By completing teamwork activities and writing a classroom constitution, students will learn why we have rules at home, at school, and in the broader community.
- Participate in the establishment of a "student-centered" classroom
- Create a list of classroom jobs and descriptions they think are needed in the classroom
- Evaluate the importance of classroom jobs
- Become acquainted with duties and responsibilities of each classroom job
- Complete a Classroom Manager Job Application
- Hold a Classroom Manager position sometime throughout the school year
- A book about teamwork and cooperation, such as The Biggest Pumpkin Ever by Steven Kroll
- Chart paper, 3 to 4 sheets
- Tape recorder
- Your teaching job description
- Colorful poster board for creating final Classroom Managers Chart
- Optional: Manager Application Handout printable
- Optional: Tape recorder
- Optional: Lamination materials
- Optional: Pocket chart
- Optional: Large index cards (to fit in pocket chart pockets)
- Optional: Computer and projector access
- Set up chart paper and markers for whole group instruction.
- Have an idea of how you will divide the class in groups of 2–4 students.
- Prepare your job description that you will share with the students.
- Depending on the list of Classroom Managers you decide to use in your classroom, either type up and print a Classroom Manager Application handout or make a class set of the Classroom Manager Application provided here.
- Optional: Load the Classroom Manager Application you are using so you can project it during a demonstration.
- Optional: If you are planning to use a pocket chart to display Classroom Manager assignments, create the Classroom Manager positions cards and one card for each student ahead of time.
Step 1: Introduce the book about teamwork. For example, The Biggest Pumpkin Ever is about two mice that work together to take care of a growing pumpkin that becomes the biggest pumpkin ever. Read the book aloud to the class.
Step 2: Introduce the words "teamwork" and "responsibility." Write the terms "Teamwork" and "Responsibility" at the top of a sheet of chart paper. Guide students to sound and spell each word via choral response. Pose these questions to the class:
- What do the words "teamwork" and "responsibility" mean?
- How did the two mice demonstrate teamwork?
- How did the two mice demonstrate responsibility?
Record student responses on the chart paper.
Step 3: Discuss how each student could demonstrate teamwork and responsibility in the classroom. Guide the discussion to various responsibilities in the classroom.
Step 1: Review the themes of teamwork and responsibility. Share your teaching job description with students, encouraging similar thought.
Step 2: On a new sheet of chart paper, draw a line down the center and add a heading on the left side entitled "Job" and one on the right side entitled "Description." Brainstorm a list of jobs students determine are needed in the classroom.
Step 3: Ask students what they think are the specifics of each job listed and how a manager would handle each job. Record student responses for each job under the Description heading. Encourage higher order thinking by asking the following questions:
- Why is this job important?
- What should the qualifications be for this job?
- How would a manager perform this job?
- How does a manager show responsibility?
- What would happen if a manager did NOT do his job?
Step 4: Inform students that this list will now be called the Class Managers Chart.
Step 5: Post the Class Managers Chart for the class to use for Day 3.
Step 1: Review the Class Managers Chart in groups of 2–4 students. Guide each group to discuss any revisions to the Chart as the class prepares to complete the final version. Circulate the classroom. Encourage students to utilize teamwork and emphasize the importance of respecting each team member's ideas.
Step 2: In a whole group setting, have each team report their final recommendations. Encourage students to verbalize how and why they did or did not make changes to the Class Managers Chart. Record the recommendations on the Chart. Complete final Classroom Managers Chart. The chart can be printed on colorful poster board, enlarged, and laminated.
Step 3: Inform students that they will be applying for a job from the Classroom Managers Chart and to come prepared the next day with that job in mind.
Note: The duration of job assignments may vary from one to two weeks depending on total number of students. This will ensure that each student will have the opportunity to hold a position during the academic year. Share with the students the duration of each job and that each applicant chosen will rotate throughout the school year.
Optional: Before the next class, create your final version of the Classroom Managers Chart. You may want to laminate the Class Managers Chart before posting.
Step 1: Review the Classroom Managers Chart.
Step 2: Model how the Classroom Manager Application should be completed. Inform students that they will check the job title they are interested in applying for and write why they feel qualified to "hold" that position at the bottom of the application. Select a job not on the list to demonstrate (to avoid students merely "copying" what has been modeled) and encourage students to share the qualifications in their own words as you write their responses. Remind students to write in complete sentences if necessary.
Step 3: Distribute the Classroom Manager Applications and assist students in filling out their applications.
Step 4: After students have completed their applications, collect them and begin the process of review and final selection of managers. When reviewing applications, you should select students based on their reasons for requesting a position.
Step 1: Announce the Classroom Manager positions. Encourage students to be supportive of each other. If students are disappointed, remind them that the positions are only temporary and they will be able to change positions.
Optional: You may want to post the Classroom Managers using a pocket chart. This will facilitate easy transition as Managers change throughout the school year.
Supporting All Learners
Students having difficulty with writing can be invited to verbally apply for Classroom Manager positions by using a tape player to record their desired position and qualifications.
- Steps 6 and 12 could be homework assignments. For Step 6, students can complete 2–3 sentence descriptions of the jobs for which they will complete an application.
- Ask students to bring their parents' job descriptions to class to share.
- Invite a few "real life" managers (possibly your students' parents) from your school community to speak to the class about their job responsibilities and the importance of teamwork.
- Did students respect the dignity of all team members when discussing revisions to the Class Manager list?
- Were all students actively engaged during the lesson?
- What reasons did students list for wanting a particular job? Did student responses indicate an understanding of the job as well as the importance of the job in creating an efficiently organized classroom?
- Was the entire process of introducing the Manager System fairly smooth?
- Did students understand the process and appreciate its fairness in selecting Managers?
- Did each student demonstrate the understanding of teamwork and responsibility?
- Were students able to articulate what would happen if the Classroom Managers did not perform their jobs?
- Did students adequately describe their qualifications for the job they desired?
- Did students complete the Classroom Manager Application correctly with minimal assistance?