Transcript Presentation Title Slide - University of Illinois at
Mentoring New Teachers in Improving Classroom Management
Establishing the Learning Environment February 26, 2013 Matt Katz, Stacy Sniegowski
“Effective teaching and learning cannot take place in a poorly managed classroom.” -Robert Marzano
Copyright © 2013 New Teacher Center. All Rights Reserved.
Give One, Get One
CONNECTOR
• 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
Outcomes
BY 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
SECTION ONE
Apply a Framework
Copyright © 2013 New Teacher Center. All Rights Reserved.
Apply a Framework
A 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
Here’s What
A new teacher is struggling with many aspects of classroom management.
So What? Now What?
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 • With an elbow partner, or your team table, complete the chart on
page 3
SECTION TWO
Narrow Focus
Copyright © 2013 New Teacher Center. All Rights Reserved.
Narrow Focus
BY 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 Idea
NARROW 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?
SECTION THREE
Mentoring for Mindsets
Copyright © 2013 New Teacher Center. All Rights Reserved.
Mentoring for Mindsets
WHEN 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 Mindsets
PROBLEM 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)
Reflection
3-2-1 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 you
For More Information Matt Katz Stacy Sniegowski [email protected] [email protected]
www.newteachercenter.org