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ORCHESTRATING STUDENT VOICES TO

BUILD A COMMUNITY OF LEARNERS

Linda L. Carpenter, M.Ed.Linda L. Carpenter, M.Ed.Linda L. Carpenter, M.Ed.Linda L. Carpenter, M.Ed.

Jennifer J. Fontanini, Jennifer J. Fontanini, Jennifer J. Fontanini, Jennifer J. Fontanini, Ed.DEd.DEd.DEd.D....

Linda V. Neiman, Ph.DLinda V. Neiman, Ph.DLinda V. Neiman, Ph.DLinda V. Neiman, Ph.D....

“Proactively teach positive social skills: “Proactively teach positive social skills: “Proactively teach positive social skills: “Proactively teach positive social skills:

How to make friends, how to give How to make friends, how to give How to make friends, how to give How to make friends, how to give

compliments, what to do if someone compliments, what to do if someone compliments, what to do if someone compliments, what to do if someone

teases you or hurts your feelings. Don’t teases you or hurts your feelings. Don’t teases you or hurts your feelings. Don’t teases you or hurts your feelings. Don’t

wait for negative things to happen” wait for negative things to happen” wait for negative things to happen” wait for negative things to happen”

(Sapon(Sapon(Sapon(Sapon----Shevin, 2008, p. 51).Shevin, 2008, p. 51).Shevin, 2008, p. 51).Shevin, 2008, p. 51).

CREATE A NAME POSTCREATE A NAME POSTCREATE A NAME POSTCREATE A NAME POST

� One Side � Other Side

SILENT NODSILENT NODSILENT NODSILENT NOD

�SilentlySilentlySilentlySilently share your Name Posts and make share your Name Posts and make share your Name Posts and make share your Name Posts and make

three connections between yourself and three connections between yourself and three connections between yourself and three connections between yourself and

other participants. For example, you other participants. For example, you other participants. For example, you other participants. For example, you

might like the same food.might like the same food.might like the same food.might like the same food.

�Communicate your connections silently, Communicate your connections silently, Communicate your connections silently, Communicate your connections silently,

using nonusing nonusing nonusing non----verbal language.verbal language.verbal language.verbal language.

NAME DOCSNAME DOCSNAME DOCSNAME DOCS

�A name doc is something students create A name doc is something students create A name doc is something students create A name doc is something students create

that includes their names and things that includes their names and things that includes their names and things that includes their names and things

about themselves in response to teacherabout themselves in response to teacherabout themselves in response to teacherabout themselves in response to teacher----

generated prompts.generated prompts.generated prompts.generated prompts.

�Name Docs include Name Posts, Name Name Docs include Name Posts, Name Name Docs include Name Posts, Name Name Docs include Name Posts, Name

Tents, Name Tags.Tents, Name Tags.Tents, Name Tags.Tents, Name Tags.

CONNECTIONSCONNECTIONSCONNECTIONSCONNECTIONS

�Students learn about each other and Students learn about each other and Students learn about each other and Students learn about each other and

make connectionsmake connectionsmake connectionsmake connections

�Teachers learn about their students Teachers learn about their students Teachers learn about their students Teachers learn about their students

and make connections.and make connections.and make connections.and make connections.

�Students learn about their teachers Students learn about their teachers Students learn about their teachers Students learn about their teachers

and make connections.and make connections.and make connections.and make connections.

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Top 8 List for Top 8 List for Top 8 List for Top 8 List for

Using Name DocsUsing Name DocsUsing Name DocsUsing Name DocsAsk students to share their Ask students to share their Ask students to share their Ask students to share their

Name Docs with the class.Name Docs with the class.Name Docs with the class.Name Docs with the class.

Partner students up and ask Partner students up and ask Partner students up and ask Partner students up and ask

each partner to introduce the each partner to introduce the each partner to introduce the each partner to introduce the

other to the class, using the other to the class, using the other to the class, using the other to the class, using the

Name Doc.Name Doc.Name Doc.Name Doc.

