According to Carol Tomlinson, educator, author, and speaker, there is a helpful framework to consider when it comes to creating and fostering a sense of community within your classroom. She suggests that the four key efforts to keep in mind include: a.) establishing a respectful tone, b.) establishing bonds with and among students, c.) creating a community that values all students, and d.) helping students resolve conflicts. With this in mind, I’ve been reflecting on the sense of community I’ve been actively trying to create with the students I work with on a daily basis. In thinking about the various groups I work with and the array of situations I regularly encounter, I’m left with a somewhat surprising sense of success, realizing I’ve unknowingly been following this framework all along.
Before getting into a reflection regarding my own practices, I should probably explain my current teaching position. My official title is “7th Grade Teacher Leader,” though I’ll admit this feels slightly dishonest since I am neither leading nor teaching full time. A more accurate title might be “Team Mom” or “Community Building Coordinator” or “Student/Family Liaison.” And before you get a false sense that I’m complaining, let me assure I’m not- I LOVE MY JOB! While I do co-teach and plan with my team members, as well as with the 6th grade humanities department, I also have the privilege of working one on one with students, with small groups, and as the ALP coordinator for 7th grade. I manage parent communication and student extension projects. I also have an advisory group that I work will three times a week in addition to electives courses that I teach twice a week. All in all, this position requires that I work with various groups of students in diverse settings, so although I don’t have a room to build community within, I’ve been working to build community wherever I happen to be at our small school. Getting back to the framework, however, and how I view my own practice, I will start by saying respect encourages respect. The idea that you would want to start any effort to build community by establishing a tone of respect is foundational. Respect is essential for healthy relationships and positive group dynamics. Personally, I put great emphasis on communicating in a respectful tone at all times. I refer to my students as “Ladies and Gentlemen” or “Friends;” I use language of appreciation and gratitude when students are doing what is asked or are going above and beyond; I greet every student I see first thing in the morning by name and make eye contact with anyone I pass with a “good morning” or “how’s it going?” My hope is that in modeling this type of interaction, our students will develop similar communication skills and feel that they belong to a friendly and respectful community. When it comes to establishing bonds with and among students, this is another area I consciously put significant time and energy into. One of my favorite parts of this job is getting to know my students and identifying the unique attributes that make them who they are as individuals. We do a lot of get-to-know-you activities at the beginning of the year and I facilitate different practices like “daily gratitudes” with my advisory which reveal so much about each student. My 7th grade team is making a concerted effort to have lunch with small groups of students from time to time or take them to the coffee shop in the morning so we can chat. In terms of creating a community that values all students, one of our regular 7th grade practices highlights this idea well. Every few weeks we “circle up” our students in 7A and 7B for community meetings, at which we open with appreciations and then go into an open dialogue about how things are going for students. We take about the good, the bad, and even the ugly, and provide students with a safe space to talk about their feelings and concerns. An important feature of this routine is that we all sit together on the floor in a circle and engage in organic conversation. We as teachers celebrate what is going well with the classes and make recommendations for growth. We make this type of discourse a priority which I believe helps students to see that they are all valued and cared for. This type of conversation tends be fairly equitable, and it’s incredibly rewarding to see students open up to one another the way they do. Lastly, helping students resolve conflict is also a big part of building community for us because we are a project based school, where group work and collaborative interaction is part of the daily experience for our students. On the one hand, giving students space to work through challenging group dynamics is part of our role as facilitators, however, there are occasionally times when we (rather than interjecting) invite the group to come in for lunch to discuss the direction of the project and explain the task delegation process. Often times when we extend such invitations students seem to resolve the issue on their own, but that’s not always the case, and sometimes a bit of guidance can make a world of difference. Overall, I feel that developing a sense of community is invaluable to creating a safe and healthy learning environment. If I could add any feedback to Tomlinson’s framework it would be that genuine, honest, engagement has to be a part of this process at every turn. Students can see through disingenuous acts, so any attempt to “build community” simply because it’s what you’re told to do rather than because it’s what you want to do will only have negative effects on everyone. What’s more, children watch and learn from us despite the overwhelming evidence of the opposite, so we have to always lead by example. Being genuine is important to building community and a helpful addition to this framework.
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I think the phrase, “Teacher as Designer” can evoke different ideas for different people, but ultimately, it places important emphasis on the role of the teacher in creating and developing not only curricula, but learning environments as well. This means ensuring that the content is engaging and accessible for all students. For me, this phrase also highlights a sense of freedom and independence as an educator and reminds me of a saying we have in 7th grade: “With independence comes responsibility.” The responsibility that comes with creative freedom in terms of curriculum design is no different. Our responsibility as educators is to provide engaging and equitable learning situations for all students, which is highlighted by ISTE standards for educators. According to ISTE standards, the idea of “teacher as designer” requires educators to use technology to create personalized learning experiences and emphasizes the importance of creating an environment where learning is authentic, engaging, and rigorous.
