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)-4*********************************************** * Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 369 531 PS 022 279 AUTHOR Charney, Ruth Sidney TITLE Teaching Children to Care: Management in the Responsive Classroom. INSTITUTION Northeast Foundation for Children, Greenfield, MA. REPORT NO ISBN-0-9618636-1-7 PUB DATE 93 NOTE 306p. AVAILABLE FROMNortheast Foundation for Children, 71 Montague City Road, Greenfield, MA 01301 ($22.50, plus shipping. Discount on quantity orders). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Books (010) EDRS PRICE MF01/PC13 Plus Postage. DESCRIPTORS Classroom Communication; Classroom Environment; *Classroom Techniques; Conflict Resolution; *Discipline; Elementary Education; Language; Peer Relationship; Problem Solving; *Prosocial Behavior; *Self Control; Teacher Student Relationship; Timeout; *Values; *Values Education IDENTIFIERS Classroom Thoughtfulness; School Rules ABSTRACT This book is about managing a responsive classroom and teaching children to care. The aim of every chapter and technique is the creation of self-controls and community, defined as the capacity to care about oneself, others, and the world. The 16 chapter topics are:(1) goals of self-control and community;(2) techniques of the first 6 weeks of school and their extension through the rest of the year;(3) basic classroom rules and how children can be involved in their creation;(4) a system of logical consequences for children's actions;(5) problem-solving class meetings; (6) a time-out procedure;(7) approaches to children who engage in power struggles;(8) ways to approach problem-solving with individuals and groups based on a teacher's ability to notice and reflect;(9) the powerful link between words and actions; (10) the use of specific language by children and teachers; (11) different ways teachers can invoke authority, such as the Golden Rule, rules for safety and order, and personal rules;(12) formation of "Clear Positives," or basic ideals; (13) social arrangements and expectations;(14) class and group expectations for learning content and procedures; (15) individual expectations; and (16) "critical contracts." The conclusion addresses the idea of authentic teaching. Six appendixes and a 43-item bibliography of books, articles, audiotapes, songs, videotapes, and other resources are included. (TJQ) *************)-4*********************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** U DEPARTMENT OF EDUCATION Office of Educational Rworch and improvement O Minor changes ASV, b.sn made to improve EDUCATIONAL RESOURCES INFORMATION rprobuction Quality CENTER (ERIC) Vhis document has been reproduced Points of view or opinions staled in this docu ecivad horn the parson or organizationas mint do not necessarily reprsnt official originating it, I OE RI position or policy a treclie-c 004 r 3 I .M 41.0.rA n Ka A quences 71.GIC Or' -PERMISSION TO REPRODUCE THIS Mr (ERIAL HAS BEEN GRANTED BY SO% r&". -C VEST YAY `-k 0.0\vc TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" 2 Teaching Children to Care Management inthe Responsive Classroom RUTH SIDNEY CHARNEY Northeast Foundation for Children 1992 3 All net proceeds from the sale of Teaching Children to Care: Management in the Responsive Classroom support the work of the Northeast Foundation for Children, Inc. It is a nonprofit, educational foundation established to demonstrate through teaching, research, and consultation, a sensible and systematic approach to schooling. Copyright © 1991 by Northeast Foundation for Children ISBN 0-9618636-1-7 Library of Congress catalog card number 91-068573 Printed by Eagle Printing, Binding & Mailing, 75 South Church Street, Pittsfield, MA 01201 Fourth Printing September 1993 Northeast Foundation for Children 71 Montague City Rd. Greenfield, MA 01301 1-800-360-6332 All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. Designed by Intext Publishing Services Cover photo by Jan Doyle Additional photography by Apple Lord 4 To my best teachers: Hattie and George, parents Jay, husband Daniel, Emma, Apple, Hannah, children Jane Lazarre, dear friend 5 Contents Foreword ix Section I: I See You, I See Everything Introduction 3 9 1Intentions 2I See You, I See Everything 19 3 The Rules 51 4 Using Logical Consequences 65 5 Problem-Solving Class Meetings 75 6 Small Things Time Out 93 7 Power Struggles 111 Section 11.: Voices of Teaching Introduction 125 8 Teachers as Mirrors: Using Social Conferences 129 9 Empowering Language: Say What You Mean & MeanWhat You Say 151 10 Stress the Deed, Not the Doer 161 11 The Changing Voices of Authority 171 Section III: Clear Positives Introduction 