Page 13 - Norwood Spring 2019 Magazine

a partner. “Although these games and activities are part of our I care about you, so I’m not going to encourage your disruptive
math curriculum, the students see them as free time and free behavior. “Children in this age group want to be good friends
choice, so they are more enthusiastically engaged in the lesson with everyone, so they take this suggestion for how to show they
knowing what lies ahead,” explains Jeanne Simons, second grade care to heart. When they do, I can turn to the student and say,
teacher. “We also see this deep interest and excitement when ‘You have a lot of friends in this class.’ It’s really empowering for
students get to ‘read to self’ during reading. After a lesson and the students as a group and e‹ective for building a community
practice on word work, students get 15-20 minutes of sustained that understands we are all in this together.”
reading of any just-right book of their choosing. Our classroom
libraries are filled with a variety of books and often this becomes
the students’ favorite time of the day.” Developing
Character
LASTING AND SIGNIFICANT BENEFITS
Being When teachers lead with community, it sets the stage for a
Supportive stronger and more successful learning environment. Community

APPLAUDING EFFORT emphasizes the development of qualities essential to good
Positive feedback can be even more powerful when it comes character—things like empathy, fairness, and concern for others.
from a kind and supportive community. Teachers find all kinds It creates a more joyful and supportive learning experience
of ways to empower students using group support. For example, where collaboration and cooperation skills are emphasized.
in music class, Maria Lostoski’s students applaud attempt, not Children learn to work respectfully and successfully with
just ability. “It can be scary for students to sing a solo in class. all kinds of people, including those who may not agree with
We practice applauding students who come up to the front of their way of doing things. More importantly, they learn how to
the class to perform, as if to say: We applaud your courage, no draw upon one another’s skills to create something even more
matter what you do.” powerful than they could have done on their own.

Peer review is another e‹ective way to praise e‹ort. Typically “It’s why I am in this profession and why I teach at Norwood,”
used in reading/language arts and English classes, peer review says Terri Woodard. “It’s everything to me. At the center of
involves students reading and responding to each other’s teaching is fostering a great community that everyone feels a
writing. Either individually or as a class, students provide kind, part of and wants to come back to every day.”
respectful, supportive, and helpful feedback to the author.
In addition to helping students improve their writing, peer
reviews infuse a classroom community with positivity, support,
and encouragement. This kindness is contagious. Children are
more likely to contribute positive remarks to others when they The Power of a Strong
have been a recipient themselves. Classroom Community
n A more joyful learning experience
They also gain a greater understanding of how di‹erent areas
of strength make the whole group shine. As they applaud the n Richer classroom discussions
e‹orts of their classmates, students learn to appreciate the n Increased creativity and risk-taking
di‹erent gifts that each student brings to the classroom and n Greater sense of social responsibility and empathy
that it is okay to let others shine in their areas of strength. n Development of collaboration and cooperation skills
n Less competition
But what happens when behavior is less than positive? Maria
tells the students to ignore silly or disruptive behavior or use a n Fewer disruptions
silent signal as a way of telling that student, I am your friend.

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