Use as a ticket out the door. Use Use as a ticket out the door. Use Use as a ticket out the door. Use Use as a ticket out the door. Use

the student’s name and one of the student’s name and one of the student’s name and one of the student’s name and one of

their interests as you say their interests as you say their interests as you say their interests as you say

goodbye. “Thanks Taylor. I’m a goodbye. “Thanks Taylor. I’m a goodbye. “Thanks Taylor. I’m a goodbye. “Thanks Taylor. I’m a

Green Bay Packer fan too.”Green Bay Packer fan too.”Green Bay Packer fan too.”Green Bay Packer fan too.”

Staple Name Docs to a bulletin Staple Name Docs to a bulletin Staple Name Docs to a bulletin Staple Name Docs to a bulletin

board to create a collage of board to create a collage of board to create a collage of board to create a collage of

students’ names and interests.students’ names and interests.students’ names and interests.students’ names and interests.

Or, hang them from the ceiling!Or, hang them from the ceiling!Or, hang them from the ceiling!Or, hang them from the ceiling!

Use Name Docs to quickly Use Name Docs to quickly Use Name Docs to quickly Use Name Docs to quickly

take attendance.take attendance.take attendance.take attendance.

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Use Name Docs to arrange Use Name Docs to arrange Use Name Docs to arrange Use Name Docs to arrange

seating to set up for collaborative seating to set up for collaborative seating to set up for collaborative seating to set up for collaborative

activities.activities.activities.activities.

Use Name Docs when you Use Name Docs when you Use Name Docs when you Use Name Docs when you

have guest speakers.have guest speakers.have guest speakers.have guest speakers.

Place Name Docs in your sub Place Name Docs in your sub Place Name Docs in your sub Place Name Docs in your sub

folder or include a Name Doc folder or include a Name Doc folder or include a Name Doc folder or include a Name Doc

activity for the substitute to use activity for the substitute to use activity for the substitute to use activity for the substitute to use

with your students.with your students.with your students.with your students.

HANDOUTS & RESOURCES ONLINEHANDOUTS & RESOURCES ONLINEHANDOUTS & RESOURCES ONLINEHANDOUTS & RESOURCES ONLINE

� Handouts for activities modeled during the

presentation are available on the AMLE

website.

� For these and useful handouts from other

presentations, please visit our blog at

http://survivingtothriving.wordpress.com

USING ARTIFACTS USING ARTIFACTS USING ARTIFACTS USING ARTIFACTS

TO GET TO KNOW EACH OTHERTO GET TO KNOW EACH OTHERTO GET TO KNOW EACH OTHERTO GET TO KNOW EACH OTHER

“I came to understand the power of artifacts “I came to understand the power of artifacts “I came to understand the power of artifacts “I came to understand the power of artifacts

to open up new stories, to enable the telling to open up new stories, to enable the telling to open up new stories, to enable the telling to open up new stories, to enable the telling

of a story, and to create a space for listening, of a story, and to create a space for listening, of a story, and to create a space for listening, of a story, and to create a space for listening,

which gives students more voice” (Elliotwhich gives students more voice” (Elliotwhich gives students more voice” (Elliotwhich gives students more voice” (Elliot----

Johns, Booth, Rowsell, Puig, & Patterson, Johns, Booth, Rowsell, Puig, & Patterson, Johns, Booth, Rowsell, Puig, & Patterson, Johns, Booth, Rowsell, Puig, & Patterson,

2012, p. 28).2012, p. 28).2012, p. 28).2012, p. 28).

GETTING TO KNOW THE TEACHERGETTING TO KNOW THE TEACHERGETTING TO KNOW THE TEACHERGETTING TO KNOW THE TEACHER

�Three ways for you to use artifacts to Three ways for you to use artifacts to Three ways for you to use artifacts to Three ways for you to use artifacts to

introduce yourself to your students…introduce yourself to your students…introduce yourself to your students…introduce yourself to your students…

�iLyricsiLyricsiLyricsiLyrics

�Me in a BagMe in a BagMe in a BagMe in a Bag

�BioPointBioPointBioPointBioPoint

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ILYRICSILYRICSILYRICSILYRICS

�Use song lyrics to describe who you are. Use song lyrics to describe who you are. Use song lyrics to describe who you are. Use song lyrics to describe who you are.

