Ideas for changing your classroominto a community

Presented by: Laine Staton and Elizabeth Hunter

North Carolina Association for Middle Level Education

39th Annual Conference

Table of Contents/Resources

Leadership Rubrics…………………….. p. 1-4

Morning Meeting………………………… p. 5

Peer to Peer (Buddies)...................... p. 6

Group Initiatives………………………… p. 7-9

Community Reflections………………. p. 10

Community Meal……………………….. p.11-15

Erdkinder…………………………………. p.16-25

Field Trip Study………………………… p.26-29

Leaders…………………………………….. p.30

Name _________________________ W____ Q____ p.1

Leadership Rubric and ReflectionCommunity 4

When filling out your reflection, consider our school’s three pillars and details about each:

Pillar Action

Academicso Did you participate appropriately in class?o Did you ask for help when you needed it?o Did you produce high quality work?o Did you use your agenda book correctly?o Did you work independently?

Communityo Did you value and respect everyone in our community?o Did you include everyone?o Were you kind, open and helpful to everyone in our community?o Did you restore your environment?o Did you respect everyone’s belongings?

Selfo Did you take ownership, and think about, of all your actions and decisions?o Did you move through the school in an appropriate manner?o Did you use solo time appropriately?o Did you take care of yourself physically by following the wellness policy?o Did you openly accept feedback and constructive criticism?

You need to write 3 meaningful comments for each day. These need to be clearly written and showthought and care.

Monday 1.

2.

3.

Tuesday 1.

2.

3.

Wednesday 1.

2.

3.

Thursday 1.

2.

3.

Friday 1.

2.

3.

At the end of Friday:My two goals for next week are…1. _________________________________________________________________________

_________________________________________________________________________2. _________________________________________________________________________

__________________________________________________________________________

Parent Signature ______________________________________________________________

Parent Comments:

Leadership Rubric and Reflection p.3

Community 4 Name _________________________ W__Q__

When filling out your reflection, consider our school’s three pillars and details about each:

Pillar Action

Academics

o Did you participate appropriately in class?o Did you ask for help when you needed it?o Did you produce high quality work?o Did you use your agenda book correctly?o Did you work independently?

Community

o Did you value and respect everyone in our community?o Did you include everyone?o Were you kind, open and helpful to everyone in our community?o Did you restore your environment?o Did you respect everyone’s belongings?

Self

o Did you take ownership, and think about, of all your actions and decisions?o Did you move through the school in an appropriate manner?o Did you use solo time appropriately?o Did you take care of yourself physically by following the wellness policy?o Did you openly accept feedback and constructive criticism?

Peer Partnership Reflections I am in a peer partnership with _______________________

Monday

Tuesday

Wednesday

Thursday

Friday

Monday 1.

2.

3.

Tuesday 1.

2.

3.

Wednesday 1.

2.

3.

Thursday 1.

2.

3.

Friday 1.

2.

3.

Parent Signature ______________________________________________________________

Morning Meeting p.5

Morning meeting is a way for our class to come together, share stories, check on important information, andcelebrate. Below is listed the different jobs for morning meetings. We switch our job people every month. Wefound that it was really difficult for a student to learn what their responsibilities were when they were switchingweekly or daily.

Facilitator - This person runs the meeting. They start the meeting, call on each person for each job, and andcorrects chatty behavior (asks people to leave if they are too giggly, reminds people to focus on the purpose ofthe meeting, etc.)

Greeting - A general icebreaker question is asked of the group. Students take turns sharing. Some greetershave gotten into the habit of writing the greeting in a designated place on the board so they are prepared forgreeting. An example of some greetings may include:

● What do you think is the most important career?● If you had a million dollars, what would you do with it?● If you could be any character from a book, who would you be?● If you had a superhero power, what would you have?● What’s your favorite family tradition?

Acknowledgements - This person calls for acknowledgements to be made within the classroom. They makesure there is enough wait time for people to remember what their acknowledgement may be. Next they ask foracknowledgements for outside the classroom.

Announcements - This person reads on the general announcements for the good of the group. As teachers weare always getting emails telling us to remind kids to about the dance coming up or the next basketball game.We have the announcement people read that out loud to the class. We also share our sports scores during thistime.

Reflection - This person selects a poem or quote that could relate to what is happening in school or thecommunity. They read the poem out loud and then asks for comments afterwards so students can share theirideas. Here are a couple of quotes/poems to get you started.

