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Sketchnotes for the required reading. I found concepts around respect, community, visualizations (seeing is knowing) are key components of school + community based classrooms.

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For Kohn's "Class as Community" chapter, I enjoyed learning about the social and academic benefits for students in building strong communities. In my sketchnotes, I included highlights of classroom communities (such as increased academic achievement and value placed on learning), as well as objections (such as problems associated with competitions, gifted programs, and traditional discipline structures).

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I decided to focus on the positives of creating a classroom community in my notes. I have the student at the center with everything around them being supports and outcomes of a positive and successful classroom community. I feel that this connects to the other chapters because the other chapters are all components of creating this environment. Building a classroom and school community is at the forefront of what I want to do as a teacher, so it's always awesome learning more about it.

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For my sketchnotes I made connections with what concepts/strategies I have learned in the text/ course and I tried to place them into the three classroom management domains of: engagement, discipline, and routine/reward. Engagement in my notes is centered around creating a concept from Ch. 7 of the Kohn text, Classroom as a Community "a place where students feel safe and cared about". I believe that this can only be created by applying the other components from that group.

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For my sketch notes, I decided to focus on teacher and student relationships to help create that classroom community. Throughout the chapter, three things stood out to me... one, classroom community is when students needs are met by the teacher. Second, teachers need to create a safe classroom so students can make intellectual risks and third, relationships with the teacher... "They [students] are more likely to care about others if they know that they are cared about" (pg. 111).

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For my Sketch Notes I decided to focus on the importance of students feeling supported in the classroom as well as the effects of fostering a community that values Care and Empathy of one another. The towers are meant to symbolize the differing amounts of support.

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I wanted to focus on the importance of and methods for building community. Making the classroom a place that students want to gladly enter and willfully contribute is one of my main goals. Focusing on how the class is structured and on how community is built enables students to become more autonomous. Students should be given time and space to construct community how they believe it should should look like, too. This ownership over their space is a huge source of engagement. A strong community in school brings students in instead of churning them out.

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I decided to use Google Drawings to highlight the key concepts and ideas from Kohn Chapter 7 about community because my drawing skills leave much to be desired : ) There were a lot of good ideas discussed that I separated into colored boxes to make it easier to read. At the literal heart of my drawing, I put community as being a place where the people care and value each other, are respectful and supportive (even when they don't agree), and are supported by an inclusive environment that is physically/emotionally safe for them. These were all characteristics provided by the book that aligned with my best experiences of how a strong classroom community works.

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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The reading from Kohn Ch. 7 highlighted some of the key things that I strive to focus on in my own teaching practice. I believe that community is the backbone for a successful classroom and I appreciated many of the strategies that were described.
There was a quote from Kohn that pretty closely sums up one of my main beliefs about teaching... "Students need to feel safe in order to take intellectual risks; they must be comfortable before they can venture in to the realm of discomfort. Few things stifle creativity like the fear of being judged and humiliated" (p. 103).

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My favorite section of this chapter reviews the importance of class-wide activities, specifically classroom meetings or discussions. I really liked the discussion questions, "What if, sometime this year, you found yourself acting in a way you aren't proud of? How would you want the rest of the community help you then?" There is then a follow up of ," What if someone else acted that way? How could we help that person?" This seems like a great way to introduce a very effective class discussion.

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While reading Ch 7, what crossed my mind is that it is quite possible that many students go through their school careers and perhaps their life without experience community. And if they do, that these communities are at a rather small scale (i.e friend groups or family). School is a great place to experience community on a larger scale. I focused on some thoughts of what community is and what aspects should be present in a community

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In my notes I listed the key aspects or features of a positive classroom community that I connected with the most. On the righthand side in the bubbles I included connections to themes that have come up in class and in our other readings that I consider to be very important goals to aim or things to incorporate into the classroom. My biggest takeaway was how building a strong community is not only a proactive way to prevent unwanted behavior, but also a great way to strengthen students as individuals, build autonomy, and set them up for success both in and outside the classroom.

