1. Community Building with Commonalities
Participants face the inside of the circle on their individual spots. One person (start with the lead facilitator modeling several times, then each person will do it once) will state something true about themselves. An example might be “I have taken guitar lessons.” Then everyone who has this “In Common” with the person who stated “I have…” will leave their spots and trade with someone else. This is followed by another person sharing something true about themselves. Then everyone who has this “In Common” with the person who stated “I have…” will leave their spots and trade with someone else.More on Building Community Together
2. Who Am I Drawing and NameTo develop the whole community, while practicing drawing a drawing of oneself (and writing their name below the drawing), the following can be done in several ways including:
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• in pairs on a paper• in small groups on larger paper• as a whole class on a large sheet of butcher paper spread out• and/or in steps of the above
The teacher can model drawing their own face along with one or two students to model. Model thinking aloud as you do key features, and support the students and welcome them supporting you. With younger children, the use of a mirror can also be an excellent support tool.
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Preceding the above, you can have the students do a Think-Pair-Share sharing three positive key features they observe of one another that can be incorporated into the drawings. When doing Think-Pair-Share it is always recommended that the order of modeling is first the teacher with a student; second student-student (peer to peer modeling for the whole class); third all students paired up; followed by a whole group sharing).
3. Collaboratively Learning About One Another
Have the students Think-Pair-Share things about themselves. This can be things they do, places they have been, interests they have, people in their family and so forth. What the teacher models with the student initially will be a powerful modeling of what the possibilities are. Follow the same Think-Pair-Share format as the above priming with three positive features. This is building a collaborative community, developing background knowledge and having all students involved in a student centered atmosphere. When the students are ready to ‘change up the process‘, you could have the Think-Pair-Share go from pairs to fours (see visual).
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