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Volume VII, Issue No.9
An Open Door to Creating Community By By Nan Welch In 1997-98, Nan Welch took a sabbatical from her role as a fourth-grade teacher at Lincoln Elementary School in Dubuque, Iowa to become an Expeditionary Learning School Designer. She is now the principal of Prescott Elementary School in Dubuque. I remember the early days of Expeditionary Learning—back in 1992—when the design principles were hot off the press and building a classroom community was a novelty. I began my journey into the creation of community among my students that year, but it started behind closed doors. I would gather my children around me on the floor first thing in the morning, and ask them to share pieces of their life with me, and I, in turn, shared mine. Next I would pull out my guitar and before we began singing, I would nod to a child, my signal to shut the door so as not to reveal our "non-curricular" activity to those in other classrooms already deep in reading groups or quizzing math facts. Soon I felt something happening within my group on the floor. We grew to expect and look forward to these times together as we continued to get to know each other on a deeper level. Our singing took on a more joyful feeling and something yet unnamed began to happen. We continued in this simple fashion for many months until one day the art teacher stopped me in the hall to tell me that something very special had happened among my students. They seemed more respectful, more tolerant of each other, and had a better sense of taking care of one another than any other class in the school. Her words struck me hard. In the business of my life as a new expeditionary learning teacher, I had not stopped to reflect upon the consequences of our little daily meeting other than feeling that my discipline issues seemed to be decreasing and academic time was more peaceful and productive. Here was someone outside my classroom who saw my children often and was able to compare their sense of "group" to other classrooms in the school. It was then that I began to recognize the power of community. The next day I flung the classroom door open as we began our meeting on the floor, mixing our joyful sounds in with the droning of math facts already permeating the hallways. Through the last six years, my classroom meetings^crew meeting I call them, after Kurt Hahn’s phrase "We are crew, not passengers"^have evolved into a powerful forum for intimacy. These meetings change behavior and create the right atmosphere for producing quality student work. Below I describe how I facilitate crew meetings. It is surely not the only way to conduct a class meeting, but it is a structure that has worked miracles for me as a teacher. Shortly after students arrive in the morning, we gather on the floor in a circle^an Outward Bound tradition that signifies unbroken communication^and begin sharing. A student who has something to share begins and the rest of us listen. Students share anything from past or up-coming events to current problems they might be encountering in their daily lives. The power of something so simple as students sharing comes from the connections it allows me to make with my students as well as the connections that form between students as a result of this sharing. During the first few weeks of each school year, I spend a great deal of time modeling my expectations for what good listeners look like, and I let my students know I expect nothing less. I also choose a student model who exemplifies these characteristics for use with students who "forget" what good listening is. I simply call out "model" to the guilty party and my student model prods behavior back in place. I also have assigned seating on the floor to be proactive about behavioral problems. Next, we begin setting goals. If it’s Day One of goal setting, I open up discussion by posing this question: "What is happening in our classroom that is keeping you from learning or is keeping us from becoming a stronger community of learners together?" My students have plenty of ideas and someone always taps into my personal desire for a goal. Some of the classic comments include: "There’s too much crabby talk," or "There’s too much talking during work time," or "When we are doing projects, one person always takes over." After students generate four or five potential goals, we discuss them so everyone has a clear picture of what each goal idea looks like. We take a class poll to see which behavior students would prefer to see eliminated. Once the behavior is chosen, I set up scenarios for students to act out. For example, if the behavior chosen is, "We fool around when the recess bell rings and don’t get in line quickly enough," I set up a playground scenario and ask students to model exactly what it looks like to be playing on the playground, hear the bell ring, and line up appropriately. In other words, I model and provide time to practice the behavior necessary to attain the goal so all students have a clear idea of what it takes. Once expectations are set, I frame the goal in this way: "I will line up quickly and quietly when the bell rings." Using a class mascot (generally a beanie baby) I repeat the framed goal out loud and pass the mascot to the student next to me. That student repeats the goal aloud, exactly as I said it, and passes the mascot to the next student. This continues around the circle until all students have a chance to publicly announce their intentions, thus establishing accountability for their actions. Each day after Day One of goal setting, we pass the mascot and publicly acclaim the same goal until it is attained. I have no elaborate system anymore for measuring attainment of the goal. I do know that for behavior to change, I must check in with my students tirelessly throughout the day, asking for goal progress. It’s my job to keep the goal alive and clear and at crew meetings we have a brief goal report. "How are we doing? What must we modify in order to achieve this goal?" We determine when we have accomplished the goal through consensus. Once we have, we sign our names with great flourish to a written form of the goal and post it in our classroom to remind ourselves of what we accomplished. It also helps us to stay accountable when someone "slips." This rather simple approach to collaborative goal setting has become a powerful means to establish a code of conduct and create a deep sense of community as we move together toward becoming a stronger group of learners. After goal setting, I produce my guitar and sing a song or two, generally with a connection to a current expedition. One year, my students appeared to feel awkward about singing together and no matter what song I introduced, it was the same thing—eyes down, lips barely moving. Finally one day, I decided to skip the singing part of crew meeting and my students were incensed by the end of the meeting that we didn’t sing. I explained how I felt and from that moment on, they opened up and revealed themselves as singers. I learned that something as simple as singing together can create community, especially if the songs are tied into how we feel about one another or connected to something we are studying together. For us, it became part of our identity^a piece of the bond that made a whole. After singing, I run through the day’s schedule and then we end our crew meeting with what I call, "our mantra," We stand, extending hands and looking deeply into one another’s eyes, we call out in unison our class-created mantra. Past examples include: "Let’s take on this day together." or "We share, we care, we dare," or "Let’s be there for each other." Once we say our mantra, students return quietly to their tables, ready to work collaboratively and efficiently. Is it as easy as this? No. The modeling required to really teach all