Classroom Ecology Plan

405C

Section 1: Building a Classroom Community

Teacher and students are BOTH a part of building community. Building community means
having students understand that teachers make it clear that they TOO are developing these
qualities and characteristics. Teachers as facilitators. Partnership.
Student centered classroom.


Reflection: How do you define Classroom Learning Community?
What are the qualities/characteristics you would like to promote as you build
community?

-Be Respectful
-Be responsible/accountable
-Be safe
-Agency/ownership
-Critical Thinkers
-Dont be afraid to take risks (risk-taking)
-Reflective
-Open-minded
-Balanced
-Principled
-Thinker
-Inquirer
-Communicator
-Knowledgeable
-Teachable attitude
-Caring/Empathy
-High expectation

Safe (emotionally, physically, spiritually, intellectually, and socially); willingness to explore and
challenge; compassionate; supportive; empathetic; explorative; accepting; equitable.


What theories inform your ideas about Classroom Community?

Barbara Rogoff Community of Learners
Diaz and Flores
Daniel Solorzano
Funds of Knowledge
When are you coming to visit?
Neil Nodding (caring for your students)
Paulo Freire
Positionality
Ken Robinson
James Gee
Yosso (Cultural Capital)

Action Plan:

What are the qualities/characteristics you would like to promote as you build community?

Critical thinkers
Caring
Respect
Diligent
Empathy
Humility
Self-Awareness
Self-Expression

1. How to introduce yourself to the class:

Powerpoint
Bio Bag
Vision Board
Video of what to expect
Self-Interactive Video
Teachers corner

2 Learn about students / families / cultures:

Vision Board-Connect
Star of the week
Home visits
Social Event for families, monthly themed
Personal Item community circle
Name tags/stuff they like
Timelines
Affinity Cards


3. Create a list of introductory activities you will use during the first two weeks of school
to help students get acquainted with you and one another. Include any
materials/handouts/books you will use for these activities.

Letter to themselves: goals, fears, expectations
Fill your bucket (positive things)
Bio Bags
-Equity/affinity cards
-Facebook profiles
-Three different color post its (Classroom agreements)
a. What can your teacher can do to help you learn?
b. What can your peer do to help you learn?
c. What I can do to help me learn?
-Photographic artworks
-Drawing background of your place of interest and then taking a picture of them and
cutting them in the picture
-Fill your bucket
-Mailboxes

BOOK RESOURCES:
Rules in School
The Morning Meeting Book
The First Six Weeks of School

Section 2: Classroom Management

Major components of classroom management:
- Preventative by creating community that has respect between T/S and S/S, creates a
foundation.
- Council
- Keeping parents informed and having students report to parents for negatives and positives,
provides a sense of ownership
- Student internal understanding of concepts and behaviors (expectations)
- Providing students agency with ownership in the classroom
- Student created agreements are different for each student and more of a provide natural
inclination to following agreements

Theories/Research
- Teacher as a Socio-cultural Mediator, Diaz Flores: high expectations of students
- Developmental Designs: http://www.originsonline.org/developmental-designs/about-
approach#how-it-works
- Responsive Classroom:
https://www.responsiveclassroom.org
Classroom Management for Elementary Educators- Weinstein

Action Plan:

Agreements
1. Students and teacher generate agreements together to provide ownership and consensus,
hopefully agreements fall under the following categories:
o Be respectful
o Be safe
o Be responsible
o Be a risk taker
o Be a problem solver
Activity: What makes a good student? What makes a good teacher?
-Frame Agreements as a constitution. Allow students to sign at the end.

If A Student Breaks the agreements:
1. Talk with the student, ask them to reflect on the agreement they broke. Why? How does what
they did affect the class? Lead them towards recognizing the importance of the agreement they
broke.
2. Students and teachers agree to pick the consequences for their misbehavior. (beginning of
the school year, made with the rules)
3. Give students warnings (3) be transparent. Let students know which warning they are on, so
they can self monitor behavior.
4. It is important to be consistent with the rules too. Constantly go over the rules so they know,
and are well aware of the consequences for their behavior.
5. Take away recess or privileges

Community Building
2. Through community building and emotional intelligence activities and theories, we can work
with our students to create authentic expectations of what being a good community member
looks like. As oppose to creating a written document of classroom agreements, students hold
themselves accountable for being compassionate, kind, and thoughtful.
Create conscientious thermometers for students to self regulate
Hold regular community circles
Hold Morning Meetings every day
Incorporate Council into classroom

-Policies
Follow agreements
Reflection on behavior and not just negative and positive reinforcements
Bathroom policy: scheduled bathroom break for whole class so no kids ask constantly and/or
miss out OR bathroom passes with so many per time frame
Students who leave classroom have to wear a brightly colored vest
Agenda book
o PE equipment monitor


-Structures
Dont just list the things we CANT do but list the things you CAN do
Be a problem solver, put the responsibility back onto student
Set up the phsyical classroom environment so that students know where to get what
they need, have clear boundaries for what parts of the room are always open for
business (i.e. paper, crayons, books etc) and what areas are sometimes or always off
limits (i.e. computers, teachers desk, filing cabinets etc)

Classroom Jobs/duties/responsibilities:
Students change jobs every Monday, have as many jobs as the amount of student
o Students can create resumes and apply for the classroom jobs, perhaps changing by quarter
o Students may also hold elections for the jobs they desire, and the class must decide who gets
what job.

Jobs can include:
o Paper monitor
o Homework Monitor
o Breakfast monitor
o Office monitor
o Phone monitor
o Sink monitor
o Trash monitor
o Line monitor/leaders
o Door monitor
o Light monitor
o Pet feeding monitor
o Hand sanitizer monitor
o Screen monitor
o Board monitor
o Stuff organization monitor
o Pencil patrol monitor/Pencil surgeon
o Compost monitor
o PE equipment monitor
o Historian
o Concierge/janitor
o Tech Wizard
o Mailman/woman/person
o Teachers Aide/assistant

Personal Organization:
Part of classroom management is having the space organized for successful student interaction
and engagement, but also in a way that is a healthy work environment for the teacher. Organize
your desk and area so that there is a space for everything! Where will random flyers and notes
from the office go? Will you have a student inbox? Be realistic about time and abilities and what
you can keep track of. And write everything down! Keep a journal/log of all phone calls home,
behavior issues, one-on-one discussion, notes, absences, conversations with other staff
members about students etc.

Reflection on behavior issues (why did you do it, was it an action that follows the agreement
you made at the beginning of the year, etc.)
Have a calming caddy: a bin with de-stressing and calming down books and items that can
relieve stress
o Breathing techniques
o Stress ball
o Puzzle
o Books
o Play dough
o Crayons and paper