Transcript The Nature of Conflict

Classroom Meetings
CRETE Day 1 Training
PSD Teachers
Tricia S. Jones, Ph.D., Dept. of Psychological
Studies in Education
e-mail: [email protected]
Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Critical Tools for Constructive
Classrooms

Class Meetings
 Morning
meeting (K-8)
(Responsive Classroom)
 Other forms (7-12)
 Eight Basic Guidelines

Classroom Agreements
 Setting
agreements
 Logical Consequences
Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Responsive Classroom

Seven Principles
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The social curriculum is as important as
the academic curriculum
How children learn is as important as
what children learn
The greatest cognitive growth occurs
through social interaction
There is a set of social skills that
children need to be successful
academically and socially
Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Responsive Classroom

Seven Principles cont’d
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Knowing the children we teach is as
important as knowing the content we
teach
Knowing the parents of the children we
teach is as important as knowing the
children
Teachers and administrators must
model the social and academic skills
which they wish to teach students
Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Morning Meeting

Morning Meeting is a 20-30
minute daily routine used to
begin the school day in
elementary and middle school
classrooms
Greeting
 Sharing
 Group Activity
 News and Announcements

Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Classroom meetings

Several Functions
Connection
 Planning
 Goal-Setting
 Problem-Solving
 Assessing/Evaluating

Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Building Blocks of Effective
Meetings
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Form a circle
Practice compliments and
appreciations
Create an agenda
Develop communication skills
Learn about separate realities
Recognize needs based motivation
Practice role playing
Focus on non-punitive solutions
Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Establishing Rules with
Students

It is critical to learn students
hopes and dreams and work to
incorporate those in class rules
What do students want to learn?
 Why do they want to learn this?
 How will they use this to achieve
their hopes and dreams?
 How can they create rules that
respect others’ hopes and
dreams?
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Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Logical Consequences
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A discipline technique that
focuses on the consequences of
misbehavior
Emphasizes internal control
rather than external control
Three criteria for consequences
Related
 Respectful
 Reasonable

Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Logical Consequences Cont’d

Most logical consequences will
fall into three categories:
Making reparations “You Break itYou fix it”
 Mishandling responsibility “More
Limits Need to be Set”
 Time Out
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Copyright Tricia S. Jones, 2006. Do not use
without attribution.
Classroom Rules
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Specific
Positive
Consequential
Realistic
Consensual
Possible use of Class Officers
Copyright Tricia S. Jones, 2006. Do not use
without attribution.