�Use clips from songs, song titles or lyrics Use clips from songs, song titles or lyrics Use clips from songs, song titles or lyrics Use clips from songs, song titles or lyrics to allow your students to learn about you to allow your students to learn about you to allow your students to learn about you to allow your students to learn about you in a fun and creative way.in a fun and creative way.in a fun and creative way.in a fun and creative way.

�Modeling unusual or creative ways to Modeling unusual or creative ways to Modeling unusual or creative ways to Modeling unusual or creative ways to describe yourself, or anything or anyone describe yourself, or anything or anyone describe yourself, or anything or anyone describe yourself, or anything or anyone demands higher order thinking skills. demands higher order thinking skills. demands higher order thinking skills. demands higher order thinking skills.

�Really!Really!Really!Really!

MS. FONTANINI SONG SCRAMBLEMS. FONTANINI SONG SCRAMBLEMS. FONTANINI SONG SCRAMBLEMS. FONTANINI SONG SCRAMBLE

I keep my life on a heavy rotationRequesting that

it's lifting you

up, up, up

and awayAnd over to

a table at the

Gratitude Cafe

Ain't about how fast I get there.Ain't about how fast I get there.Ain't about how fast I get there.Ain't about how fast I get there.

Ain'tAin'tAin'tAin't about what's waiting on the other side. about what's waiting on the other side. about what's waiting on the other side. about what's waiting on the other side.

It's the climb…It's the climb…It's the climb…It's the climb…

When I see your faceWhen I see your faceWhen I see your faceWhen I see your face

There's not a thing that I There's not a thing that I There's not a thing that I There's not a thing that I

would changewould changewould changewould change

'Cause you're amazing'Cause you're amazing'Cause you're amazing'Cause you're amazing

Just the way you areJust the way you areJust the way you areJust the way you are

I CAN SEE CLEARLY I CAN SEE CLEARLY I CAN SEE CLEARLY I CAN SEE CLEARLY

NOW THE RAIN IS GONENOW THE RAIN IS GONENOW THE RAIN IS GONENOW THE RAIN IS GONE

I CAN SEE ALL OBSTACLES IN MY I CAN SEE ALL OBSTACLES IN MY I CAN SEE ALL OBSTACLES IN MY I CAN SEE ALL OBSTACLES IN MY

WAYWAYWAYWAY

GONE ARE THE DARK CLOUDS GONE ARE THE DARK CLOUDS GONE ARE THE DARK CLOUDS GONE ARE THE DARK CLOUDS

THAT HAD ME DOWNTHAT HAD ME DOWNTHAT HAD ME DOWNTHAT HAD ME DOWN

IT'S GONNA BE A BRIGHT , IT'S GONNA BE A BRIGHT , IT'S GONNA BE A BRIGHT , IT'S GONNA BE A BRIGHT ,

BRIGHT SUN SHINY DAYBRIGHT SUN SHINY DAYBRIGHT SUN SHINY DAYBRIGHT SUN SHINY DAY

Ms. Fontanini Song ScrambleMs. Fontanini Song ScrambleMs. Fontanini Song ScrambleMs. Fontanini Song Scramble

I keep my life on a heavy rotation

Requesting that it's lifting you up, up,

up and away

And over to a table at the Gratitude

Cafe

Ain't about how fast I get

there

Ain't about what's waiting

on the other side.

It's the climb

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Mrs. Mrs. Mrs. Mrs.

CarpenterCarpenterCarpenterCarpenter

ME IN A BAGME IN A BAGME IN A BAGME IN A BAG ME IN A BAGME IN A BAGME IN A BAGME IN A BAG

�Model first day of schoolModel first day of schoolModel first day of schoolModel first day of school

�Students will complete and share their Students will complete and share their Students will complete and share their Students will complete and share their

MeMeMeMe----Bags during the first two weeks of Bags during the first two weeks of Bags during the first two weeks of Bags during the first two weeks of

schoolschoolschoolschool

�Handout for directions and letter to Handout for directions and letter to Handout for directions and letter to Handout for directions and letter to

parents on our blog.parents on our blog.parents on our blog.parents on our blog.ME!ME!ME!ME!

