Creating a Classroom Community
Watch the below videos.
Does each video align with your approach? What are the similarities and differences? Let's describe what each element looks, feels and sounds like at CPS.
-Developing a positive environment (proficient example)
How will you develop expectations with your students next week?
- Shared expectations, class contracts
- Actively reminding our students about the system (following through with the system)
- Being reflective in your own practice
- Discussing problems with the students and identifying a shared solution (circle time)
-Language to address student behaviour
How do teachers address student behaviour at Camdenville?
- Time to get back into the Green Zone following transitions (students and teacher)
- Practise transitions and how we enter a learning space
- Expectations around lining up and move around the school - mutual respect
- Verbal and non-verbal cues from the teacher to reinforce expectations
- Using positive praises in a calm and low volume
- Using a change in tone (modelling your own emotions)
- Giving instructions - short and directive
- Using 'thanks' instead of 'please' to give directions
- Thinking about the language you're using
-Using Restorative Practices to resolve conflict
What does restorative practices look like at Camdenville?
- On the playground informally - 'What happened?'
- Students are listened to and issues are resolved respectfully
- Restorative circles at break times with involved parties (using the hub)
- Whole class circle times with restorative questions
- Students share their strategies for different scenarios
- Friendology embedded into our school
-A Montessori Classroom and a flexible classroom
How are classrooms designed at Camdenville to support student engagement?
In stage meetings, we'll review our programming policy and discuss our approach to Seesaw and PBL.
Does each video align with your approach? What are the similarities and differences? Let's describe what each element looks, feels and sounds like at CPS.
-Developing a positive environment (proficient example)
How will you develop expectations with your students next week?
- Shared expectations, class contracts
- Actively reminding our students about the system (following through with the system)
- Being reflective in your own practice
- Discussing problems with the students and identifying a shared solution (circle time)
-Language to address student behaviour
How do teachers address student behaviour at Camdenville?
- Time to get back into the Green Zone following transitions (students and teacher)
- Practise transitions and how we enter a learning space
- Expectations around lining up and move around the school - mutual respect
- Verbal and non-verbal cues from the teacher to reinforce expectations
- Using positive praises in a calm and low volume
- Using a change in tone (modelling your own emotions)
- Giving instructions - short and directive
- Using 'thanks' instead of 'please' to give directions
- Thinking about the language you're using
-Using Restorative Practices to resolve conflict
What does restorative practices look like at Camdenville?
- On the playground informally - 'What happened?'
- Students are listened to and issues are resolved respectfully
- Restorative circles at break times with involved parties (using the hub)
- Whole class circle times with restorative questions
- Students share their strategies for different scenarios
- Friendology embedded into our school
-A Montessori Classroom and a flexible classroom
How are classrooms designed at Camdenville to support student engagement?
In stage meetings, we'll review our programming policy and discuss our approach to Seesaw and PBL.
