Class Values
Class Values
Embedded Files
Using class values...
Increases sense of community
Promotes connectedness
Allows all students to have a stake in the ownership of the room
Implementation
Implementation
Overview
The class generates and shares what they believe their community values.
Values are a different perspective than rules.
The goal of establishing values is to increase ownership of the classroom.
Values are what the community holds as important.
The class values should be written on chart paper or other large visual that is displayed at all times.
It is referenced on a frequent basis as a reminder.
Core Components
Are agreed upon
All students have input and input is valued
Values must reflect the classroom ecosystem
Values are revisited and posted for students to reference
Proactive Implementation
Proactively implementing class values replaces a standard syllabus or rules. Time must be taken to collaborate with the class on what the values are for each and every person in the room. The students must be committed to the values and the supervising adult must not come with preconceived ideas of what they have to be.
Responsive Implementation
Responsively implementing class values may stem from students not valuing the expectations or rules of the current classroom. This may require a reset and buy in to change the culture of the room to reflect the collective.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students should all be given a platform to share their own values and hear what others value as well.
Skills Training
If the need is skill building then supports such as structured collaboration, protocols, and other strategies might be used to ensure all students are contributing.
Awareness
If the need is awareness then hearing why specific rules or expectation are in place prior to introducing the values activity may help create understanding and carry over into the class values.
Emotional Regulation
If the need is regulation then adding values in which a process is discussed for when students are dysregulated may be beneficial. Specifically outlining this.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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