What are we learning What are we learning here? here?

The benefits and challenges of The benefits and challenges of building communities in the building communities in the teacher education classroomteacher education classroom

Carime Bersh, Ph. DCarime Bersh, Ph. D

2006-20082006-2008

Purpose:Purpose:

•The present study focuses The present study focuses on identifying the effects on identifying the effects of alternative community of alternative community building strategies in the building strategies in the teacher preparation teacher preparation classroom.classroom.

Rationale:Rationale:• OneOne of many effects of NCLB of many effects of NCLB: :

– Teaching to the test takes away the focus that we are Teaching to the test takes away the focus that we are teaching teaching PEOPLE!PEOPLE!

• Back to the basics?Back to the basics? RRR vs. Human being. RRR vs. Human being.• Prospective teachers needProspective teachers need to be reminded of the importance to be reminded of the importance

of values such as community, trust, interdependence, diverse of values such as community, trust, interdependence, diverse forms of human communication: forms of human communication:

• Vital to survive in postmodern era of human alienation. Vital to survive in postmodern era of human alienation. • Meeting needs of increased student cultural diversity in Meeting needs of increased student cultural diversity in

the classroom.the classroom.• Keep at forefront of teaching agendas in their own Keep at forefront of teaching agendas in their own

classrooms.classrooms.• Students improve academic performanceStudents improve academic performance when there is a when there is a

sense of community in the classroom (White, 1998; Barker, sense of community in the classroom (White, 1998; Barker, Basile, & Olson, 2005; Nicholas, 1997).Basile, & Olson, 2005; Nicholas, 1997).

• Every human being needs a sense of belonging, Every human being needs a sense of belonging, connectedness and human community.connectedness and human community. Lack of these needs Lack of these needs leads to psychological crisis (Nicholas, 1997)leads to psychological crisis (Nicholas, 1997)

What is community building in the What is community building in the classroom?classroom?

Definitions from the literature Definitions from the literature reviewreview• Constant sharing of work with peers, while faculty function as Constant sharing of work with peers, while faculty function as

motivators, guides, instructors (White, 1998) or advisors motivators, guides, instructors (White, 1998) or advisors (Barker, et al., 2005).(Barker, et al., 2005).

• Group sharing of ideas, opinions, diverse perspectives for the Group sharing of ideas, opinions, diverse perspectives for the purpose of solving problems. Cooperative learning (Nicholas, purpose of solving problems. Cooperative learning (Nicholas, 1997; Barker, et al., 2005).1997; Barker, et al., 2005).

• Shared classroom leadership (Nicholas, 1997).Shared classroom leadership (Nicholas, 1997).• Develop “knowledge of consensus building, group dynamics and Develop “knowledge of consensus building, group dynamics and

group facilitation processes, and the ability to listen actively and group facilitation processes, and the ability to listen actively and communicate effectively with others” (Nicholas, 1997, p. 206).communicate effectively with others” (Nicholas, 1997, p. 206).

• Building learning communities where every student has access Building learning communities where every student has access to knowledge and learn to become active citizens (Barker, et al., to knowledge and learn to become active citizens (Barker, et al., 2005).2005).

• Ability to empathize and resolve conflicts. Allowing everyone to Ability to empathize and resolve conflicts. Allowing everyone to have a voice (Barker, et al., 2005).have a voice (Barker, et al., 2005).

• A classroom environment that promotes security, open A classroom environment that promotes security, open communication, mutual liking, shared goals and objectives, and communication, mutual liking, shared goals and objectives, and connectedness and trust (Sapon-Shevin, 1998).connectedness and trust (Sapon-Shevin, 1998).

Alternative community-Alternative community-building strategies: Activities building strategies: Activities

that take us out of our comfort that take us out of our comfort zonezone• Why?Why?

• Cause surprise, unexpected: Forces to Cause surprise, unexpected: Forces to reallyreally think about what is happening, think about what is happening, what are we what are we learning here?learning here? Leaves a lasting impression. Leaves a lasting impression.

• Get all students and professor at the same Get all students and professor at the same level: level: A shared risk leads to stronger trust, inevitable A shared risk leads to stronger trust, inevitable connectedness, breaks the ice.connectedness, breaks the ice.

• Get blood pumping, more oxygen, increased Get blood pumping, more oxygen, increased preparedness for learning.preparedness for learning.

• Laughter is a universal human way of Laughter is a universal human way of communicating.communicating.

Who participated in the Who participated in the study?study?

• Own subjectivity: I am a Colombian professor- Own subjectivity: I am a Colombian professor- Cultural identity VERY different from that of my Cultural identity VERY different from that of my students and cultural context.students and cultural context.

• 97% White College in the heart of New England: 97% White College in the heart of New England: Students’ cultural identities and expectations.Students’ cultural identities and expectations.

• Educational Environments and Practices.Educational Environments and Practices.Spring 2006-Spring 2008, 185 participants: Students seeking teaching certification in early childhood, elementary or secondary education.

Data collectionData collection

• Surveys:Surveys: Likert scale assessing Likert scale assessing dispositions to community building dispositions to community building activities, at the beginning and end of activities, at the beginning and end of the semester.the semester.

• Student essays: self-assessmentsStudent essays: self-assessments discussing significant learning in the discussing significant learning in the course.course.

• Video:Video: Open discussion with one Open discussion with one group– Spring 2006.group– Spring 2006.