the expected behaviors from the start of crew meeting to its quiet ending sometimes has me wondering if it’s worth it during those first few weeks of school. But sometime after that first month of school, something happens and I look around the circle at the faces growing more precious to me and feel we are on our way to a place together that will enrich our lives forever. I think of the new student who joined our classroom mid-year who, after experiencing his first crew meeting, said, "This feels different from my old school." Intentionally structuring a meeting to build community and vigilantly teaching the social skills needed during that meeting can only heighten students’ chances for success in school. Not only do you create an atmosphere of compassion and respect, but you set the stage for students to do their best work because they value their place in the classroom as well as their relationship with the teacher and fellow students and they feel cared for and safe. My door is wide open these days. But the sounds of math-fact drilling coming from outside the room have stopped. If you walk up and down the hallways of my school any morning, you will hear beautiful sounds, sounds of community in the making. v
Small Investments Big Returns: One School's way of Building Community By By Michelle Brantley, Andrea MacArthur, Marcia White Michelle Brantley, Andrea MacArthur, and Marcia White are teachers at Middle College High School in Memphis, Tennessee. Picture this: the morning sun has not yet shown, but will soon peer through the trees to create a picturesque horizon of crystal blues and burnt oranges, similar to a Hallmark card. Now, picture this: 5:00 am, a huge, roaring charter bus, thirty-nine sophomore, junior, and senior high school students armed with snack sacks, headphones, and question marks plastered across their faces because their destination for the day is unknown. Has the image of the Hallmark card changed a bit? The students crowding the bus had started this adventure without the slightest idea of what lay before them. In efforts to create a solidified team of student leaders and in keeping with the spirit of Outward Bound, the faculty at Middle College High School felt that it was important to have students from all grade levels with strong leadership potential venture to the woods of Arkansas to test their true ability to work and function as a team. These students, standing in the early morning sun, were preparing for a true journey. They would be challenged both mentally and physically in ways that many of them had never been challenged before. After a few delays at McDonald,s and the usual getting-ready-to-go drama, thirty-nine students, four teachers, and a parent volunteer headed to C.A. Vines 4-H Center in North Little Rock, Arkansas. The bus ride had all the makings of a true high school field trip: loud, hyperactive students, nervous teachers, and vague directions. However, hope was not lost. In the midst of the laughter and rumbling, there was a strong sense of wonderment and anticipation as we continued on our way. Finally, after a few long winding roads and houses that stood miles apart, we reached the 4-H Center and Retreat. We started the morning with icebreaker initiatives. From there, we moved into team-building activities that really loosened students up and created a true sense of trust needed in order to complete an even larger task that awaited all of us. It is important to note that the team of students assembled were not all of the "smart kids," the "troubled kids," or the "cool kids." There was not a certain clique of students chosen for the trip; some students had never had conversations with other students there. Students were from all areas of the city and came with a range of strengths and weaknesses, but the morning exercises helped lay a foundation for future bonds that might not have been established otherwise. The morning quickly faded, but not as fast as our lunches. We certainly needed the energy for the mission that followed. The task was to climb walls. Sounds simple, right? However, as we all quickly learned, climbing forty- to fifty-foot walls is not an easy task. We all found that succeeding in our mission required an abundance of teamwork, encouragement, and effort. As students struggled to reach the top, it became evident that the walls were more than wooden structures. They were symbolic of something greater. The walls represented the roadblocks that confront all of us in life, and the question became one of bowing down or pressing on. Students found that they had to really push themselves and stay strong in face of obstacles, or in some cases, realize and accept their limits, but only after having tried their best. Seeing high school students face fears and accomplish missions that were seemingly impossible was a powerful experience for teachers as well. This reminded us how important it is to establish challenging projects that require true depth and rigor and that force students to pull together and really help each other in the way that they did on the trip. Students who had never spoken to one another before the trip were sharing laughs and cheering the other on as they attempted to climb the walls. They all discovered that their diverse talents were needed to accomplish a common goal. More than our own observations, the real testimony to the power of this experience is echoed in our reflections on the day. As teachers of these students, their comments made us proud. We
are also proud to be part of a school community that had the insight
to invest in such a small trip that will certainly carry our students
a long way. v
By The following reflections were written by teachers and students from Middle College High School in Memphis, Tennessee after they completed a ropes course together. As a result of this retreat, I was able to really understand many of the Design Principles of Expeditionary Learning Outward Bound^especially Success and Failure, The Natural World, Collaboration and Competition, and Diversity and Inclusivity. The day was one that I shall never forget, and I believe our students received countless benefits from their camaraderie, challenge, and choice of the leadership retreat. Andrea MacArthur, Spanish and English Teacher I realized that I have the potential to do whatever I put my mind to doing. We literary had to climb walls, and in my eyes, that wall represented the goals I want to achieve. I trusted [people who] I probably would not have talked to with my well-being. This expedition taught me how to work with others." Ammon Brookins Today we proved that differences don,t matter; we still needed each other,s strength and support. Taking time out also for peace of mind, quietness, and reflection helped. LaTonya White Astoundingly, as the day unfolded, not only did I observe the weakening of the walls of division amongst the students being torn down, as they were forced to work together, but I also observed the weakening of the walls of doubt and fear in many of the students. Today, I am thankful for the opportunity to have organized and participated in this retreat. Words cannot adequately describe the growth that took place in all who attended. Marcia White Mathematics teacher
We all worked as a team. We were all on one accord. Everyone got along. Everyone worked along with each other to overcome obstacles that we thought were impossible. Marc Thompson
