CECmisc.83


TITLE:  HOME COURT

AUTHOR:  Cathie Mink,  MacLaren School, Correctional
         Facility; Woodburn, OR

GRADE LEVEL/SUBJECT:  Appropriate for any grade level.  This
activity is a fun way to start the term in developing
classroom rules.  It would also be a practical way to
introduce American Government.

OVERVIEW:  This activity was designed to create a safe,
secure, supportive learning environment in the classroom by
teaching students a technique to eliminate put downs,
harassment, etc.  It is a good introduction for  rights and
responsibilities of each class member.

PURPOSE:  Students dislike the reminders of rules broken,
even though most know it's part of learning and that rules
are necessary.  This activity can take away: reciting
infraction(s), lengthy lectures, individual embarrassment,
and saves time by saying one word, "Homecourt".  Through
discussion and homecourt posters displayed on the wall,
students see the need and benefits of a team effort to make
the classroom a learning environment where students can take
risk.  It also teaches the concept of community and the
responsibilities and rights involved.

OBJECTIVE(s):

Students will understand the concept of why athletes perform
     best on their homecourt and how this can relate to the
     classroom.
Students will construct Homecourt Posters that illustrate
     what they feel is a safe environment.

RESOURCES/MATERIALS:  various sizes of paper, stencils,
colored pens, pencils, crayons, calligraphy pen

ACTIVITIES AND PROCEDURES:

In class discussion, students will answer the following
questions (all answers will be recorded on overhead, board,
etc.)

1.   What does it mean to you to feel "safe" in a place?
2.   Can you give examples of other places or circumstances
     where people might feel safe?
3.   Why do some teams have better win-loss records on their
     homecourt?   Why do they have more wins at home?
4.   What do the fans want? (WIN - REALLY WIN)
5.   Say to students :  You have just described the exact
     environment we want to create in this classroom so that
     each person will be comfortable taking risks in here.
     Learning is risk-taking.  You cannot learn something
     new unless you are willing to take a risk and do
     something you have never done before.

     Therefore, you might make a mistake; you might give a
     wrong answer; you might ask a question that doesn't
     make sense.  When that happens you want to feel
     supported for attempting to learn.
     So from now on, if you hear anyone in this class put
     anyone else down, would you just remind him or her that
     we don't do that in here?  Just one word as a reminder:
     "Homecourt!"  That will be our signal to let people
     know we do not feel they are being as supportive as we
     all want to be in here (This strategy originated in a
     high school in Auburn, California).

6.   Students will construct a posture that represents a
     safe environment.
7.   Students will present their posters to class if they
     choose to.
8.   Posters will be displayed (along with previous classes)
     on the wall.

TYING IT TOGETHER:  Students seem to enjoy this activity.
At first they joke about it, however, most of them really
get into it.  Several have requested laminating the posters
so now all of them are laminated.  As the collection grows,
I've noticed more participation and seriousness in the
creation of posters.  Students from other classes also look
at the posters on the outside of the doorway out of
curiosity or students showing off their posters.  Homecourt
doesn't take care of all disruptive behavior, however, it is
a more gentle way to remind students that inappropriate
behaviors will not be tolerated because they do not create a
safe environment where students can try new things and
learn.