Abstract
When students need help, the first person they usually turn to is the teacher. While a teacher is responsible for leading a class of learners, she or he is not the only person who can help. What if students turned to each other first? The vision of a class that capitalizes on every human resource in the room was the inspiration for this action research study. “How can we help kids help each other?” I wondered. In others words, how can teachers cultivate a community where students support each other’s learning? Based in a first-grade classroom at High Tech Elementary, a project-based learning school in Chula Vista, CA, I designed an educational program with the hopes of fostering this kind of community. Along the way, students explored their strengths and growth areas, the value of a diverse learning community, and various strategies for learning and helping. Then, students used a strengths-based peer support system to help one another during classroom activities. To celebrate and keep track of peer support interactions, students wrote thank-you notes to one another. This data source suggested that students participated in our “community of helpers” to differing degrees. Comparing pre- and post-project data from class-wide surveys and interviews with focus students, I observed a modest yet positive shift in student attitudes toward the six principles underlying our community. Reflecting on these outcomes, I concluded that community building is a slow, ongoing process that must constantly promote opportunities for engagement. These findings highlight the importance of patience, tenacity, and vigilance as teachers work to cultivate deeply connected classroom communities.
Resources
Chapter I: Introduction
Chapter II: Literature Review
Chapter III: Setting Description
Chapter IV: Methods
Chapter V: Pre-Project Data: Setting a Course for Community
Chapter VI: Learning to Attend
Chapter VII: Learning about Ourselves
Chapter VIII: Learning to Help
Chapter IX: Our Progress: Moving Towards a Community of Helpers
Chapter X: Post-Project Data: Where Are We Now?
Chapter XI: Conclusion
Chapter XII: Final Reflection
Appendices
Reference List
Chapter I: Introduction
Chapter II: Literature Review
Chapter III: Setting Description
Chapter IV: Methods
Chapter V: Pre-Project Data: Setting a Course for Community
Chapter VI: Learning to Attend
Chapter VII: Learning about Ourselves
Chapter VIII: Learning to Help
Chapter IX: Our Progress: Moving Towards a Community of Helpers
Chapter X: Post-Project Data: Where Are We Now?
Chapter XI: Conclusion
Chapter XII: Final Reflection
Appendices
Reference List