BIOPOINTBIOPOINTBIOPOINTBIOPOINT

BIOGRAPHY POWERPOINT

�My FamilyMy FamilyMy FamilyMy Family

�My HobbiesMy HobbiesMy HobbiesMy Hobbies

�My PassionsMy PassionsMy PassionsMy PassionsMy FamilyMy FamilyMy FamilyMy Family

My Hobbies My Hobbies My Hobbies My Hobbies

My PassionsMy PassionsMy PassionsMy Passions

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STUDENT BIOPOINTSSTUDENT BIOPOINTSSTUDENT BIOPOINTSSTUDENT BIOPOINTS

� Students create their own BioPoints based on Students create their own BioPoints based on Students create their own BioPoints based on Students create their own BioPoints based on

prompts generated from the teacher.prompts generated from the teacher.prompts generated from the teacher.prompts generated from the teacher.

� Share five to seven student BioPoints per day Share five to seven student BioPoints per day Share five to seven student BioPoints per day Share five to seven student BioPoints per day

during the first week of school.during the first week of school.during the first week of school.during the first week of school.

� Students can create computer generated Students can create computer generated Students can create computer generated Students can create computer generated

BioPoints using pictures and graphics or paper BioPoints using pictures and graphics or paper BioPoints using pictures and graphics or paper BioPoints using pictures and graphics or paper

poster BioPoints.poster BioPoints.poster BioPoints.poster BioPoints.

� Pictures with or without words/music.Pictures with or without words/music.Pictures with or without words/music.Pictures with or without words/music.

“In saying that a classroom or school is a “In saying that a classroom or school is a “In saying that a classroom or school is a “In saying that a classroom or school is a

communitycommunitycommunitycommunity, then, I mean that it is a , then, I mean that it is a , then, I mean that it is a , then, I mean that it is a

place in which students feel cared about place in which students feel cared about place in which students feel cared about place in which students feel cared about

and are encouraged to care about each and are encouraged to care about each and are encouraged to care about each and are encouraged to care about each

other. They experience a sense of being other. They experience a sense of being other. They experience a sense of being other. They experience a sense of being

valued and respected; the children valued and respected; the children valued and respected; the children valued and respected; the children

matter to one another and to the matter to one another and to the matter to one another and to the matter to one another and to the

teacher” (Kohn, 2006, p. 101).teacher” (Kohn, 2006, p. 101).teacher” (Kohn, 2006, p. 101).teacher” (Kohn, 2006, p. 101).

BUILDING A COMMUNITY OF LEARNERSBUILDING A COMMUNITY OF LEARNERSBUILDING A COMMUNITY OF LEARNERSBUILDING A COMMUNITY OF LEARNERS

�Student SearchStudent SearchStudent SearchStudent Search--------JenniferJenniferJenniferJennifer

�Building the Brick WallBuilding the Brick WallBuilding the Brick WallBuilding the Brick Wall--------LindaLindaLindaLinda

�Getting to Know Something About You and Getting to Know Something About You and Getting to Know Something About You and Getting to Know Something About You and

What You KnowWhat You KnowWhat You KnowWhat You Know--------NeimanNeimanNeimanNeiman

YOUR TURN!YOUR TURN!YOUR TURN!YOUR TURN!

�Each of you has one of three communityEach of you has one of three communityEach of you has one of three communityEach of you has one of three community----

building activities.building activities.building activities.building activities.

�Follow the directions on your handout, Follow the directions on your handout, Follow the directions on your handout, Follow the directions on your handout,

asking anyone to help you complete your asking anyone to help you complete your asking anyone to help you complete your asking anyone to help you complete your

activity.activity.activity.activity.

�All of these activities are on our blog.All of these activities are on our blog.All of these activities are on our blog.All of these activities are on our blog.

�GO!GO!GO!GO!

JIGSAWJIGSAWJIGSAWJIGSAW

�Form a trio where each participant has a Form a trio where each participant has a Form a trio where each participant has a Form a trio where each participant has a

different activity (1different activity (1different activity (1different activity (1----2222----3).3).3).3).