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This week’s readings helped me connect and validate some reflections on past experiences teaching in a Montessori middle school where restorative justice principles were the guiding community management practices. At first it was mind-boggling to me that a middle school could function effectively without detention slips but it can be done with much thoughtful effort from consistently dedicated teachers and engaged students. I found it difficult to find restorative practices for things that felt like “obvious” safety rules in 6th-8th grade, such as using gym equipment appropriately when someone carelessly kicks a ball across a crowded gym and it hits a bystander’s head. Also for students being disruptive in class in a way which they don’t feel is “over-the-line”. Through RJ practices, I do feel like I learned more from students and they were able to navigate and grow educationally and morally. The school paired RJ with community projects and this helped proactively build relationships and involve families. Culturally sustaining pedagogy is important and RJ practices help support stronger relationships with diverse students.

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One thing I do not take for granted about music education is the network of dedicated individuals within the state of Oregon (OMEA), as well as the U.S. in général (NAfME and CNAfME)- this creates a perpetual flow of educators in a constant state of growth and reinvigoration. We are also a sect of teachers quite literally dedicated to an ancient art- people came together and sang before they learned calculus or basketball. I find this a unique opportunity to focus on my students as people and see their creative and emotional needs prioritized above state curriculum. As such, it is my duty to create a classroom where all students not only learn, but feel that a primordial element of their being is satisfied. In my classroom I will most likely have years with each student and can help them grow over a longer amount of time. I will be given a much better shot at community building in the sense that our class content touches on needs of the soul through art- there is a vulnerability that is required and respected by those who share that part of their soul. 

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One thing I do not take for granted about music education is the network of dedicated individuals within the state of Oregon (OMEA), as well as the U.S. in général (NAfME and CNAfME)- this creates a perpetual flow of educators in a constant state of growth and reinvigoration. We are also a sect of teachers quite literally dedicated to an ancient art- people came together and sang before they learned calculus or basketball. I find this a unique opportunity to focus on my students as people and see their creative and emotional needs prioritized above state curriculum. As such, it is my duty to create a classroom where all students not only learn, but feel that a primordial element of their being is satisfied. In my classroom I will most likely have years with each student and can help them grow over a longer amount of time. I will be given a much better shot at community building in the sense that our class content touches on needs of the soul through art- there is a vulnerability that is required and respected by those who share that part of their soul. 

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For me, this chapter was really useful when looking at the importance of community. In the future, I hope to be able to support my students and help them feel like they belong.

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This style of note-taking was particularly difficult for me; however, the content of the chapter was really helpful. I have always valued community in the classroom because the community in my choir class was what got me through high school. Therefore, I have always sought to foster community. Of course, this is more easily said than done. Kohn chapter 7 laid out a number of great strategies to build community, and a number of barriers (such as competition and threat to the individual). While my sketchnotes don't reflect the strategies, they do put together the importance of this topic and why some might be opposed to it.

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I struggle to visualize notes in this way, so I included lots of my favorite quotations from the chapter in mine. I agree that community building is and should be at the heart of education. As the chapter highlights, community allows students to feel comfortable in the classroom, and helps with feeling supported. The result is that students actually engage more, and tend to enjoy learning more too. I've definitely recognized this in my placement. In particular, the part of the chapter that stood to to me most was the section headed "All of The Above" - because I think so often we are grappling with "what do we keep, and what do we get rid of?" or "what method is best?" instead, we should be trying our best to do all of the above to support our students.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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I decided to made a visualization of how the strategies can help lead the classroom to become a community. We have learned throughout this course and many of our others the importance of strategies and how helpful they are to have up our sleeves. This chapter outlined a few strategies: relationships with adults, connections between students, classwide and schoolwide activities, and using academic instruction. All these strategies are great tools to have to implement into the classroom or school. Building a community in your classroom is not easy but having these strategies and trying them out is a great place to start.