- Discover the meaning and impact of a new pattern of interaction over the traditional approach for working with students
- Learn how the Tribes TLC® process provides a foundation for learning and development
- Experience how the sequential stages and agreements of the Tribes process develop a sense of community
- Learn and experience how the Tribes process changes the traditional pattern of interaction between teachers and students to create a motivating learning environment
Welcome to class #1.
As you read the objectives, notice how this class establishes a foundation of knowledge for the Tribes TLC process. This class, and the next, are probably the most intense, in terms of assignments.
Throughout each class and the course, you will experience the Tribes TLC® (Tribes) process as you learn it, apply it, and reflect on it. Assignments are designed to answer ‘why, what, and how’ the Tribes process applies to you, your students, your classroom, your school, and your life.
Building a learning community always begins with an opportunity to share personally, as well as objectively.
Allow me to introduce myself, and invite you to do the same:
I am a Tribes trainer and teacher. I was first introduced to the Tribes process three days before my first teaching assignment in a 6th grade Special Day Class. Two months after school started, the assistant superintendent walked into my class and asked, “What is going on here? The students are happy, the parents are happy, and you are a first-year teacher!”
I told him I was ‘doing that Tribes thing you sent me to at the beginning of the school year.’ The following summer I was sent to a training of trainers, and for the next 25 years I would teach and train the Tribes process throughout the US, Canada, and Australia…while also teaching, mostly middle school, in South Lake Tahoe, CA.
Now that you are here to learn the Tribes process, and practice and apply and reflect … please introduce yourself to our learning community in one sentence that includes your name, job, and hope or expectation for this course.
Here is mine, (I am modeling, just as you would in a face – to – face (F2F) classroom…modeling not only helps students to understand expectations, it also provides a ‘time allowed’ frame, so that students have equal access to sharing; the ‘sentence’ does not turn into a ‘short story’.) So, one sentence now, but opportunity for more and more detail as we progress through the process.
I am Mary Palin; I design professional development experiences for Tribes, demonstration teaching, and I hope to inspire you to learn and appreciate what the Tribes process can do for you.
Post your statement on the class forum page. When you first come to class, PLEASE LOGIN as a user on the RIGHT SIDE at the top of THIS PAGE. (Your username and password were emailed to you). This way you can jump back and forth from the Class page to the forum.
Now that you are logged in… please click here to enter the forum and post your introductory statement.
Class 1 Assignments: Here is your ‘work’. A checklist at the end of the page is provided to help you organize your work.
1) Read p. 393 in your Tribes book (History of Tribes) (p. 479-480 Engaging All…)
2) Listen to Jeanne Gibbs and watch the clip http://youtu.be/TSjhng–6XI
3) Read pages 31 – 34 (Developmental process of Tribes) in your Tribes book. (64 – 67 in Discovering Gifts… 63 – 68 Engaging All…)
Post your response on the class forum page to the following (choose any three):
- What are some commonalities we share in our learning community?
- Jeanne defines five aspects we must consider; to which of these do you pay most attention…least attention? What have you learned from this self-reflection?
- Jeanne says, more than once, that we must educate the whole child, not just their heads. How does this philosophy match yours, or your school, district, or board?
- How does Catherine Fosnot’s quote on page 34 relate to the Developmental Process of Tribes image on page 32? (p. 64 and 181 in Discovering Gifts…p. 68 in Engaging All…)
- Compare and /or contrast your school, district, or board mission and goal statement with the definition of Tribes – ‘a process that creates a culture that maximizes learning and human development.’
Optional assignment!: I’m a big fan of TED talks, and here is one that ties in the five aspects… “Hackschooling” will inspire you and motivate you to fully consider your potential, both as student and educator.
4) Read pages 9 and 68 (if you wish to read ahead for Class #2, read pages 84 – 90. ( P. 76 – 80, and 119 – 123 in Discovering Gifts… P. 107 – 110 and 211 – 216 in Engaging All…)
5) Watch the video about Listening (54 seconds) http://www.youtube.com/watch?v=15gefJU7K0M
In class #2, we will pay close attention to defining and teaching the agreements. Right now, you are building a base of understanding.
Develop and post a good question or assignment to assess your students’ understanding of the Tribes agreements. Do not answer! Just post, read, and reflect on the thinking the questions or assignments inspire.
6) Watch and listen to Jeanne Gibbs http://youtu.be/3PCsw99-Gow
7) Read page 70 – 78 in Reaching All… (80 – 88 in Discovering Gifts…110 – 117 in Engaging All…)
8) One Minute History – p. 294 (p. 308 in Discovering Gifts…p. 393 in Engaging All…)
Inclusion is an opportunity to introduce oneself, express hopes and/or expectations, and be acknowledged by others in the group as having been heard, appreciated, and welcomed (Gibbs 2006).
To further our own inclusion in this class, as well as experience a Tribes strategy, the strategy is called “One Minute History.” If we were face-to-face, we would each have one minute to introduce ourselves, choosing what “history” we wish to share with our classmates.