�Share your activity with the other two Share your activity with the other two Share your activity with the other two Share your activity with the other two

participants in the trio.participants in the trio.participants in the trio.participants in the trio.

�Which activity do you think your students Which activity do you think your students Which activity do you think your students Which activity do you think your students

would like best and how would you use it would like best and how would you use it would like best and how would you use it would like best and how would you use it

in your classroom?in your classroom?in your classroom?in your classroom?

ADAPTING STRATEGIES FOR DIFFERENT

AGE GROUPS

�Number of promptsNumber of promptsNumber of promptsNumber of prompts

�Fewer wordsFewer wordsFewer wordsFewer words————more graphics/picturesmore graphics/picturesmore graphics/picturesmore graphics/pictures

�Types of promptsTypes of promptsTypes of promptsTypes of prompts

�Format of activity sheetsFormat of activity sheetsFormat of activity sheetsFormat of activity sheets

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“The master teacher is deliberate in “The master teacher is deliberate in “The master teacher is deliberate in “The master teacher is deliberate in

establishing a functioning learning establishing a functioning learning establishing a functioning learning establishing a functioning learning

community by devoting time and energy to community by devoting time and energy to community by devoting time and energy to community by devoting time and energy to

building relationships. The relationship building relationships. The relationship building relationships. The relationship building relationships. The relationship

between the teacher and the student is between the teacher and the student is between the teacher and the student is between the teacher and the student is

perhaps the most significant piece of the perhaps the most significant piece of the perhaps the most significant piece of the perhaps the most significant piece of the

learning equation, followed closely by the learning equation, followed closely by the learning equation, followed closely by the learning equation, followed closely by the

relationship among students” (Carpenter, relationship among students” (Carpenter, relationship among students” (Carpenter, relationship among students” (Carpenter,

Fontanini, & Neiman, 2010, p. 80).Fontanini, & Neiman, 2010, p. 80).Fontanini, & Neiman, 2010, p. 80).Fontanini, & Neiman, 2010, p. 80).

STUDENTSTUDENTSTUDENTSTUDENT----GENERATED CLASSROOM GENERATED CLASSROOM GENERATED CLASSROOM GENERATED CLASSROOM

NORMSNORMSNORMSNORMS

�What are your experiences with creating What are your experiences with creating What are your experiences with creating What are your experiences with creating

group norms, expectations, and/or rules group norms, expectations, and/or rules group norms, expectations, and/or rules group norms, expectations, and/or rules

personally and in your classrooms?personally and in your classrooms?personally and in your classrooms?personally and in your classrooms?

�With an elbow partner, share your With an elbow partner, share your With an elbow partner, share your With an elbow partner, share your

experiences.experiences.experiences.experiences.

WHY SET NORMS?WHY SET NORMS?WHY SET NORMS?WHY SET NORMS?

�Creates a positive learning climate/ Creates a positive learning climate/ Creates a positive learning climate/ Creates a positive learning climate/

professional learning communityprofessional learning communityprofessional learning communityprofessional learning community

�Creates an operating system for Creates an operating system for Creates an operating system for Creates an operating system for

processes and communicationprocesses and communicationprocesses and communicationprocesses and communication

� Increases productivity and learningIncreases productivity and learningIncreases productivity and learningIncreases productivity and learning

�Provides means for conflict resolutionProvides means for conflict resolutionProvides means for conflict resolutionProvides means for conflict resolution

STAGES OF CLASS DYNAMICSSTAGES OF CLASS DYNAMICSSTAGES OF CLASS DYNAMICSSTAGES OF CLASS DYNAMICS

� FormingFormingFormingForming…the way in which groups or classes

form is influenced by the norms set

� NormingNormingNormingNorming…norms allow for introductions,

operating, community building, and conflict

resolution

� StormingStormingStormingStorming…norms provide the means to resolve

conflicts that will arise

PROMPTS FOR CREATING NORMSPROMPTS FOR CREATING NORMSPROMPTS FOR CREATING NORMSPROMPTS FOR CREATING NORMS

HOW DO WEHOW DO WEHOW DO WEHOW DO WE

�communicate?

