So What is a Full Value Community?
There is an activity called “Crossing the Mall.” It’s pretty simple, really, but the outcomes can be revealing. Get your group in a large circle and explain they are to imagine being in a large shopping mall. Ask them to cross the circle and find a spot on the other side. The first time they cross, participants should go out of their way to ignore each other. On the second trip they would show some sign of connection; make eye contact, nod, but nothing too demonstrative. During the third trip they greet each other as friends would; handshakes, stopping to chat, etc. Finally, on the fourth pass they greet each other as dear friends and family, perhaps who have not seen each other for a while. During reflection students are asked to talk about how each experience felt and how they differed.
This very simple yet powerful activity brings into focus the difference between interacting (or not) with strangers versus the emotions and commitments associated with ongoing relationships. In our schools we are not crossing the mall with strangers. Students are interacting with peers and adults in often highly emotional and interdependent ways. However, without a process for making and maintaining authentic connections the relationships are disconnected, which can lead to all sorts of trouble.
Full Value provides behavioral norms and a process for setting them into motion that is created and maintained by students. The norms are Be Here, Be Safe, Be Honest, Set Goals, Let Go & Move On, Care For Self & Others. If you reflect on these norms, you will find a universality to them.
A Full Value Community lives by these norms. Students create a Commitment to them, learn how each norm works by using highly engaging activities for practice, and circle up when needed to talk about their lives together in their classroom community. These norms, and the defined commitment that students make to each one, become the threads that knits all classroom activities together. The norms play out in small and large group work, and can be tied directly into academic and non-academic content areas.
So, what would a Full Value Community look like in a classroom. Let’s apply it to small group work, a common classroom practice. It can often be the case that when students are completing assignments in small groups one person, either by choice or by default, takes on most of the work. There may be many reasons for this but what is always missing is a process for students to work through their feeling, resolve their differences, and set goals for their future work together. Full Value provides the foundational structure and tools for this to happen, initiated by students. They self-regulate as does the entire classroom.
We have recently published a book that fully describes this program titled, “The Full Value School: A Social Emotional Learning Community.” It is available here for ordering.
So, more to come concerning our methods for implementation, how Full Value can enhance existing programs, why it works, and how it is connected to the CASEL standards. I hope we have piqued your interest.
RECOMMENDED BLOGS AND WEBINARS
Mark Collard is breaking new ground through his online website, www.playmeo.com. Playmeo is the epicenter of a huge compendium of experiential learning activities along with demonstration videos created for teachers, counselors, trainers, and anyone engaged in activity based learning. Mark has recently brought his expertise to bear on the shifting demands of engaging groups online, who can no longer be physically connected. This is critical work for perilous times, when people are disconnected by necessity but need to remain connected more than ever. I urge you to check out the blogs and free webinar linked below. They will help you to bridge the interpersonal divide we are all experiencing.