Barley S. BEAR
Approach
and Specials
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What's On Display
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Take a look at the latest creations by the students in Room 36. We know it can be hard for our friends and family to come visit us, so this is the best way for us to bring our classroom to you! |
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are
a 'must have.' 
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| Responsive Classroom Approach Our classroom is
a community in which each student is a contributing and appreciated
member. The emphasis is on building each student's cooperation,
assertion, responsibility, empathy, and self-control (C.A.R.E.S.).
Below are just some of the ways
Responsive Classroom is integrated in Room 36. For more information on
the background and philosophy, please clip on the icon above to take
you to the Northeast Foundation website.
Morning Meeting: We begin each morning with a meeting. It is at this time students get to greet one another. We emphasize the 'social conduct'--eye contact and use of the other person's name. There are many different types of greeting that we will learn throughout the year. We then have sharing time. As we progress through the year, this will look different, however it will always emphasis listening to the 'speaker,' making eye contact, and learn to ask or give appropriate 'questions or comments,' that are specific to the speaker. We then have an activity time to help build community. There are many different types of activities for us to learn as we move through the year. Some are quite challenging! Lastly, we have our News and Announcements chart. This tells something about the day. Students will be able to write on the bottom of the News and Announcement to answer a question. (This is a great way for me to assess our knowledge of the latest skills and concepts.) Each Morning Meeting takes on a different academic focus, a way to make reviewing skills fun! Academic Choice: In First Grade, we learn to take more responsibility for our learning. It is important for us to be able to demonstrate and apply our knowledge and ability. Our centers provide just one form of academic choice. As the year progresses, students will be given more options at each center. For example, students may have a choice at the spelling center of practicing words with the use of stamps or making them out of Playdoh. Kiddos eventually get to the point when they complete a 'Center Menu,' through which they document for me in a sentence or two, how they decided to reinforce those skills. Returning to the spelling example, a student may write on their menu: "I practiced the -at word family using PlayDoh. I made six words." Creation Station Activities: You may read in a Newsletter or have your child tell you they had a "Creation Station" day. This is when students are given an assortment of materials and asked to demonstrate their knowledge for me. Last year, as an example, we spent time learning the short o sound. At the end of the week, I presented the students will multiple craft supplies and gave them the following objective--"Make something that has the short o sound." This type of activity allows students to not only apply their knowledge, but make a plan, problem solve when something does not work, and share their work with their peers. Kiddos, through this type of open-ended activity, work to their own ability level and challenge themselves. You may notice that the use of markers, crayons, and drawing implements is limited. We use these tools on a daily basis--requiring minimal use, if any, means students must challenge themselves and 'think outside the box.' I am always fascinated with what students create! Guided Discovery/Modeling/Role Playing: At the beginning of the year, and throughout the year when new materials are introduced, students will take time to explore items. This will allow them to understand and generate 'appropriate' uses and care for each supply. During the year we may need to revisit a 'guided discovery' experience, as students may need a 'model' to remember how to appropriately use materials or review classroom expectations. Role Playing is a new aspect integrated this year. This will allow students to act out 'potential problem' situations and discuss how the actors and actresses could best resolve the conflict. The goal is for these experiences to help empower children as they become more independent at problem solving future situations. Establishing Classroom Rules: At the beginning of the year, students help to create the class rules together. When these are established as a 'community,' students tend to take on more ownership for the 'rules.' We establish some basic rules the first couple days of school, but we officially write down our list approximately a week into the school year. This allows students a chance to get acquainted with the new 'community' and identify what types of rules are most appropriate. Logical Consequences/ "A Rest for My Best: The consequences of our actions take on a 'logical' approach. There are three basic types of consequences: 1. 'If You Break It, You Fix It' If a child accidentally knocks something off another student's desk, it is only logical that they should help pick it up. Likewise, if a student hurts another's feelings, they need to fix it. This is done by making an apology or finding a way to make it up to the other person. 2. 'Loss of Privilege' Sometimes loss of privilege is the most appropriate way for a child to regain an understanding of their responsibility of appropriate conduct. 3. 'Take a Break' When students understand the expectations and are having difficulty remembering to follow their requirements as a member of our class, they may need to 'Take a Break.' In our classroom, we have "A Rest for My Best." This is a 'safe' space for students to go if they need to take a break. While sometimes I may encourage students to visit this special spot in our classroom, they may begin to pay attention to their own feeling--if they need to write an apology to a friend, regain control, are having a sad day, or even an exciting day, they may decide to visit 'A Rest for My Best.' There, students may either write, draw, or read about a problem they are having. I have a special "Between Ms. Groegler and Me" box where students may place any pictures or a note to me if there is something they want to share. I make it a point of checking often so I know if a student needs to meet with me to talk. As past experience shows, students love this spot in our room and sometimes even choose to work there during center time if they are desiring a little space! |
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