools  Facilitator Knowledge  Application

5. Foundations  Welcome/Introductions  Intentional Community Building  Ground Rules/Protocols/Non-Negotiables  Connections  Norms – Best Workshop Ever!  Create Base Teams  Why Create a Sense of Community?  Container Concept

6. Foundations  What is a Sense of Community?  Vision for our Students  Working Definition  Creating a Sense of Community…  Supports Learning  Fosters a Safe Environment  Is Experiential  Closing  Reflection  Next Class: Artifact & Question

7. Ground Rules/Protocols/ Expectations/Goals Non-Negotiables  External  Enforced  Safety  Respect

9. Protocols for CCC  Assume good intentions  Ouch/Oops (Spinach in the teeth rule)  Right to Pass  Confidentiality

10. Norms/Contracts/Agreements  Internal – Agreed upon  Ownership – Important to those in the group  Rights  Responsibilities

11. The Best Workshop Ever Facilitators  Active and engaging forms of presentation and multiple ways of accessing information  Be able to move around and do things  Leave early if it makes sense  More experiential and varied activities  Purposeful work outside of class  Help to coordinate food  Ideas and materials useful for the classroom/setting

12. The Best Workshop Ever Everyone  Sharing the air  Put ups – encouragement, acknowledgement  Look for the good and positive  Keep it light  Bring food  Positive energy  Make your learning needs known

13. The Best Workshop Ever Everyone  Watching our humor – especially sarcastic humor  You can only volunteer yourself

18.  Positive Behavioral Interventions and Supports (PBIS)  2 nd Step  Responsive Classroom  TRIBES  Above the Line  Restorative Practices (e.g. Peace Circles)  Social Emotional Learning (SEL)  Professional Learning Communities  Avid  Advisory  Freshman Academy  Individual Learning Plans (ILP)  RTI (Response to Intervention)  Bullying prevention programs (e.g. Olweus)  Disarming the Playground  Stress/Challenge

19. Why Create a Sense of Community in Schools? The Container Concept T h e C o n t a i n e r C o n c e p t

21. Not all Containers are Alike

23. We Have Choices… We have Influence… What are the qualities of your container at school?

24. What is Community?

27. From Group to Community “In genuine community there are no sides. It is not always easy but by the time they reach community the members have learned how to give up cliques and factions. They have learned how to listen to each other and how not to reject each other. Sometimes consensus in community is reached with miraculous rapidity. But at other times it is arrived at only after lengthy struggle. Just because it is a safe place does not mean community is a place without conflict. It is, however, a place where conflict can be resolved without physical or emotional bloodshed and with wisdom as well as grace. A community is a group that can fight gracefully.” M. Scott Peck M.D. The Different Drum: Community Making and Peace

28. Thomas Sergiovanni states that “the need for community is universal. A sense of belonging, of continuity, of being connected to others and to ideas and values that make our lives meaningful and significant -- these needs are shared by all of us.”

29. Sergiovanni goes on to say: “… Communities are collections of individuals who are bonded together by natural will and who are together binded to a set of shared ideas and ideals. This bonding and binding is tight enough to transform them from a collection of “I’s” into a collective “we.” As a “we,” members are part of a tightly knit web of meaningful relationships. This “we” usually shares a common place and over time comes to share common sentiments and traditions that are sustaining. When describing community it is helpful to speak of community kinship, of mind, of place, and of memory.”

30. “The people in one’s life are like the pillars on one’s porch you see life through. And sometimes they hold you up. And sometimes they lean on you, and sometimes it’s just enough to know they’re standing by.” Anonymous

31. Community is consciousness of connection, combining and comprising: Courtesy, communication, collaboration, cooperation, consideration, caring, compassion, curiosity, commonalities, common goals, confidence, creativity, courage, challenge, camaraderie, and conceivably chocolate. CTC Group, 2004

32. VISION AT PEACE CARING COMPASSIONATE CONFIDENT CONTRIBUTER CREATIVE CRITICAL THINKER EMPATHETIC EMPLOYED FORGIVING GET ALONG W/ OTHERS GOOD COMMUNICATOR GOOD PARENTS GOOD SELF ESTEEM HAPPY HEALTHY HONEST INDEPENDENT INTEGRITY LITERATE LOYAL MOTIVATED PATIENT PERSEVERENCE POSITIVE ATTITUDE PROBLEM SOLVERS PRODUCTIVE CITIZENS RELIABLE RESILIENT RESOURCEFUL RESPECT RESPONSIBLE SELF RESPECT SELF SUFFICIENT SENSE OF HUMOR SUCCESSFUL WELL-INFORMED

33. Creating a sense of community… SUPPORTS LEARNING

34. Learning & emotions are intertwined (see amygdala)

35. Fight, Flight, Freeze inhibits learning

36. Fear, embarrassment, frustration, boredom… …can trigger fight, flight, freeze

38. Supports Academic Learning From: Zins, J.E., Weissberg, R.P., Wang, M.C., and Walberg, H.J, eds. (2004). Building Academic Success on Social and Emotional Learning: What does the research say? New York, NY: Teachers College Press. Safe, caring, and orderly environments are conducive to learning. Caring relations between teachers and students foster a desire to learn and a connection to school. When students can self-manage their stress and motivations, and set goals and organize themselves, they do better.

