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Moving from a Classroom of Kids to a Community of Learners

Discipline and classroom management are two major components of school culture. Within each classroom is a community that runs differently from the next room down the hall. All communities together make up one large community, each contributing to the school’s overall culture. Neither can be taken lightly, and when one isn’t in place, the environment for leanring is simply not effective.
Every educator and parent/guardian has their own take on discipline. Some equate it to punishment, others see it as teaching. Some see it as a combination of the two. Discipline is most successful in our schools when strong relationships exist within an environment where clear expecations are set and procedures are in place. Most importantly, the child’s voice must play a role in classroom community. When these four concepts are woven into each day, a classroom of of kids becomes a community of learners.
When relationships are authentic and trusting, procedures are in place that kids understand and value, and they play an active role in decisions about classroom structure, will misbehavior be prominent? Will we need to “discipline” kids continually if these things are part of the classroom and school culture?

Strong Relationships

img_5409-1 Relationships, relationships, relationships. We all hear on a daily basis how important they are. We all know that if we do not love kids first, they are almost impossible to teach…but…are we intentional enough about personal relationships with individual kids in a classroom and school? Are there times when we go through the motions and do business, rather than authentically connecting with all kids? The answer to both questions is no doubt a big YES, because we all have days where we are not at our best. We have all made the mistake of missing out on an opportunity to connect and make a difference because of our current focus or mood. I look back on times where I have done this, and I am ashamed. I am remorseful and have deep regret. We are human and all mistakes, but I never want to have regret regarding relationships with others. Kids need us to be on our game and at our best every single day. A bad day will happen now and then, but what if some classrooms have mulitple bad days? Consider the damage that is done and the missed opportuities within those classrooms. THIS keeps me up at night.

Building strong relationships is a nonnegotiable. We simply cannot have teachers in classrooms who refuse to connect and choose to stay business like. It is no longer acceptable. Every educator needs to continually reflect and ask themselves,

“Am I THAT educator? Am I the ONE people wouldn’t want their child to have? Am I less preferred over other teachers because of my interactions with kids?”

Question your own intentions by reflecting on them regularly. Keep yourself in check when it comes to strong and lasting relationships with children in your classroom and school. Don’t be THAT educator!

Clear Expectations

ad0b6-img_5675Setting clear and high expectations is nothing new to what is required by teachers. There are general “rule” posters available for purchase that list expectations, and some make their own to post before a new school year begins. Safety procedures/expectations are important and exist no matter what a class is like, or who a child is. Other expectations such as how we treat each other, how we ask for help, how we best learn, etc. are discussions that need to happen with all involved. Expectations that are preset will ultimately fail because of lack of clarity and lack of ownership.  Consider the following common expectation in classrooms and schools:

Treat each other with respect.

How vague is that? How many interpretations or understandings of that phrase can you think of? Kids may see it in one or more of the following ways:

  • Don’t be mean. (will that look different to each child?)
  • Be nice. (see above!)
  • Use your manners. (Do all kids know the same manners, or any?)
  • Don’t touch.
  • Be quiet. (How many kids are told this at home… a lot?)

As stated above regarding expectations, unless it is modeled for kids and consistent throughout a school, it will never become part of the culture. Kids will unintentially receive mixed signals. We must be clear by modeling appropriate responses when kids are not treating each other respect so they can learn how to resolve conflicts without misbehaving in return.

Empathy is the golden key to the mansion of respect!

Clear expectations and empathy go hand in hand. When kids and the teacher are seeking to understand where another person is coming from, patience takes over. Patient kids are less likely to lash out at others. Respect becomes more defined, and kids begin to understand that it is so much more than “being nice”. Expectations regarding tone of voice, body language, nonverbal cues, reciprocal discourse, collaboration, and honoring someone’s space are all areas which cause misbehavior and conflict among kids. Dicussing these by attaching them to situations or scenarios will support kids’ comprehension of the learning community. When the majority of kids are knowledgable about these aspects of respect, a classroom begins to transform into a family.