From "Staff Lounge" to "Community Room" How Leaders can Support Cultural Change By by Deb Otto Deb Otto, who was the principal of Lincoln Elementary School in Dubuque, Iowa until last June, is now an Expeditionary Learning school designer. In this piece, Deb Otto draws on her years as principal of Lincoln Elementary School in Dubuque, Iowa to outline some of the ways school leaders can help their faculty transform schools into communities that embody the Expeditionary Learning design principles. She first explains in detail seven key ideas that help foster community within a school. She then lists specific, concrete suggestions for making change in the school culture. #1 Set the rules of the road. Be sure that you take time to clarify the ways that staff members will work with each other. Create a full value contract—a list of operational norms that each staff member understands and signs.* The process of creating the contract clears the air of old grievances and creates a clean slate for new experiences. The agreement may contain surprising pieces, like the one I remember best: "The adults in the school must behave at least as well as we wish the children would." #2 Know when and how to make decisions. Develop a model for decision-making that is understood by each group member. In our school that means defining the levels of decision from level one, decision by individual, to level four, decision by entire staff. This process takes time, but it is time that will be saved later if there is a shared understanding of how decisions are made. #3 Have a passion for something in your own life and show it. If you don,t have a burning interest in something, are you learning? My current passions include fresh water mussels, Native American artifacts, and fossils. I use the following question in job interviews, "Tell about a passion you have that makes you interesting to others." This question, sadly, often stumps job candidates. Many can think only of being a spectator at sports events. Where is the learning and passion? #4 Take risks frequently. Try an Outward Bound course; don,t rely on the stories of others. Speak in front of strange groups. Get your blood flowing a little bit. It,s important to model risk-taking on and off the job. As Alex Noble says, "Risk is essential. There is not growth or inspiration in staying within what is safe and comfortable. Once you find out what is best, why not try something else?" #5 Support a climate of small comforts. When I first became a principal I hung three small cross-stitched pictures on the wall in the staff bathroom. That tiny gesture was appreciated by others and made them more aware that they have adequate control to improve their environment in many small ways. I remember my tenth-grade physiology teacher for her demonstrations of kindness. One day, she brought in a gigantic bottle of scented hand lotion and said, "I know your hands smell when you work with formaldehyde. I bought this hand lotion and I,m going to keep it here all year. When you wash your hands, feel free to use it, because I know how it stinks." I still decorate the bathrooms wherever I go, hand lotion included. #6 Examine problems, for they may be opportunities in disguise. As Lincoln School was struggling with space problems several years ago an advisory committee of staff members and parents was established to figure out how to make enough room for all the students to fit for the following school year. The committee brainstormed a number of options: adding portable classrooms, sending kindergartners to another site, transferring students to other schools, eliminating specialist classrooms; none of which was favored. At the same time the school was piloting strategies for multiyear connections with students. Looking at the problem from a different perspective created a new solution: multiage classrooms for grades one/two, three/four, and five/six. When blended, the number of classes could be reduced and still stay within class size guidelines, and no group of students would need to be removed from the school. This new idea was met with enthusiasm, when at any other time a multiage proposition might be resisted. #7 Recognize the path and stay on it. In education there are many distractions. It is easy to fall victim to the needs and desires of a variety of community organizations, councils, and special interest groups. In Iowa, for example, the Egg Council would like third-grade teachers to teach all about the Incredible, Edible Egg; the Iowa Beef Producers want to influence fifth-grade nutrition units; Katy the Kangaroo begs to hop in and tell first graders about the dangers of prescription drugs, etc. Although each of these groups has a good lesson, they can distract from the path of implementing Expeditionary Learning. A clear sense of your path allows you to say no without being hurtful. As staff members are sought for district level service on committees and councils, a solid sense of school mission empowers school leaders to make choices about participation. I actually get a visual image of the principal leading the school staff along the path while sweeping the way with great gusto. My vision is a little like what I have seen on television in the sport of curling when the curling stone is helped to move toward a target by vigorously sweeping the ice. Clear the path and a school community will get closer to the target. As Josh Billings reminds us, "Consider the postage stamp. It secures success by sticking to one thing until it gets there." Immediate Steps You can Take o Start faculty meetings, committee sessions, and parent groups with a reading. Ask others to take on this task after you have done the readings a few times. Collect books of readings. o Use initiatives^don,t be afraid to facilitate or ask someone else to do it. o Keep a journal. Distribute new journals to each staff member at the beginning of the school year. Ask that the journal be brought to all meetings. o Encourage everyone on staff to submit one reflection each semester using a theme related to Expeditionary Learning. Reflection topics might include: evidence of the design principles in my classroom, descriptions of successful strategies for community building, or stories that illustrate depth of student learning. Bind the reflections and leave them in the Community Room so colleagues can learn more about each other. o Begin Collecting student work. Make a display of favorite items in your office. Start now by collecting current work (possibly "not so hot" work or even worksheets) as a baseline for comparison with higher quality work produced in expeditions. o Support the development of a school scrapbook. This collection will assist in documenting your history of school change. Keep in it agendas from staff development sessions, documents you create, artifacts such as schedules, as well as media pieces and public relations pieces you may create, etc. o Change the name of your faculty lounge to something more inclusive and less "loungey." Lesley Stephens, principal of Bryant Elementary School in Dubuque, Iowa, renamed the teachers, lounge Community Room. Be aware of other vocabulary that may need to be changed. o Post the design principles in your entry and office. o Take one staff social each year and turn it into an outdoor adventure, canoeing, biking, camping, fishing, or whatever else might work in your area. o Spend part of one staff development day each year providing service to the community. o Avoid easing into things; strike quickly. Mike McCarthy, principal of King Middle School in Portland, Maine says when an opportunity for change presents itself "rip off the Band-Aid." o Ask teachers to include in their class schedules time for structures that support Expeditionary Learning Outward Bound, such as community circle time, student reflection, extended periods for project work, and fewer small chunks of time devoted to isolated curriculum. o Make time in faculty meetings to review student work and critique expeditions. o Set up a milk crate file for expedition plans in progress. Keep it in an accessible area for staff members and visitors. o Save funds to support classroom arrangements that increase student collaboration. If possible, purchase tables or student desks that may be clustered for "crew" work.
