Getting to Consensus

Something I take for granted from my time that I worked at Apple was the ability to build consensus. It was in our culture to compromise and support each other as colleagues. When I look at my students, I realized that I challenge my students continuously to work together as it is an important part of the skills they develop over the year but this year I decided to stopped and looked at how I was encouraging them to build consensus in their decisions.

Last year, I didn’t give my students much of a choice but to work together. They had to come together and agree on many things but I never intentionally gave them activities to learn to make decisions together. This year, I decided to start my students off with building a number of team building activities.

To start the year, we started with out expectations of each other, ourselves and our teacher. We talked about similarities and I guided them towards an list of things that we felt were important. This then shaped our class agreement. Later in the week, I had the students in Phys Ed doing a number of cooperative games where having a leader wouldn’t necessarily be the best option. They quickly learned that if they shared the responsibility, they were more successful in their task. At the end of the I put the students into “Tribes”. They needed to come up with a tribe name and a cheer. The point of this was much more to see how they came up with their idea. It gave me a lot of insight into who lead the conversations and how they worked together. These tribes are being used for classroom management – both for classroom tasks and as a reward system. They work together to fill their jar with marbles by working hard and completing their tasks.

There will be many more activities, group work and challenges but it is awesome to see each other supporting each other in their learning and in their classroom.

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From Class Blog: What does it mean to be a citizen?

Last week, I made a comment to the students that they were all citizens in our classroom. I forget what the reference was about but the students accepted this and continued on. As I was writing something down, someone called out “What does it mean to be a citizen?” The dictionary definition of “a legally recognized subject or national of a state or commonwealth, either native or naturalized.” wasn’t entirely all that helpful to us. As their teacher, I wasn’t even sure how to explain that definition. so I wrote the question on the board and asked the students to think about it over the weekend.

I had the fortune of being at a fundraising event with a number of politicians, so I decided to ask them what their ideas were so I could bring back thoughts and quotes from them. We also reached out to Cst. Lucas to see what his ideas were on the subject of citizenship. I posted the question on social media, and here are some of the answers we received:

Be a participant, be involved, educate yourself on the rules, the game is bigger than you and know what you are doing. The ultimate is not win or lose but to be a part of it. In voting, vote no matter who you vote for.
– Richard Feehan, candidate for Alberta NDP, Social Worker

Belonging, community, people who are born here and the people who choose to come here. As we braid together the two stories that is how we build our new country and our Canada of tomorrow. Responsibility to be a citizen and be an active citizen. Voting and knowing what you are voting for. Keeping up on current affairs, let your elected representatives know how you think. Relationship and have to tell because they don’t read minds.
-Laurie Blakeman, Liberal MLA

Have a responsibility to each other and you can get done more together rather than alone.
– Ben Henderson, Edmonton City Council

Contributing to the community you live in, interested in the voting process and voting when you have the chance
– Michael Phair, former Edmonton councilman

To me a citizen is a member of society. Citizenship is being recognized as that member. To me we should all strive to be “Contributing members of society”. You can still make an impact on a larger scale even though you have never left Spruce Grove. You need to think about what you want the world to look like. I always think of the golden rule. “Treat other the way you want to be treated”

If I was to use the example of cleaning up the environment. Your impact at home, in school and in your community will effect the rest of the world. It may be on a small scale but it will impact the other citizens around you. We cannot control what others do, but we can control the example we portray to others through our actions.

We are all citizens and role models for each other whether we choose to be or not. The only question is “Are we a good role model or a Bad role model?”

– Cst. Lucas, Community Liaison Officer, EPS

Actively involved, taking responsibility and providing input into anything that would affect their daily life. Maybe not all the definition, but an important piece I think.

– Danna Hawkes, Broxton Park Teacher

With all of these answers, we then pulled out some key ideas. (Shown in purple in the picture below) We broke into groups, discussed and added our own ideas of what citizenship meant to us as Grade 5 students (shown in blue in the picture below).

Mr. Petchel(our music teacher) also joined us to talk to us about the importance of voting. We talked about how not voting means that you don’t have the right to complain and that not voting means that you could allow 1/3 of the population to pick someone to represent you that 2/3 of the class disagreed with.

Here is how we represented this:

We have 23 students in our class with 2 students who were away today. Those 2 students represented the people who were not eligible to vtoe.

We had everyone wearing blue jeans sit down. These represented the people who were “Unable to make it to the polls” – too busy, mobility issues, out of the country, ect. We then asked the students who did not have their shoes on to sit down. These represented the people who “don’t care” or “didn’t want to vote”. This left 13 people. 1 student chose to spoil their ballot because they didn’t like either candidate (represented by the only person wearing a hat). 8 people decided to vote for Mr. Pechtel and his promise of Ukulele music (represented by the people on the right side of the room) and 4 people decided to vote for Ms. Albrecht who promised to try to make sure we have Art every Friday (represented by the people standing on the left side of the room).

12 people voted for a candidate, 1 person expressed their thoughts – that makes 11 people in our class who voted and 9 who did not. For voter turn out, 62% (13/21) of the eligible voters is higher than recent voter turnout in Alberta. We also found out that 8/23 people in our class made the decision for us. That about 1/3 of our class who chose someone to represent us even though he had the majority or the votes that were cast.

Mr. Pechtel then made a decision to take is promise of Ukulele music further and said everyone had to sing a song and play all the information in every class. A lot of students complained. If they were sitting down, they had to stop talking. This left the 4 who voted for Ms A, the 1 who spoiled their ballot and 3 Mr P voters complaining. 8 people who had a right to complain wasn’t very much (a minority in the eyes of the government) and now we were stuck with no Art at all, we had to hypothetically all learn to play ukulele and listen to Mr P sing about regions of Canada. That wasn’t a good thing but we let a minority pick someone to represent the majority who disagreed with these rules. The students suddenly realized that this was not good and why we need to take advantage of our right to vote and perform our civic duty to do so.

We decided that if there is an election called this spring, even if we can’t vote, as citizens, we need to be informed about what is happening and help inform people who can vote such as our parents. As their teacher, I am excited to see an election plays out in a room of grade 5 students but as a voter and citizen, I am excited to see a room full of engaged and active citizens who know more about voting and being citizens than some adults do.

This all lead up to what was going on in the world and the start of our inquiry into global issues and global citizenship but this lesson that started with the frustration of a terrible dictionary definition was one of the best conversations we have had as a class – and we have a lot of powerful conversations in our room.

From Class Blog: Our back-to-school so far…

The first two weeks has been a great experience. 5A and 5F are temporarily sharing the music room until our space just off the purple pod is ready for us. Boy, are we excited! Despite having 44 kids in one room, 2 teachers and sharing a hallway with the grade 9s, the students are working great together. Everyone is still getting used to being in middle school but I am seeing growth in the students everyday.

Week 1 we focused on how to make this the Best Year Ever – that feedback will help shape our time shared and lead to a good transition once we head out to our new classroom.  We’ll be adding to the #gcmspride on twitter as we get comfortable

Week 2 as a group, we have looked at Peer Feedback and what makes good feedback. We’ve summarized it pretty good into this chart, though we have added that positive feedback can also be a suggestion for improvement if we word it properly.

Effective Peer Feedback

 

We have also learned about the Scientific Method in science and how it relates to being a good scientist, brainstormed questions to ask Cst. Lucas when we have our video call with him next week about digital citizenship, had a class meeting and looked for ways to work cooperatively, and also got all set up on Google Docs. We’re still working out the kinks to all this technology use but slowly, we will get there. Having a class blog set up was a big step.

We’re just getting started on our #BestYearEver