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== ''[[Climate]]'' C1: Knows students as individuals == | == ''[[Climate]]'' C1: Knows students as individuals == | ||
* Check in: a ritual we have used in collaboration and class meetings is to start each meeting with a check in. This has a specific form and reason. We all have busy lives going from one thing to another. We sit down in a space with all that we have done and all that we have to do in our heads, yet we are still in this space together. As a way of turning our attention to the moment we practice listening. Each person shares what is distracting them from being together. There are two rules for check in: 1) you don’t have to check in and 2) we don’t comment on another’s check in. The reason we don’t comment is that this then will turn into a conversation and this is not the purpose of check in. We have found this practice to be life-giving and an excellent method of building trust and community. | === Practices === | ||
* Every student brings their unique history, personality, and interests into the classroom. Knowing your students as individuals allows you to better connect with them both instructionally and personally. | |||
* Instructors should tailor classroom activities to meet the needs and interests of students, which will never be identical between two groups of students. | |||
=== Activities === | |||
* Check in: a ritual we have used in collaboration and class meetings is to start each meeting with a check in. This has a specific form and reason. We all have busy lives going from one thing to another. We sit down in a space with all that we have done and all that we have to do in our heads, yet we are still in this space together. As a way of turning our attention to the moment we practice listening. Each person shares what is distracting them from being together. There are two rules for check in: 1) you don’t have to check in and 2) we don’t comment on another’s check in. The reason we don’t comment is that this then will turn into a conversation and this is not the purpose of check in. We have found this practice to be life-giving and an excellent method of building trust and community. | |||
*[[Media:Samplequestionnaire.docx|Partner Questionnaire Activity]] (Details and instructions are included after the questionnaire) | *[[Media:Samplequestionnaire.docx|Partner Questionnaire Activity]] (Details and instructions are included after the questionnaire) | ||
* | *Meet-and-Greet activity: | ||
** Part 1: Introduction slides. Instructions for use and an example are provided. | ** Part 1: [[Media:FirstDayIntroductionsTemplate.pptx|Introduction slides]]. Instructions for use and an example are provided. | ||
** Part 2: [https://jamboard.google.com/d/1waSAlCS422ug9ATa6oEsCBmH89bltI0t7Vwl9iQZh5A/viewer Jamboard]. Instructions can be found on the last slide here. | ** Part 2: [https://jamboard.google.com/d/1waSAlCS422ug9ATa6oEsCBmH89bltI0t7Vwl9iQZh5A/viewer Jamboard]. Instructions can be found on the last slide [[Media:FirstDayIntroductionsTemplate.pptx|here]]. | ||
=== Observable Behaviors: === | === Observable Behaviors: === | ||
[[C1.1|C1.1: | [[C1.1|C1.1: Uses students’ names]] | ||
[[C1.2|C1.2: | [[C1.2|C1.2: Talks with students informally before or after class]] | ||
[[C1.3|C1.3: | [[C1.3|C1.3: Shows knowledge of students’ interests beyond the class]] | ||
Latest revision as of 14:08, 11 August 2022
Climate C1: Knows students as individuals
Practices
- Every student brings their unique history, personality, and interests into the classroom. Knowing your students as individuals allows you to better connect with them both instructionally and personally.
- Instructors should tailor classroom activities to meet the needs and interests of students, which will never be identical between two groups of students.
Activities
- Check in: a ritual we have used in collaboration and class meetings is to start each meeting with a check in. This has a specific form and reason. We all have busy lives going from one thing to another. We sit down in a space with all that we have done and all that we have to do in our heads, yet we are still in this space together. As a way of turning our attention to the moment we practice listening. Each person shares what is distracting them from being together. There are two rules for check in: 1) you don’t have to check in and 2) we don’t comment on another’s check in. The reason we don’t comment is that this then will turn into a conversation and this is not the purpose of check in. We have found this practice to be life-giving and an excellent method of building trust and community.
- Partner Questionnaire Activity (Details and instructions are included after the questionnaire)
- Meet-and-Greet activity:
- Part 1: Introduction slides. Instructions for use and an example are provided.
- Part 2: Jamboard. Instructions can be found on the last slide here.
Observable Behaviors:
C1.2: Talks with students informally before or after class
C1.3: Shows knowledge of students’ interests beyond the class