Procedures, Procedures, Procedures

The beginning of every school year is spent going over “the rules”. Kids are continually told what to do and when to do it. There are many procedures that must be in place in order to keep people safe, and those procedures are the nonnegotiables of school! The important thing to remember is to discuss with students WHY these nonnegotiables are in place. Telling kids to do something and not explaining the purpose behind it can cause lack of trust and unwillingness to follow procedures that will keep everyone safe. Furthermore, explaining the purpose helps kids understand their role in having a safe community–that it isn’t just about them individually , but about the collective group. Kids need to understand, “When I follow procedures, I am making a contribution to my environment. I am adding value to it.”

We often assume that kids know specific procedures and what they look like. We must never assume this! For example, let’s consider the following expectation:

We always walk quietly in the hallway.

Consider how many ways this statement may be interpreted!

  • My feet need to be quietly walking, but I can still talk.
  • I am always quiet, even when I am giggling with a friend!
  • Quiet doesn’t mean silent so I can still talk in line.
  • I know quietly means NO talking and having quiet feet!
  • I see grown ups talking loudly in the hallway, so I guess I can talk as well.

So many interpretations or understandings of that phrase exist. Unless it is modeled for kids, and consistent throughout a school, this procedure will never be a clear one for anyone, including teachers. There will always be question on what walking queitly in hallway looks and sounds like. We must be clear by modeling appropriate actions, how to use materials, transitions, voice level, collaboration,  etc. Kids do not automatically know or remember to “act appropriately” in these areas. It takes discussion and demonstration for them to learn the appropriate behaviors.

When I was teaching kids in a classroom, I had a procedure for everything, from how to put a cap back on a dry erase marker (if you don’t hear the pop, it isn’t closed and will dry out!), to sharpening pencils, to visiting the restroom, etc. Much time was invested in modeling and practicing these procedures, as well as reteaching them after weekends and long breaks. The time spent came back to me tenfold because we didn’t waste time during transitions. Kids knew what and how to do routine things in the classrooms, and helped remind each other if someone forgot. The best teachers I know have very clear expectations for kids, but also communicate with kids in a manner that says (in kid friendly terms, of course!),

“I respect you. I care for you. I want you to be safe, and I want our classroom to be an awesome place. You are a contributor. You matter in our class family. Here is how you add value, and why.”

Student Voice

When we silence ourselves for a given time, and intentionally listen to kids…WOW. They can tell us so much about what they need in order to be successful. They can also teach us about ourselves and what we need for our own growth as educators. We are here for them…if there were no students, there would be no need for us! Getting caught up in “managing” a classroom can happen quickly, sometimes before we even realize it. Managing is easier than leading. It is much more safe, comfortable, and likely less time consuming.

Managers of classrooms will have a class of students. The kids will be compliant, safe, and orderly. There will be clearly defined expectations and procedures, but not all kids will understand why they are in place. What they do know is that it will be considered a bad choice if a rule is broken, and there will be a consequence. Classrooms led by managers generate lots of kids who do what they are told, and a few who rebel against most rules (probably because they do not understand why they are important). Do you know teachers who are managers? We all do. They run their classroom like a business, and it can appear to be effective at a glance. Beware of the MANAGER TRAP!

img_0617Leaders of classrooms have a very different perspective…they see their classroom as a community of learners, people who add value to the class family as a whole. They are listened to, and more importantly, they are heard. Many decisions regarding how the classroom works are made as a collective group, with the lead learner and the children problem solving and being proactive together. When kids have a voice and an opinion that is valued, it is simply amazing what they can do! Their disposition on learning and school in general will shift to a very positive outlook. Student voice allows kids to build confidence, take risks in a safe environment, choose how they best learn, and what they need in place in order to be their very best.

Are we listening enough? Are our kids being heard? I ask myself that continually. Managers run a tight ship, but leaders empower and produce captains! Which would you rather be a member of?

Classroom to Community…I would want my own kids to be involved in a community…a family who contributes to the community within the classroom and the entire school. All kids deserve that.


