My Philosophy of Guiding Behavior
Above all else, I strive to create a classroom community that is safe and welcoming. This is not accomplished alone, but rather through our class working together as a whole to act with respect, fairness, and kindness. Every child in my class is treated as equal and we embrace each other's differences as we learn about them. My goal is to create an encouraging classroom, one where children want to be as they learn and grow (Gartrell, 2012).
We have three classroom guidelines posted to the left of our SMARTBoard:
1. Treat others as you would like to be treated.
2. Take care of our classroom.
3. Take responsibility for your actions.
These guidlelines for classroom behavior are constantly referenced and used during conflict resolution. Almost all disagreements relate to these guidelines in some way. Students are encouraged to verbally communicate with each other and a teacher as they analyze their conflict and work towards a solution. They begin by identifying the problem. Next, each child is given time to discuss how the disagreement is making them feel. Finally, the students brainstorm possible solutions and must come to an agreement about which solution to use. Children feel empowered when they realize that they are capable of effectively communicating with others and working together to solve a problem.
For children who are experiencing recurrent conflicts, I may work with their parents to develop an Individual Guidance Plan. This would be a specific strategy used for both intervention and assistance that would involve the teacher (me), the child's parents and family, and possibly specialized staff and/or consultants. (Gartrell, 2012)
We have three classroom guidelines posted to the left of our SMARTBoard:
1. Treat others as you would like to be treated.
2. Take care of our classroom.
3. Take responsibility for your actions.
These guidlelines for classroom behavior are constantly referenced and used during conflict resolution. Almost all disagreements relate to these guidelines in some way. Students are encouraged to verbally communicate with each other and a teacher as they analyze their conflict and work towards a solution. They begin by identifying the problem. Next, each child is given time to discuss how the disagreement is making them feel. Finally, the students brainstorm possible solutions and must come to an agreement about which solution to use. Children feel empowered when they realize that they are capable of effectively communicating with others and working together to solve a problem.
For children who are experiencing recurrent conflicts, I may work with their parents to develop an Individual Guidance Plan. This would be a specific strategy used for both intervention and assistance that would involve the teacher (me), the child's parents and family, and possibly specialized staff and/or consultants. (Gartrell, 2012)
Morning Meetings
We begin each day with a morning meeting. This is a time for the whole class to gather together and connect before we start our day. We typically sit in a circle on the main carpet and take turns greeting each other. I make sure that each individual student is acknowledged and greeted. We try to have fun with our greetings by using songs, hand motions, foreign languages, etc. Next, each student is invited to share something; sometimes I use a specific prompt, such as "Please share with the class one thing that happened this weekend." Other times, students are free to share anything that is on their mind. This is a way for us all to get to know each other and learn about both the similarities and differences we have in our classroom community. After we share, we have a whole group activity like a memory game or story telling. Our morning meetings come to an end with news and announcements. I believe morning meetings are essential because they help students ease into the school day and are key in building a trusting, safe and connected community of learners.