Transcript Do to Classroom to Do with Classroom
Personalizing Rigorous and Relevant Learning For Each Learner
Each Learner Is Unique
Activity
Reflection on High School Experience
Survey My Voice Quaglia Institute for Student Aspirations www.qisa.org
Relationships
You can’t teach kids you don’t know….
The Gap Problems
Achievement Gap Participation Gap
Participation Gap
Personal Worth – belonging, heroes, sense of accomplishment Active Engagement – being involved, fun and exciting, curious, creative and adventurous Purpose – taking responsibility, confidence to take action, believing in self
8 Conditions That Make A Difference ACCOMPLISHEMENT: The condition of Fun & Confidence to Take changes in attitudes and student’s success. things.
Nurturing the Conditions that enable students to dream about their future
and
to be motivated to set goals in the present to achieve those goals, results in: • Higher Academic Achievement • Less Discipline Problems • Fewer Absences and Tardies • Lower Drop-out Rates • Improved School Climate • More Parental Involvement • Increased Rates of Students Attending Postsecondary Institutions
Selected Data—My Voice Survey (n ≈ 150,000)
SCHOOL/CLASSES
64% School is a welcoming and friendly place.
51% I am proud of my school.
37% 49% I know the goals my school is working on.
I enjoy being at school.
21% I have never been recognized for something positive at school.
Selected Data—My Voice Survey (n ≈ 150,000)
SCHOOL/CLASSES
46% School is boring.
58% At school I am encouraged to be creative.
38% Students council represents all students at school.
40% My classes help me understand what is happening in my everyday life.
Selected Data—My Voice Survey (n ≈ 150,000)
TEACHERS
46% Teachers care about my problems and feelings.
50% Teachers care about me as an individual.
49% Teachers care if I am absent from school.
50% If I have a problem, I have a teacher with whom I can talk.
Selected Data—My Voice Survey (n ≈ 150,000)
TEACHERS
66% I have a teacher who is a positive role model for me.
58% Teachers enjoy working with students.
39% Teachers have fun at school.
32% Teachers make school an exciting place to learn.
Selected Data—My Voice Survey (n ≈ 150,000)
RESPECT
55% Teachers respect students. 41% Students respect teachers.
31% Students respect each other.
Selected Data—My Voice Survey (n ≈ 150,000)
RESPONSIBILITY
75% I push myself to do better academically. 67% I put forth my best effort at school.
55% I am excited to tell my friends when I get good grades.
Selected Data—My Voice Survey (n ≈ 150,000) PARENTS
93% My parents care about my education. 85% My parents think going to college is important.
60% My parents feel comfortable talking to my teachers.
Building Supportive
Relationships
Relationships
Clearly Important ?
How to Quantify?
How to Develop?
Essential Relationships In Schools Learning Staff Professional Community
International Center for Leadership in Education
Relationship Framework
1.
2.
3.
4.
5.
6.
Relationship Model
Known Receptive Reactive Proactive Sustained Mutually Beneficial
Relationship Model - Student 1. Known Support Teachers get to know students and their families 2. Receptive Have frequent contact with students and show interest 3. Reactive 4. Proactive 5. Sustained 6. Mutually Beneficial Some positive support when requested, but sporadic Support from individuals that take the initiative.
Fully supported from all individuals over time Mutually supportive learning community
Rules Power Effectiveness Risk Taking Control Teacher Role Voice
In The Classroom
Classroom Mgt.
Mandated Without Question Passive and Quiet Discouraged
Relationship Building
Negotiated With Respect Engaged Encouraged Negative Punishment Absolute Attention Public Pronouncements Positive Reinforcement Source of Encouragement Private Conversations
Supportive Relationships Successful Practices
Behaviors Initiatives Structures
Supportive Behaviors
Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Avoiding “Put Downs” Displaying Student Work Writing Encouraging Notes Identifying Unique Talents
Supportive Behaviors cont’d.
Celebrating Accomplishments Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers
Supportive Initiatives
Character Education Beginning of the Year Student Social Activities Team Building Mentoring Rewards, Recognition, Incentives Student Advocacy Advisement Program
Supportive Initiatives, cont’d.
Peer Mediation Students as Teachers Family, Community, Business Partnerships Service Learning Extra and Co-curricular Activities Sports Programs
Supportive Structures
Small Learning Community Alternative Scheduling Team Teaching Teacher Continuity School-based Enterprise Professional Learning Community
Relationship Model - Staff 1. Known Collaboration
Staff know each other personally, their interests, aspirations and challenges.
2. Receptive
All exhibit behaviors of interest in others, have frequent contact and respect.
3. Reactive 4. Proactive 5. Sustained 6. Mutually Beneficial
Staff work together consistently and eagerly helps when requested.
Commitment in teams, mentoring new teachers and ongoing prof. development.
Collaboration from all staff over a significant period of time. New staff are incorporated into the culture.
Staff work as total community committed to each other and to school goals.
Supportive Behaviors
Showing Respect Being There Active Listening Frequent Contact Encouragement Avoiding “Put Downs” Writing Encouraging Notes Identifying Unique Talents and Strengths Celebrating Accomplishments Serving as a Role Model Using One-on-One Communication
Supportive Behaviors, cont’d.
Encouraging Staff to Express Opinions/Ideas Using Positive Humor Praising Peers
Supportive Activities
Beginning of the Year Social Activities Team Building Mentoring Instructional Coaching Rewards, Recognition, Incentives Demonstration Classrooms Character Education
Supportive Activities
Peer Review Professional Development Travel Family, Community, Business Partnerships Community Service Celebrations
Supportive Structures
Small Learning Communities Clustered Classroom Buildings Grade Level Teams Team Teaching Building Leadership Teams Professional Learning Communities
Activity
Which practice do you do best?
Which practice could you work on or initiate to improve the quality of student/staff relationships in your school community?
Activity
Personalization Survey p. 7
Relationship Framework Professional Relationships 0. Isolated Educators work with little interaction with others in the profession 2. Known 3. Receptive 4. Reactive 5. Sustained Educators know many educators within their profession. They attend regional or state professional meeting Educators make frequent contact with like professionals. They are willing to participate, share ideas, answer questions.
Educators offer and seek help from others; present, write professionally, meet with others.
There is ongoing collaborative and active involvement in professional organizations.
6. Mutually Beneficial Recognized as making significant contributions; professional relationships source of personal satisfaction.
Relationship Framework Community 0. Isolated Relationships A school may be strong or weak but functions independently from the community at large.
2. Known 3. Receptive 4. Reactive 5. Sustained 6. Mutually Beneficial School staff knows families, community organizations, and community leaders. Staff are knowledgeable about local businesses.
Staff and administration exhibit openness to parents and community. Parents feel welcome in the school.
Parent requests responded to promptly. School activities include community service. Parents active in school.
There exists a long-term tradition of parent involvement and community partnerships. School success attributed to community part.
Relationships at this level are mature and committed. They benefit both the school and community.