�move around the room?

�use our space?

�introduce ourselves to visitors?

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HOW DO WE

�welcome guests?

�resolve conflicts and differences?

�advocate for ourselves and

others?

�manage voice volume?

� How do we create a classroom community that honors and respects all student voices?

� How do we help “young people develop the knowledge and skills necessary to make informed and reasoned decisions as citizens of a culturally diverse, democratic society in an interdependent world?” (Wisconsin DPI: Wisconsin model academic standards for social studies introduction) http://dpi.wi.gov/standards/ssintro.html)

PUBLISHING NORMSPUBLISHING NORMSPUBLISHING NORMSPUBLISHING NORMS

�Post on a wall in the classroomPost on a wall in the classroomPost on a wall in the classroomPost on a wall in the classroom

�Post on a wall in the hallway outside the Post on a wall in the hallway outside the Post on a wall in the hallway outside the Post on a wall in the hallway outside the

classroomclassroomclassroomclassroom

�Post on the class websitePost on the class websitePost on the class websitePost on the class website

�Create bookmarks of norms that students Create bookmarks of norms that students Create bookmarks of norms that students Create bookmarks of norms that students

carry with themcarry with themcarry with themcarry with them

�Create a Norms PosterCreate a Norms PosterCreate a Norms PosterCreate a Norms Poster

NORMS POSTERNORMS POSTERNORMS POSTERNORMS POSTER

The Ins and Outs of Year Four, Room Five

http://theinsandouts.co.nz/

IMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMS

� Role Play: Demonstrate classroom normsRole Play: Demonstrate classroom normsRole Play: Demonstrate classroom normsRole Play: Demonstrate classroom norms

� WrongWrongWrongWrong----Way Role Play: Students create miniWay Role Play: Students create miniWay Role Play: Students create miniWay Role Play: Students create mini----

scenes of poor behavior and student explain scenes of poor behavior and student explain scenes of poor behavior and student explain scenes of poor behavior and student explain

the problem and offer solutionsthe problem and offer solutionsthe problem and offer solutionsthe problem and offer solutions

� Hey Grandma: Students write letters to Hey Grandma: Students write letters to Hey Grandma: Students write letters to Hey Grandma: Students write letters to

grandparents, neighbors, parents, describing grandparents, neighbors, parents, describing grandparents, neighbors, parents, describing grandparents, neighbors, parents, describing

how their classroom norms workhow their classroom norms workhow their classroom norms workhow their classroom norms work

IMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMSIMPLEMENTING NORMS

� Brown Bag Moments: Norms are written on Brown Bag Moments: Norms are written on Brown Bag Moments: Norms are written on Brown Bag Moments: Norms are written on

index cards, placed in a brown bag from which index cards, placed in a brown bag from which index cards, placed in a brown bag from which index cards, placed in a brown bag from which

students occasionally pull a card and explain students occasionally pull a card and explain students occasionally pull a card and explain students occasionally pull a card and explain

the norm and why it’s important. the norm and why it’s important. the norm and why it’s important. the norm and why it’s important.

� Picture Rubrics: Take pictures of students Picture Rubrics: Take pictures of students Picture Rubrics: Take pictures of students Picture Rubrics: Take pictures of students

modeling the classroom norms and those not modeling the classroom norms and those not modeling the classroom norms and those not modeling the classroom norms and those not

modeling classroom norms. Use pictures as modeling classroom norms. Use pictures as modeling classroom norms. Use pictures as modeling classroom norms. Use pictures as

guidelines.guidelines.guidelines.guidelines.

