A Learning Community in the Primary Classroom

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They also inquire about their current reality including their present practices and the levels of achievement of their students.

Pre-Teaching Vocabulary (Second/Third-Grade Combination Class)

They attempt to arrive at consensus on vital questions by building shared knowledge rather than pooling opinions. They have an acute sense of curiosity and openness to new possibilities. Collective inquiry enables team members to develop new skills and capabilities that in turn lead to new experiences and awareness.

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Gradually, this heightened awareness transforms into fundamental shifts in attitudes, beliefs, and habits which, over time, transform the culture of the school. Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.

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Members of PLCs are action oriented: they move quickly to turn aspirations into action and visions into reality. They understand that the most powerful learning always occurs in a context of taking action, and they value engagement and experience as the most effective teachers. In fact, the very reason that teachers work together in teams and engage in collective inquiry is to serve as catalysts for action. Inherent to a PLC are a persistent disquiet with the status quo and a constant search for a better way to achieve goals and accomplish the purpose of the organization.

Systematic processes engage each member of the organization in an ongoing cycle of:. The goal is not simply to learn a new strategy, but instead to create conditions for a perpetual learning environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day business— forever. Furthermore, participation in this process is not reserved for those designated as leaders; rather, it is a responsibility of every member of the organization.

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Finally, members of a PLC realize that all of their efforts in these areas a focus on learning, collaborative teams, collective inquiry, action orientation, and continuous improvement must be assessed on the basis of results rather than intentions. Unless initiatives are subjected to ongoing assessment on the basis of tangible results, they represent random groping in the dark rather than purposeful improvement.

As Peter Senge and colleagues conclude, "The rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results.

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This focus on results leads each team to develop and pursue measurable improvement goals that are aligned to school and district goals for learning. It also drives teams to create a series of common formative assessments that are administered to students multiple times throughout the year to gather ongoing evidence of student learning. Establish rules together.

At the beginning of the year, discuss and come to agreement on classroom rules and expectations. Discuss how and why these rules help students stay safe, learn respect, and how the rules help them learn and care about others. Greet each student as they enter the room, everyday. Some teachers stand at the door, some play music, while other write a daily quote on the board.

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Whatever you decide, do your best to get the day started of in a way that tells your students you care. Focus on relationships from day one. From the very first day, provide students with opportunities to share their voice and experiences with one another. When we know our students, and our students know each other, we feel safe, supported and respected.

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(PDF) Classrooms as learning communities | Chris Watkins - techkskyrboatrizment.ga

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