After going through the assigned readings for the week, regarding the idea of teacher as designer, I was particularly struck by the Teaching Tolerance article, “Avatars and Activists” by Maya Lindberg. I was inspired by the idea that teachers are using gaming in the classroom to promote social justice awareness. I was previously unaware of the existence of video games that center on social justice themes and was delighted to find countless games on the Games for Change website that we can use in our 7th grade classes. Games for Change.org offers a wide array of free online games that students can play to expand their knowledge on a subject while also expanding their awareness of particular social or human rights issues. For example, students in our 7th grade science class are currently learning about water rights and accessibility in a 3rd world country they chose to learn about. The game “3rd World Farmer” highlights the struggles farmers in such countries face and provides a simulation of the decisions many farmers encounter in order to survive. Such games reveal the interconnectedness of water accessibility, poverty, and human rights and provide teachers with an opportunity to design curriculum with perspective and global awareness in mind. While I’m excited to introduce our students to games like this, I was still left wondering what else we can do as a team to further implement technology in an innovative way in order to promote authentic, engaging, rigorous, AND differentiated learning. After poking around on the PLN FreeTechforTeachers, I found a fun discussion platform called FlipGrid, which I’m planning to use in addition to various Games for Change. FlipGrid is a free digital discussion platform where students can share their thinking from anywhere with a phone or tablet. It allows teachers to post discussion questions for students to answer with short video clips. This is both authentic and engaging and allows students to participate in two-way communication in a new way. Students can post their own questions as well. I think this will be a useful tool for facilitating discussions regarding the games we play from Games for Change. The use of Games for Change and FlipGrid together make for an engaging and personalized learning experience that allows students to generate ideas and test theories through collective conversation (ISTE Student Standards). According to Mica Pollock, (Teaching Tolerance) getting students to “think and communicate with technologies” is an important part of effective design (see “Smart Tech Use for Equity”). Pollock contends that equity requires a sharing of voices with the overarching goal of encouraging “confident collaborators and creative thinkers” (2016). My hope is that by providing students with an alternative option for learning about 3rd world water issues for example, coupled with digital discussion forums where students can share their voices in an equitable way, we can avoid “passive or low-level learning tasks” (Pollock) which are often associated with the misuse of technology in the classroom. The other important facet of designing for equity is ensuring that the needs of all students are met with the use of any technology. Using Games for Change in tandem with FlipGrid meets the framework for differentiation by allowing students to engage in “producing and communicating” as well as “dialoguing and collaborating” (Andersen & Sorensen, 2017). Such tasks are important for all students and lead to a more equitable learning environment. I’m confident that the integration of both tools together will provide students with voice and choice, while allowing them to share creative video content that connects to real world learning. Games for Change.org offers such a diverse compendium of games while FlipGrid provides a unique platform for conversation. Both can be used in any content, though will probably require upfront effort for norming and modeling. I think if properly used both platforms, whether used together or separately, can provide positive learning outcomes for students with diverse needs and interests. The participation in Games for Change teaches students about real world issues while FlipGrid gives them practice with appropriate online engagement and discourse. Used together, I think both technologies serve as an example of design that is both engaging and accessible. References: Andersen, H. & Sorensen, E. (2017). “Enhancing understanding, flow and self-efficacy in learners with developmental and attention difficulties through ITC-based interventions.” European Journal of Open, Distance and e-Learning 20 (1). DOI: 10.1515/eurodl-2017-0010 Byrnes, R. (2017). “How to use FlipGrid: Guide for getting started.” Free Tech For Teachers: https://www.freetech4teachers.com/2017/12/how-to-use-flipgrid-guide-for-getting.html Flipgrid website https://flipgrid.com Flipgrid walkthrough video https://vimeo.com/229139609 Games for Change http://www.gamesforchange.org/games/ ISTE Standards https://www.iste.org/standards/for-educators https://www.iste.org/standards/for-students Lindberg, M. (2015) “Avatars and activists: Digital gaming offers a new frontier for social justice educators.” Teaching Tolerance 49. https://www.tolerance.org/magazine/spring-2015/avatars-and-activists Pollock, M. (2016). “Smart tech use for equity: Become an “equity designer” with new research from Mica Pollock and colleagues.” Teaching Tolerance 52 https://www.tolerance.org/magazine/spring-2016/smart-tech-use-for-equity Collaboration is more than an education buzzword. It is a life skill that requires consistent practice and thoughtful refinement. It requires an open mind, a willingness to listen, and a desire to contribute. It’s considered a “21st Century Skill” and is part of the “Learning and Innovation Skills 4 C’s” framework along with Critical Thinking, Communication, and Creativity. Collaboration is widely discussed and promoted among scholars and practitioners and is central to the success of any meaningful learning environment. Professional Learning Networks (PLNs) exemplify the power and importance of collaboration by creating an online platform for practitioners to ask questions, explore diverse perspectives and new ideas, seek professional feedback, brainstorm and collaborate, as well as further their own knowledge (Carpenter, Trust, Krutka, 2016).
