That phrase just might describe the many connections, moments, and relationships that were initiated, re-united, and acknowledged at the Ontario Tribes Learning Community Consortium conference this past weekend in Stratford, Ontario, Canada.

More than 130 Tribes TLC trainers and teachers attended, along with keynote speakers Dr. Michael Fullan and Dr. Barrie Bennett …and the woman who started it all, Jeanne Gibbs.

Both Dr. Fullan and Dr. Bennett acknowledged the Tribes TLC process as vital to creating and sustaining the culture…for exciting innovating learning experiences for all students as well as for instructional intelligent design.

Dr. Fullan pointed out that ‘education’ is ‘to call forth with care’ (Latin).

In “choosing the right drivers” for collective capacity, he says “the real driver is culture; learning is the work.

Barrie Bennett and Jeanne Gibbs

Jeanne Gibbs and Michael Fullan

Dr. Bennett likened the Tribes process to the bottom of a wedding cake, or the thread that holds the quilt together.  In ‘positioning the pieces’ for instructional intelligence,  Dr. Bennett provided a visual showing that Tribes TLC drives the five basic elements of cooperative learning (the process of cooperative learning) and structures for cooperative learning.

Both of these amazing authors and scholars sold out any books they brought along, and I encourage you to read anything by either or both of these gentlemen.

By far the most precious moments of the conference were watching the interaction between Jeanne Gibbs and her mentors and friends, Michael and Barrie.  Add to that the amazing support and social contact with all the Tribes-minded participants…and let’s just say the result was overwhelming.

Jeanne’s closing included the words. “I’ve waited 40 years for this!”

“This” is the recognition for Tribes TLC, the power of seeing so many dedicated educators, and the knowledge that, in the words of Maya Angelou “you can do it…I know what was done for me.”

When I started I wasn’t too sure what TRIBES was all about.  Is it just a collection of games to play when kids are losing focus? Is it something you do in the beginning of the year to “foster community” in your classroom? This course helped me understand more deeply what I had always thought but didn’t yet have a concrete framework to address – that a child’s cooperative learning skills develop on a continuum throughout the year. As a teacher, I now feel better equipped to facilitate and monitor this process because I have a fuller overall picture of the stages of development kids experience while working together and the things I can do to encourage that development.

Danielle Metzler, Grade 4 teacher

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In my grade 1 class there was a little guy who benefitted so by the right to pass.  He was a triplet who, because of premature birth, had significant language delays.  With his mom, I set up a system of her talking with him before school about the community circle topic – so he participated in the learning.  At school, he’d nod to pass when it was his turn.  One day he was “ready” and he spoke to take his turn in community circle.  The rest of the kids reacted as if nothing special had happened.  I was desperate to do a happy dance – but resisted.  The other students showed me about respecting others, and he taught me about the power of the right to pass.

Anonymous

I have always taught. Even as a child, I helped my little brothers and sisters with their homework. When I got married, I home schooled my children. Song made both teaching and learning easier and fun. Now I am teaching fifth grade. Many of my students are language learners. Putting content to song and movement helps the content stick to more than one place in the brain. In song, the words have rhythm. Using multiple intelligences is the smart thing to do.

To the tune of “William Tell Overture” or
“The Lone Ranger’s Theme Song”

No Longer a Lone Ranger – TRIBES
Verse 1: Active learning is great fun.
It will teach us – everyone.
Works the brain and works the heart.
Each student learns to do his part.

Chorus:
Autonomy, identity, mastery, challenge,
Belonging, love, safety, too
Problem solving, meaning…TRIBES

Verse 2: Making meaning is the goal,
In classroom teaching and beyond.
Problem solving – new and old.
Life skill practice at its best.

Chorus:

Verse 3: How do I know? What do I know?
Does it apply or does it not?
Metacognition from Grade One
By Grade Twelve, we all have won.

Chorus:

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It all started in our education service district as to what program we should use for a classroom behavior plan – PBS or Tribes.  The teachers were asked their opinion but it was determined that we use PBS.  Two months later we had mandatory trainings using PBS.  However, my dear friend and colleague (who researches everything) was adamant that the people who were interested in Tribes participate in a one day introduction class on Tribes.  I didn’t go as I had “too much to do”.  Then a Tribes training was scheduled.  I couldn’t go since I had another commitment.

