Mentoring New Teachers in Improving Classroom Management

Mentoring New Teachers in Improving Classroom

ManagementEstablishing the Learning Environment

February 26, 2013Matt Katz, Stacy Sniegowski

“Effective teaching and learning cannot take place in a poorly managed classroom.”

-Robert Marzano

Give One, Get OneCONNECTOR

• Write three successes you’ve had in mentoring for classroom management on page 1

• Stand up and exchange one success with someone from a different table

• Continue to exchange until time is up• Be prepared to share

OutcomesBY THE END OF THIS SESSION, YOU WILL BE ABLE TO:

• Apply a strategic framework for teaching

• Plan for a narrow focus

• Address mentoring for mindsets

Agenda

• Connector• Welcome and Overview• Apply a Framework – Here’s What, So What, Now

What?• Narrow Focus – Partner Brainstorm• Mentoring for Mindsets – Problem Posed, Problem

Solved• Closure

Apply a FrameworkSECTION ONE

Apply a FrameworkA FRAMEWORK SUPPORTS CONVERSATIONS AMONG MENTORS AND NEW TEACHERS

• Offers common language

• Objective

• Connects mentoring to teacher growth

Apply a Framework: Table Talk

• What points resonate with you? • What questions do you have? • What concerns do you have around applying a

framework?• Be prepared to share

Apply a Framework: Chicago

ACTION STEPS• Deep dive into the

components

• Integrated language into mentoring conversations

• Collected and shared strategies

Apply a Framework

• With an elbow partner, or your team table, complete the chart on page 3

Here’s What So What? Now What?A new teacher is struggling with many aspects of classroom management.

The mentor and new teacher use a framework as an objective guide to identify specific areas of growth within a component.

The mentor and new teacher are able to implement and practice strategies aligned with new teacher’s need.

Your Example

Narrow FocusSECTION TWO

Narrow FocusBY KEEPING A NARROW FOCUS, MENTORS CAN PROMOTE FOLLOW-THROUGH OF CONCRETE CLASSROOM CHANGES

• Prevents overwhelming

• Supports purposeful action plans

• Provides foundation for instruction

Narrow Focus: Table Talk

• What points resonate with you? • What questions do you have? • What concerns do you have around selecting a

narrow focus? • Be prepared to share

Narrow Focus: Chicago

ACTION STEPS• Limited choices

• Gave ownership of learning

• Prioritized and implemented concrete strategies

Narrow Focus: Chicago

MENTOR MODULES• Provided specific

strategies

• Promoted independent practice

• Contributed to teacher accountability

Narrow Focus: Applying the IdeaNARROW FOCUS

• Turn to page 5• What are the challenges your new teacher has?• What are two ways that you might narrow the

focus?• What are your next steps as a mentor?

Mentoring for MindsetsSECTION THREE

Mentoring for MindsetsWHEN BELIEFS, NOT SKILLS, ARE IN THE WAY OF TEACHER GROWTH, MENTORING FOR MINDSETS SUPPORTS TEACHER PRACTICE

• Challenges assumptions

• Builds reflective teaching practice

• Opens the door

Mentoring for MindsetsPROBLEM POSED, PROBLEM SOLVED

• Turn to page 7 • Person A shares a mindset challenge (1 min)• Persons B and C discuss questions to unpack (2 min)• Repeat with Persons B and C sharing a mindset

challenge (6 min)

Reflection3-2-1 PROTOCOL

• 3 ideas I will take away from this session• 2 next steps I can take to implement new ideas• 1 conversation I cannot wait to have

Thank youFor More Information

Matt KatzStacy Sniegowski

mkatz@newteachercenter.org ssniegowski@newteachercenter.org

www.newteachercenter.org

Mentoring New Teachers in Improving Classroom Management

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