*Project Adventure developed this concept. For more information, see their website: www.pa.org. Study Group: An Educators' Community Study groups can help educators build and deepen faculty culture. Below are some suggested questions for a study group on Service at the Heart of Learning, Teachers, Writings, edited by Emily Cousins and Amy Mednick (Dubuque, IA: Kendall/Hunt, 1999). The book centers on service, an essential element of expeditionary learning school culture. Written by expeditionary learning teachers, it offers a good avenue for teachers to reflect on their own experience. The book is available for $19.95 through the Kendall/Hunt (1-800-228-0810) or our web site: www.elschools.org.
Seasons of Life: Biography as Service By by Deb Fordice
What are the forces—both intrinsic and extrinsic—that impel the students to create high quality work? Contrast the results of the Seasons of Life expedition the year the class did the Bethany project with the year that they did not. "What can we do about it?" Busing Ends in Denver by Sally Carey
What moved the students from wondering how the busing changes would impact themselves to thinking about how they could be of service to others? How were the students involved in identifying real needs and selecting options for action? What skills did the students develop through their service? Tuskegee Airmen Touch Down in Dubuque by John Adelmann
What are the most significant aspects of service in this project for the students and for the airmen? Why was the choice of the Tuskegee project so powerful for these students? In addition to Service and Compassion, what other Design Principles are evident in this project? "We Have No Heroes" by Paola Ruocco
What is the connection between studying heroism/conflict and service? Describe the changes in the attitudes and beliefs of a student throughout the expedition. How did literacy and service support each other in this expedition? Quilting Community by Carol Duehr and Christina Nugent
How did the act of turning more control over to the students increase the quality of the project? How were the teachers able to satisfy the learning goals without sacrificing the authenticity of the project? What evidence do you see of the impact of this service project on classroom culture? The Heroes Among Us: Building a Culture of Service and Compassion by Patricia Fisher, Sheila Sanders, and Carol Teague
What is the relationship between service and heroism? What impact did the students, work have on the classroom culture? On the school culture? How does service to self expand and become service to the community? Thoreau and Trigonometry: Designing a City Park by Kathy Stevens
How did the process of involving the community impact student work? How did the students, study of nature literature enhance their service? Both Tony and Vicki were transformed by this expedition. What role did the experience of performing service play in those transformations? Bay Ridge, Brooklyn: Painting a Community Portrait by Bayan Ebeid and Laura Kelly
How is telling someone,s life story or painting their portrait a service? What inspired the students to work so hard on their portraits? How did the teacher support their efforts? Would this expedition been different if the students had visited the senior center just once or twice? Why? The Aquarium Architects by Karen MacDonald and Christine Griffin
In what ways were academic standards addressed in this expedition? How did having an audience for the designs impact student work? What school structures supported this expedition? Listening to Robins by Jeanne Anderson and Karen Wohlwend
How did the students, questions drive the service and the learning? What strategies and practices did the teachers use to enable students to produce high-quality work? What is unique about service at the kindergarten level? What,s in the Water We Drink? by Cheryl Sims
Is the generation of knowledge an act of service itself? Explain. How did Sims encourage students to take responsibility for their own learning? How did asking students to become real scientists help build community? Putting Down Roots: Erosion Control on the South Platte River by Wendy Ward
How did the plan for the project relate to the learning goals? What were the obstacles, benefits, and drawbacks of being out of the classroom? What evidence of a lasting effect did this expedition have? Stewards of the Elements by Chris Quigley, Bryan Street, and Chris Weaver
What role did students, questions and discoveries play in this expedition? How did the teachers use fieldwork to support the service? How was the expedition tied to standards? How did the expedition reach both students who were eager for academic
challenges and students who struggled in certain areas?
Group Debrief and Facilitation By By Sharon Leean Sharon Leean was a teacher and Ouward Bound instructor before she became an Expeditionary Learning School Designer. Discussing common experiences as a group is part of the glue that binds communities together. On Outward Bound wilderness courses, instructors refer to this as a debrief, a chance for participants to reflect on a summit climb, a river rescue, or a challenging group interchange. In the classroom, the same process adds depth and meaning to the students, experience of community circles, fieldwork opportunities, initiatives, and all the other twists and turns of an expedition. Eliciting thoughts from group members can take some artful guidance, and we have listed here some practices that can help you facilitate a discussion with your students. Please regard them as a starting point and keep in mind that there is no one right way to debrief. Each group is different and requires your unique creativity, compassion, boldness, and honesty. The habits of working in a group take time to develop, so do not give up after just a few attempts. In advance Choose a few key questions to ask before you start. Arrange your questions so they follow the expanding progression: What happened? What did you learn? What are you going to do with that learning? Have a plan, but be prepared to let it go. Sometimes it is better to follow the twists and turns taken by the group. Set the tone The leader,s attitude will set the tone for the group. As a facilitator you should be alert, centered, positive, and focused on the group. Remember to speak less than the participants and to open and close on a positive note. Encourage full participation Get a response from everyone on the first question before moving to the second if possible but allow people to pass if they are uncomfortable responding. Help others to clarify and articulate their thoughts by asking them follow-up questions. It is often helpful for someone to hear you repeat their words in a different way. It tells them that you are listening and understanding. Encourage group members to talk to each other, not just you, and to ask questions of each other. Silence Become comfortable with silence. Do not start talking yourself or piling on additional questions just because no one responds quickly to the first question asked. This is easier said than done, but it is worth waiting through those uncomfortable moments. Common challenges & ideas for addressing them No one talks: o Give participants time to write responses to your questions in a journal before talking together. o Lighten up your tone. Make it fun, not boring or intimidating. o Have students discuss in pairs or trios and report back. o Ask individuals specific questions based on what you observed of their experiences. o Have the group pantomime their reflections, make up a rap about it, or draw pictures. o If any one person is sabotaging the group, pull them aside while the rest of the group talks. Some people talk a lot, others not at all: o Set the expectation in advance that everyone participate; explain why it is beneficial to the group. o Get the group to agree that no one talks twice before everyone has spoken once. o Go around the circle, asking each person to respond in order. o Pass a talking stick or object that empowers the holder to speak. o Go around the circle asking for one-word responses. o Check in privately with people who are not speaking so you understand their reasons before the next discussion.v Volume VII, Issue No.9
