In
reflective classroom communities, teaching and learning is a shared endeavor where a healthy exchange of ideas is welcome.
While we urge you to consider the language and expectations that are most appropriate for your classroom context, in the appendix of this lesson, we have provided ideas of the kinds of class norms Facing History teachers have used to support
a reflective classroom community.
The habits of behavior found in
a reflective classroom community — attentive listening to diverse viewpoints, voicing clear ideas, and raising relevant questions — not only help students deeply understand historical content, but also require them to practice skills essential for their role as engaged citizens.
Students develop a contract establishing
a reflective classroom community as they prepare to explore the historical case study of this unit.
We have found that classroom contracts and student journals are invaluable tools for creating and maintaining
a reflective classroom community.
If not, it is essential at the start of your study of Holocaust and Human Behavior to facilitate the beginning of a supportive,
reflective classroom community.
Not exact matches
Building school
community: Miyake - Trapp observes that administrators in the
classroom «can also openly engage in
reflective processes by sharing moments of
classroom success as well as challenges.
In - service and veteran teachers similarly improve their own teaching practices when they participate in professional learning
communities (DuFour, 2004; Senge, 2000) that enable a combination of
reflective reading and conversation along with concrete action and experimentation in their own
classrooms.
Creating a
Reflective and Respectful
Community of Learners Because this lesson asks students to consider facets of their identities that may feel personal to them, it is important that your
classroom is one that fosters mutual respect and an appreciation for different points of views and values.