Transcript B.E.S.T. Training - Brevard Public Schools
B.E.S.T. Training Module 3: Managing the Learning Environment
Desired Outcome: Module 3
To create a learning environment that ensures student learning; we will understand the importance of • Building positive relationships • Organizing time, materials, and learning space • Utilizing procedures
In Modules 1 and 2 we learned… • Research based attributes of a Catalyst Teacher • Learning Cycle and Styles
Are classroom managers made or born?
“Been There Done That” Activity
• Had a kid sharpen a pencil while you are giving directions?
• Had a kid ask, “What are we doing” right after you have gone over directions?
“Been There Done That” Activity
• Misplaced materials for a learning activity and had to search frantically while your students watch you run around the room stalling for time?
• Had a student “text” during your amazing lesson?
“Been There Done That” Activity
• Had a kid ask, “Can I go to the bathroom?” in the middle of a lesson?
• Had a kid let an explosive fart right before you make the key point of your lesson?
• Have you ever gotten the email from the office asking, “Where’s your attendance?
“Been There Done That” Activity
If you said “Been There Done That ” to any of these statements, this module is for YOU!
Learning Agreement
• Listen Respectfully • Silence Phones • Participate Actively • Be Engaged
Agenda
Key Concepts: Circle Map
Frame of reference For listing resources Concept frame for key concepts Relationships Circle for jotting down important information
RELATIONSHIPS
To create a learning environment that ensures student learning; we will understand the importance of •Building positive relationships •Organizing time, materials, and learning space •Utilizing procedures
Think-Pair-Share Activity Think about a teacher you vividly remember. What characteristics did that teacher have that make you remember them so clearly even to this day?
“The greatest hunger of the human soul is to be understood.”
- Stephen Covey
RELATIONSHIPS
•
Key Concept: Relationships are the key to a positive learning environment that ensures student learning.
Key Concepts: Circle Map
Relationships are the key to a positive learning environment that ensures student learning.
Frame of reference For listing resources Relationships Circle for jotting down important information
RELATIONSHIPS
Seven “Deadly” or Disconnecting Habits 1. Criticizing 2. Blaming 3. Complaining 4. Nagging 5. Threatening 6. Punishing 7. Bribing to reward or control
Bribing to Reward or Control
“The carrot and stick are pervasive and persuasive motivators; however, treat your people like donkeys, and they will act like donkeys.”
RELATIONSHIPS
Seven “Caring” or Connecting Habits 1. Supporting 2. Encouraging 3. Listening 4. Accepting 5. Trusting 6. Respecting 7. Negotiating difference
Keys to Successful Teacher/Student Relationships 1. Know something about each student – Interest surveys – Visual representations of interest – Ask thoughtful and caring questions
Keys to Successful Teacher/Student Relationships 2. Enhance student self-concept - Provide positive feedback - Eye contact, smile, listen - One sentence interventions
Strategy: One Sentence Intervention • Notice positive and specific attributes of a student • Mention them in private • Use interventions two or three times a week with a student, noticing different things
Keys to Successful Teacher/Student Relationships 3. Bring student interests into the content and personalize learning activities.
- Allowing choice in process or product - Choosing text based on interests - Using metaphors that relate to their age and interests
Keys to Successful Teacher/Student Relationships 4. Use humor when appropriate Don’t take yourself too seriously - Avoid sarcasm - Jokes, quotes, and cartoons
Keys to Successful Teacher/Student Relationships 5. Be consistent with consequences - Deliver logical consequences with empathy - Maintain a sense of emotional objectivity - Project a cool, professional exterior
Keys to Successful Teacher/Student Relationships 6. Engage in behaviors that create a climate of care -Appear interested Acknowledge students’ feelings -Neutralize arguments -Empower students to solve problems
Empowering Students to Solve Their Own Problems • Connect with empathy “
That has to be hard.”