An Open Door to Creating Community By By Nan Welch In 1997-98, Nan Welch took a sabbatical from her role as a fourth-grade teacher at Lincoln Elementary School in Dubuque, Iowa to become an Expeditionary Learning School Designer. She is now the principal of Prescott Elementary School in Dubuque. I remember the early days of Expeditionary Learning—back in 1992—when the design principles were hot off the press and building a classroom community was a novelty. I began my journey into the creation of community among my students that year, but it started behind closed doors. I would gather my children around me on the floor first thing in the morning, and ask them to share pieces of their life with me, and I, in turn, shared mine. Next I would pull out my guitar and before we began singing, I would nod to a child, my signal to shut the door so as not to reveal our "non-curricular" activity to those in other classrooms already deep in reading groups or quizzing math facts. Soon I felt something happening within my group on the floor. We grew to expect and look forward to these times together as we continued to get to know each other on a deeper level. Our singing took on a more joyful feeling and something yet unnamed began to happen. We continued in this simple fashion for many months until one day the art teacher stopped me in the hall to tell me that something very special had happened among my students. They seemed more respectful, more tolerant of each other, and had a better sense of taking care of one another than any other class in the school. Her words struck me hard. In the business of my life as a new expeditionary learning teacher, I had not stopped to reflect upon the consequences of our little daily meeting other than feeling that my discipline issues seemed to be decreasing and academic time was more peaceful and productive. Here was someone outside my classroom who saw my children often and was able to compare their sense of "group" to other classrooms in the school. It was then that I began to recognize the power of community. The next day I flung the classroom door open as we began our meeting on the floor, mixing our joyful sounds in with the droning of math facts already permeating the hallways. Through the last six years, my classroom meetings^crew meeting I call them, after Kurt Hahn’s phrase "We are crew, not passengers"^have evolved into a powerful forum for intimacy. These meetings change behavior and create the right atmosphere for producing quality student work. Below I describe how I facilitate crew meetings. It is surely not the only way to conduct a class meeting, but it is a structure that has worked miracles for me as a teacher. Shortly after students arrive in the morning, we gather on the floor in a circle^an Outward Bound tradition that signifies unbroken communication^and begin sharing. A student who has something to share begins and the rest of us listen. Students share anything from past or up-coming events to current problems they might be encountering in their daily lives. The power of something so simple as students sharing comes from the connections it allows me to make with my students as well as the connections that form between students as a result of this sharing. During the first few weeks of each school year, I spend a great deal of time modeling my expectations for what good listeners look like, and I let my students know I expect nothing less. I also choose a student model who exemplifies these characteristics for use with students who "forget" what good listening is. I simply call out "model" to the guilty party and my student model prods behavior back in place. I also have assigned seating on the floor to be proactive about behavioral problems. Next, we begin setting goals. If it’s Day One of goal setting, I open up discussion by posing this question: "What is happening in our classroom that is keeping you from learning or is keeping us from becoming a stronger community of learners together?" My students have plenty of ideas and someone always taps into my personal desire for a goal. Some of the classic comments include: "There’s too much crabby talk," or "There’s too much talking during work time," or "When we are doing projects, one person always takes over." After students generate four or five potential goals, we discuss them so everyone has a clear picture of what each goal idea looks like. We take a class poll to see which behavior students would prefer to see eliminated. Once the behavior is chosen, I set up scenarios for students to act out. For example, if the behavior chosen is, "We fool around when the recess bell rings and don’t get in line quickly enough," I set up a playground scenario and ask students to model exactly what it looks like to be playing on the playground, hear the bell ring, and line up appropriately. In other words, I model and provide time to practice the behavior necessary to attain the goal so all students have a clear idea of what it takes. Once expectations are set, I frame the goal in this way: "I will line up quickly and quietly when the bell rings." Using a class mascot (generally a beanie baby) I repeat the framed goal out loud and pass the mascot to the student next to me. That student repeats the goal aloud, exactly as I said it, and passes the mascot to the next student. This continues around the circle until all students have a chance to publicly announce their intentions, thus establishing accountability for their actions. Each day after Day One of goal setting, we pass the mascot and publicly acclaim the same goal until it is attained. I have no elaborate system anymore for measuring attainment of the goal. I do know that for behavior to change, I must check in with my students tirelessly throughout the day, asking for goal progress. It’s my job to keep the goal alive and clear and at crew meetings we have a brief goal report. "How are we doing? What must we modify in order to achieve this goal?" We determine when we have accomplished the goal through consensus. Once we have, we sign our names with great flourish to a written form of the goal and post it in our classroom to remind ourselves of what we accomplished. It also helps us to stay accountable when someone "slips." This rather simple approach to collaborative goal setting has become a powerful means to establish a code of conduct and create a deep sense of community as we move together toward becoming a stronger group of learners. After goal setting, I produce my guitar and sing a song or two, generally with a connection to a current expedition. One year, my students appeared to feel awkward about singing together and no matter what song I introduced, it was the same thing—eyes down, lips barely moving. Finally one day, I decided to skip the singing part of crew meeting and my students were incensed by the end of the meeting that we didn’t sing. I explained how I felt and from that moment on, they opened up and revealed themselves as singers. I learned that something as simple as singing together can create community, especially if the songs are tied into how we feel about one another or connected to something we are studying together. For us, it became part of our identity^a piece of the bond that made a whole. After singing, I run through the day’s schedule and then we end our crew meeting with what I call, "our mantra," We stand, extending hands and looking deeply into one another’s eyes, we call out in unison our class-created mantra. Past examples include: "Let’s take on this day together." or "We share, we care, we dare," or "Let’s be there for each other." Once we say