30 04, 2018

Weekly Tribes 2018: The AM/FM Conversation

2018-04-30T13:27:11-04:00April 30th, 2018|

Do you have this book yet? Catch the Fire Details for ‘The AM/FM Conversation’ are on page 87-88 and 91-92. Here’s the gist: Imagine we each have a radio inside – a metaphor for our inner-speak AM = ‘against me’ conversations, FM = ‘For me’ or Forward Moving conversations. Discuss examples of both kinds of ‘talk’. Have participants draw a vertical line on paper and write down examples of their own AM and FM conversations.  Share in small groups. Now have each person, in small group, practice talking in the ‘FM’.  “If you really knew me you would know…(all ‘FM’ channel).  Reflect on how that felt – both as a speaker and as a listener. Finally, invite everyone in full circle to share one FM statement he/she would like to say to him/herself more often. This could be a very Influential strategy. What about using in curriculum?!  Apply the AM/FM channels to literary or historical characters, reasons for knowing algebra/geometry, study skills, test-taking, or topics like ‘social media’.

24 04, 2018

Weekly Tribes 2018: Name Drawing

2018-04-24T11:28:52-04:00April 24th, 2018|

Here’s a fun way to activate some visual/spatial intelligence. Have students draw their names with pictures. Example:  “Gary” could draw a bunch of grapes for G, an apple for A, a ring for R, and a blotch of yellow for Y. Once everyone has completed drawings, post or share in groups to guess the names.  Or, save for name tags or desk top names. If you really want to pose a challenge, have students draw names in literature or study…or even concepts.

26 03, 2018

Weekly Tribes 2018 – Compassion Games

2018-03-26T13:22:41-04:00March 26th, 2018|

Heads Up! The Compassion Games happen twice a year and You just might want to learn about and get ready for the April games.  Here is an intro and the website for more information. Very Tribes-like! [pb_vidembed title="" caption="" url="https://www.youtube.com/watch?v=KtHvJO0aXTg" type="yt" w="480" h="385"] Earth Week

6 08, 2015

Motivation Matters

2015-08-06T09:58:55-04:00August 6th, 2015|

“Tribes is providing students with repeated opportunities to collaborate, problem-solve, reflect, and build a repertoire of skills that will transfer to the schoolyard and, ultimately, to their life outside of elementary school” An excerpt from... MOTIVATION MATTERS HOW NEW RESEARCH CAN HELP TEACHERS BOOST STUDENT ENGAGEMENT By Susan Headden and Sarah McKay Carnegie Foundation for the Advancement of Teaching   Download full article here ~ [download id="99"]      

2 04, 2014

A Few Messages from Our Friends

2014-04-02T10:23:57-04:00April 2nd, 2014|

As a Tribes trainer, I am continually amazed at how inspired teachers become after doing the TLC Basic training.  We are missing the big idea of "community and engagement" in our teacher training. Most teachers come knowing what to teach but not how to do it. Tribes is the best tried and true way to do! Trust the Process and watch what happens! Judy Hyndman Orangeville, Canada --------------------------- Tribes completely turned my life around - not just the classroom approach, but also my attitude towards teaching, which was nudging me to resign. Our entire staff trained at the same time in 2004, and we instantly had a new and welcome culture in the school, which also affected the students in a positive way. In the past ten years, many staff have come and gone, and Tribes is no longer deemed a priority in our school by our new principals. However, many teachers, like myself, swear by the Tribes effect. I know it contributes powerfully to my lively learning spaces! Lynette McPeake Chatham, Canada -------------------------- Tribes is still working its magic here at the Carol Morgan School. I am one of 3 trainers who carry out an annual basic training of all new personnel. The Elementary school, in particular, has had a "shot in the arm" revival of Tribes after 13 years with the process. As an institution we are committed to the Tribes process because we have seen its effects

18 09, 2013

An Important Message from Our Friends at CASEL

2013-09-18T15:47:22-04:00September 18th, 2013|

Dear friends and colleagues— You can immediately help spread the good word about social and emotional learning! As you probably have already seen by now, this Sunday's New York Times Magazine featured "Can Emotional Intelligence Be Taught?" a 5,000-word article on social and emotional learning by University of California, Berkeley, journalism professor Jennifer Kahn. The article is available online and currently one of the "Most-Emailed" articles on NYTimes.com. http://bit.ly/SELArticle In response to the article, we encourage you as well as teachers, principals, district administrators, parents and others in your networks to write letters to The New York Times Magazine. Some of you have already done so – thank you! We recommend letters be very short reflections or experiences with social and emotional learning, reinforcing the reasons why SEL is critical for student success in school and in life and showcasing how your students and schools and districts have benefited from adopting SEL. Thomas Feyer, the letters editor at the Times, gives additional tips for getting your letter published. http://www.nytimes.com/2004/05/23/opinion/23READ.html You can send a letter to the editor by e-mailing letters@nytimes.com or faxing 212-556-3622. You may also mail your letter to: Letters to the Editor The New York Times 620 Eighth Avenue New York, NY 10018 Thank you in advance for keeping the spotlight on SEL with your letters. This is a good moment for our field! --Jason Jason Cascarino Vice President for External Affairs CASEL: The Collaborative for Academic, Social, and Emotional Learning