181 12 Clear Positives , 185 13 Choosing Social Arrangements and Expectations 197 14 Introducing Clear Positives to Groups 207 15 Clear Positives for Individuals 225 16 The Critical Contract 239 Conclusion: Authentic Teaching 255 Appendices 261 Bibliography/ References 301 6 v Acknowledgments But I must do what I believe in or nothing at all. Life's so short. Sylvia Ashton-Warner Teacher Teaching Children to Care is a book about teaching and aboutteachers doing what they "must." The ideas represent what I have learnedfrom the practice of many teachers and the writings of many educators.With this book, I hope to acknowledge the courage and inspiration ofthose who dare to teach and to persist in their best hopes for children. I am indebted to my first colleagues: their guidance, modeling,and endless hours of conversation and relief. In particular Corinne Price,Naomi'Gutheil, Juana Culhane, Ann Green, and Rose Thompson. I am especially grateful to the founding members of theGreenfield Center School and Northeast Foundation for Children for theopportunity to construct and grow together: To Chip Wood, for his vision, his leadership, his trust inchildren and teachers, his sometimes booming voice, and his always yearningand learning self. To Jay Lord, for his effusive energy, affections, and capacity toplay; for his noticing and attention to the very best efforts andstrengths of others; for his ceaseless support and encouragement of my workand of me. To Marlynn Clayton, who makes a classroombeautiful, safe, and fun; who brings structure, the richness of activity and agentle joy to childhood; and who is not afraid to mean what she saysand say what she means. I wish to give thanks to all my colleagues at theGreenfield Center School whose ideas and passions infuse this book. Particularly: To Ellen Doris, who helped me see birds, and for openingclosed doors. To Terry Kayne, whose infectious kindness matters. To Debby Porter, who is ever inventive and committed. vii 7 viii Acknowledgments To Bob Strachota, who teaches pride and poetry to sevens. To Mary Beth Forton and her extraordinary appetite for learning. To Timmy Sheyda and his delicious room-smells of cooking and paint. To Paula Denton and her unabashed promotion of the academic curriculum. I also want to acknowledge the teachers at the Savin Rock Elementary School (West Haven CT), who openly and enthusiastically share their work with me, and have allowed the use of so many quotes and photographs for this book. Especially, I want to thank the initial Drop-Out Prevention Team: Joan Bomadier, Pamela Daddio, John Deppen, Rosa lea Donahue, Jan Doyle, Patricia Fusco, Catherine Iaccarino, Dawn Jordan, and Deborah Roth. I appreciate the support of Prinicpals Peter Florio and Bill Fournier. I am indebted to the many people who have edited and worked on this manuscript: To John Clayton, who edited the first drafts. His skillful editing, patience, vehement criticisms and compliments made it happen. To the deep and loving reading by friends and colleagues Zina Steinberg, who littered the manuscript with corrections, references, and good ideas; Jane Lazarre, who often gave me both right words and the stamina to go on; Jay Lord, who knew how to untie the knots and find the flow. To Apple Lord, who took the pictures, documenting the essence of the book with her photographs. To Jan Doyle, who took the wonderful cover photograph. To Steven Finer, who sifted the text for errors. And I am deeply indebted to Al Woods for his insights on how to tidy and clarify, and his determination to bring this manuscript to publication. Finally, I want to acknowledge the many teachers I have met at workshops, and recently in the Washington D.C. Public Schools, who have the courage to defy the overwhelming odds facing some of their children. They counter it with their own hopes and powerful caring, which promises an ongoing revision of this book. Foreword This is one teacher's story. It is largely anecdotal and personal. Yet it is more than a compendium of experiences. It is an outgrowthof a search for explanations. In the course of writing, I struggled with doubts anduncertainties. I questioned my credentials and authority. I doubted my perspectiveand ability to convey that perspective clearly. After all, I wasparaphrasing the ideas of mentors and authors; I had been given so much byother teachers who shared their wisdom through conversations. I had little training as awriter or academic. Certainty and contradiction kept a steady pace. However, there was also another, less personal, source of theuncertainty and doubt. Teaching is by definition an uncertainty.
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