In our case, I will ask you to set your timer and for five minutes exactly; please write what you wish your classmates to know about you, both personally and professionally. When five minutes is up, please finish your sentence, and post on the forum page.
I hope that five minutes will not be enough time! Why? Part of the inclusion- building comes from your interaction with one another… not always facilitated by the teacher. I give you a prompt, an opportunity, and I hope you take responsibility for further communication or discussion with one another.
Here is my 5-minute history:
I am a semi-retired teacher in South Lake Tahoe California. I still work closely with schools here from time to time (Tribes, of course) and most of my work is training Tribes for CenterSource. Lately I worked with staff and students at a local alternative high school, modeling Tribes strategies and facilitating problem solving and decision-making for classroom management.
Prior to becoming a teacher (mostly middle school – 16 years), I was a horse trainer – almost went to the 1984 Olympics with the Canadian equestrian team. I was NOT the rider! I was the groom/manager/asst. to the rider.
I still ride, and recently had to say goodbye to my very sweet Arabian, who was 24 years old (I made a bracelet from his tail which I never take off) and now I ride a Triumph Bonneville T100 (motorcycle) as well – my new ‘mid-life crisis”!
Time is up!
9) The activity alone is not enough. Essential to the process of Tribes is reflecting on what is or has happened during each strategy or interaction. Read the paragraph on reflection on page 74. ( 84 in DG, 100, 482-483 EA)
Watch and listen to Jeanne’s one minute video http://youtu.be/k47svNTKfGw
REFLECT. Begin to keep a personal journal, in response to posted journal questions, and your own insights, feelings, and questions as you progress through the course. Journal questions are not to be shared in the forum; this is for your eyes only. The questions are designed to provide real information applicable to implementation in your classroom or educational environment. Look at the first question. This transfers to when you introduce the Tribes process – the agreements, the opportunities to build inclusion, the philosophy of group development, and reflective practice. Some of you are very willing to try it all (just like some of your students). Some of you are not too sure about all of this (just like some of your students). Some of you still need to be convinced about…the right to pass (just like some of your students).
Journal question #1
What are some of my feelings right now at the beginning of this course?
10) Read about the community circle, page 80 – 83 (116 – 118 DG, 208-211 EA)
This is one of our biggest challenges in presenting the Tribes TLC process online. Even though we can learn and interact as a group, we cannot physically experience the power of a community circle. While it may not be feasible to have a daily community circle in your classroom, it is strongly recommended that you provide this configuration and opportunity, with some consistency…whether it is daily, weekly, or another timely schedule.
11) Read pages 40 – 44 (Chapter 4 DG, Chapter 4, EA)
Compose a ‘found poem’ about Resiliency by lifting words or phrases from the text on pages 40 – 44. Your ‘found poem’ should have at least ten lines. For more information on ‘found poem’, here is one of many links to explain http://www.creative-writing-now.com/found-poetry.html. Composing a ‘found poem’ promotes higher order thinking and concept attainment.
Now that you know the importance of ‘At promise” vs. “At risk”, write a sentence or two about a very resilient student in your class, describing him/her at promise.
Here is an example:
It would be easy to describe Jenny ‘at risk’: She constantly interrupts in class, tells others what to do (her way), and disrupts when she doesn’t get her way.
To describe her “at promise”: Jenny has a strong voice, always take the opportunity to lead, and is quick to take initiative in class.
Only post the ‘at promise’ description.
Post a response to one of the following reflection questions about your class #1 learning experience:
- From what you have experienced of the Tribes process so far, what will students experience in this new pattern of interaction?
- How would this experience be different if we were sitting in a circle, having these conversations face-to-face?
- What was your most important learning or experience in Class #1?
- Reflection and Appreciation are two crucial practices of the Tribes process; which one will you be more mindful of? How will you apply it?
Develop and post a list of 10 adjectives you would use to describe what you know and have experienced with the Tribes process so far…
Each week, you will be emailed a .doc titled “Strategies”. Every strategy used between the forum and online class will be listed for the week. You are invited and encouraged to add ideas/applications for content to various strategies of your choice. This is for you! When the course is over, you will have a useful resource of ideas, modifications, and ways to use Tribes TLC strategies over and over!
I suggest you begin to keep a Tribes folder; You will be sent a strategy list for each class… feel free to add to it!
Class #1 forum page assignment checklist and QUICK LINKS TO FORUM
|Introduction statement (name, job, expectation)|
|Respond to any three questions about the definition of Tribes and five aspects of students’ development|
|Develop question or assignment for understanding of Tribes agreements|
|Post your 5-minute history|
|Begin your personal journal…(remember, this is not a forum assignment)|
|Compose a ‘found poem’ about Resiliency|
|Describe a student as ‘at promise’|
|Post answer to reflection question about class #1|
|List of 10 adjectives that describe the Tribes process|
|X||Content application for One Minute History, Community Circle, That’s Me, Our World is Changing, Milling to Music|