our mantra, students return quietly to their tables, ready to work collaboratively and efficiently. Is it as easy as this? No. The modeling required to really teach all the expected behaviors from the start of crew meeting to its quiet ending sometimes has me wondering if it’s worth it during those first few weeks of school. But sometime after that first month of school, something happens and I look around the circle at the faces growing more precious to me and feel we are on our way to a place together that will enrich our lives forever. I think of the new student who joined our classroom mid-year who, after experiencing his first crew meeting, said, "This feels different from my old school." Intentionally structuring a meeting to build community and vigilantly teaching the social skills needed during that meeting can only heighten students’ chances for success in school. Not only do you create an atmosphere of compassion and respect, but you set the stage for students to do their best work because they value their place in the classroom as well as their relationship with the teacher and fellow students and they feel cared for and safe. My door is wide open these days. But the sounds of math-fact drilling coming from outside the room have stopped. If you walk up and down the hallways of my school any morning, you will hear beautiful sounds, sounds of community in the making. v
Small Investments Big Returns: One School's way of Building Community By By Michelle Brantley, Andrea MacArthur, Marcia White Michelle Brantley, Andrea MacArthur, and Marcia White are teachers at Middle College High School in Memphis, Tennessee. Picture this: the morning sun has not yet shown, but will soon peer through the trees to create a picturesque horizon of crystal blues and burnt oranges, similar to a Hallmark card. Now, picture this: 5:00 am, a huge, roaring charter bus, thirty-nine sophomore, junior, and senior high school students armed with snack sacks, headphones, and question marks plastered across their faces because their destination for the day is unknown. Has the image of the Hallmark card changed a bit? The students crowding the bus had started this adventure without the slightest idea of what lay before them. In efforts to create a solidified team of student leaders and in keeping with the spirit of Outward Bound, the faculty at Middle College High School felt that it was important to have students from all grade levels with strong leadership potential venture to the woods of Arkansas to test their true ability to work and function as a team. These students, standing in the early morning sun, were preparing for a true journey. They would be challenged both mentally and physically in ways that many of them had never been challenged before. After a few delays at McDonald,s and the usual getting-ready-to-go drama, thirty-nine students, four teachers, and a parent volunteer headed to C.A. Vines 4-H Center in North Little Rock, Arkansas. The bus ride had all the makings of a true high school field trip: loud, hyperactive students, nervous teachers, and vague directions. However, hope was not lost. In the midst of the laughter and rumbling, there was a strong sense of wonderment and anticipation as we continued on our way. Finally, after a few long winding roads and houses that stood miles apart, we reached the 4-H Center and Retreat. We started the morning with icebreaker initiatives. From there, we moved into team-building activities that really loosened students up and created a true sense of trust needed in order to complete an even larger task that awaited all of us. It is important to note that the team of students assembled were not all of the "smart kids," the "troubled kids," or the "cool kids." There was not a certain clique of students chosen for the trip; some students had never had conversations with other students there. Students were from all areas of the city and came with a range of strengths and weaknesses, but the morning exercises helped lay a foundation for future bonds that might not have been established otherwise. The morning quickly faded, but not as fast as our lunches. We certainly needed the energy for the mission that followed. The task was to climb walls. Sounds simple, right? However, as we all quickly learned, climbing forty- to fifty-foot walls is not an easy task. We all found that succeeding in our mission required an abundance of teamwork, encouragement, and effort. As students struggled to reach the top, it became evident that the walls were more than wooden structures. They were symbolic of something greater. The walls represented the roadblocks that confront all of us in life, and the question became one of bowing down or pressing on. Students found that they had to really push themselves and stay strong in face of obstacles, or in some cases, realize and accept their limits, but only after having tried their best. Seeing high school students face fears and accomplish missions that were seemingly impossible was a powerful experience for teachers as well. This reminded us how important it is to establish challenging projects that require true depth and rigor and that force students to pull together and really help each other in the way that they did on the trip. Students who had never spoken to one another before the trip were sharing laughs and cheering the other on as they attempted to climb the walls. They all discovered that their diverse talents were needed to accomplish a common goal. More than our own observations, the real testimony to the power of this experience is echoed in our reflections on the day. As teachers of these students, their comments made us proud. We
are also proud to be part of a school community that had the insight
to invest in such a small trip that will certainly carry our students
a long way. v
By The following reflections were written by teachers and students from Middle College High School in Memphis, Tennessee after they completed a ropes course together. As a result of this retreat, I was able to really understand many of the Design Principles of Expeditionary Learning Outward Bound^especially Success and Failure, The Natural World, Collaboration and Competition, and Diversity and Inclusivity. The day was one that I shall never forget, and I believe our students received countless benefits from their camaraderie, challenge, and choice of the leadership retreat. Andrea MacArthur, Spanish and English Teacher I realized that I have the potential to do whatever I put my mind to doing. We literary had to climb walls, and in my eyes, that wall represented the goals I want to achieve. I trusted [people who] I probably would not have talked to with my well-being. This expedition taught me how to work with others." Ammon Brookins Today we proved that differences don,t matter; we still needed each other,s strength and support. Taking time out also for peace of mind, quietness, and reflection helped. LaTonya White Astoundingly, as the day unfolded, not only did I observe the weakening of the walls of division amongst the students being torn down, as they were forced to work together, but I also observed the weakening of the walls of doubt and fear in many of the students. Today, I am thankful for the opportunity to have organized and participated in this retreat. Words cannot adequately describe the growth that took place in all who attended. Marcia White Mathematics teacher
We all worked as a team. We were all on one accord. Everyone got along. Everyone worked along with each other to overcome obstacles that we thought were impossible. Marc Thompson