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Ferrari 575

The presented 575 M Maranello in 2002 (Modificato) continues the Ferrari tradition of the great front-engined coupe, the 1997 with the 550 Maranello began. The look of the Ferrari 575 M has been modified only slightly in comparison to the 550 Maranello, the displacement of the V12 engine, which also serves as the basis for the Ferrari Superamerica, was extended from 5.5 to 5.75 liters and the performance of 485 increased to 515 bhp. The Ferrari 575 M accelerates in 4.2 seconds from 0 to 100 km / h and reaches a top speed of 320 km / h With the Maranello Ferrari 575 GTC Evoluzione brought in 2005 a 600-hp race version on the market that does not street legal, but serves as a vehicle for customer racing and reaches a top speed of around 335 km / h. The successor to the Ferrari 575 M is the 599 GTB and was presented at the 2006 Motor Show in Geneva. Interest in Gran Turismo ? Whether as a new vehicle, year or Used in this web site remain open no auto-wishes.

Ferrari 575 photos

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Geographical Index > Canada > British Columbia > Report # 9353
Report # 9353  (Class A)
Submitted by witness on Monday, September 20, 2004.
Couple witness a bipedal subject cross road. Later investigate area on their own and find a possible bedding area
(Show Printer-friendly Version)

YEAR: 2004

SEASON: Summer

MONTH: August

DATE: 15

PROVINCE: British Columbia

LOCATION DETAILS: As described in the above report. Off Highway three in Sunshine Valley on a logging road off Alpine Blvd.

NEAREST TOWN: Sunshine Valley

NEAREST ROAD: Alpine Blvd.off Hwy 3

OBSERVED: On August 15/04 while rock hounding in the Sunshine Valley ,,I saw a two legged, hairy figure lumbering across the road about 200 yards ahead of me. It definately was not a bear, as the arms seemed to hang down near the knees, and was dark brown in color. It walked with an easy gait and did not appear to see me. The forest became very quiet just before this event, and I left the area. The next day my husband and myself went back to the same area, and noticed a path through the underbush, where someone or something had walked, and followed it for a short distance, looking for tracks, the ground seemed to be weedy, and rocks, so no tracks were visable. We crossed the road, and went down a steep embankment, which was sheltered underneath by three trees, and found a bed of boughs, with handfulls of a local bush usually bearing a black round berry, but had been picked clean. The handfulls of bush, were bunched together like they had been pulled off the bush by a hand. There were several of these bunches laying around the bough area. We have returned once more, and find fresh boughts, and more bunches of the same bushes.
We plan to try and set up an auto camera device, near the bedding site, and try and capture a picture of the creature.

OTHER WITNESSES: my husband and myself

TIME AND CONDITIONS: Aproximately 7:30 pm. Clear, quite light, and warm.

ENVIRONMENT: Mixed evergreen forest, underbrush and rock embankments.

Follow-up investigation report:

Further investigation of the possible nest or beds found by witness were misidentified. Still some items found in this area are unexplained and could be related to sasquatch activity, but no evidence was found to link them to it.

What witness saw cross the road two hundred yards away was no bear. " I have seen bear in this area, not many, but I have seen them What walked across that road was muscular, not thin, but slender and on two legs." " I was stunned, I could not move or say anything." "My husband was right beside me in the truck and I could not even make a sound or move towards him."

According to witness a reddish brown, turning auburn color biped walked right out of the bush, crossed the road in four to five steps and disappeared on the other side of the road, not turning towards them as it walked, and not running across the road.

They went back to the site and found an impression that could have been left behind by the biped, but were not certain.

Beds later investigated by investigators John Green and Thomas Steenburg turned out to be natural formations of the surrounding timber. It was relayed to me that the insides of these formations were being used by another critter, not sasquatch related, a type of mole that had burrowed into the ground several times had disturbed the rotten logs and was causing the effects seen by witness.

During another part of the investigation, Tim Martindale found an impression in the moss laden soil and took a few photos that were also inconclusive. But in no way was this going to take away from what was viewed by witness earlier that week.

Area will be visited again by witness. She believes that this may be an area that they will come back to sometime in the future, because of the food supply in the area. She will then contact the BFRO again if other sightings occur in the area.

