The big focus has been self-management for my class this week. We have taken apart this key comp and looked at what this 'looks like' in our classroom. I have found this year that my class really respond to putting issues into their world for them - i.e. how does this look? how does this affect me? how do I affect this situation? We have been able to address and examine many recurring issues this way. So we have also turned the key comps into the real 'kid-speak' stuff so that they can relate to how this works for them in their lives and specifically as learners.
We brainstormed what it is to manage ourselves. We looked up the word 'manage' and talked about what things our parents manage, how companies manage things and how we have to manage certain decisions and actions for ourselves. This was a really key part of looking at what managing self means to us when we are Year 3&4 students. It was fascinating as an exercise and really served to demonstrate that most of them need more modeling and scaffolding to develop their self-management, even to just be independent in a small part of their learning decisions. Everything they do is still governed by constraints to some small degree and they need to be taught that balance between what choices they can exercise and which aspects of the programme are driven by collaboration between student and teacher.
We now have our own class guidelines and expectations which were collaboratively developed to show what we believe it looks like in our class to manage ourselves. From basic independence to goal setting to monitoring our own behaviour choices...well, there is a lot that needs to be managed! But the exciting part is the buy in that is achieved when children make these decisions and design descriptions for themselves.