39. CASEL Study* * Collaborative for Academic, Social and Emotional Learning http://www.casel.org/downloads/metaanalysissum.pdf … four-year study confirming that school-based social and emotional learning programs that help students build positive relationships, develop empathy, and resolve conflicts respect-fully and cooperatively also have a positive effect on academic performance. (from article by International Institute for Restorative Practices: www.safersanerschools.org/library/caselstudy.html)

40. Supports Social Emotional Learning (SEL) See www.CASEL.org

41. Teach SEL Competencies Self-awareness Social awareness Self-management Relationship skills Responsible decision making Greater Attachment, Engagement & Commitment to School Less Risky Behavior, More Assets, More Positive Development Better Academic Performance and Success in School and Life Safe, Caring, Challenging, Well- Managed, Participatory Learning Environments How SEL Supports Good Outcomes for Young People http://www.casel.org/downloads/Safe%20and%20Sound/2B_Performance.pdf

42. Creating a sense of community… FOSTERS A SAFE LEARNING ENVIRONMENT

43. Bullying – More than a label “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more students.” ~ Dan Olweus

44. Social-Ecological Framework Pain Fear Adult attitudes School climate

45. Pre-Bullying 1.Behavior that, if escalated, could become bullying. 2.Norms that set the stage for bullying if the behavior becomes intentional, consistent, and abusive (e.g. sarcastic humor, put downs, unconscious use of derogatory terms – many times found in popular culture)

46. Maslow’s Hierarchy of Needs Retrieved from: http://two.not2.org/psychosynthesis/articles/maslow.gif Security Esteem Belonging

47. PREVENTION INTERVENTION INVENTION PBIS Continuum and PII Approach* * Positive Behavior Interventions & Supports and Prevention, Intervention, Invention

48. INVITATIONAL EDUCATION INTENTIONALLYUNINTENTIONALLY INVITINGINTENTIONALLY INVITING UNINTENTIONALLY INVITING DISINVITINGINTENTIONALLY DISINVITING UNINTENTIONALLY DISINVITING

49. Creating a sense of community… IS EXPERIENTIAL

50. The importance of what [the teacher] does must consciously be defined. He [sic] must become passionately engaged in prompting younger people to take initiatives and to act mindfully. If they are to become self-conscious and responsible, the teacher must continually think about what he is doing as he teaches them. And part of this thinking must have to do with what he takes “knowing” to mean and what he considers the significance of enabling other’s to know. ~ Maxine Greene

51.  Experimented  Explored  Learned from someone else’s example  Put yourself in the place of someone or something (empathy)  It was a process  Safe place to take risks  It was challenging or a “stretch”  Reflected or thought about what you were learning  Related to your life experiences and/or interests  You were ready to learn it  Knew it was Important to learn

52. Happens all the time Is a natural way to learn Experimentation Exploration Example Empathy EXPERIENTIAL LEARNING…

53. Experiential learning and experiential education are buzzwords within many educational circles. These terms are often used interchangeably. There are numerous published definitions of experiential education (Joplin, 1981; Luckman, 1996; Itin, 1999). The Association for Experiential Education (2004) defines experiential education as both a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection to increase knowledge, develop skills, and clarify values. Central to this definition is the distinction between experiential education as methodology and experiential education as philosophy. This distinction suggests that there is a difference between experiential learning and experiential education. Experiential Education … both a philosophy and methodology in which educators purposefully engage with learners in direct experience and focused reflection to increase knowledge, develop skills, and clarify values. Association for Experiential Education (2004) www.aee.org

54. “…experiences may be so disconnected from one another that, while each is agreeable or even exciting in itself, they are not linked cumulatively to one another. Energy is then dissipated and a person becomes scatterbrained. Each experience may be lively, vivid, and "interesting," and yet their disconnectedness may artificially generate dispersive, disintegrated, centrifugal habits….” ~ John Dewey, Experience and Education (1938)

55. “It was so much fun! I got shot in the leg and died of massive blood loss!" - Participant, Age 10, in simulation of U.S. Civil War battle Karen Park Koenig, www.rethinkingschools.org, vol. 23 (2009)www.rethinkingschools.org Just because we do something does not mean that it is educative. Without intentionality it could just as easily be miseducative.

56. EXPERIENTIAL EDUCATION A Philosophy… “Intentional, purposeful approach to teaching and learning” Harnesses the natural power of Experiential Learning Is a formal way to support learning Intended aim, outcomes, objectives to focus the experiential process Uses experiential methodologies, of which there are many…

57. Wilderness Education Adventure Based Counseling Inquiry Service Learning Art, Play, Music, Drama & related Therapies Simulations Experience Based Training and Development Environmental Education Internships Expeditionary Learning Adventure/Challenge Education Philosophy of Experiential Education And more… Equine Assisted Therapy Cooperative Education Project Based Learning Problem Based Learning Adventure Education

58. Commonalities Process-based Safe environment that supports risk taking Student/learner centered Experiential Learning Model (cycle)…

63. APPLICATION: GRAPHIC ORGANIZER

64. CLOSING

65. Homework Bring an artifact that has meaning for you Write a question about what you would like to explore regarding community building, adventure ed., use of activities, or other topic related to the class.

66. “Education – true education is not a process of pouring in from without, but of calling forth what is within. It’s not a process of memorization or socialization or instillation, it’s a process of nurturing, of allowing, of evoking. It’s a process of bringing forth the person one is meant to be.” ~ Jeff White

67. For PowerPoint, activities, and handouts: www.goalconsulting.org