From "Staff Lounge" to "Community Room" How Leaders can Support Cultural Change By by Deb Otto Deb Otto, who was the principal of Lincoln Elementary School in Dubuque, Iowa until last June, is now an Expeditionary Learning school designer. In this piece, Deb Otto draws on her years as principal of Lincoln Elementary School in Dubuque, Iowa to outline some of the ways school leaders can help their faculty transform schools into communities that embody the Expeditionary Learning design principles. She first explains in detail seven key ideas that help foster community within a school. She then lists specific, concrete suggestions for making change in the school culture. #1 Set the rules of the road. Be sure that you take time to clarify the ways that staff members will work with each other. Create a full value contract—a list of operational norms that each staff member understands and signs.* The process of creating the contract clears the air of old grievances and creates a clean slate for new experiences. The agreement may contain surprising pieces, like the one I remember best: "The adults in the school must behave at least as well as we wish the children would." #2 Know when and how to make decisions. Develop a model for decision-making that is understood by each group member. In our school that means defining the levels of decision from level one, decision by individual, to level four, decision by entire staff. This process takes time, but it is time that will be saved later if there is a shared understanding of how decisions are made. #3 Have a passion for something in your own life and show it. If you don,t have a burning interest in something, are you learning? My current passions include fresh water mussels, Native American artifacts, and fossils. I use the following question in job interviews, "Tell about a passion you have that makes you interesting to others." This question, sadly, often stumps job candidates. Many can think only of being a spectator at sports events. Where is the learning and passion? #4 Take risks frequently. Try an Outward Bound course; don,t rely on the stories of others. Speak in front of strange groups. Get your blood flowing a little bit. It,s important to model risk-taking on and off the job. As Alex Noble says, "Risk is essential. There is not growth or inspiration in staying within what is safe and comfortable. Once you find out what is best, why not try something else?" #5 Support a climate of small comforts. When I first became a principal I hung three small cross-stitched pictures on the wall in the staff bathroom. That tiny gesture was appreciated by others and made them more aware that they have adequate control to improve their environment in many small ways. I remember my tenth-grade physiology teacher for her demonstrations of kindness. One day, she brought in a gigantic bottle of scented hand lotion and said, "I know your hands smell when you work with formaldehyde. I bought this hand lotion and I,m going to keep it here all year. When you wash your hands, feel free to use it, because I know how it stinks." I still decorate the bathrooms wherever I go, hand lotion included. #6 Examine problems, for they may be opportunities in disguise. As Lincoln School was struggling with space problems several years ago an advisory committee of staff members and parents was established to figure out how to make enough room for all the students to fit for the following school year. The committee brainstormed a number of options: adding portable classrooms, sending kindergartners to another site, transferring students to other schools, eliminating specialist classrooms; none of which was favored. At the same time the school was piloting strategies for multiyear connections with students. Looking at the problem from a different perspective created a new solution: multiage classrooms for grades one/two, three/four, and five/six. When blended, the number of classes could be reduced and still stay within class size guidelines, and no group of students would need to be removed from the school. This new idea was met with enthusiasm, when at any other time a multiage proposition might be resisted. #7 Recognize the path and stay on it. In education there are many distractions. It is easy to fall victim to the needs and desires of a variety of community organizations, councils, and special interest groups. In Iowa, for example, the Egg Council would like third-grade teachers to teach all about the Incredible, Edible Egg; the Iowa Beef Producers want to influence fifth-grade nutrition units; Katy the Kangaroo begs to hop in and tell first graders about the dangers of prescription drugs, etc. Although each of these groups has a good lesson, they can distract from the path of implementing Expeditionary Learning. A clear sense of your path allows you to say no without being hurtful. As staff members are sought for district level service on committees and councils, a solid sense of school mission empowers school leaders to make choices about participation. I actually get a visual image of the principal leading the school staff along the path while sweeping the way with great gusto. My vision is a little like what I have seen on television in the sport of curling when the curling stone is helped to move toward a target by vigorously sweeping the ice. Clear the path and a school community will get closer to the target. As Josh Billings reminds us, "Consider the postage stamp. It secures success by sticking to one thing until it gets there." Immediate Steps You can Take o Start faculty meetings, committee sessions, and parent groups with a reading. Ask others to take on this task after you have done the readings a few times. Collect books of readings. o Use initiatives^don,t be afraid to facilitate or ask someone else to do it. o Keep a journal. Distribute new journals to each staff member at the beginning of the school year. Ask that the journal be brought to all meetings. o Encourage everyone on staff to submit one reflection each semester using a theme related to Expeditionary Learning. Reflection topics might include: evidence of the design principles in my classroom, descriptions of successful strategies for community building, or stories that illustrate depth of student learning. Bind the reflections and leave them in the Community Room so colleagues can learn more about each other. o Begin Collecting student work. Make a display of favorite items in your office. Start now by collecting current work (possibly "not so hot" work or even worksheets) as a baseline for comparison with higher quality work produced in expeditions. o Support the development of a school scrapbook. This collection will assist in documenting your history of school change. Keep in it agendas from staff development sessions, documents you create, artifacts such as schedules, as well as media pieces and public relations pieces you may create, etc. o Change the name of your faculty lounge to something more inclusive and less "loungey." Lesley Stephens, principal of Bryant Elementary School in Dubuque, Iowa, renamed the teachers, lounge Community Room. Be aware of other vocabulary that may need to be changed. o Post the design principles in your entry and office. o Take one staff social each year and turn it into an outdoor adventure, canoeing, biking, camping, fishing, or whatever else might work in your area. o Spend part of one staff development day each year providing service to the community. o Avoid easing into things; strike quickly. Mike McCarthy, principal of King Middle School in Portland, Maine says when an opportunity for change presents itself "rip off the Band-Aid." o Ask teachers to include in their class schedules time for structures that support Expeditionary Learning Outward Bound, such as community circle time, student reflection, extended periods for project work, and fewer small chunks of time devoted to isolated curriculum. o Make time in faculty meetings to review student work and critique expeditions. o Set up a milk crate file for expedition plans in progress. Keep it in an accessible area for staff members and visitors. o Save funds to support classroom arrangements that increase student collaboration. If possible, purchase tables or student desks that may be clustered for "crew" work.
