Will be able to define the idea of a classroom community.
Will be able to explain the importance of establishing a classroom community.
Will be able to identify methods of establishing a classroom community.
Will be able to create a plan on how they will establish a classroom community in a classroom.
Tasks
Post your biggest takeaway from the lessons on the Unit Jamboard. Explain how it relates to your classroom goals.
Answer all Scenario-Based Questions in this Unit.
Develop a plan for implementing and building a classroom community.
Lesson 1: What is Classroom Community?
Community is defined as "a supportive social group in which members feel a sense of belonging and share a common interest, experience, or goals."[1] This is the sense we want to create in our classroom with our students. Not only does building a classroom community aid in classroom relationships, but it has also been shown that students are more likely to participate in discussions and feel a sense of responsibility for their learning[1]. The video from edutopia shown below looks into different classroom communities and how they work, with commentary from Dr. Linda Darling-Hammond and Dr. Pamela Cantor.
In order to build a classroom community, there are steps that should be taken at the start of the school year in order to establish the sense of community early on. As we saw in Unit 1: Intellectual Safety, a classroom contract is a great way to establish expectations and a sense of community, and is in the form that can be referenced throughout the school year.
Another method of providing a sense of community in your classroom can be achieved through the implementation of classroom jobs. An extensive study was done by Hollis Faye Avis, investigating the effects of classroom jobs in a middle school environment. The research of this study showed that the implementation of this classroom tool is useful and beneficial[2].
There are three strategies that have been successful in building a classroom community: "social icebreakers, metacognitive activities, and content-based activities."[1] Below is a chart of some examples of these strategies from the Columbia University Center for Teaching and Learning. The examples provided were directed for college age students in virtual learning environments, however these can be adjusted to fit any grade level and educational setting.
Classroom Community Building Strategies
Social Icebreakers: Allows students to warm up to each other and learn about one another.[1]
Metacognitive Activities: Encourages students to gain skills in self-reflection, and are more self-aware in their critical thinking and problem solving skills.[1]
Content-based Activities: Achieves community building in the classroom while covering content learning objectives.[1]
Put students in pairs and distribute a handout with conversation-starting questions. These may Include "What is your favorite _____?, What do you want to be when you grow up?, Do you have any bothers or sisters?". Students will then share what they learned about the other person with the rest of the class.
Have students independently read a biographical article of an individual of their choosing. Students will relate their personal memories and experiences to the article, and share with the class.
Put students into pairs and have them discuss their favorite topic they have learned in class. Discuss as a whole class to make note of connections that were made.
Students are given a goal planning sheet that relates to a current learning topic in class. Students will set a goal for the end of the topic, reflect on what they know, what they do not know, and what they need to know to reach that goal.
Ask students to think of real-life examples that relate to the content being learned. Have students share the examples they found in small groups or whole class discussion.
Students are given a bingo card with different hobbies, interests, and statements in each square. Students then go around the classroom and cross off a box when they talk with a student who has that hobby, interest, or fits that statement.
Students participate in peer or self assessment of completed work, thinking about what was done well, what can be improved, and what was learned from the process.
Have students find songs that relate to content being learned in class. Students will analyze the lyrics of the selected songs and explain how it relates to the content.
Scenario-Based Questions
Use this Google Form to view and respond to the Scenario-Based Questions (SBQ) for this unit.
Once you have checked your responses, you can move onto your plan development to complete this unit.
Plan Development
Now that you have completed the lessons, answered the scenario-based questions, and analyzed your responses, you will create a plan on how you will build a classroom community in your own classroom.
Make it as detailed as you feel comfortable with, and feel free to customize the slides to what best fits you. This will work as your reference for when you are starting your first year of teaching.