Risk

The Road Not Traveled

Dreams

“A creative man is motivated by the desire to achieve, not by the desire to beat others.” - Ayn Rand

“You have to learn the rules of the game. And then you have to play better than anyone else.” - Albert Einstein

Peer to Peer Buddies p. 6

We encourage students to work together as often as possible. Have a discussion with your community abouthow to be resourceful. The teacher doesn’t have to be the only person in the room that can help you if you’restuck. By establishing a “buddy” system it trains students to think about other options for getting help.

Strategically set up your pairs based on any of these qualities:● higher academic abilities with lower abilities● organized with disorganized● kind and outgoing with shy and quiet

Group Initiatives p. 7

Through the TunnelMaterials: Extra Long Jump Rope (at least 15 feet)

Procedure:1. The object of this initiative is to get every member of the community to run under the rope as twopeople are turning it. The rope should only touch the ground one time between each person.2. Start turning; count how many students in a row get under successfully. If the rope gets caught, orhits twice, or two or more people go through at the same time, start counting back at 1.3. If they are not organizing well after several tries, stop the rope and ask questions like these:

a. What is the object of the challenge?b. What is keeping us from being successful? (not who)c. Does anyone have any ideas for getting everyone under the rope successfully?d. Is there a way we can help each other?

4. Start turning the rope and try again. Keep counting loudly so that they know what they haveaccomplished and are challenged to beat it.5. Stop as you see fit to discuss what is working and what can be done to improve.

Processing:1. What happened in the beginning after you were given directions and you tried the challenge?2. What things were happening in the group that kept you from being successful?3. What things were happening in the group that made it more successful?4. How does this translate into our classroom?5. What happens in our community that keeps us from being successful?6. What happens in our community that makes us successful?7. What can we do to make sure we’re all successful in our community?

Variations:Challenge students to run through in pairs, threes, fours, etc. Then discuss the benefit of working togetherversus running through alone. Also, you can discuss the problems that arise when groups that are runningthrough get too big and how all of these configurations translate into the classroom and being successful.

Websites for more ideas:http://www.ultimatecampresource.com/site/camp-activities/team-building-games-and-initiatives.page-1.html

http://www.wilderdom.com/games/

http://stcroix4.tripod.com/Downloads/Manual%20-%20Initiatives.pdf

I Like People Who p.8Materials: Chairs in a tight circle

Object: To learn about each other and find out what things you have in common with others.Procedure:1. students sit in the chairs, one person stands in the middle and announces: “I like people who __________.”(Example: I like people who like soccer.)

2. All the people who also love that thing must now get up and find a new seat. No one is allowed to simplyslide over to the next chair if it become vacant, everyone moving must CROSS the circle to find a new seat.The last person will not have a place to sit and become the new announcer of “I like people who”

3. After a few rounds of this, stop and ask questions like these:a. What is the object of this game?b. What have you learned about your community’s likes?c. What makes the game challenging?d. How have we treated people who didn’t find a seat?

4. Tell them the game will continue with one change. As people are scrambling for seats, the people who havestayed seated will be sliding into the empty seats to their left continuously.

5. Processing:1. What happened in the beginning when you were scrambling for seats?2. What things were happening in the group that kept you from being successful?3. What things were happening in the group that made it more successful?4. Is it important that we know about each other?5. How does this translate into our classroom?

Captain’s Coming p.9

Objectives: Icebreaker, making connections with each other

Group Size: LARGE

Materials: No materials needed

DirectionsAssign one person to be the "Captain." The role of the Captain is call out the actions and dismiss the players who don't dothe actions quick enough or who break from character. Once the captain calls an action, each player has 3-4 seconds tostart performing the action. If they don't find a group fast enough or perform the right action, they are out of the game.

Here is an explanation of each of the actions...

■ Captain's Coming!: Everyone stands at "attention" (in a salute), and they can’t move from this position untilthe caller says, "At Ease!" If they laugh or break from the attention, they are dismissed.

■ To the ship!: Players run to the right.■ To the shore!: Players run to the left.