It is for these reasons that I regularly turn to the PLNs FreeTech4Teachers and PracticalEdTech. Both pages are produced by Richard Byrne and offer a plethora of information regarding teaching in the digital age. For someone who does not consider herself super tech savvy, I’m grateful for resources like these where I can learn more about new ideas and see firsthand how to implement new tech tools like Yo Teach!, a backchannel platform specifically designed for classroom use. I’ll admit I’ve been slightly leery of the idea of backchannel communication in the classroom, however, after reading more about the benefits of using this type of tech tool with students, my brain went straight to the possibilities for collaboration. Yo Teach! Is a chatroom platform where students can ask questions, share ideas, and collaborate with peers. It can be used for warm-up activities or as an online discussion board, where students can post differing perspectives or thoughts. According to the website, one of the primary objectives of this platform is to “increase students’ overall learning outcomes.” Increasing students’ overall learning outcomes is central to the idea of collaboration. When students learn to collaborate effectively, they increase their learning. The very act of collaboration requires communication and shared contributions, which scholars argue is foundational to increased learning. When students feel that they can contribute in a meaningful way, they become more invested in their own learning (November, 2009). And once this type of learning takes root, it can lead to the attainment of a life skill that is increasingly important in today's world. According to Alan November, the ability to collaborate is becoming more important than test scores when it comes to finding work in the real world (2017). He states that in an interview with a CEO of an international bank, he learned the most valuable skill a person can have in the workforce is the ability to “effectively contribute to teamwork and be sensitive to the needs of people from other cultures, religions, and regions, who might have very different perspectives…” (November, 2017). Like any other skill set, collaboration is something that is taught and must be practiced; it is something we should model on a daily basis and provide regular opportunities for. As teachers, we can turn to PLNs for this type of practice. In fact, Jeffrey P. Carpenter and colleagues contend that PLNs are the perfect place to practice our collaboration skills (2016). In a recent survey, they found that 57% of the 20,000 teachers polled use professional learning networks as a way to collaborate with other professionals they otherwise would be unable to connect with. They argue that by overcoming geographic limitations, educators are able to connect with people from diverse backgrounds (Carpenter, Trust, Krutka, 2016). This enables the exchange of new and alternative ideas and perspectives, which builds a foundation for understanding and open mindedness. As important as it is for educators to practice and model collaboration, we must also provide ample opportunity for our students to do the same. This is why I’ve chosen Yo Teach! to implement with my students. Richard Byrne argues that the use of backchannel platforms not only provide a voice for your typically shy students, they can also extend classroom discussions, and offer a great opportunity to practice digital citizenship (2018). I would agree that they allow students to communicate in a new way which may open up lines of authentic, more diversified thought. This platform can be used in any class setting and meets the SAMR criteria for Modification in that it transforms the way they can communicate. While it may require time and focus for establishing norms for use, another potential disadvantage is that it may not be taken seriously by students. It has the potential to serve as a distraction, but as mentioned, with time and effort, it could be taught to be used properly and effectively. Such usage is part of the development of 21st century digital literacy skills, and the way I see it, once students can master this type of communication and collaboration, the sky's the limit. This platform for internal collaboration opens the door to global collaboration which is the direction November advocates we take learning. As he claims, shifting control is part of collaborating, though it is difficult at all levels. As teachers, the use of this type of technology is a perfect opportunity to practice shifting control. Final thoughts: Collaboration can be tricky, which is why practice and modeling is important. The root of this challenging dynamic arguably lies in the fact that it can be difficult to understand and empathize with different perspectives at times, but the more we’re exposed to opportunities to do just that, the easier it becomes. If we are to help students develop 21st century skills like collaboration, we must practice and model it ourselves while also providing space for students to do the same. References: Byrne, R. (September, 2018). “7 reasons to try backchannels in the classroom.” https://www.freetech4teachers.com/2018/09/7-reasons-to-try-using-backchannels-in.html Byrne, R. (September, 2018). “How to Create an Online Discussion Space for Your Classes – And Why to Try It.” https://practicaledtech.com/2018/09/23/how-to-create-an-online-discussion-space-for-your-classes-and-why-you-should/ Carpenter, J., Trust, T., Krutka, D. (August, 2016). “The Virtual Workroom: Using Social Media, Teachers Reach Beyond School Walls to Learn and Grow.” Www.learningforward.org Jackson, S. (2013). "How Technology can Encourage Student Collaboration." https://www.commonsense.org/education/blog/how-technology-can-encourage-student-collaboration www.commonsense.org/education/blog/how-technology-can-encourage-student-collaboration November, A. (2017). “Inviting Global Perspectives into the Classroom.” https://novemberlearning.com/educational-resources-for-educators/teaching-and-learning-articles/inviting-global-perspectives-classroom/ |
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