My educational assistant at the time did go to the training and came back with many things she wanted to try.  The first was community circle and having students say their names.  It was towards the end of the year and some of the children were unable to say their name in a group of children.  The next strategy we used was a modified version of Three Ball Pass, only it was “One Ball Roll”.  Most of the children didn’t know their classmates’ names, I was flabbergasted since in order to effectively problem-solve you should know your classmates’ names.  This is what started me on the Tribes “trail”.

That summer I took the Basic training.  What I experienced in that class was my core value as a teacher and learner emerging from within.  I had found “IT” in active learning while developing relationships.  – I WAS HOOKED -  I attended two “advanced” Tribes classes and the T.O.T. in Cheyenne where I met my dear friend and co-facilitator, Julie.  We are always amazed by how the process always shines.  We have participants who become life-long friends because of the opportunities for relationship building throughout the training.

I use the Tribes strategies while teaching my college classes and have been teaching the Tribes Basic course for approximately five years in a separate college class.  Our evaluations usually state that this course should be mandatory for the Human Development and Family Studies majors because of the all-encompassing topics that are in this process.  I have read and witnessed heart-warming stories of my students’ resiliency, school experience and how Tribes lets them reveal their inner-selves because of the caring atmosphere our process gives them during our time together.

I’m so blessed to be part of this experience of having caring relationships that bring the heart to the forefront as we learn and grow together in this life-long process.

Yours in teaching,

Jen  - Oregon USA

Assessment is an integral part of every classroom and can sometimes become quite a daunting task. I have seen through our readings and assignments; just how important teaching and assessing the whole child through different forms of assessment truly is. We all learn in different forms and thus should be taught and assessed in ways which set us up for success. Before taking TRIBES and my Kindergarten part 1 course I found the idea of properly assessing within a full day kindergarten class quite terrifying. I did not realize how many different ways you could assess these students and what would work for everyone. I found this video (link below) and our TLC readings very helpful in modeling what would work best for differentiated assessment for a classroom. The assessment tools I believe would work best within the kindergarten classrooms I have been in go as follows:

Documentation through pictures and/or video
I believe this is an excellent assessment tool because it can activate prior knowledge, it allows the students to make real connections to their work and it provides a great visual for not only students to examine, but also their parents/guardians. The whole community of learners is able to see and appreciate what the students are learning. Students and teachers are able to revisit past work and discuss and expand upon it. I also feel that documentation allows teachers to revisit their students work to see where their strengths and weaknesses lie, thus allowing them to provide support where needed. Lastly, I enjoyed how the one teacher pointed out that documentation shows not only the teacher, but the students who is/has participated in previous activities. This can offer additional motivation for students to participate more if they don’t see themselves in past documentations

Continuous Observation
The use of observation within a classroom is a crucial tool of assessment. The incorporation of anecdotal notes and checklists with direct observation will allow teachers to review this data at a later point if needed. I believe when observing really listening to what the children are exploring or discussing is very important. This will help the teacher to learn the interests of their students, as well as who may need additional support and where. Observing students through exploration and experimentation provides a rich environment for assessment. Asking the students probing questions during these times of exploration can open up further doors for assessment and development. I really liked that the two teachers discussed the idea of changing the centers up or rearranging the room when they felt like the learning was decreasing among the students. Just like adults, children need to remain engaged and excited about when they are learning. Changing things up in the classroom will help to keep things exciting and keeps the learning flowing. Direct observation seems like such a simple tool, but if used properly it can be an extremely effective way of assessing students.

Working as a Team
I thought this was an excellent way to effectively assess students. With the teacher and ECE working together to observe the students, this allows for more students to be observed and assessed. It provides a great opportunity for either the teacher or ECE to sit back and really get to see who is excelling and who may need some future support in different areas. If you are always involved in the exploration and experimentation it can be difficult to be able to see everything that is going on. Therefore it is great for the teacher and students, if there is a second body present that can solely observe what is being discussed.

Assessment within a classroom can be demanding and will keep the teacher on their toes. This particular video gave me more confidence and ideas in how to keep my classroom environment exciting, my students engaged and my assessment up to date and relevant.

Kindergarten Matters Intentional Play-Based Learning: It’s About Documenting

http://resources.curriculum.org/secretariat/kindergarten/documenting.html

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I’ve been facilitating many back to school nights in a 5 step lesson plan format.  As parents enter, they fill out an index card with responses to two questions: something the student has shared about class and a burning question about the year.  I then ask parents to share their first responses as small groups and then I ask a parent to scribe as each group shares the second question and selects the two or three critical questions (narrowing the focus) they want to hear about.  I then work through the list and add whatever topic I may think is critical.  I then close with Reflection and Appreciations.