(for an added bonus be sure to point the right direction the first few times and then begin to point the oppositeoccasionally. You will be surprised how many go the way you point instead of the right direction)

■ Man Overboard!: One person drops to one knee the other stands behind them, puts a hand on their shoulder.Both scan the ocean for the overboard man

■ Crows Nest!: Three players stand backs to each other and lock arms at the elbows to form the crows nest.■ Mess Table!: Four players squat in a circle like sitting at table and pretend to eat like they haven't eaten in

days. Tell them to make really loud eating sounds like "YUM YUM YUM YUM YUM!"■ Walk the Plank!: Five people stand in a single file row hands on the shoulders of person in front of them■ Mermaid!: each player individually thrust out right hip, places right hand on that hip, takes left hand and

makes a big exaggerated wave and yells out "howdy sailor!" (this one is basically for your own entertainmentas it looks hilarious and it gets the participants laughing)

■ Bunk Beds: 2 players. One person lays back down on the ground and holds up their arms. Second person putstheir head by the other persons feet and uses their hands to support themselves. The first person grabs theirlegs and holds them up.

■ 3 men rowing: 3 players. Get in a line and pretend to row a boat while singing "row row row your boat".■ 4 men pointing north: 4 players. All get into a circle and point up.■ Sea Sick: 1 player. Pretend to throw up.■ Hit the deck- fall to the floor on your stomach

Community Reflection p.10Adolescents can sometimes bring drama into the classroom and it’s important to process this with them when ithappens. It allows for them to understand the adult emotions they experience in safe and caring environment.We use a collaborative log to help them structure their thoughts about what is going on; the process is simple.First, have the students fill in each square of the table below, by themselves! Next, ask for students thoughts,starting with what is going well, then moving on to what is not going well, and what should be done about it.You will be amazed with how insightful your students can be! Make sure you use vocabulary from yourbehavior discussions so that everyone is on the same page about what they are seeing.

What is going well? What is not going well?

What can the teachers do to help? What will the students do to help.

Community Meal p.11Version 1: Students “cook”In this version of community meal, students roll up their sleeves and actually make all the food and then enjoy ittogether. We encourage families to join us for this meal as well to broaden our “Community” to our studentsAND their families.Standard Operating Procedures:

● Students sign up to be in a group in advance. These groups have been, but are not limited to: breadcrew, cooking crew, tablescapes & furniture crew, decorations. Of all of these, the cooking crew will bethe largest as you will be making a variety of dishes and that group will need to be divided toaccomplish all that work.

● A week before the meal we have the decorations committee work a little bit everyday on centerpieces,table menus, and room decorations. Sometimes we even have them making something that all guestswill receive as a take home gift.

● A few days before Community Meal we do the Placemat Activity. In this activity, everyone gets a largepiece of paper, 8 ½” X 11” or larger that already has their name on it, a marker, and a clipboard. Theclipboard is only needed if you’re going to sit on the floor, if that is not an option make sure you explainthe flow and direction things will be passed before you begin.

● Explain the rules:1. students may write ONE kind word or a short kind phrase about the person who will own the

placemat.2. Pass that placemat, still attached to the clipboard, to the person on their left (this applies if they

are in a circle).3. We play music during this activity and there is NO TALKING ALLOWED.4. Once everyone gets their placemat back, give them time to look at all the nice things people said

about them.5. Eyes on what you’re doing at all times. If you can’t talk AND watch what your hands are doing,

then don’t talk.● We collect the placemats and get them all laminated. On the day of the meal the tablescape crew will

use them to set up the “tables” for the meal.● Encourage musicians, singers, and poets to share at your Community Meal!● Show a slideshow of pictures you have taken of your students.

On the following pages you will find some recipes we have used that do NOT require an oven or stove:

Apple Chicken Salad p.12

Ingredients:48 oz. cans cooked chicken2 cups chopped apples4 cups thinly sliced celery16 tbsp raisins2-2/3 cups Italian dressing16 tsp brown sugarDirections:1.In a medium bowl, gently stir together chicken, apples, celery, and raisins2.In a small bowl, whisk together dressing and brown sugar. Pour over chicken mixture.3.Toss gently to coat.4.Serve on lettuce leaves.

BLT Nibbles

Ingredients:132 Whole cherry tomatoes3 pounds bacon, cooked and crumbled2-1/4 cups mayo9 green onions chopped9 tbsp grated parmesan cheese6 tbsp fresh parsley

Directions:1.Cut a thin slice off the top of each tomato2.Scoop out and discard the pulp (use small spoon)3.Invert tomatoes on paper towels to drain4.In a small bowl, combine all remaining ingredients and mix well.5.Spoon into tomatoes6.Refrigerate until ready to serve.

