Class Meetings in the First Grade

It’s a typical afternoon in my classroom. We’ve just finished our last recess and students are coming in excitedly.  As part of our routine, students begin to seat themselves around the outside of the rug, during this time they are chatty and high energy–a normal first grade class. We all get seated and the breathing leader tells students that today we will do 10 deep breathes. He rings the bell and then slowly begins to lead students in 10 deep breathes. At the end of the breathing, all students are quiet and have placed their hands palms up on their knees, ready to begin our compliment circle. As a stuffed puffin (our class talking stick) begins to make it’s way around the class, students compliment each other for a variety of things that happened throughout the day. One student thanks a classmate for walking her to the office when she skinned her knee. Another student thanks a friend for including everyone in soccer and playing fairly at recess. After receiving a compliment,  students fold their hands together as a silent signal they no longer need a compliment. Our compliment circle finishes in about five minutes and then we move onto our class meeting agenda for the day. We have one problem to solve as a class today–lately our transitions have been noisy and taking a lot longer than normal. We bring the transition problem to the class and brainstorm possible solutions. During our brainstorm time, students bring up various solutions and raise concerns that may accompany the solution. As a class students vote and hone in on the idea of timing our transitions on one of the iPads. One student raises the concern that students might get too wild in the rush to beat the timer so we also develop a guideline of “When we transition, we will transition quickly, quietly and safely”.  The solution is put into place that afternoon during pack up. We will continue to try this solution for a week or so before revisiting at a class meeting to see how it is working.

 

When I came to Queen Anne Elementary, I had never had formal Positive Disciple in the Classroom training and was only vaguely familiar with it. My first year at Queen Anne, I was able to take a training very early in the school year. At first, I struggled with implementation in my classroom. I have never been a teacher who yelled or was punitive to students but turning classroom problems over to students to solve was challenging. I was used to fixing class problems quickly and making the rules for the class. I was a kind dictator in my own classroom. Giving students ownership in daily classroom decisions means that I am not the only one making the class rules. It also means that sometimes a student driven solution is complicated and does not solve the problem. In this case, we revisit the proposed solution and adapt as needed. What I observed and began to realize about the power of class meetings was  that each of my students realized they had a voice in the decision making process,  and not only could they come up with solutions but they could help solve problems for the class as a whole.

 

Our class meetings follow the same format every time. Using the same format means students know what to expect and this leads to an efficiency in our class meetings. We begin with deep breathing to calm down and get ready to focus. Our class meetings take place at the end of the day after the last recess, not a time first graders are normally very focused. We do deep breathing to regain focus and this sets the calm tone for our meeting. We then open with a compliment circle. We focus on giving “inside” compliments vs. “outside” compliments. Inside compliments are compliments that are focused on actions, behavior and character traits. After our compliment circle, we move onto class problems that need to be solved. Sometimes there aren’t any problems, in that case we close with a fun game or high five and move on with our afternoon. If there is a problem, we brainstorm possible solutions and then vote on these solutions. Most of the time I am merely the scribe during this time, however, if a student comes up with a solution that is punitive or not practical, I step in and say “As a member of the classroom, I can’t live with that solution” and we strike the possible solution. This does not happen regularly. After students are done brainstorming, they vote. As a wrap up to the class meeting with end with a fun game or high five. We do class meetings 3-5 times weekly and they usually last 10-15 minutes. By implementing class meetings, my classroom now runs more smoothly, there are less behavior problems and all students feel like important members of the classroom community.

Positive Discipline

 

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Moonshot Thinking – An Ongoing Lesson in Perseverance, Risk Taking, Connection and Apollo 11

Our school mascot is the explorer.  Our symbol is a rocketship.  So when I first heard the term “moonshot thinking” I was intrigued.  Digital Learning Specialist and Educational Keynote Speaker, Jenny Magiera brought it to my attention last summer as I was following the BLC15 hashtag on twitter.   Mageria challenges all teachers to create a classroom where it’s okay to fail.  It’s her belief and mine too, that mistakes are usually opportunities to try again.  And it’s often these second attempts in learning that push us to take bigger risks, and in the classroom, even a 1st grade classroom, these risks usually lead to deeper more meaningful learning.  

I picked up Brian Floca’s book,  Moonshot – The Flight of Apollo 11 in the fall.  I knew that not only did I have a mentor text for my 1st graders first non fiction unit of study but I also had a book that would inspire my students to ask questions.  After reading Moonshot my 1st graders put many of their questions on sticky notes.  “How do you get to be an astronaut?   Is space travel dangerous?  Do you sleep in space?  How long does it take to get to the moon?”  These questions led to spending a good chunk of our We Wonder Wednesday researching  Neil Armstrong, space travel and the effects of gravity in space. Videos from this historic time helped us learn how to  make meaning of images.  And my students marveled, as together, we watched the grainy, black and white footage of Neil Armstrong taking his first step on the moon.  We even tweeted our questions to Moonshot author, Brian Floca and to our surprise he tweeted back.

  

That connection alone was enough to inspire my students to think big.  They were so proud that the author of our favorite read-a-loud was talking to us.  But even more importantly, at least to me, this book started what is still an ongoing conversation in my classroom. How do we set goals and what does it take to meet them?  Learning is a lifelong adventure and if we want to to accomplish great things, all of us have to try, fail, persist, try again and even repeat many times before we can  reach the the highest of heights.  Moonshot thinking.img_5188