Classroom Job/Responsibility
Classroom Job/Responsibility
Embedded Files
Using classroom jobs or responsibilities...
Gives a student purpose
Increases self-worth
Provides a sense of community
Implementation
Implementation
Overview
A teacher can choose different jobs and responsibilities they would want for their classroom or they can work with students to figure out what jobs and responsibilities may be needed to generate the list.
The teacher can have a meeting or discussion on the importance of jobs and expectations such as jobs are to be completed at the end of the day or as they are needed. (paper passer, trash collector, etc)
A job can also be more individualized and on a larger scale such as restocking the paper on printers at a certain time of day. This can support a removal of struggle times.
Select a job that the student would enjoy that gives them a sense of purpose and identity within the classroom.
May create rotational whole class job chart.
Core Components
Jobs must be clear and not used as a punishment
They should not be taken away for poor behavior
Jobs/responsibilities need to be done each day at their scheduled time
Jobs should be creative and relate to student interest
Proactive Implementation
Establishing roles and classroom jobs at the start of a year or semester allows for flexibility in building the community. This may mean identifying skill sets of students and giving them permanent roles or strategically/randomly changing roles at certain intervals.
Responsive Implementation
If a need for community is discovered then a key way to establish this sense of community may be jobs/responsibilities. A job allows for a sense of purpose.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the jobs/responsibilities should allow students to work with others including mentoring, tutoring, etc.
Skills Training
If the need is skill building then the job/responsibility should reflect the need. For example if the need is to read more then the job may be to read to a younger group of students.
Awareness
If the need is awareness then research may be done on a topic in order to determine its impact on the school. This research should lead to a job/responsibility that supports this research.
Emotional Regulation
If the need is regulation then the job/responsibility should be scheduled at challenging times for the student. This can be used in conjunction with a break.
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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