Hummus p.13Ingredients:6 cups canned garbanzo beans, rinsed and drained1 cup tahini2/4 cup lemon juice3 tsp salt6 garlic cloves, minced3 tbsp olive oil3 pinches of paprika3 tsp minced fresh parsley

Directions:1.Place the garbanzo beans, tahini, lemon juice, salt and garlic in a blender or food processor2.Blend until smooth3.Pour olive oil in over the garbanzo bean mixture to make a smooth mixture.4.Transfer mixture to serving bowl.5.Add additional oil as needed6.Sprinkle paprika and parsley on top

Winter Fruit Salad with Lemon Poppy Seed DressingIngredients:· 2 cups white sugar· 2 cups lemon juice· 8 tsp diced onions· 4 tsp Dijon mustard· 4 tsp salt· 2-2/3 cup vegetable oil· 4 heads of romaine lettuce, rinsed, dried and torn into bite-sized pieces· 16 oz. shredded Swiss cheese· 4 cups dried cranberries· 4 apples, peeled, cored and cubed· 4 pears, cubed

Directions:1. In a blender, combine sugar, lemon juice, onion, mustard, and salt2. Process until well blended3. With machine still running add oil in a slow steady stream until mixture is thick and smooth.4. Add poppy seeds and process just a few seconds more to mix.5. In a large serving bowl combine the romaine lettuce, shredded Swiss cheese, cashews, dried cranberries,cubed apples and cubed pears.6. Toss to mix them pour dressing over salad just before serving and toss to coat.

Cranberry Feta Pinwheels p.14Ingredients:3 packages of dried sweetened cranberries3 cream cheese3 cups crumbled Feta¾ cup chopped green onion12 tortillas

Directions:1.Combine all ingredients except tortillas, mix well.2.Divide and spread mixture evenly among tortillas.3.Roll up tightly, wrap in plastic and refrigerate at least one hour.4.To serve cut into slices (about 1” thick)

Turkey Cream Cheese PinwheelsIngredients:2 pounds of sliced turkey meat3 cream cheese2 heads lettuce, rinsed and torn in large leaves12 tortillas

Directions:1.Spread cream cheese on tortilla2.Put a layer of turkey on top of cream cheese3.Roll up tightly4.To serve cut into slices (about 1” thick)

Black Bean and Corn SaladIngredients:8 cups canned black beans, drained and rinsed8 cups crisp canned corn, drained1-1/3 cup chopped red onion1 cup chopped fresh cilantro12 tbsp lime juice4 tsp olive oil2 tsp salt2 tsp ground cumin½ tsp ground red pepper

Directions:1.Mix all ingredients and chill

Pico de Gallo p.15Ingredients:16 ripe plum tomatoes, seeded and finely chopped4 small white onions, finely chopped1 cup cilantro leaf, chopped10 jalepeno peppers, seeded and finely chopped4 tbsp lime juiceDirections:1.Combine all ingredients: cover and refrigerate.

Greek Village SaladIngredients:16 large tomatoes, cut into wedges4 cucumbers cut into cubes4 medium red onions4 large green peppers, sliced2 pounds Feta cheese, crumbled48 olives16 oz. olive oilsalt1 cup parsley, choppedDirections:1.Cut the tomatoes into small wedges, cube the cucumber, cut red onion into thin wedges, slice green pepper,and place into large bowl.2.Add the cubed or crumbled feta cheese, olives, and olive oil and salt to taste.3.At this point toss and sprinkle with Italian parsley and some of the crumbled cheese.

Cherry Pudding ParfaitIngredients:6 cans cherry pie filling4 large tubs of cool whip6 large boxes of vanilla instant pudding70 clear cupsDirections:1.Make pudding according to directions on the box2.Layer in each cup about ½ cup pudding, ¼ cup cherry pie filling, and top with Cool Whip

Version 1: Family PotluckIn this version of Community Meal, families bring in a wide variety of foods that they have cooked at home. Weencourage families to try to bring something in that reflects their heritage but we also try not to be reallyrestrictive. We want this experience to be positive, not stressful.All the Standard Operating Procedures from version 1 apply in version 2, minus the cooking. Therefore,we focus more heavily on creating gifts, decorating, and entertainment.

Erdkinder p.16Erdkinder literally translates to “Land Children”. This trip is meant to build community and get children out ofthe regular classroom and into nature. This is a chance for students to learn about the importance of land andknowing where food comes from and how communities in the natural world find balance.

Things you will have to do to prepare for an overnight(s) Erdkinder trip:● Calculate cost and get that information out early. Offering families a “payment” plan option is very

helpful for a costly trip. Also offer a chance to donate to a scholarship fund to support families in need.● Be sure to gather medications properly for overnight Erdkinders. There is usually documentation from

your school system that parents will have to fill out so get that organized early. You can get it allorganized as early as two weeks in advance, and then have parents hand you the medications on themorning of your departure.

