Strand: Tuning in
The Tuning In stage of taking action requires that teachers and students become aware of the structure of the classroom environment and how they engage, scaffold for, and approach problem solving in the learning community. At this stage, teachers assess prior knowledge of skills and work collaboratively with students to develop a conceptual understanding of what action is within their classroom.
Sub-strand: Classroom Environment
PHASE 1-Teachers scaffold the process of creating an essential agreement to provide a safe and caring environment that allows others to take risks.
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PHASE 2-Students work with teachers to create an essential agreement that fosters a safe and caring environment that encourages risk-taking.
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PHASE 3-Students create an essential agreement to provide a safe and caring environment for all, to foster risk-taking.
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PHASE 4-Students independently create and oversee the implementation of an essential agreement that provides a safe and caring environment for all, fostering risk-taking.
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Sub-strand: Problem-solving
PHASE 1-Students will be exposed to problem-solving skills, which include: sharing, being polite, taking turns, listening, acting calmly (e.g. exhibiting attributes of the IB Learner Profile).
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PHASE 2-Students will begin to use strategies (e.g. listening and responding appropriately) to solve their problems and ask for help if it is needed. (e.g. exhibit attributes of the IB Learner Profile).
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PHASE 3-Students will attempt to use strategies to resolve conflict by discussing the problem in a calm and appropriate manner and by listening to each other in order to reach an agreement. (e.g. exhibit attributes of the IB Learner Profile).
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PHASE 4-Students will use a variety of strategies to resolve conflict in a fair and caring manner. (e.g. exhibit attributes of the IB Learner Profile).
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Sub-strand: Responsibility
PHASE 1-Students will show that they are caring by helping each other with different tasks.
-Students will be exposed to using a class routine, and asking other students for help, as an extra resource beyond just the teacher. -Students will explore class jobs to help improve their classroom environment (e.g. board wiper, book collector). |
PHASE 2-Students will work in groups and focus on how they can use their abilities in order to help or support group members.
-Students will begin to recognize that each child has unique talents and follow the class routine to ask a student for the specific help that is needed. -Students will begin to share a variety of jobs in order to take more responsibility for creating a sustainable community within the classroom. |
PHASE 3-Teachers will help to assess students’ abilities and share these with others via a student expert board. Students will offer their expertise to help others.
-With guidance, students will be reminded to follow the class routine and approach ‘student experts’ prior to asking for support from an adult/teacher. -With guidance, students will take responsibility for their classroom environment and will develop roles and jobs to create a sustainable community within the classroom. |
PHASE 4-Students will be able to self-assess their abilities and offer their support to others by independently adding their name to the student expert board.
-Students will independently use the class routine and approach ‘student experts’ prior to asking for support from an adult/teacher. -Students will independently take responsibility for their classroom environment and implement roles and jobs to create a sustainable community within the classroom. |
Sub-strand: Conceptual Understanding of Action
PHASE 1-Through teacher modeling, students will be exposed to action. They will begin to take their own actions.
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PHASE 2-Students will begin to take more meaningful action and begin to learn about actions that last longer and are ongoing.
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PHASE 3-With guidance, students will be able to tell the difference between action and sustainable action and be able to take action that falls under both categories.
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PHASE 4-Students demonstrate that they understand the difference between action and sustainable action and will, independently, make informed choices to take action that is long lasting.
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