• Give the problem back to the child in a caring way
“What are you going to do?” “How are you going to handle that?”
Empowering Students to Solve Their Own Problems • Ask before sharing suggestions “
Would you like me to share some ideas I’ve seen other kids try?”
• Help student evaluate the potential consequences of their plan
“How would that work for you?”
Empowering Students to Solve Their Own Problems • Allow the student ownership of solving the problem “
Good luck with this. Let me know how it works out.”
Student/Student Relationships
• Model/Rehearse/Reinforce Social Skills • Teach problem solving strategies • Provide a safe place and time for students to solve problems • Peer mediation • Utilize Guidance Counselor/Administration if necessary
Teacher/Family Relationships
Promote family involvement: • Provide volunteer opportunities • Guest speaking • Mentoring • Tutoring • Family nights
Teacher/Family Relationships
Communicate Regularly!
• Keep Communication Log • Phone Calls, E-mails, Edline, Website • Conferences • Always start and end with a positive.
• Treat parents as equal partners in student education • Listen, listen, listen
Teacher/Family Relationships
Dealing with Conflict • Avoid contacting a parent when you are in an emotional state • Make sure your body language and tone of voice conveys you are listening and concerned • Ask for their support in making a plan
Teacher/Colleague/Administration Relationships Strive to build relationships with your colleagues that are: • Professional • Collegial • Ethical • Positive
ACTIVITY: IF…THEN Poster
• In your small group, read and discuss the scenario card • Think about a strategy you could use in the situation that would address the problem in a way that maintains a positive relationship with the person • Create a visual to share your situation and the strategy you chose.
PROCESS: Share
• What is the scenario?
• What strategy did your group choose?
• Does this strategy address the situation?
• Does it maintain a positive relationship and caring classroom environment?
• Can I see myself trying this in my class?
Key Concepts: Relationships
Relationships are the key to a positive learning environment that ensures student learning.
Teaching with Love and Logic Fay & Funk Classroom Management That Works: Research Based Strategies for every Teacher Marzano Your notes Choice Theory in the Classroom William Glasser Relationships
B.E.S.T. Training Module 3: Managing the Learning Environment Organization
ORGANIZATION
To create a learning environment that ensures student learning; we will understand the importance of •Building positive relationships •Organizing time, materials, and learning space •Utilizing procedures
Key Concepts: Organization Classroom Management Simplified Margeret Breaux Classroom Management That Works: Research Based Strategies for every Teacher Marzano Organization Your notes The First Days of School Harry Wong
Which space would be more conducive to producing quality work?
What are Your Expectations for a Quality Restaurant?
Think/Pair/Share
“An organized environment is a breeding ground for learning.” – Elizabeth Breaux
When organizing your classroom consider the following: • Can you easily see all students? • Can students easily see all presentations and demonstrations?
• Are frequently used materials easily accessible?
• Are traffic areas clear and easy to access? • Do I have close proximity to my students?
• Is it easy to organize students into pairs, triads, or small groups for cooperative learning?
• Is there an area for small group instruction?
• Is there a recovery place for students who need a quiet area to calm down?
• Are my resources/materials organized to maximize student learning?
• Are students involved with class jobs and responsibilities for maintaining organization of classroom?
• Does the room’s layout present any safety issues? • Is there easy access to sub folders, clinic passes, referrals?
• Does my room provide unnecessary distractions?
• Have I met with any teacher who will be using the classroom (roaming teachers, guest teachers) to provide necessary support?
Have you taken your organizational skills into the 21
st
Century?
Traditional Method
Attendance in grade book Filing Cabinet Letters, Notes in Planners, Phone Calls
21 st Century Method
AS 400/ CrossPointe Digital Filing E-Mail
21 st Century Tip
Plan a “bell” activity for students to allow time to quickly take attendance Set up files for units of study, parent letters, beginning of the year activities, etc. and save to the server Check your email before, planning, after school. Respond promptly Set up folders on the server to organize and save emails.
