Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities

Classroom Management Strategies Part II

Fall 2009New Teacher Development Program

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Brown Bag Questions

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OutcomesParticipants will know how to use Checking My

Systems for Equity to self-assess their practice

Participants will be able to apply effective classroom management methods that take into consideration issues of equity

Participants will be able to apply effective behavior management methods for maintaining a productive learning community 

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Agenda Welcome and Overview 

Checking My Equity Systems 

A Look at Engaging Practice

Behavior Management

Role Play: Guided Practice through Demonstration 

Case Study 

Team Mind Mapping 

Closure

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Equity of Voice

Active Listening

Respect for All Perspectives

Safety and Confidentiality

Norms for Collaborative Work

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Guiding Principles for Teaching & Learning in a Multicultural Society

Culturally responsive educators who are committed to ensuring equity for all students:

1. Continually examine how our life experiences, perspectives, and behaviors regarding culture, language, racial identity, and equity impact our work in teaching and learning.

2. Implement a relevant and challenging curriculum which: Draws upon and affirms the cultural knowledge, life experiences, interests, and

competencies of each student. Expands students’ knowledge of diverse cultural perspectives within their

communities and society as a whole.

3. Design and implement equitable opportunities that maximize student learning through full participation, interaction, and empowerment.

4. Explicitly teach in a meaningful context the academic and communication skills, strategies, and conventions that are required for success in advanced learning and the larger society.

5. Understand, value, and build upon the dynamic cultures, knowledge, languages, experiences, and critical issues of families and other members of the school’s community.

 

Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, McGinty/Mendoza-Reis 1998

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Toward Equity: A Guide for Teaching & Learning in a Multicultural Society

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Checking My Systems for EquityBy Enid Lee

“I check my systems for equity every time I enter my classroom” Teacher reflecting on their practice in an equity workshop

 What does this teacher actually do to check their systems for equity? 

Teacher frequently checks the assumptions they make about students and families based on language, culture, race, gender and class;  

and  

how those assumptions are shaped by their own language, race, gender, culture and class, among other aspects of their identify, as they prepare, teach, and reflect.  

© Enid Lee Consultants 2003 8

Checking My Systems for Equity

① As you are reading through Checking My Systems for Equity

Place a next to questions you consider on a regular basis 

Place an * next to questions you want to remember to do

more of in your classroom

② Quietly reflect on your next steps, and record these on Checking My Systems for Equity, Planning Next Steps

③ With your elbow partner, share your findings.

④ Discuss additional ideas.

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Checking My Systems for EquityPlanning Next Steps

I want to remember to…

What might my next steps be?

What are the resources available to

me?

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Looking At PracticeUse Video Note-Taking Guide to

collect data.

Record only what you see and hear. For example:

Comments or language stems by teacher or students

Descriptions of actions

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Looking At PracticeAnalysis of Data

What did you see the teacher doing?

What did you see the student doing?

What did you hear the teacher saying?

What did you hear the student saying?

What does this teacher actually do to check her systems for equity? 

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Behavior Management in a Democratic Classroom

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Clear Message

1.Focus of message on behavior.

2.Be direct and specific.

3.Use your normal tone of voice.

4.Specify the consequences for noncompliance.

5.Support your words with effective action.

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CONSEQUENCES teach responsibility by holding students accountable for their choices and behavior

Setting Limits in the Classroom, R.J. MacKenzie, ED.D

Consequences are most effective when they are applied immediately after the unacceptable behavior.

Consistent consequences are vital to effective guidance.

Logical consequences are effective guidance tool that place focus on behavior, not on child.

Effective consequences are proportional to the behavior with a clear and well defined beginning, middle and end.

Effective consequences are respectful. Remember the method we use is the method we teach.

When the consequence is over, it should really be over! 15

ENDING POWER STRUGGLESENDING POWER STRUGGLES

Setting Limits in the Classroom, R.J. MacKenzie, ED.D

When Students Cross The Line, Hold FirmIgnore Attitude, Not MisbehaviorDon’t Personalize MisbehaviorWhen Students Argue, Cut It Off

“We’re finished talking about it. If you bring it up again then… “Discussion time is over. You can do what you were asked, or

spend some quiet time by yourself getting ready. What would you like to do?”

When Students Tune Out, Check In “What did I ask you to do?” “Did you understand what I said”

When Students Get Hot, Cool Them Down

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Characteristics of Firm Limits

Setting Limits in the Classroom, R.J. MacKenzie, ED.D

Stated in clear, direct, concrete behavioral terms.

Words supported by actions.

Compliance expected and required.

Provide information needed to make acceptable choices and cooperate.

Provide accountability.

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Reflection One

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Turn and Talk

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Guided Practice Through Demonstrations

In your group:

1.Read your scenario.

2.Discuss possible preventions that could have helped avoid the situation.

3.Consider possible interventions.

4.Create a 2-3 minute enactment demonstrating prevention and/or intervention strategies.

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Break10 minutes

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Case Study

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Preparing for Team Mind Mapping

Break into small groups of 3 to 4 people

Each person should use a different color marker from others in the group

Summarize your case study challenge in the center of the Team Mind Map

Entitle each spoke as follows:PreventionsResourcesInterventionsPeople

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Team Mind Mapping

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Team Mind Mapping Protocol /

Explanation… 2 minutes

First person summarizes their issue as group listens quietly without asking questions

Clarification… 2 minutes

Group members ask clarifying questions only

Team Webbing… 6 minutes Working simultaneously, group members record ideas onto presenter’s Mind

Map. More category “spokes” may be added.

Move around (or turn around) the map to get a fresh perspective

When there are no other responses, sign your name on the mind map with your color marker.

Repeat - next team member presents

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While Brainstorming Consider

Preventions and interventions (resource packet)

Communication with parents

School and community resources

Student history and cumulative files 

Peer and mentor support

Personal reflections? Personal well being? Time of day?

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Reflection Two

What insights have you gained tonight related to your identified issue?

What will be your next steps?

How might your New Teacher Developer or another school colleague assist you?

 

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Brown Bag Questions

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Seminar SummaryWhat we learned…

How to use Checking My Systems for Equity to self-assess their practice

Applied effective classroom management methods that took into consideration issues of equity

Applied effective behavior management methods for maintaining a productive learning community. 

How we learned it…

Self-Assessed

Video Observation

Writing Reflections

Role Play/Guided Practice

Turn And Talk

Team Mind Maps

 

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Treat people as if they were what they should be,

and you help them become what they are capable of becoming.

 - Johann Wolfgang von Goethe

 

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Post-It Feedback

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