The first time I did this, I had a powerful “aha.”  Parents kept asking me what my teaching philosophy was.  I saved that topic for the end because I wasn’t really sure what parents wanted to know.  Am I strict and give lots of homework?  Do I favor constructivism?  Do I have kids journal regularly?  By the time we had worked through the (reasonable) short list of burning topics, while honoring the agreements and encouraging cooperation, I realized I had just demonstrated, rather than stated, my philosophy.  I pointed to the “educational philosophy” topic and opened my arms wide to indicate our process together and said, “What do you think?”  Many smiles and shoulder drops of relief.  The parents realized they had just experienced the classroom learning the way their students experience it.  Powerful experience for ME also!

-Anonymous

If you would like to learn more about this exciting opportunity and download the TOT Application Packet, click here!

2013 TOT SCHEDULE:

Houston, Texas

July 8-12, 2013
Hosted by Claughton Middle School
Spring Independent School District
Registration Deadline – May 10

Toronto, Ontario, Canada

July 29-August 2, 2013
Hosted by Glen Ames Senior Public School
Toronto District School Board
Registration Deadline – June 10

In Chicago, I co-presented Tribes to 30 consultants who represent 8 of the largest 200 districts in the U.S. You can read about the Collaborating Districts Initiative here.

As if that wasn’t an exciting privilege, the comments and candid tributes from the consultants were remarkable.  One person interrupted the presentation to say “Jeanne Gibbs is one of the original visionaries of education; she ‘got it’ then, and she ‘gets it’ now.”

“It” is the ‘culture that creates a community that maximizes learning and human development’.  (sound familiar?!)

Several years ago, Jeanne addressed a group of trainers (and prefaced the high school book, Engaging All by Creating High School Learning Communities) with the message ‘the time is now.’

On Saturday, March 9, thanks to Nancy Lindhjem (Tribes trainer) and her relentless passion and determination (and some help from those who came to know her throughout the planning stages) the first-ever symposium on Creating a Culture of Acceptance (with regards to bullying prevention) was held.  This day of learning was infused with the arts  - reaching minds and hearts of those who attended.  Christopher Eaves debuted his one man play “Bullseye”, Chad Mills composed a song and powerpoint lyrics presentation for the event, and Zach Wahls, author of My Two Moms, presented a motivational speech.  Nancy also delivered a keynote speech about the Tribes process and its important influence on creating a culture of acceptance.  (I encourage you to google any/all of the names mentioned above and learn more.)

To spend three full days, surrounded by inspired and dedicated people, all of us like-minded, and excited to listen and learn…should be a prescription for every educator: take as needed; repeat often!

So – grab your book and read, scroll through the 100+ Weekly Tribes on www.teachcommunity.com, make a commitment to getting some more active learning and reflection in your day, and get ready  - the time is now!

As I learn more about Tribes Learning Experiences with my staff, I am discovering that Appreciations and Reflection Questions are two of the most important components of the process.

Each aspect of the agreements works towards social awareness.  When the agreements are used the students are building skills that will help them in the future.  When the agreements are used there is lots of self-esteem, sense of community (caring environment), and inclusion (belonging).  The students feel like their ?plate? is being filled.  When these things are felt students thrive in school.  There will be less behavior problems because students are trying to help each other figure things out.  There will also be growth in school attendance, when things seem safe and have a caring environment.  ?When those things are felt, learning is never ending?.

The tragic  shooting which occurred in Newton, CT last month sparked a debate over whether there should be armed guards in schools, or if teachers themselves should carry guns. However missed in this idea is that arming teachers and other staff will only further schools from being environments of care and trust. It will lead to a dominating and threatening environment which will further distance the students who feel “uncared for”.

There is no better time to infuse the Tribes Process of a caring culture and SEL’s relationship skills in the classroom of today. Student’s need to be shown that their individual thoughts and ideas are as important as the next, and even as that of the teacher’s. It is imperative to value each student as an individual and to provide him/her with a sense of purpose.

I continually remind my students, predominantly from Asian countries, that we are involved in the learning process together. While there are expectations that need to be met, the students learn from the first day that their ideas are as good as mine, and often superior – students get a real kick out of the phrase “a democratic classroom”. I never want to be in a position of dominance where the learner fears my presence.

The point is, if we have learned anything from the recent tragedy, we should have learned that students are in need of greater care and attention as individuals. That they need to be further connected to their school as a community and within a community.