February is always an interesting point in the year for students and teachers. We have been in school for more than half the year; class rules and expectations have been put solidly into place; and students are fully aware of these rules and expectations (as we have established them together as a classroom community). However, these rules and expectations require continued practice as the year progresses. Now that we are approaching the second half of the school year, our familiarity with the rules and our familiarity with each other as a community sometimes leads us to test the boundaries of these expectations. A large part of learning involves making mistakes; and when mistakes are made, we are provided with opportunities to repair them. When something is not working well as a whole group, one of the ways we help each other fix our mistakes is by holding class meetings to solve problems.
Class meetings are opportunities for students and teachers to "gather as a class to reflect, discuss, and make decisions" about the way in which the classroom is functioning. The purpose of these meetings is to allow children to provide input into their classroom community, develop problem-solving skills, social skills, cooperation, and respectful behavior. Rules for class meetings have been established at the beginning of the year. Although meeting rules may vary slightly from one class to the next and from one age group to the next, they all require active listening, respectful behavior, and a positive tone. Specific problem behavior is recognized instead of generalizations. For example, specific problems to address may be: "snack time is extremely messy; transitions take too long; supplies are not being put away in their designated spots." This is not a forum for individuals to be targeted for a specific problem behavior; but rather, this is a forum to discuss problem behavior as a collective group. To ensure that we are not placing blame upon one individual, students and teachers use "I statements" formatted as: "I feel _____ when _____. I want ____." (For example, "I feel sad when someone calls me a name. I want people to use kind words.") Once a problem behavior is recognized, a meeting is scheduled.
During a class meeting, students and teachers sit together in a circle and follow a set of sequential steps:
Charney, Ruth Sidney. (2002). Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8. Turner Falls, MA: Northeast Foundation for Children, Inc.
Class meetings are opportunities for students and teachers to "gather as a class to reflect, discuss, and make decisions" about the way in which the classroom is functioning. The purpose of these meetings is to allow children to provide input into their classroom community, develop problem-solving skills, social skills, cooperation, and respectful behavior. Rules for class meetings have been established at the beginning of the year. Although meeting rules may vary slightly from one class to the next and from one age group to the next, they all require active listening, respectful behavior, and a positive tone. Specific problem behavior is recognized instead of generalizations. For example, specific problems to address may be: "snack time is extremely messy; transitions take too long; supplies are not being put away in their designated spots." This is not a forum for individuals to be targeted for a specific problem behavior; but rather, this is a forum to discuss problem behavior as a collective group. To ensure that we are not placing blame upon one individual, students and teachers use "I statements" formatted as: "I feel _____ when _____. I want ____." (For example, "I feel sad when someone calls me a name. I want people to use kind words.") Once a problem behavior is recognized, a meeting is scheduled.
During a class meeting, students and teachers sit together in a circle and follow a set of sequential steps:
- Introduce the problem and review the meeting rules: "This is what we notice; this is why it is a problem."
- Gather information: "Why is this behavior a problem for the class?'
- Begin and focus the discussion: "How are we contributing to the problem? What can we do to fix the problem?"
- Brainstorm solutions for solving the problem
- Choose a solution
- Define progress and consequences: "How will we know if the solution is working?"
- Close the meeting on a positive note
Charney, Ruth Sidney. (2002). Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8. Turner Falls, MA: Northeast Foundation for Children, Inc.
class meetings at school. . .
Problem-solving meetings at home. . .
- Use "I statements" when you notice a problem behavior: "I notice that homework is not complete before bedtime."
- Target a specific behavior and identify why it is a problem: "When homework is not done before bedtime, it is incomplete for school the following morning. This is a problem because incomplete homework has consequences at home and at school."
- Ask and discuss: "How are we contributing to the problem? What can we do to fix the problem?"
- Brainstorm solutions for the problem and choose a solution that works best for your situation.
- Define how you will know progress is being made and any consequences from deviating from the solution.
- End the discussion on a positive note.
For more information regar ding Problem-Solving C lass Meetings:
https://www.responsiveclassroom.org/article/conflict-resolution-protocol-elementary-classrooms
https://www.responsiveclassroom.org/article/conflict-resolution-protocol-elementary-classrooms