Question Beginning of semester End of semesterAgree Neutral Disagree Agree Neutral Disagree

Ridiculous/waste of time 63 29 7 0 14 86

Embarrassing 71 14 14 7 0 93Understand

purpose 50 0 50 93 0 7Inappropriate for

college level 29 29 40 0 7 93Get to know peers

and professor 86 7 7 85 0 14Took too much

class time 35 50 14 28 29 42Unnecessary 40 29 29 7 7 86

Survey resultsSurvey resultsFigures are given in percentagesFigures are given in percentages

Survey results:Survey results:As a result of community As a result of community

building…building…• 100%100% agreed to have stronger respect agreed to have stronger respect

for peers. for peers. • 86%86% agreed to have stronger respect agreed to have stronger respect

for professor.for professor.• 71%71% agreed to have gained self- agreed to have gained self-

confidence.confidence.• 78%78% agreed that they will use agreed that they will use

community building activities in their community building activities in their own classroomsown classrooms..

““I have developed ______ as I have developed ______ as a result of community a result of community

building”building”• Friends and strong bonds with Friends and strong bonds with

peers.peers.• Confidence to openly Confidence to openly

communicate opinions.communicate opinions.• Self-esteem.Self-esteem.• Teaching skills.Teaching skills.• Social skills.Social skills.

Most positive effects of Most positive effects of community building:community building:

• Stronger bonds with peers and Stronger bonds with peers and professor.professor.

• Getting over fears, shyness, Getting over fears, shyness, embarrassment.embarrassment.

• Building self-confidence.Building self-confidence.• We are all at the same level.We are all at the same level.• Relaxing, better attitude in class.Relaxing, better attitude in class.• Learned an important teaching tool.Learned an important teaching tool.• Fun in the classroom.Fun in the classroom.

Negative effects or Negative effects or challenges of community challenges of community

building:building:• Lack of participation from some Lack of participation from some

peers, discourages others to peers, discourages others to participate.participate.

• Takes away class time that should be Takes away class time that should be spent on subject matter content. spent on subject matter content.

[Prospective teachers’ inability to [Prospective teachers’ inability to transfer].transfer].

• Feel uncomfortable: Stepping out of Feel uncomfortable: Stepping out of comfort zone.comfort zone.

TRANSFER:TRANSFER:What are we learning here? What are we learning here?

Reasons for incorporating community Reasons for incorporating community building activities in prospective building activities in prospective

teachers’ future classroomsteachers’ future classrooms• Strong bonds between peers, fosters trust, feel Strong bonds between peers, fosters trust, feel

safe in classroom environment.safe in classroom environment.• Raises student level of comfort and significantly Raises student level of comfort and significantly

increases student participation.increases student participation.• Count on peers for tutoring and support with Count on peers for tutoring and support with

academic assignments in and out of class.academic assignments in and out of class.• Receive and give emotional support in critical Receive and give emotional support in critical

emotional situations: “You know you are not emotional situations: “You know you are not alone.”alone.”

• One more thing to look forward about coming to One more thing to look forward about coming to class.class.

TracyTracy

• I will be unafraid. I will sing loudly I will be unafraid. I will sing loudly and off-key. I will dance, hoot and and off-key. I will dance, hoot and holler. I will be continually asking holler. I will be continually asking “Why?” “Why?”

• I will be fully myself and encourage I will be fully myself and encourage my students to do the same […] I will my students to do the same […] I will work to create a community of work to create a community of respect, of acceptance, of kindness.respect, of acceptance, of kindness.

Mandy:Mandy:• Each person had a presence and Each person had a presence and

something important to contribute […] something important to contribute […] and it was noticed when any one person and it was noticed when any one person was not there. I think this sense of was not there. I think this sense of community dramatically increased the community dramatically increased the quality of the education I attained in this quality of the education I attained in this class. class.

• I hope to instill [this] in my future I hope to instill [this] in my future classrooms […This] is so important for classrooms […This] is so important for the development of younger students that the development of younger students that it cannot be ignored.it cannot be ignored.

JustineJustine

• At first I was skeptical of why a professor At first I was skeptical of why a professor would be so insistent on having community would be so insistent on having community building activities. I would hate to come to building activities. I would hate to come to class because I knew […] I would be stuck class because I knew […] I would be stuck in this uncomfortable situation where I in this uncomfortable situation where I would have to come out of my shell and would have to come out of my shell and expose myself […] I finally realized how expose myself […] I finally realized how comfortable I had become with these once comfortable I had become with these once strangers. I was surprised how easily I strangers. I was surprised how easily I grew into an open-minded student willing grew into an open-minded student willing to share my thoughts. to share my thoughts.

ScottScott

• Our classroom environment is one Our classroom environment is one that cannot be duplicated. All of the that cannot be duplicated. All of the students […] have formed a bond in students […] have formed a bond in one way or another to create an one way or another to create an atmosphere of safety […] This allows atmosphere of safety […] This allows everyone’s perspectives to be heard everyone’s perspectives to be heard no matter where their standpoint no matter where their standpoint lies.lies.

DonDon

•The most difficult issue I The most difficult issue I have with acceptance is have with acceptance is acceptance of me, by myself acceptance of me, by myself […]this classroom has been […]this classroom has been the only place where I have the only place where I have found acceptance, a place found acceptance, a place without judgment.without judgment.

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