● It depends on the place you are going, but most destinations will require you to create a nutritionalneeds document that specifies allergies and/or foods that aren’t consumed for religious reasons.

● Parents are not invited on this trip. Children behave differently when their parents are around and weneed them focusing on community. We have taken students on these trips that have NEVER beenanywhere overnight without their parents. This includes students with a wide array of disabilities. Talkhonestly to your student community about how we take care of each other, set the bar for kindnesshigh.

● Particularly for a sleepover Erdkinder, have a parent night. Explain the details of the trip, what isneeded, and your expectations. This will help a lot with parents who are stressed about an overnightstay.

● Do a packing lesson! Don’t be surprised that many of your students don’t know how to properly pack asuitcase. There are videos on youtube that also show packing tips. Be very specific about luggagesize that is allowed. For example, a three-day, two-night trip should only require a carry-on sized pieceof luggage. If they overpack you may run out of room on, or under, the bus.

● Be sure to get a packing list from the place you are going so that you will know things like, do they needsheets, sleeping bags, flashlights, bug spray, etc.

● For students, create a packet for them to complete as they are enjoying this experience. Make itobservational and reflective. The place you are going may have educational materials that you canincorporate into the packet as well. An example of a packet we have used at the SummitEnvironmental Education Center follows this page.

Locations we have used:Haw River State Park - Summit Environmental State ParkURL: http://www.ncparks.gov/Visit/parks/hari/harp_main.phpFort Caswell: A Coastal Retreat and Convention CenterURL: http://www.fortcaswell.com/coastal_education/student_groups/#CEEP

Name ______________________ Community ___ p.17

"Precious things are conveyed to the younger generation through personal contact with those whoteach, not - or at least not in the main - through textbooks. It is this that primarily constitutes andpreserves culture."

~Maria Montessori

Erdkinder

Lakewood Montessori Middle School

“My vision of the future is no longer of people taking exams and proceeding on that verification from thatsecondary school to the university, but of individuals passing from one stage of independence to a higher[one], by means of their own activity, through their own effort or will, which constitutes the inner evolution of theindividual.”

~Maria Montessori

Table of ContentsObservational DrawingsDaily ReflectionsSeminar

Observational Nature Drawings p.18

Directions: Sketch the items on the list. You may sketch more but you must at least complete the list. Be sureto label each item:o Two leaveso One treeo Your cabino An insecto One other item of your choosing (it must be from the natural world-not humans)

~1~

Observational Nature Drawings p.19

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Observational Nature Drawings p.20

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Observational Nature Drawings p.21

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Observational Nature Drawings p.22

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Daily Reflection – Tuesday, September 18, 2012 p.23Things to think about: How was the bus ride? Describe your new surroundings. What activities did youparticipate in today? Did you learn anything? How are you working together with your community members?What was the best part of the day? What was the worst part of the day?__________________________________________________________________________________________________

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Daily Reflection – Wednesday, September 19, 2012 p.24Things to think about: What activities did you participate in today? Did you learn anything? How are youworking together with your community members? What was the best part of the day? What was the worst partof the day?

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Daily Reflection – Thursday, September 20, 2012 p.25Things to think about: What activities did you participate in today? Did you learn anything? How are youworking together with your community members? What was the best part of this trip? What was the worst partof this trip? As you reflect on your experience over the past few days, there are surely some challengesthat we have all shared. What were the parts that were most challenging to you and what did you learnabout yourself?

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Field Trip Study p.26

Classes take Field Trips, Communities experience Field Studies.

Step One: Prepare (academically and socially)We all work together to build understanding about our experience before we get on the bus. Theexample you’ll see here are materials we used for an afternoon visit to see the Alexander Calderexhibit at the Nasher Museum in Durham, NC.

We read about the artist, see attached biography, we looked at some of his works, and we talkedcandidly about museum etiquette. We also had a parent come in who modeled the physics ofcreating a mobile. The lesson exhibited community beautifully as it showed how each piece affectedall the others. The balance of the mobile reflected the balance we needed to be academicallysuccessful.

Step Two: ExperienceStudents should be participating in the activities provided and completing their packet as they areenjoying the experience

Step Three: ProcessStudents should discuss the experience, we often do this as a seminar so all voices can be heard.However, this is not the only way. After the Calder experience, we built mobiles.

