b.e.s.t. training module 3: managing the learning environment
TRANSCRIPT
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B.E.S.T. Training
Module 3:
Managing the Learning Environment
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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
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In Modules 1 and 2 we learned…
• Research based attributes of a Catalyst Teacher
• Learning Cycle and Styles
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Are classroom managers made or
born?
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“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?
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“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?
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“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?
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“Been There Done That” Activity
If you said “Been There Done That” to any of these statements, this
module is for YOU!
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Learning Agreement
• Listen Respectfully
• Silence Phones
• Participate Actively
• Be Engaged
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Agenda
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Key Concepts: Circle Map
Relationships
Concept framefor key concepts
Circle forjotting downimportant information
Frame of referenceFor listing resources
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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
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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?
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“The greatest hunger of the human soul is to be
understood.”
- Stephen Covey
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RELATIONSHIPS
• Key Concept: Relationships are the key to a positive learning environment that ensures student learning.
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Key Concepts: Circle Map
Relationships
Circle forjotting downimportant information
Frame of referenceFor listing resources
Relationships are the key to a positive learning environment that ensures
student learning.
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RELATIONSHIPS
Seven “Deadly” or Disconnecting Habits1. Criticizing 2. Blaming3. Complaining4. Nagging5. Threatening6. Punishing7. Bribing to reward or control
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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.”
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RELATIONSHIPS
Seven “Caring” or Connecting Habits
1. Supporting2. Encouraging3. Listening4. Accepting5. Trusting6. Respecting7. Negotiating difference
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Keys to SuccessfulTeacher/Student Relationships
1. Know something about each student
– Interest surveys– Visual representations of interest– Ask thoughtful and caring questions
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Keys to SuccessfulTeacher/Student Relationships
2. Enhance student self-concept
- Provide positive feedback
- Eye contact, smile, listen
- One sentence interventions
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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
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Keys to SuccessfulTeacher/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
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Keys to SuccessfulTeacher/Student Relationships
4. Use humor when appropriate
- Don’t take yourself too seriously
- Avoid sarcasm
- Jokes, quotes, and cartoons
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Keys to SuccessfulTeacher/Student Relationships
5. Be consistent with consequences
- Deliver logical consequences with
empathy
- Maintain a sense of emotional objectivity
- Project a cool, professional exterior
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Keys to SuccessfulTeacher/Student Relationships
6. Engage in behaviors that create a climate of care
-Appear interested-Acknowledge students’ feelings-Neutralize arguments
-Empower students to solve problems
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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?”
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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?”
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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.”
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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
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Teacher/Family Relationships
Promote family involvement:
• Provide volunteer opportunities
• Guest speaking
• Mentoring
• Tutoring
• Family nights
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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
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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
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Teacher/Colleague/AdministrationRelationships
Strive to build relationships with your colleagues that are:
• Professional
• Collegial
• Ethical
• Positive
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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.
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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?
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Key Concepts: Relationships
Relationships
Relationships are the key to a positive learning environment that ensures student learning.
Teaching with Love and LogicFay & Funk
Choice Theory in the ClassroomWilliam Glasser
Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano
Your notes
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B.E.S.T. Training
Module 3:
Managing the Learning Environment
Organization
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ORGANIZATIONTo 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
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Key Concepts: Organization
Organization
Classroom ManagementSimplifiedMargeret Breaux
The First Days of SchoolHarry Wong
Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano
Your notes
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Which space would be more conducive to
producing quality work?
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What are Your Expectations
for a
Quality Restaurant?
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Think/Pair/Share
“An organized environment is a breeding ground for learning.” – Elizabeth Breaux
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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?
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• 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?
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• 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?
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Have you taken your organizational skills into the
21st Century?
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Traditional Method 21st Century Method 21st Century Tip
Attendance in grade book
AS 400/ CrossPointe Plan a “bell” activity for students to allow time to quickly take attendance
Filing Cabinet Digital Filing Set up files for units of study, parent letters, beginning of the year activities, etc. and save to the server
Letters, Notes in Planners, Phone Calls
E-Mail 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.
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Traditional Method 21st Century Method 21st Century Tip
Calendar Microsoft Outlook Use reminders, to do lists, notes, and invitations
Gradebook Edline Take a workshop or complete a tutorialUse your Technology Specialist as a resourceFollow your school’s policy about the frequency of your updates Provide a print out for students without a computerLet the kids know their grades before posting
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How can I optimize my own learning environment to ensure
student learning?
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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
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Does your learning environment contain the key components of an organized classroom?
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Key Concepts: Organization
Organization
Classroom ManagementSimplifiedMargeret Breaux
The First Days of SchoolHarry Wong
Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano
Your notes
Take time to organize your learning environment to maximize student engagement and learning.
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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
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Key Concepts: Procedures
Procedures
Classroom ManagementSimplifiedMargeret Breaux
The First Days of SchoolHarry Wong
Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano
Your notes
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Why are clear procedures important?
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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.
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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.
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How many groups were able to produce the original structure?
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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.”
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PROCEDURESInvest 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
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Go Slow to Go Fast
OR…
Go Fast to Go Slow
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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.
Procedures and Routines:
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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.
Top 5 cont.
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Rules and Procedures
Focus Areas
– Beginning of Day/Class (agenda, bell work, attendance, housekeeping)
– Ending of Day/Class (reflection, class meeting, goal setting)
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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)
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Rules and Procedures
Focus Area cont.
– Restroom/Water
– Emergency procedures
– Transitions/Interruptions
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What Impact do Procedures have on the Learning Environment?
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Skill PracticeDevelop 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.
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What procedures are in place in your class? Do you see any need
for additional procedures?
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Key Concepts: Procedures
Procedures
Classroom ManagementSimplifiedMargeret Breaux
The First Days of SchoolHarry Wong
Classroom ManagementThat Works: Research BasedStrategies for every TeacherMarzano
Your notes
Explain, rehearse, and reinforce procedures to maximize instructional time
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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.