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CLASS CLASSROOM ORGANIZATION. By Lisa Alonso, MS Center Administrator EUCLID CDC. Class Pre-k. CL assroom A ssessment S coring S ytem. What is class?. An observational tool that measures classroom quality .

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  1. CLASS CLASSROOM ORGANIZATION By Lisa Alonso, MS Center Administrator EUCLID CDC

  2. ClassPre-k CLassroom Assessment Scoring Sytem

  3. What is class? An observational tool that measures classroom quality. Research implies that the classroom teacher & child interactions is primary core for child/student development.

  4. Past & present • Techniques to improve student achievement by establishing • Smaller classroom size • Teacher’s level of education & credentials • Implementation of various curriculums • Although these are important… • its what a teacher can do with these techniques that has been proven will strengthen student achievement.

  5. Class findings


  7. National averages • EMOTIONAL SUPPORT • Scored between Moderate to High quality • CLASSROOM ORGANIZATION • Scores in Moderate quality • INSTRUCTIONAL SUPPORT • Scores in Low quality

  8. SDUSD ECE 2013-14 results

  9. Classroom organization • Behavior management • Productivity • Instructional Learning Formats

  10. We need to teach! • “If a child doesn’t know how to read, we teach. • If a child doesn’t know how to swim, we teach. • If a child doesn’t know how to multiply, we teach. • If a child doesn’t know how to drive, we teach. • If a child doesn’t know how to behave, we………punish? …………………….teach? • Why can’t we find the last sentence as automatically as we do the others?” Tom Herner (NASDA President) Counterpoint 1998, pg. 2

  11. Birth – Five • If a child is given the capacity by the primary caregiver to form relationships, express emotions, self-regulate, explore with security, then they are experiencing a healthy development. • Healthy development ability to: • Make friends, follow directions, be empathetic, manage emotions, form relationships. • When there are GAPS in development: • Challenging behavior exist • Behaviors have roots and meaning

  12. Behavior management • The teacher’s ability to teach clear behavioral expectations. • Teacher uses effective methodsand teach to prevent and redirect misbehavior. • Clear behavior expectations • Proactive • Redirection of misbehavior • Student Behavior • Video Clip

  13. Ca CSEFEL Teaching pyramid

  14. BEHAVIOR MANAGEMENT (class) ALIGNED WITH effective workplace (TEACHING PYRAMID) CLASS TEACHING PYRAMID • CLEAR BEHAVIOR EXPECTATIONS Classroom “working” schedule • Clear expectations • Consistency • Clarity of Rules • PROACTIVE • Anticipation of problem behavior or escalation • Efficient Redirection • REDIRECTION OF MISBEHAVIOR PDA – • Attention to the positive Positive Descriptive Acknowledgement • Uses subtle cues to redirect • Efficient Redirections • STUDENT BEHAVIOR • Frequent compliance • Little aggression and defiance

  15. PDA Positive Descriptive Acknowledgement • Acknowledgement promotes internal motivation • “I am a friendly person” vs “Good job” • Acknowledgment helps children develop • Self efficacy (confidence in their ability) • Agency (ability to have an impact on the world) Studies have shown that when teachers talk to children its usually to give directions or to correct inappropriate behavior. GOAL: To acknowledge children when they are engaged in appropriate, pro social behaviors.

  16. Moving from Praise to acknowledgement: Providing children with authentic support • Report what you see (Objective narration) example: “You put the blocks away.” • Connect it with a desired trait example: “You put the blocks away. You are keeping the area safe.” • Emphasize the impact it had on others example: “You put the blocks away. Now someone else can build a tower.” • Ask open ended-questions example: “What did you like best about your tower?” • Say nothing watch the play Adapted by WestEd CSEFEL Aug 2012 from Hooked on Praise: Quit saying “GOOD JOB!” by Alfie Kohn.

  17. Ratio of negative to positive Directions & Corrections Positive OR Neutral TO TO Positive OR Neutral Directions & Corrections


  19. Productivity • How a teacher manages instructional time and daily routines. • How a teacher provides activities for students so they all have an opportunity to be involved in the learning activities. • Maximizing learning time • Routines • Transitions • Preparation Video Clip

  20. Productivity • Maximizing learning time • Teacher provides activities for the children and deals efficiently with disruptions and managerial tasks. • Routines • Classroom resembles a “well-oiled machine” everyone knows what is expected of them and how to go about doing it. • Transitions • Transitions are quick and efficient. • Preparation • Teacher is fully prepared for activities and lessons.

  21. Instructional learning formats • Ways in which teachers maximize students interests and engagement. • Providing interesting materials to ensure many learning opportunities. • Effective facilitation • Variety of modalities • Student interest • Clarity of learning objectives • Video clip

  22. Instructional learning formats • Effective facilitation • Teacher actively facilitates students’ engagement in activities and lessons to encourage participation and expanded involvement. • Variety of modalities • Teacher uses a variety of modalities including auditory, visual, and movement and uses a variety of materials to effectively interest students and gain their participation during activities and lessons.

  23. Continued…Instructional learning formats • Student interest • Students are consistently interested and involved in activities and lessons. • Clarity of learning objectives • Teacher effectively focuses students’ attention toward learning objectives and/or purpose of the lesson. • Advanced organizers- “Let’s look at the pictures before we read it so we know what it will be about.” • Summaries- “So we just talked about how farm and zoo animals are different.” • Reorientation statements- “We are getting a bit off track; let’s make sure we are thinking about the differences between farm and zoo animals-not what the zoo is.”

  24. WHY class? • Research on CLASS has shown throughout the thousands of PreK through 3rd grade classrooms visited, when teachers build strong relationships with their students and have consistent positive interactions with children: • Learning becomes maximized • Academic scores increase • Established language skills • Better social adjustments Source: ECLKC, Webcast 2008

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