Charney Notes
Chapter 2

  • First 6 wks spent reaching kids how to behave. Can't presume they will carry through from last year's behavior.
  • Seeing children. Taking down partitions.
  • I see everything you do.
  • We are teaching children appropriate attitudes by presenting ways in which they can behave rather than pointing out poor behavior
  • Reinforce, remind and redirect

3 stages:
1. Whole class learning
  • basic routines:
    • safety signal: a hand, whistle, clap, where they know to freeze, drop everything
    • circling up, makes it into a game to circle up quickly
    • bathroom routine,
    • activities: journal writing, book posters
  • morning meeting
    • greeting, sharing, group activity, news and announcements
    • sharing personal experiences, meeting with older kids
  • guided discovery-choice time
    • introduction
    • generating ideas
    • children explore
    • sharing
    • clean-up/extension
  • skills acquired in stage 1: group up quickly, locate/put back materials in room, listen and comment at meetings, stay with activity, make simple choices
2. Paradoxical groups
  • Modeling: she teaches a small group as model behavior of how to work together
  • expectations for group work, with small groups or with teacher or independently
  • plan, decide what to do, talk quietly, stay focused, solve problems with classmates
  • skills: choose a task, workspace, stay on task, moderate voice/physical movement for small groups and independent work
  • skills for teacher led groups: come prepared, on time, follow directions, cooperate with peers/teacher
3. Independence/responsibility
  • plan and follow through on work for entire period
  • make choices
  • solve a problem without a teacher
  • set up, clean up
  • helpful in class, with peers
  • follow rules of classroom

Critical passages:
page 28: as a beginning teacher, she set up activity centers with partitions, but the students kept yelling, "Teacher! Teacher!" and she realized that she couldn't see anyone.
page 29: Introduce responsibilities, and frame behavior in terms of "show me what you are going to do" rather than in negative terms
page 46: It's easy to share when you are sure of what you know, but harder to share when you aren't as sure. Answers are either sure or not sure, but everyone should share. "I will not have ridiculing in my classrooms"

First six weeks in Claire's classroom:
From Chapter 2:
  • What expectations and norms does she set and how does she do it? Does she state rules explicitly? Does she model behavior? Scaffolding?
  • How is she teaching the students to work in small groups? What kind of modeling, if any? As a whole class? Work independently?
  • How does she let the students know that she sees them, and what does she learn from watching?
From Chapter 1:
  • How does she foster the creation of self-control in individual students?
  • How does Claire foster the creation of a caring community?
  • Does Claire get to know her students? How does she do this? How does she use this knowledge?

Classroom management:
  • instilling routines, expectations and skills
  • different learning structures