Remember all school emails are public records-be positive and professional.
Traditional Method
Calendar Gradebook
21 st Century Method
Microsoft Outlook Edline
21 st Century Tip
Use reminders, to do lists, notes, and invitations Take a workshop or complete a tutorial Use your Technology Specialist as a resource Follow your school’s policy about the frequency of your updates Provide a print out for students without a computer Let the kids know their grades before posting
How can I optimize my own learning environment to ensure student learning ?
Activity
Design your learning environment to include key components of an organized class using either: http://teacher.scholastic.com/tools/class_setup/ or Materials available at your table
Does your learning environment contain the key components of an organized classroom ?
Key Concepts: Organization
Take time to organize your learning environment to maximize student engagement and learning.
Classroom Management Simplified Margeret Breaux Classroom Management That Works: Research Based Strategies for every Teacher Marzano Organization Your notes The First Days of School Harry Wong
PROCEDURES
To create a learning environment that ensures student learning; we will understand the importance of •Building positive relationships •Organizing time, materials, and learning space •Utilizing procedures
Key Concepts: Procedures Classroom Management Simplified Margeret Breaux Classroom Management That Works: Research Based Strategies for every Teacher Marzano Procedures Your notes The First Days of School Harry Wong
Why are clear procedures important?
Can Your Procedure Be Replicated?
Directions: • Obtain a bag of skill sticks. • Using only ten sticks create a structure. (Do not let other groups see your structure.) • Develop and record instructions on how to build your structure on a piece of paper.
Can Your Procedure Be Replicated?
• Exchange your directions with another group.
• Using the other group’s instructions, try to build their structure with the remaining skill sticks in your bag.
• After both groups have finished building the others structure, compare it to the original to see if they are identical.
How many groups were able to produce the original structure?
Do you agree or disagree with the following quote from Harry Wong?
“The #1 problem in the classroom is not discipline. It is the lack of procedures and routines.”
PROCEDURES
Invest time in the beginning of the year teaching students the procedures that will maximize instructional time. Consistently practice and reinforce procedures until they become automatic.
• Explain • Rehearse • Reinforce
Go Slow to Go Fast OR… Go Fast to Go Slow
Procedures and Routines:
Top 5 Ways Students Get Your Attention if You
Don’t
Have a Procedure in Place: 1. Students snap their fingers at the teacher.
2. Students beat on the wall continuously until the teacher gives them their attention.
Top 5 cont.
3. Students scream at the teacher from across the room 4. Students text/email the teacher from their cell phone 5. Students answer more loudly than others so that teacher can hear their answer above the noise.
Rules and Procedures Focus Areas – Beginning of Day/Class (agenda, bell work, attendance, housekeeping) – Ending of Day/Class (reflection, class meeting, goal setting)
Rules and Procedures Focus Area cont.
– Use of Materials: Distributing, Collecting, Storage – Group Work: Moving in and out of groups, expected behaviors (in and out of group)
Rules and Procedures Focus Area cont.
– Restroom/Water – Emergency procedures – Transitions/Interruptions
What Impact do Procedures have on the Learning Environment?
Skill Practice Develop a skit to demonstrate a certain procedure based on the scenario card your group receives. The skit should show a class without a procedure in place, and then the class after the procedure is in place.
or Discuss the scenario card and record a procedure that would prevent the problem.
What procedures are in place in your class? Do you see any need for additional procedures?
Key Concepts: Procedures Explain, rehearse, and reinforce procedures to maximize instructional time Classroom Management Simplified Margeret Breaux Classroom Management That Works: Research Based Strategies for every Teacher Marzano Procedures Your notes The First Days of School Harry Wong
Follow-Up Assignment
Based on your Self-Assessment of Managing the Learning Environment choose an area in which you see a need for improvement. Complete the tree map follow-up activity based what you learned in Module 3.