Inclusive By Design

Making students feel included and building community requires an unwavering commitment throughout the year. This issue of the Conditions For Learning Newsletter includes activities that promote a sense of belonging, an emphasis on community building, and proven strategies that help develop clear behavioral expectations.
When students are included and accountable they will be conscientious and respectful.

The following are strategies and activities you can use to set the tone of respect and inclusion in your classroom this year.

Future Jobs (setting a purpose for the year)
Ask students to fold one piece of blank paper in 1/2 to create four columns (front and back). Label the first column "200 years ago". Ask students to list jobs that they think existed during that period (3-4 minutes). Share out (encourage students to write down new ideas they hear). In the next column ask students to list jobs that exist "Today." - Share out. In the third column, ask students to list jobs that will exist in the "Future" (jobs that will exist after your students have gone to college). Share out. Finally, ask students to list the "Skills" they will need to acquire those jobs in the future. Share out and record on chart paper. Students have just created their classroom goals for the year. Post and refer to these goals often as a significant reason for being together in your class.

Name Game
Ask students to stand in a circle. Have each student share their name and a gesture that reflects an interest of theirs. For example, "My name is Jerry

and (motioning like he is swinging a bat) I like baseball." Students can repeat the name and gesture in unison or you can challenge students' memories. For example, ask the second student to repeat the name and gesture of the first person. Have the third student repeat the name and gesture of student 1 and 2. Continue

this pattern until the last person in the circle repeats everyone's name and gesture.

Goals Chart
Use a sheet of butcher paper and create the following columns: Name, Date of Birth, Place of Birth, Languages Spoken, Goals in 5 years, Goals in 10 years. (You may need 2 or 3 pieces of butcher paper depending on your class size). Invite clusters of students to list their information under each heading. This creates an excellent medium for generating questions and discussions across content areas: Math/ Social Studies/Geography. How many students in our class were born in ___? How many students in our class speak more than one language? On which continent were most/least students born? How many students see themselves in college in 10 years?

My Favorite
Provide each student with one index card and ask them to write the numbers 1-5. Beside number 1 students write their favorite movie; number 2 a favorite book; 3 favorite food; 4 favorite person; and 5 favorite place. Once students have filled in their card, collect them and ask everyone to stand. Pick one random card and read number 1 (favorite movie). Students who wrote this movie down as a favorite remain standing. Students with other movies listed sit down. Read through the rest of the card using the same process until you have 1 person standing. The card read belongs to that student. You can do 2 to three each day until everyone"s "favorites" have been revealed.

My Favorite (remix)
Students follow the same directions from above to fill out the index cards. Collect all cards, shuffle them and redistribute to students. Students stand and move about the room trying to find the student whose card they have. Students ask, "Is your favorite book ____?" "Is your favorite food ___?" Once students have found their "new friend" and have been found, the students sit down together. Once all students are seated, have students introduce their "new friend".

2 X 10 Strategy
Identify the student(s) who are the most challenging in your classroom. Spend 2 minutes with each challenging student individually for 10

consecutive days (before school, recess, at lunch, after school) discussing topics of interest (hobbies, interests, favorite subjects, music, movies, etc.)

Community Circle
This strategy allows students to voice thoughts and opinions about a variety of social and academic topics. Assemble students in a circle, write a prompt on the board such as "My weekend was _____ because _____." or "If I had one wish I would _____." or "From our science experiment I learned _____." Students take turns verbally filling in the phrase. While doing so, they can pass an object (squishy ball, talking stick, etc.) that indicates whose turn it is to talk. Students can also create sentence starters for the class. Classroom Agreements
Agreements are the behavioral expectations or class norms that take the place of rules. According to the community building resource, Tribes by Jeanne Gibbs, there are four agreements: Mutual Respect, No Put Downs, Attentive Listening, and Right To Pass. The Community Circle, mentioned above, is the perfect place to practice and evaluate (see below) the agreements at the beginning of class.

Evaluate Class Performance (1,2, or 3) Student analysis and evaluation of behavior is critical to the development of a positive learning environment. Mutual Respect, No Put Downs, Attentive Listening, and The Right To Pass are the "lenses"through which you and students can analyze classroom behavior. After completing an activity, such as community circle, a lesson, discussion, transition from recess back to class, etc. ask students to evaluate how the class did by indicating 1, 2, or 3 on their fingers. Have students share reasons why they indicated a particular number. Keep in mind that students" comments should

be general when talking about students in the class (some students in our class...) and very specific about behavior (did not go directly to their desks after the bell).

Heartbeat
Ask students to stand in a circle and clasp hands. Tell students that you are going to time how long it takes to get the "heart beat" around the circle. You begin by squeezing the hand of the student to your right. When each student feels his or her left hand being squeezed, the student "passes the heart beat" by squeezing his or her right hand. Record how long it takes to get the beat completely around the circle. After you've done this once with students ask them what they will have to do to get the heartbeat passed even faster (again using general terms to describe what needs to change - "Some of us need to pay closer attention", "Be ready to pass the heartbeat", "Squeeze gently", etc.).
Additional context: You can explain the parallels between this activity and the circulatory system (the heart pumping blood and oxygen throughout the body). You could also explain how the heartbeat symbolizes the new school year and the need to support and learn from each other. The activity can serve as a measurement of improvement over time as well. Record the first day"s best time and come back to it a few days later seeing if the class can establish an improved time.

Interactive Journals
Begin a running dialogue with your students through journal writing. Discuss students" activities, interests, hobbies, favorite subjects, school activities they enjoy, lessons they did or did not enjoy, books they are reading, movies they like. Provide follow up with conflict resolution, etc. This activity can be facilitated as a writing station daily in the primary grades, once a week with intermediate students, or with select students at the Secondary level.

- J. Knighton

*Please share your successes with the strategies listed above, modifications you"ve made or strategies you routinely use to build community with your students.

Email me at:

jknighton@conditionsforlearning.com

Working with difficult students begins with the whole class

Working with students, while extremely rewarding, can be challenging at times. It is easy to become overwhelmed with the behavioral challenges exhibited by some students. One way to mitigate some of these challenges is to provide conflict resolution strategies that you expect all students to utilize. Critical to the development of an effective learning environment is the need to ensure that all your students have a clear understanding of strategies they can use when conflict arises. Here are a few ways:

Class Meetings
When a student has a conflict with a class member, have the student write the issue (names of the students involved, the date, the problem between the students) on an index card and return it to you. Provide weekly meetings where students 1) experience an ice breaker at the beginning of the meeting 2) share compliments with classmates 3) resolve any issues or conflicts that are shared with you via index cards before the meeting.

I Message
Allows students to express frustration

with others while being civil and direct. Students communicate an emotion they feel and the behavior that is bothersome without engaging in verbal or physical retaliation. I feel ___ when you ___ and I would like you to stop please.

Tell A Trusted Adult
Students must identify adults who will be responsive to their concerns. If you are approached by students because you are that trusted adult, ask them which option they plan to utilize to resolve conflict peacefully.

Move
Grant students the option of moving to a new seat quietly and respectfully to avoid conflict. Check in with this student (when appropriate) to find out why they moved and if there are other strategies or support needed from you.

Ignore
Ignoring students can be an effective strategy to deter misbehavior. Be sure students analyze its effectiveness and encourage alternative strategies if needed.

Conflict Manager
Insist that students consider your schools" Conflict Management/Peer Mediation program to resolve conflict.

- J. Knighton