Just Starting Class Meetings
Question:
Hi!
I am a teacher in California and I have recently read your wonderful book. I am
a bit confused, however, as to the chronology of it all. As you know, we are
encroaching on a new school year and I would like to start day one, but I don't
know how much to do each day, when to start meetings, how to address behavior
issues until then, etc. Furthermore, I was confused as to the turn taking in
classroom meetings. If the student does not have the "talking tool," they may
not speak and the tool goes around the circle. How can I ensure that all
contributors to solving a problem can be heard, even though the talking tool has
already passed? Can the talking tool be passed across the circle or backwards if
someone has a suggestion, or will he or she have to wait to speak until it comes
around again?I really appreciate your
response. I will be teaching 4/5th grade combo next year-Spanish, English, and
Transition readers within both grade levels, and with several RSP and behavior
problems. I am eager to see the impact on our community your methods have.
Thanks! Claudia
Answer:
Hi Claudia, How exciting that you will be staring class meetings. Hang in there,
and I promise you will love it.
I'm sorry the book is so unclear (and surprised).
I don't have time to re-read it right now, but following is what I thought we
said that would answer your questions. (I think if you read and re-read the
book, you will find many of your questions answered -- as many teachers have
told me.)
In the book we explain that it usually takes
about 4 days to teach all of the building blocks for class meetings. However,
some teachers take much longer -- depending on their students. One teacher said
she spent a whole week just discussing and practicing getting into a circle.
What we say in the book is just general guidelines. Adapt everything to your
knowledge of your students.
I think it is very important to have class
meetings every day for 20-30 minutes for 4th/5th graders. They need just as much
skill building and practice in the social skills required for class meetings as
they do for math or reading, etc.
I suggest starting the first day. Most teachers
find it helpful to have class meetings just before a natural break time such as
recess or lunch. Do not talk about specific behavior challenges until they have
practiced all of the Eight Building Blocks for Effective Class Meetings.
However, it is a good idea to let the kids brainstorm a list of "We Decided"
guidelines regarding behavior on the first day. This is much more effective than
teacher posted rules.
Regarding the talking tool, it will get very
confusing if it goes back in the circle (or across). When it goes around the
circle, every student gets a chance to speak or pass. I prefer sending the
talking tool around the circle twice so those who didn't speak up have another
chance. Some don't think of anything to say until they have heard ideas from
others. It usually doesn't take long to go around the second time.
A very important thing to remember is that the
process is more important than specific solutions. During the process kids are
learning respect, listening skills, problem-solving skills, etc. Sometimes it
may not seem as though they come up with a good solution, but you'll find that
things get better just because they discussed it in a respectful way.
Be sure to give it some time. Remember that kids often aren't used to focusing
on solutions. At first they may be more interested in blame and punishment
because that is what they are used to. Don't expect perfection. Just keep
working for improvement – as in any academic subject.
I wish you the best.
Jane Nelsen
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