*Project Adventure developed this concept. For more information, see their website: www.pa.org. Study Group: An Educators' Community Study groups can help educators build and deepen faculty culture. Below are some suggested questions for a study group on Service at the Heart of Learning, Teachers, Writings, edited by Emily Cousins and Amy Mednick (Dubuque, IA: Kendall/Hunt, 1999). The book centers on service, an essential element of expeditionary learning school culture. Written by expeditionary learning teachers, it offers a good avenue for teachers to reflect on their own experience. The book is available for $19.95 through the Kendall/Hunt (1-800-228-0810) or our web site: www.elschools.org.
Seasons of Life: Biography as Service By by Deb Fordice What are the forces—both intrinsic and extrinsic—that impel the students to create high quality work? Contrast the results of the Seasons of Life expedition the year the class did the Bethany project with the year that they did not. "What can we do about it?" Busing Ends in Denver by Sally Carey
What moved the students from wondering how the busing changes would impact themselves to thinking about how they could be of service to others? How were the students involved in identifying real needs and selecting options for action? What skills did the students develop through their service? Tuskegee Airmen Touch Down in Dubuque by John Adelmann
What are the most significant aspects of service in this project for the students and for the airmen? Why was the choice of the Tuskegee project so powerful for these students? In addition to Service and Compassion, what other Design Principles are evident in this project? "We Have No Heroes" by Paola Ruocco
What is the connection between studying heroism/conflict and service? Describe the changes in the attitudes and beliefs of a student throughout the expedition. How did literacy and service support each other in this expedition? Quilting Community by Carol Duehr and Christina Nugent
How did the act of turning more control over to the students increase the quality of the project? How were the teachers able to satisfy the learning goals without sacrificing the authenticity of the project? What evidence do you see of the impact of this service project on classroom culture? The Heroes Among Us: Building a Culture of Service and Compassion by Patricia Fisher, Sheila Sanders, and Carol Teague
What is the relationship between service and heroism? What impact did the students' work have on the classroom culture? On the school culture? How does service to self expand and become service to the community? Thoreau and Trigonometry: Designing a City Park by Kathy Stevens
How did the process of involving the community impact student work? How did the students' study of nature literature enhance their service? Both Tony and Vicki were transformed by this expedition. What role did the experience of performing service play in those transformations? Bay Ridge, Brooklyn: Painting a Community Portrait by Bayan Ebeid and Laura Kelly
How is telling someone,s life story or painting their portrait a service? What inspired the students to work so hard on their portraits? How did the teacher support their efforts? Would this expedition been different if the students had visited the senior center just once or twice? Why? The Aquarium Architects by Karen MacDonald and Christine Griffin
In what ways were academic standards addressed in this expedition? How did having an audience for the designs impact student work? What school structures supported this expedition? Listening to Robins by Jeanne Anderson and Karen Wohlwend
How did the students, questions drive the service and the learning? What strategies and practices did the teachers use to enable students to produce high-quality work? What is unique about service at the kindergarten level? What,s in the Water We Drink? by Cheryl Sims
Is the generation of knowledge an act of service itself? Explain. How did Sims encourage students to take responsibility for their own learning? How did asking students to become real scientists help build community? Putting Down Roots: Erosion Control on the South Platte River by Wendy Ward
How did the plan for the project relate to the learning goals? What were the obstacles, benefits, and drawbacks of being out of the classroom? What evidence of a lasting effect did this expedition have? Stewards of the Elements by Chris Quigley, Bryan Street, and Chris Weaver
What role did students, questions and discoveries play in this expedition? How did the teachers use fieldwork to support the service? How was the expedition tied to standards? How did the expedition reach both students who were eager for academic
challenges and students who struggled in certain areas?
Group Debrief and Facilitation By By Sharon Leean Sharon Leean was a teacher and Ouward Bound instructor before she became an Expeditionary Learning School Designer. Discussing common experiences as a group is part of the glue that binds communities together. On Outward Bound wilderness courses, instructors refer to this as a debrief, a chance for participants to reflect on a summit climb, a river rescue, or a challenging group interchange. In the classroom, the same process adds depth and meaning to the students' experience of community circles, fieldwork opportunities, initiatives, and all the other twists and turns of an expedition. Eliciting thoughts from group members can take some artful guidance, and we have listed here some practices that can help you facilitate a discussion with your students. Please regard them as a starting point and keep in mind that there is no one right way to debrief. Each group is different and requires your unique creativity, compassion, boldness, and honesty. The habits of working in a group take time to develop, so do not give up after just a few attempts. In advance Choose a few key questions to ask before you start. Arrange your questions so they follow the expanding progression: What happened? What did you learn? What are you going to do with that learning? Have a plan, but be prepared to let it go. Sometimes it is better to follow the twists and turns taken by the group. Set the tone The leader,s attitude will set the tone for the group. As a facilitator you should be alert, centered, positive, and focused on the group. Remember to speak less than the participants and to open and close on a positive note. Encourage full participation Get a response from everyone on the first question before moving to the second if possible but allow people to pass if they are uncomfortable responding. Help others to clarify and articulate their thoughts by asking them follow-up questions. It is often helpful for someone to hear you repeat their words in a different way. It tells them that you are listening and understanding. Encourage group members to talk to each other, not just you, and to ask questions of each other. Silence Become comfortable with silence. Do not start talking yourself or piling on additional questions just because no one responds quickly to the first question asked. This is easier said than done, but it is worth waiting through those uncomfortable moments. Common challenges & ideas for addressing them No one talks:
Some people talk a lot, others not at all:
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