Appendix A

Observing and Recording Reference Guide

Dorothy Cohen, in Observing and Recording the Behavior of Young Children states, An
important part of teachers professional responsibility lies in their role as researchers in their own
classrooms. This occurs when they enhance their day-to-day observations with record taking
techniques (2008, p. 7).
In order to respect the confidentiality of my students, I recorded observations mostly at the end
of the day and kept the records out of plain sight. In addition, I assigned a number to each
student and used that throughout my field notes.
Observations: Things to Look for
Social Network Analysis: Who do children seek out to play with and get help from? See
appendix 4.
Who is playing alone? Why?
How does the play get started and end? Is someone responsible for it?
Who starts the play?
How do children join or accept others into their play?
Where does the play occur?
What roles do the children play?
What emotion do they invest in the role?
Who runs the show?
What might the play reveal about each childs particular culture?
How do children respond when there is a different opinion expressed?
How do they negotiate what to play if they each have another idea?
Interview Questions: Things to ask during play
What are you playing?
Why did you choose this today?
Who is easy to play with?
Who would you like to try playing with?
Who do you normally play with and why?
Potential Indicators of increased awareness and /or trust of different perspectives

Students articulate respectfully what another person believes.

Students incorporate other perspectives into their work.
Students go to someone different for help or to play.

Appendix B
Social Network Analysis Checklist
Date

Name

Played with Who/When/Where/Why

Sought help from

Who/When/Where/Why

Example of a graph that illustrates an ideal social network pattern

Appendix C: Emoticon Survey

Name___________________________________
I liked school today.
1

I have many friends in class.

1

When I share what I think, I feel respected by my classmates.

1

Appendix D: Inviting parents to become collaborators

Dear Families,
I am always so moved by the thoughtfulness, creativity and curiosity of your children. I'd like to share
with you how an ongoing debate in class illustrates your children's insightfulness and depth. Every year
when young children come together in a shared learning space, we spend time noticing everything we
have in common and ways that we are different. The goal is to celebrate our diversity. Young learners are
amazingly adept at doing this, using joyfulness to build bridges of understanding and respect for each
other, much better than most adults.
Their natural desire to come together in playful learning spaces is something I count on when differences
of opinion and belief naturally arise. Every year there seems to be a theme in class that emerges
representing young learners' desire to make sense of their world. Through the theme and resulting group
debate, children ask themselves, "What is real? What isn't? When others don't see the world the way I do,
what does that mean? How do I fit into this new group called the Shining Star room if my beliefs are
different?" Many years, the theme emerges around mythological figures such as Santa Claus or the Tooth
Fairy since family practices and beliefs around these characters varies. Sometimes it involves super
heroes. It's not the topic that matters but what it represents and how the group comes to a consensus
around respecting each other's rights to believe differently. More importantly, it's about learning to trust
that even if we don't agree about everything, we will treat each other with respect when we play and work
together.
My goal when this debate emerges is to honor each student's right to believe according to his/her family
beliefs. For instance, we often end group discussions with a round of " In ___________family, they
believe______________. This is an important belief in ______________'s family and we respect that."
This year the group is investigating the existence or nonexistence of God. We have many religious beliefs
represented this year adding to the beautiful diversity of our group. We have Christian, Buddhist, Spiritual
and Peaceful Atheists, among others. At first, I led the group to a consensus that we would talk about God
at home and not school, especially since whole college courses exist on this topic! However, discussions
continued at recess about an energy or spirit in nature, about God and Jehovah, and I now realize that to
shy away from this topic is to lose out on a valuable learning opportunity, a chance to honor their need to
make sense of their place in the world.
I would like to invite all parents to join me in honoring the Shining Stars in their search for
understanding. As the adults/elders in this learning community, this is an opportunity to strengthen our
children's convictions in our individual family beliefs, while guiding them in what it means to respect
other's rights as well. Religious freedom is one of the founding principles of this country and one that is
vital to a healthy democracy.
In class, we created a respect circle where we honored each child and his/her right to believe. We agreed
to respect that right and are decorating candle holders with candles in them to symbolize the light that
shines when we practice respect for each other. We will continue to explore what respect looks like in the
context of the 'Great Kindness Challenge' that we are taking. At home, I ask that you follow up with
discussions reinforcing your family beliefs, as well as ways to respect other's beliefs. Ignoring the topic or

making it off limits does not work. This is something that matters deeply to them, a reflection of the
careful guidance you have given them. To ignore it doesn't treat it with the dignity it deserves. I would
really like to know how each Star feels about the debate about God that has emerged, the respect circle
and our discussions. Often, young learners don't fully process how they feel about something until later at
home. Please email me informing me of their responses. It will help guide my next steps. In addition, if
you have any questions please don't hesitate to reach out. I am always available.
I'd like to stress that my goal is to honor each family belief, which to me is sacred. At first, I was really
wishing that the themed debate this year would be the Tooth Fairy or Superman. I have much experience
with these debates. However, the topic the Shining Stars have chosen represents the strong foundation
you are all providing for your children. They benefit from all the extra family time that homeschooling
affords as demonstrated by their convictions, thoughtfulness and courage. Let's continue to honor their
search by empowering them to remain strong in their own beliefs while respecting others.
In collaboration, Teresa
Every child is potentially the light of the world,....~Abdul-Baha

The Great Kindness Challenge

Be nice.
Be kind.
Don't hit.
Take turns.
Clean-up.
Don't steal.
Don't make fun of people.
Listen to each other.
Share your toys.
Be loving.
Smile.
Help people.
Invite people to join in when playing.
Don't push.
Don't break stuff.

