discuss during the meeting. This helps to set the mood for the importance of our discussion. Landau and Gathercoal further recommended these steps for the structure of class meetings:
1) Determine who can call a class meeting and when it should be held,
2) Seat students and teachers so that they can see the faces of all participants,
3) Establish the expectations that names will never be used in class meetings,
4) Establish the expectation that the meeting will stay on topic, and
5) Never coerce a student into participating during a class meeting. (p. 451)
Class meetings also connect teachers to their students on a personal level that is important for the intellectual and emotional growth of the child. Maldonado-Carreno and Votruba-Drzal (2011) stated “relationships with teachers constitute an important context for children’s development during the elementary school years” (p. 613).
Billy’s incident on the playground was handled through our class meeting. I was also able to add in some shared writing time. The principal wasn’t consulted; Billy’s parents weren’t notified; and his self-esteem remained intact. The other students who were pushed down because of his actions also had their feelings validated as we thoroughly discussed and wrote about the situation. It was a simple solution to an immediate problem. Does it take time out of my instructional day? Of course! However, the rewards I reap from this precious time with my students are priceless.
References
Frey, A., & Doyle, H.D. (2001). Classroom
meetings: A program model. Children &
Landau, B. M., & Gathercoal, P. (2000). Creating
peaceful classrooms: Judicious discipline and class meetings. Phi Delta Kappan, 81(6), 450-454.
Maldonado-Carreno, C., & Votruba-Drzal, E.
(2011). Teacher-Child relationships
Styles, D. (2014). Class meetings: A democratic
approach to classroom management.
Melissa's class uses reading, writing, speaking, and listening to resolve problems.
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