17 06, 2013

Using Literature to Support the Essential Elements of Tribes TLC

2013-06-17T10:34:16-04:00June 17th, 2013|

A blog post by an online student~ There are countless children’s books that affirm and explain and apply the agreements and collaborative skills so important to the Tribes TLC (Tribes) process.  But what about the developmental process that underlies and defines Tribes… A student in the most recent online course, based on “What Is It About Tribes” made this connection: Using my favorite book to explain my understanding about the Tribes TLC process was easier than I thought it would be. I used the book "The Little Prince" that I have read a few times, and love, to compare with some parts of the book "What Is It About Tribes" chapter 4- Responsive Education. The first thing I did was read chapter 4 of "What Is It About Tribes" and highlight the parts I thought were more meaningful. After, I used quotes of the "The Little Prince" that could be interpreted the same way as the parts from Tribes. Finally, I wrote my own thoughts about both parts. Here is an example.  "Feeling safe, listened to, and respected were linked to positive student outcomes'' (What Is It About Tribes, page 175) “It would have been better to come back at the same hour," said the fox. "If, for example, you come at four o'clock in the afternoon, then at three o'clock I shall begin to be happy. I shall feel happier and happier as the hour advances. At four o'clock,

8 05, 2013

…Like Ice Cream to the Cone

2013-05-08T14:57:08-04:00May 8th, 2013|

…Like Ice Cream to the Cone That phrase just might describe the many connections, moments, and relationships that were initiated, re-united, and acknowledged at the Ontario Tribes Learning Community Consortium conference this past weekend in Stratford, Ontario, Canada. More than 130 Tribes TLC trainers and teachers attended, along with keynote speakers Dr. Michael Fullan and Dr. Barrie Bennett …and the woman who started it all, Jeanne Gibbs. Both Dr. Fullan and Dr. Bennett acknowledged the Tribes TLC process as vital to creating and sustaining the culture…for exciting innovating learning experiences for all students as well as for instructional intelligent design. Dr. Fullan pointed out that ‘education’ is ‘to call forth with care’ (Latin). In “choosing the right drivers” for collective capacity, he says “the real driver is culture; learning is the work. Barrie Bennett and Jeanne Gibbs Jeanne Gibbs and Michael Fullan Dr. Bennett likened the Tribes process to the bottom of a wedding cake, or the thread that holds the quilt together.  In ‘positioning the pieces’ for instructional intelligence,  Dr. Bennett provided a visual showing that Tribes TLC drives the five basic elements of cooperative learning (the process of cooperative learning) and structures for cooperative learning. Both of these amazing authors and scholars sold out any books they brought along, and I encourage you to read anything by either or both of these gentlemen. By far the most precious moments of the conference were watching the interaction

28 03, 2013

Assessing Our Students in an Inclusive Classroom

2013-03-28T09:00:42-04:00March 28th, 2013|

This blog was written by a student in our recent online course.   Assessment is an integral part of every classroom and can sometimes become quite a daunting task. I have seen through our readings and assignments; just how important teaching and assessing the whole child through different forms of assessment truly is. We all learn in different forms and thus should be taught and assessed in ways which set us up for success. Before taking TRIBES and my Kindergarten part 1 course I found the idea of properly assessing within a full day kindergarten class quite terrifying. I did not realize how many different ways you could assess these students and what would work for everyone. I found this video (link below) and our TLC readings very helpful in modeling what would work best for differentiated assessment for a classroom. The assessment tools I believe would work best within the kindergarten classrooms I have been in go as follows: Documentation through pictures and/or video I believe this is an excellent assessment tool because it can activate prior knowledge, it allows the students to make real connections to their work and it provides a great visual for not only students to examine, but also their parents/guardians. The whole community of learners is able to see and appreciate what the students are learning. Students and teachers are able to revisit past work and discuss and expand upon it. I also feel

14 03, 2013

Student Centered Active Learning and SEL

2013-03-14T10:44:46-04:00March 14th, 2013|

Here are some worthy comments, from the students who recently completed the Tribes online course (https://tribes.com/courses/ol1/).     As I learn more about Tribes Learning Experiences with my staff, I am discovering that Appreciations and Reflection Questions are two of the most important components of the process. Each aspect of the agreements works towards social awareness.  When the agreements are used the students are building skills that will help them in the future.  When the agreements are used there is lots of self-esteem, sense of community (caring environment), and inclusion (belonging).  The students feel like their ?plate? is being filled.  When these things are felt students thrive in school.  There will be less behavior problems because students are trying to help each other figure things out.  There will also be growth in school attendance, when things seem safe and have a caring environment.  ?When those things are felt, learning is never ending?. The tragic  shooting which occurred in Newton, CT last month sparked a debate over whether there should be armed guards in schools, or if teachers themselves should carry guns. However missed in this idea is that arming teachers and other staff will only further schools from being environments of care and trust. It will lead to a dominating and threatening environment which will further distance the students who feel "uncared for". There is no better time to infuse the Tribes Process of a caring culture and SEL's relationship

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