Classroom Meetings

Each meeting begins with compliments. If the teacher is addressing a problem during the meeting, she may start the meeting with, "I've noticed you have all been working hard to put the works back on the shalves the way you found them. The shelves look so nice and organized today." In a primary setting, a child's compliment might sound like, "I liked playing with you outside. Thank you for playing with me."

The importance of compliments is providing a sense of connection before correction. Once connections is established, children are more likely to not feel attacked and help come up with a solution together. 

Once the problem has been introduced and explained, the class brainstorms and discusses possible solutions as a whole. The ideas are written on a piece of paper (every idea!) and the person who presented the problem is asked which solution they would like to try.

It is important for the teacher to follow these steps when they are also presenting a problem to the class. When children are involved with coming up with the solutions, they feel included and are more likely to be a solution to the problem.  

Once a solution has been found, sometimes it is necessary to write up an agreement; especially if rules or routines are being forgotten. An agreement is written up by the teacher and the students. Once everyone agrees to the "agreement", they are invited to sign it (Teahcers included). The agreement should include what the teachers will do to help the children, when needed. Agreements are especially helpful for classroom rules and routines such as circle time. The agreement can be hung on the wall or put somewhere that can easily be found to refer to in the future. 

Including children in problem solving encourages a sense of confidnece, independence and a sense of belonging.