Alexander Calder, American (1898 - 1976) p.27

Alexander Calder, internationally famous by his mid-30s, is renowned for developing a new idiom inmodern art-the mobile.

His works in this mode, from miniature to monumental, are called mobiles (suspended movingsculptures), standing mobiles (anchored moving sculptures) and stabiles (stationary constructions).Calder's abstract works are characteristically direct, spare, buoyant, colorful and finely crafted. Hemade ingenious, frequently witty, use of natural and manmade materials, including wire, sheet metal,wood and bronze.

Calder was born in 1898 in Philadelphia, the son of Alexander Stirling Calder and grandson ofAlexander Milne Calder, both well-known sculptors. After obtaining his mechanical engineeringdegree from the Stevens Institute of Technology, Calder worked at various jobs before enrolling at theArt Students League in New York City in 1923. During his student years, he did line drawings for theNational Police Gazette.

In 1925, Calder published his first book, Animal Sketches, illustrated in brush and ink. He producedoil paintings of city scenes, in a loose and easy style. Early in 1926, he began to carve primitivistfigures in tropical woods, which remained an important medium in his work until 1930.

In June 1936, Calder moved to Paris. He took some classes at the Academie de la GrandeChaumiere and made his first wire sculptures. Calder created a miniature circus in his studio; theanimals, clowns and tumblers were made of wire and animated by hand. Many leading artists of theperiod attended, and helped with, the performances.

Calder's first New York City exhibition was in 1928, and other exhibitions in Paris and Berlin gainedhim international recognition as a significant artist. A visit to Piet Mondrian's studio proved pivotal.Calder began to work in an abstract style, finishing his first nonobjective construction in 1931.

In early 1932, he exhibited his first moving sculpture in an exhibition organized by Marcel Duchamp,who coined the word "mobile." In May 1932, Calder's fame was consolidated by the first United Statesshow of his mobiles. Some were motor-driven, His later wind-driven mobiles enabled the sculpturalparts to move independently, as Calder said, "by nature and chance." Calder returned to the UnitedStates to live and work in Roxbury, Massachusetts in June 1932.

From the 1940s on, Calder's works, many of them large-scale outdoor sculptures, have been placedin virtually every major city of the Western world. In the 1950s, he created two new series of mobiles:"Towers," which included wall-mounted wire constructions, and "Gongs," mobiles with sound.Calder was prolific and worked throughout his career in many art forms.

Calder was prolific and worked throughout his career in many art forms. He produced drawings, oilpaintings, watercolors, etchings, gouache and serigraphy. He also designed jewelry, tapestry, theatersettings and architectural interiors. Calder died in 1976.

MUSEUM ETIQUETTE p.28

1. Stay at least an arm's length away from the works of art. And remember to

NEVER touch paintings, sculpture, or any other work of art!

2. Talk quietly in order not to disturb other visitors. You may always of course ask

questions of the museum staff.

3. Most museums have rules about using photography. Be sure to inquire about

their policy before using any camera/video equipment.

4. Avoid bringing any bulky backpacks or large purses. If you do, you will probably

be asked to check it. These large objects slung over your shoulder might bump a

work of art and damage it.

5. If you want to take any notes, use a pencil only.

6. No food or beverages are allowed in exhibit areas.

Bus Rules· You must stay seated at all times.

· Yelling, or other loud noises, are not allowed on the bus.

Museum Rules· We are NOT visiting the museum store

· You are to say with your group the entire time.

· Listen to the docent; ask questions

· Fill out your art form in pencil

· Keep an open mind – don’t judge

· DO NOT talk while the guide, docent, is talking!

Alexander Calder at the Nasher p.29

Sketch a piece of art Name/Title _____________________________

How does this piece show balance?

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Sketch a piece of art Name/Title _____________________________

How does this piece show balance?

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Leaders p.30

Adolescents want to help, they want to be a part of a community...let them. Decide on jobs that need

to be done regularly in your community and give the responsibility to the students. This is a great

way to build leaders.

In our community, jobs are posted:

We do a “Wrap Up” to put the community back together; we are training them to restore theirenvironment. Jobs will change periodically to give a variety of students an opportunity to help thecommunity in different ways. Notice the sign includes the job and the expectations so there are noquestions.

Students completely run lunch. We go to the cafeteria with them but they do all the work. Two of ourgirls, call groups to line up in the hall, they make sure everyone is quiet before leading themdownstairs, a team of students picks up everyone’s trash, cleans the tables, gets the entire cafeteriaquiet and then dismisses tables to go to their next class.