  Copyright © 2020 BFRO.net


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Q.P.R. 1 Watford 1 (22/09/2007) 23/09/2007

Posted by Matt Rowson in Match reports.

Five Thunks from Loftus Road…

1- Worrying that we got so ragged and desperate when a man to the good.

2- Good job QPR’s strikers can’t shoot.

3- There can’t be many players who contribute as much as Marlon is when they are off their game.

4- Danny Cullip hasn’t mellowed with age.

5- Four points from two away games isn’t half bad.

1. Mark - 23/09/2007

I was hoping for a 3 points but came glad just to get a point from a well below performance.

Stewart was awful and I did not think King has found his form yet.

2. Kris - 24/09/2007

At least it’s a point away from the Fortress.

Anyone else worried that whilst getting results, we’re not playing well so far this season?

Another thing – are we hurting ourselves longterm letting Johnson play ahead of MacAnuff? I’d love it if we were able to keep him but it is never going to anything but a loan – and as such – keeping our own players (theduff) from time on pitch. Johnson setpieces show how much we miss someone with a decent delivery but this loan business really does not sit well with me.

3. JM - 24/09/2007

The QPR fans we met up with afterwards said that it was by far the best they had played all season. We should try and avoid playing teams whose manager seems about to be fired! A draw was fair and as Matt said not at all a bad result. I thought Johnson played well (apart from a Ronaldo like tendency to fall over in the box) and deserved his goal. Shittu was very strong in defence. Central midfield remains a weakness, QPR outhustled us at times. Overall though, we have had a great start to the season, looking forward to Blackpool.

4. Tim Turner - 24/09/2007

I though it was disappointing that, as in the Southampton game, we didn’t make the most of our early chances. Aidy’s tactics seem to be the equivalent of telling a boxer to go for a knockout in the first round – but we don’t seem to be able to sustain the high tempo for more than 15 minutes. Luckily we’re good enough to regroup and execute some sort of Plan B – which hasn’t always been the case in the past.

5. Matt Rowson - 24/09/2007

Kris, the signing of Johnson was undertaken in order to put pressure on Smith and particularly McAnuff. McAnuff’s not a kid who’s finding his way in the game, he’s an established pro who has only shown what he can do in fits and bursts so far – he should be able to respond to this increase in competition.

Johnson’s in the team on merit; I agree that we’d be better off if this were a longer-term loan, but that doesn’t seem to be beyond the realms of possibility.

And it does help to have someone in the side who can cross the ball reliably…

6. Meldrew - 24/09/2007

Marlon concerns me. He doesn’t look particularly fit but in the last few games he seems to be playing as if he has the weight of the world on his shoulders – off the field problems?

7. Lesley-Anne - 24/09/2007

Definitely agree with point 2! We commented afterwards that Camp had a lot more to do than Poom but that doesn’t tell the story of the match, only that on the whole QPR’s strikers didn’t trouble Poom!!! I knew if we gave them enough chances they would take one in the end.

Stewart was disappointing; we certainly need cover in that position. Hope DeMerit’s not out for long, still regret that we sold Carlisle. Johnson is a breath of fresh air but his long term future is at Middlesbrough; such a shame that it isn’t McAnuff terrorising our opponents, then we really would have a team to be excited about!!!

8. Markymark - 24/09/2007

Incredible that we’re playing so averagely and yet we’re still top!
Stewart is stalling on his contract talks -would it that bad if he did go on a bosman tho’ admittedly he has improved?
Shame that Macca is now 3rd choice left midfielder/winger.IMO we should never get rid of him as on his day he can destroy any team and his crossing is, with Johnson, the best at the club.
Looking forward to Francis,Bangura & Rinaldi being fit as at present we don’t have anyone good enough to push GM & Williamson who are both off form at present!

9. Kris - 25/09/2007

Markymark – agree with your point on Gav. The thing is BangBang is our only other defensive midfielder and even when Francis, Williams and rinaldi are fit – Gav would still make the starting 11.

I’d love to see us play without Gav for a couplef matches to see how we fare. I don’t know who would orchestrate defense if Gav was not there, but he has been very poor lately and I think he needs a match or two on the bench.

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