“ All learning has an emotional base. ” Plato

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“All learning has an emotional base.”

Plato

The Office of Talent Development

http://www.famous-quotes.com/author.php?aid=5750

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Framework for Teaching

Domain 2 Classroom Environment

Office of Talent DevelopmentApril 9, 2013


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Outcomes

Review Components in Domain 2

Increase teacher capacity by understanding, sharing, and discussing strategies for the importance of establishing a culture for learning and managing student behavior

Examine some classroom management strategies in order to implement effective preventions and interventions strategies for misbehavior.

Collaborate with ColleaguesThe Office of Talent Development

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Agenda

PART I W

hat Kind of Fruit are You?

PART IIT

aking a Deeper Look at Domain II

What are the Implications?

PART III C

onga Line Questions

PART IV A.A.R. (After Action Review) Exit Ticket


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Revisit the NORMS


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P.E.M.D.A.S.

Participate fully, put phones on vibrate

Exchange Ideas

Make an Effort to Listen

Dialogue equally, do your best

Ask Questions, Attention to Attitude

Share your insight and support each other, self monitor, self reflect sidebar conversations


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P.E.M.D.A.S.

Please Engage in Meaningful Discussion with Active

Self reflection!

Expectation


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PART I


•What Kind of Fruit are You?

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What learning is natural to you?

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What Kind of Fruit Are You?

Directions: – Read across each row

and place a 4 in the blank that best describes you.

– Now place a 3 in the blank for the second word that best describes you.

– Do the same for the final words using a 2 and a 1.

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Fruit, report to your corners

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Are there any melons?

• Natural abilities…

• Learn best when…

• May have trouble…

• Expand their styles…

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Are there any melons?Natural abilities includes:• Debating points of view• Finding solutions• Analyzing ideas• Determining value or importanceMelons learn best when they:• Have access to resources• Can work independently• Are respected for intellectual ability• Follow traditional methodsMelons may have trouble:• Working in groups• Being criticized• Convincing others diplomatically To expand their styles Melons need to:• Except imperfection• Consider all alternatives• Consider others feelings

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Are there any Bananas?





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Are there any Bananas?Natural abilities include:• Planning• Fact-finding• Organizing• Following directionsBananas learn best when they:• Have an orderly environment • Have specific outcomes• Can trust others to do their part• Have predictable situationsBananas may have trouble:• Understanding feelings• Dealing with oppositions• Answering “what if” questionsTo expand their styles, Bananas need to:• Express their own feelings more• Get explanations of others views• Be less rigid

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Who are my oranges?





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Who are my oranges?Natural abilities includes:• Experimenting• Being Independent• Being curious• Creating different approaches• Creating changeOranges learn best when they:• Can use trial and error• Produce real products• Can compete• Are self-directedOranges may have trouble:• Meeting the limits• Following a lecture• Having few options or choicesTo expand their styles, Oranges need to:• Delegate responsibilities• Be more excepting of others’ ideas

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Last but not least the grapes





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Last but not least the grapesNatural abilities includes:• Being reflective• Being sensitive• Being flexible• Being creative• Preference for working in groupsGrapes learn best when they:• Can work and share with others• Balance work with play• Can communicate• Are noncompetitiveGrapes may have trouble:• Giving exact answers• Focusing on one thing at a time• OrganizingTo expand their styles, Grapes need to:• Pay more attention• Not rush into things• Be less emotional when making some decisions

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Establishing a Culture

How do you establish a culture to support those learners that are not like you?

You have 10 minutes to discuss, brainstorm and chart how you can support those student learners that are not like you.

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PART II


•Taking a Deeper Look at Domain II

•What are the Implications?

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2b. Establishing a Culture for Learning

What is your definition for a “culture for learning?”

The culture for learning refers to the

atmosphere and energy level in a classroom, where students are

engaged in important work. 1 minute

Quick Write

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What are the elements of Establishing a Culture for Learning (2b.)?

Importance of the Content

Expectations for Learning and Achievement

Student Pride in Work

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Domain 2: The Classroom EnvironmentComponent 2b: Establishing a Culture for Learning

Elements: Importance of the content, Expectations for learning and achievement, Student pride in work

Element Unsatisfactory Basic Proficient Distinguished

Importance of the Content

Teacher or students convey a negative attitude toward the content, suggesting that it is not important or has been mandated by others.

Teacher communicates importance of the work but with little conviction and only minimal apparent buy-in by the students.

Teacher conveys genuine enthusiasm for the content, and students demonstrate consistent commitment to its value.

Students demonstrate through their active participation, curiosity, and taking initiative that they value the content’s importance.

Expectations for Learning and Achievement

Instructional outcomes, activities and assignments, and classroom interactions convey low expectations for at least some students.

Instructional outcomes, activities and assignments, and classroom interactions convey only modest expectations for student learning and achievement.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for most students.

Instructional outcomes, activities and assignments, and classroom interactions convey high expectations for all students. Students appear to have internalized these expectations.

Student Pride in Work

Students demonstrate little or no pride in their work. They seem to be motivated by the desire to complete a task rather than to do high-quality work.

Students minimally accept the responsibility to “do good work” but invest little of their energy into its quality.

Students accept the teacher’s insistence on work of high quality and demonstrate pride in that work.

Students demonstrate attention to detail and take obvious pride in their work initiating improvements in it by, for example, revising drafts on their own, or helping peers.

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PART III


•Conga Line

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Conga Line Questions

1. What are the implications of classroom environment?

2. How do you convey to the students the sense that the work they are learning in the classroom is important?

3. What strategies do you use to cultivate and reinforce student curiosity?

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2b. Establishing a Culture for Learning

The culture for learning refers to the atmosphere

and energy level in a classroom, where

students are engaged in

important work.

