Building Our Own Learning Community: Using Morning Meeting in the College Classroom

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As we prepare pre-service teachers to create caring learning communities in their prospective K-12 classrooms, we as university instructors must model learning communities in our own classrooms. As Stassen states, “Developing and implementing and intentional learning community (LC) has emerged as a popular method for improving the quality of the undergraduate experience at a range of higher educational institutions” (p.1). This hands-on and interactive presentation will provide an introduction to, along with detailed research on, the impact of my use of one community building method used in my university teacher education classes-“Morning Meeting”. “Morning Meeting” is one component of the Responsive Classroom approach from the Northeast Foundation for Children. Preliminary research findings highlight that students feel “more connected to their peers” and “cared for” in the University classroom. They also state that they are happy to “learn about a real approach that they can use in their own future classrooms.” Implications for student learning will be discussed.

Keywords: Learning Community, Teacher Preparation, Curriculum Approaches
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Workshop Presentation in English
Paper: A paper has not yet been submitted.

Dr. Jodi Bornstein

Assistant Professor of Education, Department of Teacher Education
Glassboro, NJ, USA

Dr. Jodi Bornstein is an Assistant Professor of Education at Rowan University in Glassboro New Jersey. Her research interests focus on teacher preparation and urban education.

Ref: L08P0070