- Learn how to teach collaborative skills and establish agreements for working together
- Experience how the Tribes TLC® process creates a positive learning environment and student-centered classrooms
Welcome to class #2.
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.
You will notice that every class begins with the same two paragraphs above. I cannot stress this enough: the time you take to build inclusion will be a huge payoff when you implement groups and, ultimately, student-centered learning. Educators know this, yet when the bell rings, it’s time to work! Your assignments in this class are designed to help you realize the power and importance of the agreements and engaging your students in the inclusion stage.
Class #2 Assignments – Here is your ‘work’. A checklist at the end of the page is provided to help you organize your work.
1) Community Inclusion – Something Good, p. 337 (p. 350 DG, p. 438 EA)
Please compose a thoughtful statement about “Something Good in your world”.
Post your statement. Allow all statements to be posted without comment. If we were doing this in a F2F community circle, it is important to allow and model equal opportunity to share. This means we all share a statement (not a short story) and we all acknowledge and respect that statement by not commenting (perhaps making one statement more ‘important’ than another, thus reflecting the same ‘judgment’ on the person sharing it).
I will remind you of the agreements (remember the importance of modeling and clarifying) with this example:
Attentive Listening means not commenting, interrupting, or asking questions while each person makes his/her statement.
Mutual Respect is present in choosing something appropriate to share, as well as accepting and valuing what has been shared.
No Put Downs applies, again, to what one chooses to share (something good)
The Right to Pass gives each of us pause to choose the level of sharing (something ‘light’ or something ‘deeper’), as well as the right to not share, yet still be a part of the community and learn about others.
This, time, I will NOT model my ‘something good’ statement – I will wait and allow you to go first.
Consider this: in writing, a ‘statement’ may look too long…or even be too much detail. This is not such a ‘problem’ as it can be F2F. In a F2F situation, if each ‘something good’ statement gets longer and longer, what happens? Attentive listening is not so attentive, students get tired of sitting quietly and start to wiggle and look disrespectful…and now you have lost the moment of all the good things in life, and you are managing behavior. There is nothing wrong with ‘front-loading’ the strategy with the expectation that “one statement from each of us should take less than 10 minutes, so listen carefully – we’ll ask questions and give details at the end!”
Please reflect on:
- Why did I not model my statement first?
- What similarities/differences do you notice?
- How were you influenced in your sharing, by reading previous posts?
- What is the level of ‘Inclusion” among us now, compared to last class?
Post an answer to at least one of the above reflections on the class #2 forum page under the topic Reflect Something Good
2) Journal #2 – Jot down the names of people that seem interesting already. I may want to have them in my Tribe. (Remember, this is a personal, not shared, thought)
3) Read 84 – 92 (p. 119 – 124 DG, 107-110, 211 – 216) about the Tribes agreements and teaching Collaborative Skills
4) Watch the 13 minute recorded presentation on the Tribes agreements
5) Watch these two videos. http://www.youtube.com/watch?v=WjoDEQqyTig
Post your response on the class #2 forum page to the following (choose any three):
- What makes the Right to Pass – The Right to Participate imperative in creating a community of learners?
- How did the Tribes agreements webinar help to clarify teaching with the agreements in mind?
- The two video links are from prior students in the course, i.e. not featured in a F2F Tribes training; both are short and engaging and prompt discussion. How does either video support and define ‘mutual respect’? How does it promote a discussion on ‘no put downs’?
- Develop a rational statement for the agreements – one that would be appropriate for someone who has never heard of them.
- Post a link to a video/clip that supports the Tribes agreements and/or collaborative skills
- Submit a song whose lyrics convey a positive message relevant to an agreement
6) Journal #3 – What is important about the Tribes agreements? (Remember, this is a personal, not shared, thought)
7) Read the following strategies and choose at least two to do in your classroom (or with your friends or family):
- *Looks-Sounds-Feels p. 92 (p.125 DG, p.216 EA)
- Teaching Agreements p. 347 (p. 360 DG, p. 448 EA)
- Teaching Listening p. 349 (p. 362 DG, p. 450 EA)
- Appreciating Others, p. 213 (p. 242 DG, p. 323 EA)
- Funeral for Put-Downs, p. 250 (p. 237 DG, p. 433 EA)
- Put Down the Put-Downs, p. 320 (p. 335 DG, p. 421 EA)
- I’m Proud Appreciation Circle p. 264 (p. 284 DG, p. 367 EA)
- What’s the Tint of Your Glasses? p. 374 (p. 380 DG, p. 468 EA)
- *I Like My Neighbor p. 386 (same for DG, p. 473 EA)
* starred strategies do not have suggested reflection questions – make up your own?!
- what you learned about yourself in teaching/facilitating
- how you may have modified the strategy for age/grade level
- what went well, and what might be improved upon
- how the act of asking reflection questions felt…(interesting, awkward, ran out of time…? Reflective practice will be a focus in Class #4)
8) Read pages 100 – 104 (p. 130 – 135 DG, p. 222-227 EA)
In Class #3, you will become a member of a ‘tribe’ for the online (BB) class. In preparation for this, as well as to experience ‘sociometry made easy’, email me at firstname.lastname@example.org a note with YOUR name, and the names of three classmates you would like to have in your tribe. If you have no preference, there is no need to email me.
Also, in preparation for class #3 online, you will be creating a 3 minute .ppt slide show or other presentation about your life (or the parts of it you wish to share), in case you want to get a head start on that!
Class #2 forum page assignment checklist and QUICK LINKS TO FORUM
|Post ‘something good’ statement|
|Respond to reflection questions on ‘something good’.|
|Respond to three reflection questions about agreements/collaborative skills|
|Teach/facilitate two strategies pertaining to agreements/collaborative skills|
|Written reflection on teaching/facilitating agreements/collaborative skills|
|will be sent to you||Content application for Something Good, any strategy from the ‘gray’ list (see forum page), Think-Pair-Share|