Hall And Rudkin Summary

Throughout the article written by Hall and Rudkin, they discuss how children comprehend the essential rights and laws in a community. In this article, they tell us adults throughout society promote children’s understanding of responsibilities and rules in their community. Hall and Rudkin (2011) converse about “how to support children as protagonists in communities, that is, actors, agents, and co-constructors of civic life” (p. 52). Along with this, they state that we as society should not hide a world from children in which they are already a part of. This article gives us an example of how children can be apart of the community even in a very small setting. The children attempted to understand what Crystal, the hamster, wanted out of her

This intrigued me to research more ways to create my future classroom like this and allow children to make their own decisions, while still being able to ask for help if needed. I’m still wondering how and what would be an affective way to approach this. I want children to be able to solve their own problems and make their own decisions, but I also want them to be able to come to me for help. Something I don’t want in my future classroom is for a child to rely on me to make their decisions. I know that Hall and Rudkin (2011) mention that, “the notion that a key role for teachers is to facilitate peer relationships lies at the heart of the concept of supportive social learning, a means of creating caring classroom communities” (pg. 55). I am very interested in how good teachers go about creating a caring classroom community. I’ve recently been observing my mentor teacher and how exactly she allows the children in the classroom to work out their own conflicts and problems. This article makes sense to me because Hall and Rudkin discuss problems and solutions with this classroom idea along with supportive learning and how that affects a classroom. Good teachers will help the children make their own decisions, problem solve, and reflect on several