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CONNECTION BETWEEN CONNECTION BETWEEN CONNECTION BETWEEN CONNECTION BETWEEN

NORMS AND SOCIAL JUSTICENORMS AND SOCIAL JUSTICENORMS AND SOCIAL JUSTICENORMS AND SOCIAL JUSTICE

“…an unjust society is one in which access to goods and “…an unjust society is one in which access to goods and “…an unjust society is one in which access to goods and “…an unjust society is one in which access to goods and

opportunities deemed the essential human rights of opportunities deemed the essential human rights of opportunities deemed the essential human rights of opportunities deemed the essential human rights of

individuals is limited or denied, with little or no individuals is limited or denied, with little or no individuals is limited or denied, with little or no individuals is limited or denied, with little or no

recourse to rule of law or commonly held societal recourse to rule of law or commonly held societal recourse to rule of law or commonly held societal recourse to rule of law or commonly held societal

values. This limited access can be experienced either values. This limited access can be experienced either values. This limited access can be experienced either values. This limited access can be experienced either

by an individual or by a group of individuals marked by by an individual or by a group of individuals marked by by an individual or by a group of individuals marked by by an individual or by a group of individuals marked by

some identifying characteristic such as race, class, some identifying characteristic such as race, class, some identifying characteristic such as race, class, some identifying characteristic such as race, class,

gender, ability, or language” (Chubbuck, 2010, p.198).gender, ability, or language” (Chubbuck, 2010, p.198).gender, ability, or language” (Chubbuck, 2010, p.198).gender, ability, or language” (Chubbuck, 2010, p.198).

USING STUDENT VOICES TO USING STUDENT VOICES TO USING STUDENT VOICES TO USING STUDENT VOICES TO

BUILD COMMUNITYBUILD COMMUNITYBUILD COMMUNITYBUILD COMMUNITY

Every child is entitled to “equitable access to positive Every child is entitled to “equitable access to positive Every child is entitled to “equitable access to positive Every child is entitled to “equitable access to positive

learning experiences and potential academic learning experiences and potential academic learning experiences and potential academic learning experiences and potential academic

success” (Chubbuck, 2010, p.198).success” (Chubbuck, 2010, p.198).success” (Chubbuck, 2010, p.198).success” (Chubbuck, 2010, p.198).

A community of learners is established by hearing A community of learners is established by hearing A community of learners is established by hearing A community of learners is established by hearing

student voices. It is a deliberate process orchestrated student voices. It is a deliberate process orchestrated student voices. It is a deliberate process orchestrated student voices. It is a deliberate process orchestrated

by an effective teacher to ensure that every child has by an effective teacher to ensure that every child has by an effective teacher to ensure that every child has by an effective teacher to ensure that every child has

access to powerful learning experiences and potential access to powerful learning experiences and potential access to powerful learning experiences and potential access to powerful learning experiences and potential

academic success.academic success.academic success.academic success.

WHICH IMAGE REFLECTS HOW YOU FEEL ABOUT

WHAT YOU LEARNED TODAY?AVAILABLE AT THE BOOKSTORE!

SURVIVING TO THRIVING BLOG

� http://survivingtothriving.wordpress.com

�Click on Presentations, Workshops, and

Conferences

Linda Carpenter Jennifer Fontanini Linda Neiman

CONTACT US

� Handouts are on the AMLE site.

� Our blogs:

http://survivingtothriving.wordpress.com/

http://survivingtothrivingljl.wordpress.com/

� Find us on TPT:

http://www.teacherspayteachers.com/Store/S

urviving-To-Thriving-LjL

� Email: survivingtothrivingljl@gmail.com

11/5/2013

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REFERENCES

Carpenter, L. L., Fontanini, J. J., & Neiman, L. V. (2010). From surviving to thriving: Mastering the Art of the Elementary Classroom. Dayton, OH: Lorenz Educational Press.

Chubbuck, S. M. (2010). Individual and structural orientations in socially just teaching: conceptualization, implementation, and collaborative effort. Journal of Teacher Education, 61(3), 197- 210.

Elliot-Johns, S. E., Booth, D., Rowsell, J., Puig, E., and Paterson, J. (March 2012). Using student voices to guide instruction. Voices from the Middle, 19(1), pp. 25-31.

REFERENCES

Kohn, A. (2006). Beyond discipline: From compliance to

community. Alexandria, VA: ASCD.

Sapon-Shevin, M. (2008). Learning in an inclusive

community. Educational Leadership, 66(1), 51.

Wisconsin Dept. of Public Instruction. Wisconsin model

academic standards for social studies introduction.

Retrieved Jan. 31, 2013 from

http://dpi.wi.gov/standards/ssintro.html