Appendix E: Adapted from the High Tech High Graduate School of Education in San Diego, California

Consultancy PROTOCOL
Guiding successful dialogue about our learning journey as homeschoolers
Time:

Approximately 25 minutes

Norms
Hard on the content, soft on the people
Share the air (step up/step back)
Be kind, helpful and specific.

1. Presentation (5 minutes)
The presenter has the opportunity to give an overview of a challenge or aspect of the family learning plan or home
learning experience that he/she would like to improve or is not working as well as intended in connection with the
original goals, and frames a question for the group to address during the discussion. All other participants are silent
during this time.

2. Clarifying Question (2 minutes)

Participants have the opportunity to ask "clarifying" questions. Clarifying questions have brief, factual answers and
are intended to help the group better understand the problem or challenge. Some examples of clarifying questions to
a dilemma regarding a child's unhappiness or reluctance to participate in a math lesson for instance: "How long do
you spend on the lesson or activity at one time?" "What are other siblings doing while you are focusing with one
child?" What curriculum or real world experience are you using for the context of the lesson?"

3. Probing Questions (3 minutes)

Participants ask the presenter probing questions. "probing" questions help the presenter and group clarify or expand
thinking about the issue. However, probing questions should not be "advice in disguise" such as "Have you
considered shortening the time of the lesson?" An example of a probing question might be, "Is there a time of the
day when your child does better at focused activities?" "How will you know when the math lesson is a success?"

4. Discussion: Warm and Cool Feedback (10 minutes)

Participants share feedback with each other while the presenter is silent and takes notes. The feedback generally
begins with a few minutes of warm feedback and then moves on to a few minutes of cool feedback (sometimes
phrased in the form of reflective questions), and then moves back and forth between warm and cool feedback.
Warm feedback may include comments about how the work presented seems to align with the desired goals; cool
feedback may include possible disconnects, gaps, or problems. Often participants offer ideas or suggestions for
strengthening the work presented, so long as the suggestions are guided by the presenters goals and question.
Presenter is silent, listening in on the conversation and taking notes. Participants should resist the urge to speak
directly to the presenter. In fact, it is a good idea for the presenter to physically sit outside of the circle if possible.
Warm feedback prompts: It seems important I appreciate I want to make sure to keep
Cool feedback prompts: I wonder if One way to more closely align actions with the goal/purpose is
"What about..."

6. Reflection/Response (5 minutes)
Presenter rejoins the group and shares new thinking as a result of the participants feedback. This is not a time for
the presenter to defend him/herself, but is instead a time for the presenter to reflect aloud on anything that seemed
particularly interesting. It is not necessary to respond point by point to what others said. The presenter may share
what struck him or her and what next steps might be taken as a result of the ideas generated by the discussion. All
others are silent.

Appendix F: Yellow highlights indicate change efforts directly addressed in findings section.

Timeline

Change Effort

Description

Targeted Driver

October

Partner Interviews: Sharing

our talent with the class on the
I can wall display

Experience

October-Ongoing

Multicultural literature during

shared reading

NovemberOngoing

Begin Live Action Role Play:

Shining Star Town

Novemberongoing
December

Virtues Project

December

Around the World Festival

January

Respect Circle

January-ongoing

Perspectives Wall

January

Increasing Guided
Collaborative play time
(Shining Star Wars Play)
Parent Invitation to
Collaborate/Consultancy

Children photograph and interview

each other to learn talents and likes,
curated reports to use as a reference for
who can help us if we want to learn a
skill.
Incorporating into shared reading time
literature that represents the student
demographics.
Together, we design our own town
simulation with the intent of asking the
question, What is a community & how
do we build one that includes
everyone?
Using language protocols to call each
other to the virtue that we need to
practice or are practicing
Students predict how many students
will have the same answer to a question
that they do and then survey each other.
Multi-cultural/religious event where
each family sets up a booth
representing their family's heritage.
Children participate in an interactive
circle story modeling respect for each
other's beliefs, using concrete objects to
represent abstract social concepts.
Curating students answers on a
perspectives wall , exploring the
question, How many ways can
we_________?
Allowing more class time for guided
collaborative play as students
developed a theatrical production.
Email outlining the complexities
involved in the student initiated debate
about belief systems and inviting
parents to collaborate.
Students develop a list of norms to
strive for and then document successes
as they seek to implement their goal
Students move from disunity (start line)
towards unity (finish line) serving as
the game pieces themselves.
Each fate card issued to the group
designed to encourage cooperation as
the group worked to solve a challenge
affecting the town.

Parent Belief

January

Viewpoint Survey

February

Great Kindness Challenge

March

To Move the World...

Sidewalk Chalk Game

April

Cooperative Fate Cards in

Shining Star Town LARP

Belongingness and
Experience
Belongingness

Articulation
Experience
Parent Belief
Articulation and
Belongingness
Articulation and
Experience
Belongingness and
Experience

Articulation
Experience and
Belongingness
Experience and
Belongingness