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2d. Managing Student Behavior

Think about the last few weeks of school.

List one classroom management strategy that has worked well for you and one classroom management strategy that did not work. Share with a partner your strategies and the reasons why they worked or did not work.

What is Classroom Management?

Classroom management refers to the practices and procedures used by a teacher to ensure that teacher instruction and student learning will take place.

In other words, what actions or strategies are you using to maintain order in the classroom?

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Why is classroom management important?

According to 50 years of research, it is the number one factor governing student learning.

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The Effective Teacher has a Well-Managed Classroom!

What Does Effective Classroom Management Look Like?

What Does Effective Classroom Management Sound Like

What Does Effective Classroom Management Feel Like?

The Characteristics of a Well-Managed Classroom

1. Students are deeply engaged in their work.

2. Students know what is expected of them and they are successful.

3. Time is spent on task, with little confusion, or disruptions.

4. The climate is positive, cooperative, and work-oriented.

How Can A Teacher Become an Effective Manager?

2d Managing Student Behavior

Element Unsatisfactory Basic Proficient Distinguished

Expectations

No standards of conduct appear to have been established, or students are confused as to what the standards are.

Standards of conduct appear to have been established, and most students seem to understand them.

Standards of conduct are clear to all students.

Standards of conduct are clear to all students and appear to have been developed with student participation.

Monitoring of Student Behavior

Student behavior is not monitored, and teacher is unaware of what the students are doing.

Teacher is generally aware of student behavior but may miss the activities of some students.

Teacher is alert to student behavior at all times.

Monitoring by teacher is subtle and preventive. Students monitor their own and their peers’ behavior, correcting one another respectfully.

Response to Student Misbehavior

Teacher does not respond to misbehavior, or the response is inconsistent, overly repressive, or does not respect the student’s dignity.

Teacher attempts to respond to student misbehavior but with uneven results, or infractions of the rules are minor.

Teacher response to misbehavior is appropriate and successful and respects the student’s dignity, or student behavior is generally appropriate.

Teacher response to misbehavior is highly effective and sensitive to students’ individual needs, or student behavior is entirely appropriate.

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The number one problem in the classroom is not discipline; it is the lack of procedures and routines”.

Harry Wong

Misbehavior often results because students have not been taught procedures and routines.

Procedures and Routines

Procedures are how things are done.

Routines are procedures that are practiced and are done automatically by students.

What are some procedures that are addressed in well-managed classroom?

Entering the classroom Leaving the classroom Tardy to class Getting to work immediately Participating in class discussions Coming to attention Passing in papers

Procedures and Routines

Must be taught, rehearsed, and modeled for the students

Some procedures must be taught in the beginning of the year

How to Teach Procedures

Explain the procedures Rehearse them with the

students

Reinforce the procedure

Results of the implementation of effective procedures/routines

Reduction of discipline problems

Increased time on task and fewer disruptions

Order is established and maintained

Automatic desired student behavior without prompting

Preparation Room is ready, lesson is ready, and the teacher is ready Clear student expectations Students know before lesson begins what they are responsible for learning Time on Task Discipline Plan is established and followed consistently and assignments

are posted every day. Work-oriented climate Procedures and routines have been taught and practiced.

Discipline

What is it?It is about how the student behaves.

Every effective teacher has a discipline plan!If you do not have a discipline plan, then youplan to fail. Harry Wong

Discipline

Why do I need a discipline plan?

To create a Safe, orderly environment Respectful, work-oriented environment

Essential Elements of the Discipline Plan

Rules/ExpectationsLimit the number. Make them specific rather than generalPost them.Send them home to the parents.Enforce them consistently. ConsequencesMake sure the consequence is fair. Rewards

The Four Goals of Misbehavior

Attention-Seeking Behavior Power-Seeking Behavior Revenge-Seeking Behavior Avoidance-of-Failure Behavior

Guidelines for Intervention

1. Focus on the behavior, not the student.2. Take charge of negative emotions.3. Avoid escalating the situation.4. Discuss misbehavior later. 5. Allow students to save face.

When the Goal is Attention!Interventions

Strategy 1: Minimize the Attention1.Refuse to respond2.Give the “Eye”3.Stand close by4.Use Name Dropping5.Send a General/Secret Signal6.Use an “I” message

Attention Seeking Behavior

Strategy 2: Clarify Desired Behavior

1.State “Grandma’s Law”2.Use “Target-Stop-Do”

When the Goal is Power!

The Rumbling Stage: Make a Graceful Exit The Eruption Stage: Use time Out The Resolution Stage: Set Consequences

Prevention/Intervention Activity

Role-Play

Power Seeking Strategies Graceful Exits

Acknowledge Student’s Power

Remove the Audience Table the Matter Schedule a conference Use a Fogging Technique Agree with the Student Call the Student’s bluff

Agree with the Student Change the Subject State Both Viewpoints Refuse responsibility Dodge Irrelevant Issues Deliver a Closing

Statement Take teacher time-out

Think about the ideas that have been presented during this workshop. What idea/strategy do you plan to implement in your classroom?

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PART IV

Shape Up Exit TicketA.A.R. After Action Review

The Office of School Leadership

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Classroom EnvironmentLet’s Shape it Up

List four things you understood today about a Classroom Environment.

List one thing you would like to change or implement a Classroom Environment.

What is one question that is still circling around in your head?

The Office of School Leadership

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After Action Review Exit Ticket

What went well this year?

What did not go so well?

What have we learned and can do better?

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Do not confine your children to your own learning, for they

were born in another time.Chinese Proverb

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“ All learning has an emotional base. ” Plato