| This article describes the process of conducting class | | | | already covered in class. This should never be used to |
| meetings with students in a school, however, there is | | | | evaluate individual students but only as a way to |
| great applicability for office meetings held with | | | | determine what the students collectively do and do not |
| employees, and even family meetings as well. | | | | know. |
| Class meetings should be held regularly and not simply | | | | Educational-diagnostic meetings can be used prior to a |
| be used for addressing problems, although problem | | | | unit of study to determine what the students already |
| solution is a valid use of class meeting time. The | | | | know; after a unit of study to determine what was |
| purpose of class meetings is to increase students' | | | | learned and ideas for application; to examine the |
| positive involvement with school, the teacher and each | | | | students' perceptions about learning specific |
| other; solve class problems; learn to think; build | | | | information and its usefulness; or to evaluate specific |
| confidence, specifically in verbal ability; and bring | | | | learning or communication skills, possibly vocabulary |
| relevance and usefulness to classroom instruction. | | | | increase. |
| In a classroom, there are basically three types of class | | | | Since teachers can have a vested interest in wanting |
| meetings. There is the social-problem-solving meeting, | | | | their students to have mastered material the teacher |
| concerned with addressing some social behavior in | | | | has taught, it might be useful to switch classrooms with |
| school or the breaking of some classroom rule. There | | | | another teacher to conduct education-diagnostic |
| is the open-ended meeting, which is concerned with | | | | meetings to prevent any teacher bias. |
| useful learning and the open discussion of a stimulating, | | | | During social-problem-solving meetings, students are |
| useful and provocative subject. Finally, there is the | | | | included in the problem-solving process. The teacher or |
| education-diagnostic meeting, which is concerned with | | | | a student would identify an issue that needs to be |
| how well the students understand the concepts of a | | | | discussed and resolved and the students are a major |
| particular part of the curriculum. | | | | part of brainstorming and contributing to find the |
| Teachers need to be somewhat directive in the first | | | | solution with the teacher acting as the facilitator and |
| meeting and thereafter as needed. Rules need to be | | | | leader. In this way, everyone in the class takes |
| established prior to the first class meeting or can even | | | | responsibility for problem resolution, while at the same |
| become the subject of discussion for the first class | | | | time students are learning valuable life problem solving |
| meeting. These rules need to be maintained throughout | | | | skills. |
| or discussed as a class if a need arises to change or | | | | All problems pertaining to the class as a whole or to |
| alter the rules. During class meetings, teachers must be | | | | any individual student in the classroom are appropriate |
| warm and enthusiastic, keeping blame, punishment and | | | | for discussion. A student can bring up a problem or the |
| criticism out of class meeting time. | | | | discussion can be initiated by the teacher. |
| Class meetings should be conducted regularly—not | | | | Dr. William Glasser says, "The discussion itself should |
| only when there are problems to be discussed, | | | | always be directed toward solving the problem; the |
| perhaps three times a week. Meetings should be | | | | solution should never include punishment or fault |
| conducted with students seated in a circle so | | | | finding." The teacher conducts the meetings in a |
| everyone can see each other interaction is enhanced. | | | | nonjudgmental fashion. He or she may reflect what |
| The length of these discussions should be appropriate | | | | has been said by the group but should avoid giving his |
| for the age of the students—roughly their age | | | | or her own opinion. Students are, however, allowed |
| multiplied by two is acceptable. No one should be | | | | and even encouraged to express their opinions. It is |
| allowed to criticize or put down another student. | | | | helpful for other students to hear how they are |
| The open-ended meeting should be used most often, | | | | perceived by their peers. |
| even in environments where problems and behavior | | | | In order for each student to feel important and heard it |
| issues are the rule rather than the exception. Any | | | | will be helpful to have a "talking stick" or some other |
| intellectually important topic, both related and unrelated | | | | object available. In this way, whoever has the floor to |
| to school, could be fair game for discussion. Students | | | | speak will also hold the talking stick. No one else is |
| are asked to discuss any thought-provoking question. | | | | permitted to speak until the person with the stick is |
| This question should have relevance in their lives and | | | | satisfied that he or she has been heard by the others. |
| could be related to the curriculum. | | | | Then the stick is passed to the next person with |
| Educational-diagnostic meetings are always related to | | | | something to say. |
| the curriculum the class is studying. This type of class | | | | Class meetings are a wonderful way to give your |
| meeting can be used by the teacher to assess | | | | students the gifts of confidence and problem solving |
| whether or not the teaching strategies being used are | | | | skills. They also help share the responsibility with the |
| effective. Teachers can ask the students questions to | | | | students for figuring out solutions to day-to-day |
| determine how much they know about an area | | | | situations that arise in the classroom. |